國立虎尾科技大學 |

Towards a Culturally Diverse English Curriculum : = Exploring the Perspectives of Teachers, Administrators, and Students.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Towards a Culturally Diverse English Curriculum :/
其他題名:	Exploring the Perspectives of Teachers, Administrators, and Students.
作者:	Dionida, Faith.
面頁冊數:	1 online resource (113 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
Contained By:	Dissertations Abstracts International84-03A.
標題:	Ethnic studies. -
電子資源:	click for full text (PQDT)
ISBN:	9798351444581

Towards a Culturally Diverse English Curriculum : = Exploring the Perspectives of Teachers, Administrators, and Students.
Dionida, Faith.

Towards a Culturally Diverse English Curriculum :Exploring the Perspectives of Teachers, Administrators, and Students. - 1 online resource (113 pages)

Source: Dissertations Abstracts International, Volume: 84-03, Section: A.

Thesis (Ph.D.)--State University of New York at Buffalo, 2022.

Includes bibliographical references

By and large, current English and English Language Arts curricula were created for and center Whiteness and do not adequately take into consideration the educational needs of students of color. Core English texts come from the so-called literary canon, are often written by White male authors, and tend to reflect values of the culture of Whiteness. Multicultural literature written by minoritized authors is not an integral component of the English curriculum and therefore does not address the needs of a diverse student population. This action research case study explores the perspectives and documents the practices of English teachers, administrators, and students, as they engage in efforts to reshape the English curriculum towards one that is more inclusive of Black, Indigenous, and People of Color (BIPOC) authors and analyzes perspectives of students and English teachers on plans to create an African American Literature course in particular at a diverse and high-performance high school in Northern California. Data include interviews with two school administrators and two English teachers who are attempting to transform the English curriculum, and a short answer survey of English teachers regarding their perspectives on the current English curriculum and what steps the department is and should be taking to be more inclusive of BIPOC authors. In addition, a focus group was conducted with English teachers to gather their feedback on a proposed African American Literature course outline the researcher-practitioner had created. Finally, students who were seniors at the time of data collection were asked to review the course outline for the African American Literature course and to complete a survey to provide their feedback on their prior English curricular experiences and on the new course. The study findings shed light on stakeholder perspectives and experiences, as well as the process of curricular transformation aimed at creating a more inclusive English curriculum. The study offers insights for educators and English departments, which may be seeking to change the curriculum to be more culturally diverse.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798351444581Subjects--Topical Terms:

809601
Ethnic studies.
Subjects--Index Terms:

Cultural diversityIndex Terms--Genre/Form:

554714
Electronic books.

Towards a Culturally Diverse English Curriculum : = Exploring the Perspectives of Teachers, Administrators, and Students.
LDR:03689ntm a22004457 4500 001 1144754
005 20240611104911.5
006 m o d
007 cr mn ---uuuuu
008 250605s2022 xx obm 000 0 eng d
020 $a 9798351444581
035 $a (MiAaPQ)AAI29319667
035 $a AAI29319667
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Dionida, Faith. $3 1469888
245 1 0 $a Towards a Culturally Diverse English Curriculum : $b Exploring the Perspectives of Teachers, Administrators, and Students.
264 0 $c 2022
300 $a 1 online resource (113 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-03, Section: A.
500 $a Advisor: Kearney, Erin.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2022.
504 $a Includes bibliographical references
520 $a By and large, current English and English Language Arts curricula were created for and center Whiteness and do not adequately take into consideration the educational needs of students of color. Core English texts come from the so-called literary canon, are often written by White male authors, and tend to reflect values of the culture of Whiteness. Multicultural literature written by minoritized authors is not an integral component of the English curriculum and therefore does not address the needs of a diverse student population. This action research case study explores the perspectives and documents the practices of English teachers, administrators, and students, as they engage in efforts to reshape the English curriculum towards one that is more inclusive of Black, Indigenous, and People of Color (BIPOC) authors and analyzes perspectives of students and English teachers on plans to create an African American Literature course in particular at a diverse and high-performance high school in Northern California. Data include interviews with two school administrators and two English teachers who are attempting to transform the English curriculum, and a short answer survey of English teachers regarding their perspectives on the current English curriculum and what steps the department is and should be taking to be more inclusive of BIPOC authors. In addition, a focus group was conducted with English teachers to gather their feedback on a proposed African American Literature course outline the researcher-practitioner had created. Finally, students who were seniors at the time of data collection were asked to review the course outline for the African American Literature course and to complete a survey to provide their feedback on their prior English curricular experiences and on the new course. The study findings shed light on stakeholder perspectives and experiences, as well as the process of curricular transformation aimed at creating a more inclusive English curriculum. The study offers insights for educators and English departments, which may be seeking to change the curriculum to be more culturally diverse.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Ethnic studies. $2 bicssc $3 809601
650 4 $a African American studies. $3 1180117
650 4 $a Language arts. $3 556677
650 4 $a Multicultural education. $3 556370
650 4 $a Educational evaluation. $3 555501
650 4 $a Education. $3 555912
650 4 $a Curriculum development. $3 1148494
653 $a Cultural diversity
653 $a English curriculum
653 $a Whiteness
653 $a Black, Indigenous, and People of Color
653 $a African American Literature
655 7 $a Electronic books. $2 local $3 554714
690 $a 0727
690 $a 0515
690 $a 0455
690 $a 0443
690 $a 0296
690 $a 0631
690 $a 0279
710 2 $a State University of New York at Buffalo. $b Learning and Instruction. $3 1148475
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 84-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29319667 $z click for full text (PQDT)