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  • 1. Cook, Misty Teaching Value, Learning Identity: The Powerful Influence of Educator Bias on Student's Class Identities

    Doctor of Education, Miami University, 2023, Educational Leadership

    This qualitative study, limited to only three female participants and bounded by proximity, sought to provide a better understanding of how the social class background of teachers may impact pedagogy. Utilizing Crenshaw's intersectionality of identity lens and Bourdieu's Cultural Reproduction Theory, this research focused on a social constructivist interpretive framework to explore through the use of three in depth semistructured interviews how the class background of teachers may impact pedagogy. Data gathered from the semi-structured interviews was collected and inductively content analyzed to answer the research question: How does the class background of teachers from the middle class and working-class/poor impact their pedagogy? This problem of practice has relevance because many students of poor/working-class backgrounds continue to achieve at much lower levels than their more upper-class peers. Research in academia exists regarding social class as an economic construct and social class as culture; however, there remains a general lack of research involving teachers in K-12 schools exploring pedagogical beliefs and practices related to social class. Several pertinent ideas were revealed through semi-structured interviews with teacher participants. Teachers do have emergent notions of class beyond socioeconomic status but lack the knowledge to identify them as so. Judgements of people from lower social class backgrounds is present for all participants. All participants identify their first recognizable class-based experienced to be in an educational setting. Lastly, the selfidentified class background of teacher participants did impact their pedagogical beliefs and practices. Professional development designed to encourage teachers to think reflexively about their class-based assumptions and how they may unknowingly reinforce a negative view of the poor/working class that transmits the hidden curriculum of schools could have the power to effe (open full item for complete abstract)

    Committee: Joel Malin (Committee Co-Chair); Lucian Szlizewski (Committee Co-Chair); Sherrill Sellers (Committee Member) Subjects: Education
  • 2. You, Ziying Competing Traditions: Village Temple Rivalries, Social Actors, and Contested Narratives in Contemporary China

    Doctor of Philosophy, The Ohio State University, 2015, East Asian Languages and Literatures

    This dissertation treats how tradition has been deconstructed, reconstructed, contradicted, negotiated, and practiced by competing and shifting actors after 1949, as both a cultural construct and a tool of power struggle in contemporary China. Instead of investigating the general usage and intellectual construction of the term “tradition,” I focus on how rural people in northern China conceptualize and practice local traditions in both rituals and daily lives. The dissertation is based on six months of recent fieldwork (2012 and 2013), and site visits that began in 2007. My ethnographic case study observes living beliefs and vernacular representations of the ancient Chinese sage kings Yao and Shun, as well as Yao's two daughters (and Shun's two wives) Ehuang and Nuying, in several villages in Hongdong County, Shanxi Province. I explore how various local actors construct Chinese pre-history and worship mythical figures as their ancestors in both discourse and practice, and how they compete and negotiate with each other in transmitting and reproducing local traditions. In particular, I highlight the role of contemporary “folk literati” in the process of continuing and representing local traditions, especially during politically disastrous periods. I employ the term “folk literati” to describe a group of people who were trained in classical Chinese literature, knowledgeable about local history, legends, and beliefs, and are capable of representing them in writing. Furthermore, I analyze contentious relationships among folk literati and shifting power balances between the key folk groups that sponsor local temple fairs and ritual processions (she), temple reconstruction associations, and the state in the promotion and safeguarding of local traditions as China's Intangible Cultural Heritage in the late 2000s. I combine ethnography with history in my research, for history is crucial to the communities that I study, and it also makes my ethnographic observations in the pre (open full item for complete abstract)

    Committee: Mark Bender (Advisor) Subjects: Folklore; Foreign Language; Religion
  • 3. CHEN, SHU-CHUNG EASTERN AND WESTERN CULTURAL VALUES: IMPLICATION FOR TRAINING ASIAN COUNSELORS

    EdD, University of Cincinnati, 2004, Education : Counselor Education

    Most Asian counselors have been trained within a counseling model based on Western thought, theories, and values. The present study may be the first to address directly the potential impact of cultural values upon Asian counselors. As an initial step to understanding possible values differences between Asian and American counselors, this research examined the differences in perceptions between Taiwanese and Ohio counselors as they reviewed two values-related client scenarios. Seventy-six Taiwanese and 78 American counselors were included as participants in the research study. Two case scenarios involving a client in a personal conflict with other family members were created for the study. After reading the cases, each respondent was asked, through a written questionnaire, to give impressions and reactions of the case including conceptualizations, possible goals and strategies. In addition to qualitative analyses of the collected data, three scales were developed to measure the participants' (a) expected comfort in dealing with the client described, (b) the extent of non-directiveness that would be likely employed, and (c) the amount of collectivistic (versus individualistic) orientation in goal and strategy selection. Additionally, after completely all other aspects of the questionnaire, participants were asked to complete the Asian Values Scale (Kim, Atkinson, & Yang, 1999). A multivariate analysis with repeated measures tested the differences between Asian and American counselors on their reactions and impressions of the two scenarios. The main effects for both nationality and scenario were found to be significant, with Asians more comfortable as a counselor with either client. The nationality by scenario multivariate interaction (S x N) also was significant, and the relevant univariate analyses provided evidence that the primary sources of the significant interaction were in the univariate tests for Non-directiveness and Collectivistic Focus. Although Asian couns (open full item for complete abstract)

    Committee: Dr. Geoffrey Yager (Advisor) Subjects: Education, Guidance and Counseling
  • 4. Tshitswana, Dintle Tswana Cultural Beliefs and Practices – Implications for Methods of Care for AIDS Orphans and Other Vulnerable Children in Botswana

    Master of Arts (MA), Ohio University, 2003, International Studies - African Studies

    In Botswana orphan hood has recently become a major social issue with greater repercussions. Among the Batswana, caring for orphans has always been a natural and expected practice, which is rooted in society's beliefs and culture. The practice of caring for orphaned children depends on ties among families and the extended family form. However, with the advent of forces such as modernization and epidemics like AIDS, this system faces dire challenges. The government of Botswana, the family and community at large are grappling with ways in which to best provide care for orphans and other vulnerable children,such as those abused and abandoned. This study examines orphan hood in the context of Batswana traditions and culture. It is based on documents and published articles on orphans in Botswana, and published anthropological and sociological works on the Batswana. The study discusses cultural values and practices that have always guided and ensured care for orphans, how these practices have changed over time, and why they have changed. Issues surrounding difficulties in identifying the best methods of care for orphans are also discussed. This study shows that perceptions towards the care of orphans are deeply rooted in the cultural beliefs of the Batswana. Any effort to establish alternative forms of care not solely through family ties should be aware of cultural perceptions and should attempt to gain society's support. The main theme of the study borrows from the Ghanaian concept of Sankofa – which is “if you cannot find the answer to the problem in the present, return to tradition”. This study can be used to provide a reference for those engaged in policy development for the care of orphans and those working to develop guidelines for methods of care. Hopefully, it will provide insights into methods that are culturally understood and relevant to Botswana's social and political life.

    Committee: Diane Ciekawy (Advisor) Subjects: Sociology, Public and Social Welfare
  • 5. Senu-Oke, Helen A Genealogy of Disability and Special Education in Nigeria: From the Pre-Colonial Era to the Present

    Doctor of Education, Miami University, 2011, Educational Leadership

    This study discusses the history of education in Nigeria with emphasis on the need for a comprehensive special education program that will provide basic education for all individuals with disabilities in Nigeria. In Nigeria, as in many other underdeveloped countries, individuals that are defined as disabled are generally deprived of equal access to basic public education and other fundamental services that are guaranteed to their “non-disabled” counterpart. Due to cultural beliefs and social attitudes, an individual that is defined as “disabled” is treated as a social taboo associated with evil omens or bad luck. Consequently, individuals that are defined as disabled are excluded from upwardly mobile social and economic opportunities including access to educational pursuits with the consequence that, they face an uncertain future, a life of absolute poverty, deprivation and abuse. Cultural beliefs pertaining to individuals that are defined as disabled are further compounded by British colonial policy that failed to consider the education of individuals that are defined as disabled as a policy priority in the education of native people in Nigeria. Therefore, this study will apply Foucault's genealogical approach to history, and critical disability theory in education to analyze the impact of Nigerian cultural practices, the influence of Christianity and Islamic religion, and also British colonial policy on educational policy priorities in post-independence Nigeria. This study will show that the Nigerian educational system does not provide equal educational opportunity for individuals that are defined as “disabled”, resulting from the outcome of cultural practices, colonial and post-colonial policies that define individuals on the basis of whether they are “disabled” (unable) or “non-disabled” (able). In conclusion, this study will make recommendations about the way forward for Nigerian policy makers in order to encourage the need for the establishment of a non-discri (open full item for complete abstract)

    Committee: Dennis Carlson Ph.D. (Committee Chair) Subjects: