عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TLpq2268994488
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
Pushing Students' Self/Other Boundaries in Order to Teach Critically About Difference
نام عام مواد
[Thesis]
نام نخستين پديدآور
McClimans, Melinda Cathrin
نام ساير پديدآوران
Subedi, Binaya
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
The Ohio State University
تاریخ نشرو بخش و غیره
2019
مشخصات ظاهری
نام خاص و کميت اثر
306
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ph.D.
کسي که مدرک را اعطا کرده
The Ohio State University
امتياز متن
2019
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
This study investigated how curriculum can develop students' ability to critically engage with cultural difference, specifically with regard to learning about Islam and Muslims. The significance of this study lies in its synthesis of both academic and practitioner perspectives on this subject. The study built upon several areas of scholarship: critical global education, critical multicultural curriculum, decolonial and decolonizing approaches (countering Eurocentrism), anti-oppressive education, and critical pedagogy (see "Defining Critical Global Curriculum" in Chapter 2). All these approaches were viewed through the lens of Islamophobia as I analyzed curricular practices for teaching critically about Islam and Muslims. The core finding was that teachers countered Islamophobia by pushing their students' boundaries, or their conceptual biases, with regard to Muslim identity, and their own cultural identities. They often did this in ways intended to disrupt conceptualizations of self/Other. Teachers pushed student boundaries of self/Other by countering Eurocentric bias, acknowledging current and past forms of imperialism and oppression, and asking students to reflect on themselves before judging the Other. For many of the teachers in my study, this meant including Palestinian, indigenous, feminist, and other critical perspectives in their curriculum. Teachers acknowledged several key challenges: complicity with Eurocentric narratives, speaking the truth about war and racism, students' internalized racism and Islamophobia, and dilemmas for teaching about women's rights without perpetuating stereotypes about Muslim-majority countries and communities.
موضوع (اسم عام یاعبارت اسمی عام)
موضوع مستند نشده
Curriculum development
موضوع مستند نشده
Middle Eastern history
موضوع مستند نشده
Middle Eastern literature
موضوع مستند نشده
Middle Eastern studies
موضوع مستند نشده
Middle school education
موضوع مستند نشده
Multicultural education
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
McClimans, Melinda Cathrin
مستند نام اشخاص تاييد نشده
Subedi, Binaya
دسترسی و محل الکترونیکی
نام الکترونيکي
مطالعه متن کتاب وضعیت انتشار
فرمت انتشار
p
اطلاعات رکورد کتابشناسی
نوع ماده
[Thesis]
کد کاربرگه
276903
اطلاعات دسترسی رکورد
سطح دسترسي
a
تكميل شده
Y
