Browsing by Subject "Participatory action research"
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Item Performing the advocate bilingual teacher : drama-based interventions for future story-making(2016-05) Caldas Chumbes, Blanca Gabriela; Palmer, Deborah K.; Faltis, Christian J; De Lissovoy, Noah; Urrieta, Luis; Jones, OmiThis doctoral project focuses on exploring how critical drama-based pedagogical techniques in the development of future bilingual teachers can prepare them to become leaders and advocates inside and outside the classroom. This research examines the use of Boal’s Theater of the Oppressed techniques in the bilingual teacher preparation classroom as future teachers reenact real life experiences of experienced Bilingual teachers to examine social justice issues. as a way to provide a stage for future bilingual teachers to develop their assertiveness and stance in their practice. In this yearlong study, the participants—a cohort of pre-service bilingual teachers—engage in the re-imagining of the oral narratives of experienced bilingual teachers by physically reenacting their stories and providing alternative endings. My research aims to study the outcomes of pedagogical practices for the preparation of future Bilingual teachers that have the potential to empower themselves to not only think critically about the issues that surround Bilingual education, but also motivates them to engage in leadership and advocacy inside and outside the classroom. At the same time, this research examines translanguaging practices among bilingual pre-service teachers and how such practices shape both their identities as bilingual beings and bilingual professionals through reenactments. In order to complete this work I use a methodology bricolage, which combines performance ethnography, critical discourse analysis, and participatory action research.Item Perspectives through play : playbuilding as participatory action research in arts-based professional development(2013-05) Martin, Noah James; Dawson, KathrynThis thesis document presents a case study of a professional development playbuilding process at a public elementary school located in Austin, Texas. The study argues that playbuilding is a form of participatory action arts-based research particularly when positioned within the professional development setting. This qualitative study uses a narrative thematic analysis of the playbuilding process and workshop performance to examine how reflective and reflexive practice is situated within playbuilding as professional development. The document concludes with a discussion of the limitations and transformative potential of playbuilding and argues for the creation of critical pedagogical professional learning communities for teachers in school settings.Item (Re)interpreting vulnerabilities in the peri-urban Valley of Mexico : toward a deeper and more actionable understanding of poverty in Mexico City’s urban fringe(2014-08) Siegel, Samuel Donal; Dooling, SarahSettlement patterns on the urban fringe can present a host of threats to sociopolitical and biophysical sustainability, at the personal, municipal, and ecosystem scale. Mexico City’s expansive growth has forced the region’s poorest inhabitants to the farthest margins in the neighboring State of Mexico, where they often live in conditions of personal hardship and settle in patterns that threaten the ecological health of environmentally sensitive areas. Following interviews with practitioners in three periurban municipalities in the Valley of Mexico, this report examines how local land use regulators interpret the vulnerabilities facing communities in their jurisdictions and presents a typology of vulnerabilities. The report explores the processes of politicization that produce and re-produce the vulnerabilities facing individuals, communities and ecosystems. Several concrete policy recommendations are made for incorporating holistic thinking about vulnerability into government decision-making, and resources are provided for further research.Item Understanding emerging adulthood from the perspective of those transitioning from foster care and those experiencing homelessness : the role of policy in supporting competency during the transition to adulthood(2012-08) Gomez, Rebecca Jean; Schwab, A. JamesThe unsatisfactory achievement of adult competency among emerging adults aging out of foster care is well documented. However few studies have examined how development within the child welfare system impacts the ability to achieve competence. In this study, homeless emerging adults who had not aged out of foster care were compared to peers who were homeless and aged out of foster care. The child welfare system is a unique environment with its own policies. In order to better understand the process of development within the child welfare system, the current study used life course developmental theory to understand how the child welfare system affects the development of children and their ability to achieve competencies. Specifically, the role of learned helplessness in influencing the developmental trajectory of children aging out of foster care was examined. The data were collected utilizing participatory action research methods and the use of this methodology among homeless emerging adults is explored. The current study analyzes data collected by the Texas Network of Youth Services. The study examined issues surrounding the transition to adulthood among homeless emerging adults using a participatory action research methodology. The sample included emerging adults 18 to 25 years old who were homeless (n=134). A subset of the sample aged out of foster care. The results indicated that, 1) homeless emerging adults who have not aged out of foster care may be an appropriate comparison group for those who have aged out, 2) homeless emerging adults who aged out of foster care were more likely to have a perception of learned helplessness that may impede their ability to achieve adult competency when compared to those who did not age out of foster care, and 3) despite receiving services to prepare them for adulthood, homeless emerging adults who aged out of foster care had just as much difficulty achieving adult competency as their homeless peers who did not receive these services. Finally, results showed that the use of participatory action research among homeless emerging adults may be a promising approach for future research. Participants expressed feeling empowered and having perceptions that indicated self-efficacy. This indicated that this type of methodology may be promising in altering perceptions of learned helplessness.