| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000435044 |
| 005 | | 20200227113850 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085580670 |
| 035 | |
▼a (MiAaPQ)AAI27525242 |
| 035 | |
▼a (MiAaPQ)OhioLINKosu154599273146207 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 370 |
| 100 | 1 |
▼a McClimans, Melinda Cathrin. |
| 245 | 10 |
▼a Pushing Students' Self/Other Boundaries in Order to Teach Critically About Difference. |
| 260 | |
▼a [S.l.]:
▼b The Ohio State University.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 306 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-02, Section: A. |
| 500 | |
▼a Includes supplementary digital materials. |
| 500 | |
▼a Advisor: Subedi, Binaya. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The Ohio State University, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a 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. |
| 590 | |
▼a School code: 0168. |
| 650 | 4 |
▼a Multicultural education. |
| 650 | 4 |
▼a Curriculum development. |
| 650 | 4 |
▼a Middle Eastern studies. |
| 650 | 4 |
▼a Middle Eastern literature. |
| 650 | 4 |
▼a Middle Eastern history. |
| 650 | 4 |
▼a Middle school education. |
| 650 | 4 |
▼a Education. |
| 690 | |
▼a 0315 |
| 690 | |
▼a 0515 |
| 690 | |
▼a 0727 |
| 690 | |
▼a 0333 |
| 690 | |
▼a 0555 |
| 690 | |
▼a 0450 |
| 690 | |
▼a 0455 |
| 710 | 20 |
▼a The Ohio State University.
▼b EDU Teaching and Learning. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-02A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0168 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15494103
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |