عنوان

Marginalization Practices: The Impact of Communication Interaction in the Classroom within the United Arab Emirates Higher Learning Institutes

Number

TL48383

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Marginalization Practices: The Impact of Communication Interaction in the Classroom within the United Arab Emirates Higher Learning Institutes

General Material Designation

[Thesis]

First Statement of Responsibility

Tina Marie Gates

Subsequent Statement of Responsibility

Brizek, Michael

Name of Publisher, Distributor, etc.

Northcentral University

Date of Publication, Distribution, etc.

2015

Specific Material Designation and Extent of Item

179

Text of Note

Committee members: Deris, Aaron

Text of Note

Place of publication: United States, Ann Arbor; ISBN=978-1-321-99366-0

Dissertation or thesis details and type of degree

Ed.D.

Discipline of degree

School of Education

Body granting the degree

Northcentral University

Text preceding or following the note

2015

Text of Note

Due to the numerous learning adaptations, a number of faculty and graduates within higher education are experiencing advent practices of marginalization. One of these challenges students face is learning to coupe with marginalization practices that tend to arise in the classroom. The underlying assumption for the study focused on practices relevant to marginalization and how creating labels exists framing expectations among students in terms of performance and behavior. The purpose of this qualitative single case study was to explore faculty and college graduates perceptions on the engagement of marginalization practices as a learning inhibitor within a higher learning educational setting as they relate to context of the Arab culture. However, the problem is teachers and students lack the understanding on the peripheralization marginalization creates in the classroom isolating academic progress. An additional problem the study addressed relates to the lack of literacy in higher education contributing to marginalization by inaccurately decoding diverse Arab learning environments. The aim was to examine the perception of factors by faculty and graduates in higher education that constructs the marginalization process - meaning effects, stimulation, identification and elimination to the degree it is possible that educators can identify they are engaging in marginalization practices among an Arabic student population. The primary objective was to explore the academic experiences and insights among university faculty and graduates in the United Arab Emirates initiating the academic influence marginalization practices have within higher level academic institutes in pursuit of communicative ideals. Research was conducted using an open-ended dichotomous online survey recruiting a sample population from diverse learning environments which included 16 faculty and 40 graduate students. Data was collected through survey analysis and determined incidences of marginalization in order to clarify the marginalization process within higher education. The results indicated faculty confound preconceived notions isolating academic progress because they lack understanding on the peripheralization marginalization creates in the classroom. The results also suggest marginalization practices inaccurately decode diverse Arab learning environments which have been circumscribed through ethnocentric curricula and cultural deficiencies. The study encourages future research on marginalization practices to improve the development of classroom dynamics within diverse environments.

Communication; Middle Eastern Studies; Curriculum development; Higher education

Subject Term

Social sciences;Communication and the arts;Education;Cultural competence;Curriculum development;Diversity;Marginalization;Teacher affect;Teacher-student relationship;United Arab Emirates;United arab emirates

Vechan, Eric

Brizek, Michael

Subdivision

School of Education

Northcentral University

Call Number

1712984070; 3719108

Electronic name

p

[Thesis]

276903

a

Y