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Teaching for cross-cultural understa...

Nkurumeh, Bartholomew.

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Teaching for cross-cultural understanding: A critical study of the classroom efforts of three US arts educators.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teaching for cross-cultural understanding: A critical study of the classroom efforts of three US arts educators./
Author:	Nkurumeh, Bartholomew.
Description:	116 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2332.
Contained By:	Dissertation Abstracts International71-07A.
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409347
ISBN:	9781124067285

Teaching for cross-cultural understanding: A critical study of the classroom efforts of three US arts educators.
Nkurumeh, Bartholomew.

Teaching for cross-cultural understanding: A critical study of the classroom efforts of three US arts educators. - 116 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2332.

Thesis (Ph.D.)--The University of Oklahoma, 2010.

Misunderstandings continue to exist between cultures. Across space, continued social inequalities involving unequal power relations create lack of understanding between cultures; this has led to oppression, dominance, and even death. Education, especially arts education, may be one means of helping build cultural bridges. Thus, this study examined three college teachers' efforts to use the arts to promote cross-cultural understanding in the United States. The teachers were known for using non-Western or multicultural arts in their teaching. The attempt of the researcher was to understand the possibilities of promoting cross-cultural understanding through use of the arts in education. The inquiry method involved critical qualitative research. The data were examined through the lens of Maxine Greene's "The Dialectic of Freedom." From Greene's point of view, education itself is a dialectical process that can be realized, in part, through a relational use of the arts. Collectively, the findings suggest that these teachers promoted cross-cultural understanding by providing pedagogical spaces conducive to recursive discussion of personal and collective experiences related to stereotypes and the affirmation of diversity. Implications and applications were discussed for use of the arts in education in general.

ISBN: 9781124067285Subjects--Topical Terms:

1018432
Education, Art.

Teaching for cross-cultural understanding: A critical study of the classroom efforts of three US arts educators.
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100 1 $a Nkurumeh, Bartholomew. $3 1680955
245 1 0 $a Teaching for cross-cultural understanding: A critical study of the classroom efforts of three US arts educators.
300 $a 116 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2332.
500 $a Adviser: Neil O. Houser.
502 $a Thesis (Ph.D.)--The University of Oklahoma, 2010.
520 $a Misunderstandings continue to exist between cultures. Across space, continued social inequalities involving unequal power relations create lack of understanding between cultures; this has led to oppression, dominance, and even death. Education, especially arts education, may be one means of helping build cultural bridges. Thus, this study examined three college teachers' efforts to use the arts to promote cross-cultural understanding in the United States. The teachers were known for using non-Western or multicultural arts in their teaching. The attempt of the researcher was to understand the possibilities of promoting cross-cultural understanding through use of the arts in education. The inquiry method involved critical qualitative research. The data were examined through the lens of Maxine Greene's "The Dialectic of Freedom." From Greene's point of view, education itself is a dialectical process that can be realized, in part, through a relational use of the arts. Collectively, the findings suggest that these teachers promoted cross-cultural understanding by providing pedagogical spaces conducive to recursive discussion of personal and collective experiences related to stereotypes and the affirmation of diversity. Implications and applications were discussed for use of the arts in education in general.
590 $a School code: 0169.
650 4 $a Education, Art. $3 1018432
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
650 4 $a Education, Curriculum and Instruction. $3 576301
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710 2 $a The University of Oklahoma. $b Department of Instructional Leadership and Academic Curriculum. $3 1025741
773 0 $t Dissertation Abstracts International $g 71-07A.
790 1 0 $a Houser, Neil O., $e advisor
790 1 0 $a Chiodo, John $e committee member
790 1 0 $a Garn, Gregg $e committee member
790 1 0 $a Reeder, Stacy $e committee member
790 1 0 $a Smith, Joan $e committee member
790 $a 0169
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3409347