Description
ABSTRACT
This dissertation addresses the question of how participation in an arts-based sojourn influences university instructors’ perspectives and understanding as related to working with international female Muslim students (FMS). It also addresses what participation in a social justice oriented arts-based inquiry reveals about transformation of perspectives and practices of FMS in instructors’ long-term trajectories. Social justice oriented arts-based inquiry is a powerful tool to unearth issues and challenges associated with creating and sustaining equitable practices in the classroom. This type of inquiry provided instructor-participants with a platform that facilitated their use of “equity lenses” to examine and reflect on external phenomena which may influence their classroom practices as related to FMS. Participation in the art-based sojourn facilitated multiple opportunities for the instructor-participants to reflect critically on their practices, understanding, and perspectives of FMS. This study revealed that the most significant shifts in understanding and perspectives about FMS followed from long-term events and moments in the instructor-participants’ teaching careers.
This dissertation addresses the question of how participation in an arts-based sojourn influences university instructors’ perspectives and understanding as related to working with international female Muslim students (FMS). It also addresses what participation in a social justice oriented arts-based inquiry reveals about transformation of perspectives and practices of FMS in instructors’ long-term trajectories. Social justice oriented arts-based inquiry is a powerful tool to unearth issues and challenges associated with creating and sustaining equitable practices in the classroom. This type of inquiry provided instructor-participants with a platform that facilitated their use of “equity lenses” to examine and reflect on external phenomena which may influence their classroom practices as related to FMS. Participation in the art-based sojourn facilitated multiple opportunities for the instructor-participants to reflect critically on their practices, understanding, and perspectives of FMS. This study revealed that the most significant shifts in understanding and perspectives about FMS followed from long-term events and moments in the instructor-participants’ teaching careers.
Details
Title
- Introduction to social justice oriented arts-based inquiry
Contributors
- Hahne, Connie (Author)
- Jordan, Michelle (Thesis advisor)
- Carlson, David Lee (Thesis advisor)
- Dixon, Shane (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2017
Subjects
- Educational leadership
- Education (Higher)
- English as a Second Language
- Female Muslim Students
- Intensive English Langauge Program
- International Students
- Muslims--Education (Higher)--United States.
- Muslims
- Women college students--Education (Higher)--United States.
- Women college students
- Women art students--Education (Higher)--United States.
- Women art students
- Discrimination in education--United States.
- Sex differences in education--United States.
- Art and social action--United States.
- Art and social action
Resource Type
Collections this item is in
Note
- thesisPartial requirement for: Ed.D., Arizona State University, 2017
- bibliographyIncludes bibliographical references (pages 134-143)
- Field of study: Educational leadership and policy studies
Citation and reuse
Statement of Responsibility
by Connie Hahne