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

A Poet's Room: Troubling Tolerance, ...

Falkner, Adam.

FindBook

Google Book

Amazon

博客來

A Poet's Room: Troubling Tolerance, Cultural Ruptures & the Dialogic Curriculum.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Poet's Room: Troubling Tolerance, Cultural Ruptures & the Dialogic Curriculum./
作者:	Falkner, Adam.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	194 p.
附註:	Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
Contained By:	Dissertations Abstracts International79-11A.
標題:	Performing arts education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10810439
ISBN:	9780355910704

A Poet's Room: Troubling Tolerance, Cultural Ruptures & the Dialogic Curriculum.
Falkner, Adam.

A Poet's Room: Troubling Tolerance, Cultural Ruptures & the Dialogic Curriculum. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 194 p.

Source: Dissertations Abstracts International, Volume: 79-11, Section: A.

Thesis (Ph.D.)--Columbia University, 2018.

This item is not available from ProQuest Dissertations & Theses.

Many high school communities across the United States grapple with issues of bullying, harassment and other forms of student conflict that are often the result of intolerance and misunderstandings across and among social identities (Griffin et. al., 2012). In an effort to rebuild tone and community, however, schools have focused predominantly on (1) addressing only antagonistic student behavior and (2) tolerance-based approaches that result in the superficial "choreography of civil speech" (Mayo. 2004). Both methods, in different ways, have struggled to meaningfully address many of the underlying issues responsible for intergroup and interpersonal conflict and the deterioration of community in schools (Dessel, 2010; Poteat & DiGiovanni, 2010). This qualitative case study examines the impact of an innovative arts-based curriculum designed to center the construction and performance of student "creative authoethnographies" in the classroom as a way of proactively working toward dialogue about identity and social analysis. Conducted over the course of a single school year at a high school in New York City, this research looks carefully at the experiences of seven students. Through close analysis of student interviews, archived student writing, curriculum documents, student surveys and other qualitative data, this work strives to articulate what courses such as these offer students, and how their presence in schools holds the potential to directly address issues of bullying and conflict across difference. Responding to the critical multiculturalist call (Banks, 1995, Morrell, 2007; Camangian, 2010) for a pedagogy that combines the successful but historically separate practices of autoethnography and the teaching of dialogue skills, this study introduces "cultural ruptures" and a "pedagogy of disruption" as part of a new approach to engaging young people in an of education that is explicit in it's efforts to critique society and interrogate one's own identity (Freire & Macedo, 1987). This research also advocates strongly on behalf of English classrooms (and English teachers specifically) as among the most important "actors" in the work of humanizing education, and offers tangible recommendations and strategies for practitioners toward that end.

ISBN: 9780355910704Subjects--Topical Terms:

3173434
Performing arts education.

A Poet's Room: Troubling Tolerance, Cultural Ruptures & the Dialogic Curriculum.
LDR:03467nmm a2200349 4500 001 2205931
005 20190909085600.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780355910704
035 $a (MiAaPQ)AAI10810439
035 $a (MiAaPQ)columbia:14678
035 $a AAI10810439
040 $a MiAaPQ $c MiAaPQ
100 1 $a Falkner, Adam. $3 3432814
245 1 0 $a A Poet's Room: Troubling Tolerance, Cultural Ruptures & the Dialogic Curriculum.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 194 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Morrell, Ernest;Emdin, Christopher.
502 $a Thesis (Ph.D.)--Columbia University, 2018.
506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be sold to any third party vendors.
520 $a Many high school communities across the United States grapple with issues of bullying, harassment and other forms of student conflict that are often the result of intolerance and misunderstandings across and among social identities (Griffin et. al., 2012). In an effort to rebuild tone and community, however, schools have focused predominantly on (1) addressing only antagonistic student behavior and (2) tolerance-based approaches that result in the superficial "choreography of civil speech" (Mayo. 2004). Both methods, in different ways, have struggled to meaningfully address many of the underlying issues responsible for intergroup and interpersonal conflict and the deterioration of community in schools (Dessel, 2010; Poteat & DiGiovanni, 2010). This qualitative case study examines the impact of an innovative arts-based curriculum designed to center the construction and performance of student "creative authoethnographies" in the classroom as a way of proactively working toward dialogue about identity and social analysis. Conducted over the course of a single school year at a high school in New York City, this research looks carefully at the experiences of seven students. Through close analysis of student interviews, archived student writing, curriculum documents, student surveys and other qualitative data, this work strives to articulate what courses such as these offer students, and how their presence in schools holds the potential to directly address issues of bullying and conflict across difference. Responding to the critical multiculturalist call (Banks, 1995, Morrell, 2007; Camangian, 2010) for a pedagogy that combines the successful but historically separate practices of autoethnography and the teaching of dialogue skills, this study introduces "cultural ruptures" and a "pedagogy of disruption" as part of a new approach to engaging young people in an of education that is explicit in it's efforts to critique society and interrogate one's own identity (Freire & Macedo, 1987). This research also advocates strongly on behalf of English classrooms (and English teachers specifically) as among the most important "actors" in the work of humanizing education, and offers tangible recommendations and strategies for practitioners toward that end.
590 $a School code: 0054.
650 4 $a Performing arts education. $3 3173434
650 4 $a Curriculum development. $3 684418
650 4 $a Multicultural education. $3 526718
690 $a 0455
690 $a 0457
690 $a 0727
710 2 $a Columbia University. $b English Education. $3 3186399
773 0 $t Dissertations Abstracts International $g 79-11A.
790 $a 0054
791 $a Ph.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10810439