عنوان
پدید آورنده
موضوع
رده
کتابخانه
محل استقرار
شماره کتابشناسی ملی
شماره
TLpq2364243645
زبان اثر
زبان متن نوشتاري يا گفتاري و مانند آن
انگلیسی
عنوان و نام پديدآور
عنوان اصلي
Critical Consciousness Involving Worldview Inequities among Undergraduate Students
نام عام مواد
[Thesis]
نام نخستين پديدآور
Armstrong, Amanda Rae
نام ساير پديدآوران
Barber, James P.
وضعیت نشر و پخش و غیره
نام ناشر، پخش کننده و غيره
The College of William and Mary
تاریخ نشرو بخش و غیره
2020
مشخصات ظاهری
نام خاص و کميت اثر
265
یادداشتهای مربوط به پایان نامه ها
جزئيات پايان نامه و نوع درجه آن
Ph.D.
کسي که مدرک را اعطا کرده
The College of William and Mary
امتياز متن
2020
یادداشتهای مربوط به خلاصه یا چکیده
متن يادداشت
College students' worldviews and (non)religious beliefs continue to evolve and become more nuanced. Thus, it is crucial that college students make meaning of diverse worldview perspectives and recognize the accompanying inequitable experiences that others encounter because of their worldviews. In promoting research on critical consciousness in their 2018 call for proposals, the Association for the Study of Higher Education invited educators to consider, not only how students engage across differences, but how they recognize, make meaning of, and act upon social inequities. To expand topics of pluralism and interworldview dialogue in higher education, it is important to investigate the phenomenon of critical consciousness in relation to worldview inequities. The purpose of this study was to explore how critical consciousness involving worldview inequities took shape for 15 undergraduate college students (aged 18-24) at one institution, William & Mary. Though some scholars have offered findings regarding students' and administrators' development of critical consciousness, there is not much research focused on how critical consciousness takes shape (i.e., "how it is produced in time and space") for students regarding worldview inequities (Vagle, 2018, p. 150). In this study, I used a theoretical borderlands perspective, tenets of intersectionality theory, and a qualitative, post-intentional phenomenological (PIP) methodology. Data sources included two semi-structured interviews with each student participant, student-generated reflections over a two-week period, and my own post-reflexive journaling. Findings from this study are depicted through a primary tentative manifestation (momentarily recognizable aspects of phenomena), which I named emotionality, and two figurations that elucidate how critical consciousness took shape for students in this study.
موضوع (اسم عام یاعبارت اسمی عام)
موضوع مستند نشده
Critical consciousness
موضوع مستند نشده
Inequity
موضوع مستند نشده
Phenomenology
موضوع مستند نشده
Post-intentional
موضوع مستند نشده
Student development
موضوع مستند نشده
Worldview
نام شخص به منزله سر شناسه - (مسئولیت معنوی درجه اول )
مستند نام اشخاص تاييد نشده
Armstrong, Amanda Rae
مستند نام اشخاص تاييد نشده
Barber, James P.
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
