A Mirror of Voices: A Collaborative Learning Community of Culturally Responsive Digital Storytelling

Autor/in	Harris, Kim Diann
Titel	A Mirror of Voices: A Collaborative Learning Community of Culturally Responsive Digital Storytelling
Quelle	(2013), (177 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Union Institute and University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-4577-4
Schlagwörter	Hochschulschrift; Dissertation; Communities of Practice; Story Telling; Cultural Awareness; Social Bias; Computer Mediated Communication; Culturally Relevant Education; Action Research; Workshops; Electronic Learning; Elementary Secondary Education; Best Practices; Teaching Methods; Educational Practices; Stereotypes; Teacher Educators; Urban Teaching; Teacher Student Relationship; African American Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community; Cultural identity; Kulturelle Identität; Computerkonferenz; Projektforschung; Lernwerkstatt; Schulung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Klischee; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Urban education; Stadtteilbezogenes Lernen; Teacher student relationships; Lehrer-Schüler-Beziehung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin
Abstract	This action research study acknowledged the possibilities of culturally responsive pedagogy by examining digital storytelling via online workshops that were facilitated for a group of educators and educational leaders. The presence of cultural biases and cultural discontinuities in Pre-K-12 education has the propensity to contribute to the marginalized education of Black students who are overtly and covertly being taught from the deficit model. Educators and educational leaders who work in higher education, in preparing our nation's teachers, perpetuate this deficit model. This action research study developed and implemented online digital storytelling workshops designed to promote best practices that could possibly reduce teacher biases and stereotypes among educators and educational leaders who prepare urban Pre-K-12 teachers. The study is crucial for higher education institutions to cultivate a sense of cultural competence, cultural proficiency, and cultural sensitivity within their instructional frameworks in preparing inner-city teachers of Black students. Higher education is in a place to create a safe space for reexamining current research and curricula development in order to cause a disruption that promotes antiracist teacher education paradigms. Everybody has a story to share and this one is about a mission to eradicate cultural biases and cultural discontinuities from learning communities and cultivate them with a renewed sense of teaching, learning, and leading with regard to Black students. My story is about a need for a distinct breed of pedagogical pathfinders who are empowered to embrace student-centric approaches that are infused with technology and media arts. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01