東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Journeys of Resilience: American Ind...

Joseph, Darold H.

FindBook

Google Book

Amazon

博客來

Journeys of Resilience: American Indian Students with Disabilities Overcoming Barriers to Pursue Higher Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Journeys of Resilience: American Indian Students with Disabilities Overcoming Barriers to Pursue Higher Education./
作者:	Joseph, Darold H.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	320 p.
附註:	Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.
Contained By:	Dissertation Abstracts International80-04A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13419197
ISBN:	9780438749436

Journeys of Resilience: American Indian Students with Disabilities Overcoming Barriers to Pursue Higher Education.
Joseph, Darold H.

Journeys of Resilience: American Indian Students with Disabilities Overcoming Barriers to Pursue Higher Education. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 320 p.

Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.

Thesis (Ph.D.)--The University of Arizona, 2018.

In this study I investigated the journeys of five American Indian students with disabilities (AISD) pursuing higher education in the Southwest region of the United States. Specifically, the AISD's journeys were examined to identify: (1) student perceptions and social and institutional conditions that served as barriers to pursue higher education; and (2) what conditions in the experiences of AISD facilitated overcoming barriers to pursue higher education. This qualitative study used critical ethnography and grounded theory methods to collect AISD stories that spanned their childhoods, transitions to college, and current placement in college. Navhongvita (Joseph & Windchief, 2015) was the conceptual model implemented to organize the data and Tribal Critical Race Theory (TribalCrit) (Brayboy, 2005) and Dis/ability Critical Race Theory (DisCrit) (Annamma, Connor, & Ferri, 2016) were the theoretical lens used to interpret findings. The role of home community and educational institutions were found to contribute to the barriers encountered and to the conditions informing resilience among the AISD. Additionally, historical implications with regards to colonization and social constructs of disability contributed to barriers experienced by AISD in their journeys to pursue higher education. The development and the practice of resilience for AISD was identified to be both an outcome and a process (Morales, 2008a) that was informed by individual life stories and shared experiences.

ISBN: 9780438749436Subjects--Topical Terms:

516693
Special education.

Journeys of Resilience: American Indian Students with Disabilities Overcoming Barriers to Pursue Higher Education.
LDR:02548nmm a2200325 4500 001 2204143
005 20190708110138.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438749436
035 $a (MiAaPQ)AAI13419197
035 $a (MiAaPQ)arizona:16758
035 $a AAI13419197
040 $a MiAaPQ $c MiAaPQ
100 1 $a Joseph, Darold H. $3 3430969
245 1 0 $a Journeys of Resilience: American Indian Students with Disabilities Overcoming Barriers to Pursue Higher Education.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 320 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.
500 $a Advisers: Todd V. Fletcher; Alfredo J. Artiles.
502 $a Thesis (Ph.D.)--The University of Arizona, 2018.
520 $a In this study I investigated the journeys of five American Indian students with disabilities (AISD) pursuing higher education in the Southwest region of the United States. Specifically, the AISD's journeys were examined to identify: (1) student perceptions and social and institutional conditions that served as barriers to pursue higher education; and (2) what conditions in the experiences of AISD facilitated overcoming barriers to pursue higher education. This qualitative study used critical ethnography and grounded theory methods to collect AISD stories that spanned their childhoods, transitions to college, and current placement in college. Navhongvita (Joseph & Windchief, 2015) was the conceptual model implemented to organize the data and Tribal Critical Race Theory (TribalCrit) (Brayboy, 2005) and Dis/ability Critical Race Theory (DisCrit) (Annamma, Connor, & Ferri, 2016) were the theoretical lens used to interpret findings. The role of home community and educational institutions were found to contribute to the barriers encountered and to the conditions informing resilience among the AISD. Additionally, historical implications with regards to colonization and social constructs of disability contributed to barriers experienced by AISD in their journeys to pursue higher education. The development and the practice of resilience for AISD was identified to be both an outcome and a process (Morales, 2008a) that was informed by individual life stories and shared experiences.
590 $a School code: 0009.
650 4 $a Special education. $3 516693
650 4 $a Native American studies. $3 2122730
650 4 $a Higher education. $3 641065
650 4 $a Disability studies. $3 543687
690 $a 0529
690 $a 0740
690 $a 0745
690 $a 0201
710 2 $a The University of Arizona. $b Special Education & Rehabilitation. $3 1031051
773 0 $t Dissertation Abstracts International $g 80-04A(E).
790 $a 0009
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13419197