國立虎尾科技大學 |

Our Collective Attitude : = Vulnerability and Anti-Racism.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Our Collective Attitude :/
其他題名:	Vulnerability and Anti-Racism.
作者:	Redman, Daniel P.
面頁冊數:	1 online resource (379 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-04, Section: A.
Contained By:	Dissertations Abstracts International85-04A.
標題:	Adult education. -
電子資源:	click for full text (PQDT)
ISBN:	9798380596510

Our Collective Attitude : = Vulnerability and Anti-Racism.
Redman, Daniel P.

Our Collective Attitude :Vulnerability and Anti-Racism. - 1 online resource (379 pages)

Source: Dissertations Abstracts International, Volume: 85-04, Section: A.

Thesis (Ph.D.)--The Ohio State University, 2023.

Includes bibliographical references

Though Diversity, Equity, and Inclusion training (DEI) has proliferated, facilitators still seek effective tools to support the growth of anti-racist consciousness in participants. An avenue with great promise around these needs is how shared reflexive vulnerability can promote the growth of this consciousness. Using the tools of microethnographic discourse analysis, an anti-racist book club at a large midwestern public school district was observed. Participants in this book club languaged and co-constructed ideas about their own anti-racist consciousness, and discussed how to promote change in their community in relation to anti-racism. Patterns occurred in (a) the ways facilitators modeled and promoted vulnerability, (b) the boundaries white teachers created around themselves while constructing their identities and responsibilities, (c) the assumptions participants had about institutional responses and cultural solutions, and (d) the challenges and opportunities participants identified as they tried to disrupt oppressive patterns in their schools. These findings reveal the effectiveness of shared reflexive vulnerability at creating spaces where educators can develop critical consciousness around issues of race and inequity. The other patterns made visible in the vulnerable space suggest important insights into how educators build boundaries based on race, grapple with institutional power and their relationship to it, and what hurdles and breakthroughs these conversations can illuminate.

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

Mode of access: World Wide Web

ISBN: 9798380596510Subjects--Topical Terms:

555548
Adult education.
Subjects--Index Terms:

Anti-racismIndex Terms--Genre/Form:

554714
Electronic books.

Our Collective Attitude : = Vulnerability and Anti-Racism.
LDR:03098ntm a22004817 4500 001 1149583
005 20241022112137.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380596510
035 $a (MiAaPQ)AAI30788420
035 $a (MiAaPQ)OhioLINKosu1683225406809174
035 $a AAI30788420
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Redman, Daniel P. $3 1475881
245 1 0 $a Our Collective Attitude : $b Vulnerability and Anti-Racism.
264 0 $c 2023
300 $a 1 online resource (379 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: 85-04, Section: A.
500 $a Advisor: Rhoades, Mindi.
502 $a Thesis (Ph.D.)--The Ohio State University, 2023.
504 $a Includes bibliographical references
520 $a Though Diversity, Equity, and Inclusion training (DEI) has proliferated, facilitators still seek effective tools to support the growth of anti-racist consciousness in participants. An avenue with great promise around these needs is how shared reflexive vulnerability can promote the growth of this consciousness. Using the tools of microethnographic discourse analysis, an anti-racist book club at a large midwestern public school district was observed. Participants in this book club languaged and co-constructed ideas about their own anti-racist consciousness, and discussed how to promote change in their community in relation to anti-racism. Patterns occurred in (a) the ways facilitators modeled and promoted vulnerability, (b) the boundaries white teachers created around themselves while constructing their identities and responsibilities, (c) the assumptions participants had about institutional responses and cultural solutions, and (d) the challenges and opportunities participants identified as they tried to disrupt oppressive patterns in their schools. These findings reveal the effectiveness of shared reflexive vulnerability at creating spaces where educators can develop critical consciousness around issues of race and inequity. The other patterns made visible in the vulnerable space suggest important insights into how educators build boundaries based on race, grapple with institutional power and their relationship to it, and what hurdles and breakthroughs these conversations can illuminate.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Adult education. $3 555548
650 4 $a Education. $3 555912
650 4 $a Teacher education. $3 1148451
650 4 $a Language. $3 571568
650 4 $a Pedagogy. $3 1148703
650 4 $a Continuing education. $3 555498
650 4 $a Communication. $3 556422
653 $a Anti-racism
653 $a Vulnerability
653 $a Social justice
653 $a Professional development
653 $a Anti-racist consciousness
653 $a Ethnography
653 $a Microethnographic discourse analysis
655 7 $a Electronic books. $2 local $3 554714
690 $a 0679
690 $a 0459
690 $a 0516
690 $a 0530
690 $a 0515
690 $a 0651
690 $a 0456
710 2 $a The Ohio State University. $b EDU Teaching and Learning. $3 1180115
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-04A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30788420 $z click for full text (PQDT)