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You searched for +publisher:"University of Arizona" +contributor:("Cammarota, Julio"). Showing records 1 – 15 of 15 total matches.

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University of Arizona

1. Stauber, Leah S. Chicanismo in the New Generation: "Youth, Identity, Power" in the 21st Century Borderlands .

Degree: 2012, University of Arizona

 The Chicano movements of the 1960s transformed protest and unrest into significant gains in the status of young Mexican Americans. Deriving strength from the political… (more)

Subjects/Keywords: Borderlands; Chicano; Identity; Youth; Anthropology; Activism; Arizona

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APA (6th Edition):

Stauber, L. S. (2012). Chicanismo in the New Generation: "Youth, Identity, Power" in the 21st Century Borderlands . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/223346

Chicago Manual of Style (16th Edition):

Stauber, Leah S. “Chicanismo in the New Generation: "Youth, Identity, Power" in the 21st Century Borderlands .” 2012. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/223346.

MLA Handbook (7th Edition):

Stauber, Leah S. “Chicanismo in the New Generation: "Youth, Identity, Power" in the 21st Century Borderlands .” 2012. Web. 20 Mar 2019.

Vancouver:

Stauber LS. Chicanismo in the New Generation: "Youth, Identity, Power" in the 21st Century Borderlands . [Internet] [Doctoral dissertation]. University of Arizona; 2012. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/223346.

Council of Science Editors:

Stauber LS. Chicanismo in the New Generation: "Youth, Identity, Power" in the 21st Century Borderlands . [Doctoral Dissertation]. University of Arizona; 2012. Available from: http://hdl.handle.net/10150/223346


University of Arizona

2. Cannella, Chiara Marie. "Opening Windows, Opening Doors": Marginalized Students Engaging Social Justice Education to Become Socio-Historical Agents and Activists .

Degree: 2009, University of Arizona

 The ways that young people learn to engage in democratic and other mechanisms for community involvement is a product of how they are socialized into… (more)

Subjects/Keywords: Civic engagement; Identity; Social agency; Students of color

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APA (6th Edition):

Cannella, C. M. (2009). "Opening Windows, Opening Doors": Marginalized Students Engaging Social Justice Education to Become Socio-Historical Agents and Activists . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195378

Chicago Manual of Style (16th Edition):

Cannella, Chiara Marie. “"Opening Windows, Opening Doors": Marginalized Students Engaging Social Justice Education to Become Socio-Historical Agents and Activists .” 2009. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/195378.

MLA Handbook (7th Edition):

Cannella, Chiara Marie. “"Opening Windows, Opening Doors": Marginalized Students Engaging Social Justice Education to Become Socio-Historical Agents and Activists .” 2009. Web. 20 Mar 2019.

Vancouver:

Cannella CM. "Opening Windows, Opening Doors": Marginalized Students Engaging Social Justice Education to Become Socio-Historical Agents and Activists . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/195378.

Council of Science Editors:

Cannella CM. "Opening Windows, Opening Doors": Marginalized Students Engaging Social Justice Education to Become Socio-Historical Agents and Activists . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/195378


University of Arizona

3. Bell, Lydia Foster. Balancing Act: Negotiations of the Athletic and Academic Role Amongst Division I-Football Bowl Subdivision Student-Athletes .

Degree: 2009, University of Arizona

 Informed by the words and experiences of 41 Division I-Football Bowl Subdivision (FBS) student-athletes, this qualitative study reveals the complexities of the student-athlete academic experience… (more)

Subjects/Keywords: African American students; College athletics; NCAA; role-identity; Sport; student-athletes

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APA (6th Edition):

Bell, L. F. (2009). Balancing Act: Negotiations of the Athletic and Academic Role Amongst Division I-Football Bowl Subdivision Student-Athletes . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194286

Chicago Manual of Style (16th Edition):

Bell, Lydia Foster. “Balancing Act: Negotiations of the Athletic and Academic Role Amongst Division I-Football Bowl Subdivision Student-Athletes .” 2009. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/194286.

MLA Handbook (7th Edition):

Bell, Lydia Foster. “Balancing Act: Negotiations of the Athletic and Academic Role Amongst Division I-Football Bowl Subdivision Student-Athletes .” 2009. Web. 20 Mar 2019.

Vancouver:

Bell LF. Balancing Act: Negotiations of the Athletic and Academic Role Amongst Division I-Football Bowl Subdivision Student-Athletes . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/194286.

Council of Science Editors:

Bell LF. Balancing Act: Negotiations of the Athletic and Academic Role Amongst Division I-Football Bowl Subdivision Student-Athletes . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/194286


University of Arizona

4. Varley, Anna. At the Gateway to Higher Education: Tracing Latino/a Pathways Toward First-Year Composition .

Degree: 2009, University of Arizona

 This dissertation is a critical ethnographic study of institutional, ideological, and cultural factors influencing the educational pathways of low-income Latino/a students. The study lasted for… (more)

Subjects/Keywords: college access; equity in education; higher education; Latinos/as; social justice; southwest

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APA (6th Edition):

Varley, A. (2009). At the Gateway to Higher Education: Tracing Latino/a Pathways Toward First-Year Composition . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195038

Chicago Manual of Style (16th Edition):

Varley, Anna. “At the Gateway to Higher Education: Tracing Latino/a Pathways Toward First-Year Composition .” 2009. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/195038.

MLA Handbook (7th Edition):

Varley, Anna. “At the Gateway to Higher Education: Tracing Latino/a Pathways Toward First-Year Composition .” 2009. Web. 20 Mar 2019.

Vancouver:

Varley A. At the Gateway to Higher Education: Tracing Latino/a Pathways Toward First-Year Composition . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/195038.

Council of Science Editors:

Varley A. At the Gateway to Higher Education: Tracing Latino/a Pathways Toward First-Year Composition . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/195038


University of Arizona

5. Lynch, Lucas Leonard. Brazil's Anti-Racist Education Reforms And Their Effects On High School History Textbooks: Addressing Critical Reflection On Race And Racism .

Degree: 2015, University of Arizona

 Anti-racist legislation and education reforms for the past two decades in Brazil have required that curriculum in all basic education combat prejudice and racism and… (more)

Subjects/Keywords: Education; Ethnicity; Race; Racism; Textbooks; Latin American Studies; Brazil

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APA (6th Edition):

Lynch, L. L. (2015). Brazil's Anti-Racist Education Reforms And Their Effects On High School History Textbooks: Addressing Critical Reflection On Race And Racism . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/595642

Chicago Manual of Style (16th Edition):

Lynch, Lucas Leonard. “Brazil's Anti-Racist Education Reforms And Their Effects On High School History Textbooks: Addressing Critical Reflection On Race And Racism .” 2015. Masters Thesis, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/595642.

MLA Handbook (7th Edition):

Lynch, Lucas Leonard. “Brazil's Anti-Racist Education Reforms And Their Effects On High School History Textbooks: Addressing Critical Reflection On Race And Racism .” 2015. Web. 20 Mar 2019.

Vancouver:

Lynch LL. Brazil's Anti-Racist Education Reforms And Their Effects On High School History Textbooks: Addressing Critical Reflection On Race And Racism . [Internet] [Masters thesis]. University of Arizona; 2015. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/595642.

Council of Science Editors:

Lynch LL. Brazil's Anti-Racist Education Reforms And Their Effects On High School History Textbooks: Addressing Critical Reflection On Race And Racism . [Masters Thesis]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/595642


University of Arizona

6. Convertino, Christina. Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age .

Degree: 2011, University of Arizona

 In this educational ethnography, I focused on how parents and students enrolled in a public charter high school in Sundale City (pseudonym), Arizona made the… (more)

Subjects/Keywords: Community; Educational Equity; Educational Reform; Family; Identity; Youth

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APA (6th Edition):

Convertino, C. (2011). Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145122

Chicago Manual of Style (16th Edition):

Convertino, Christina. “Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age .” 2011. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/145122.

MLA Handbook (7th Edition):

Convertino, Christina. “Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age .” 2011. Web. 20 Mar 2019.

Vancouver:

Convertino C. Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/145122.

Council of Science Editors:

Convertino C. Forced to Choose: School Choice and the Spatial Production of Youth Identities in a Post-Industrial Age . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/145122


University of Arizona

7. Cruz, Gary. !Claro, se puede! Critical resilience: A critical race perspective on resilience in the baccalaureate achievement of Latino/a engineering and life science students .

Degree: 2010, University of Arizona

 An under representation of Latino/as in the fields of science, technology, engineering and math (STEM) still persists. In Rising Above the Gathering Storm , the… (more)

Subjects/Keywords: Hispanic; Hispanic-serving institution; resilience; STEM; Education - Higher; college persistence; critical race theory

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APA (6th Edition):

Cruz, G. (2010). !Claro, se puede! Critical resilience: A critical race perspective on resilience in the baccalaureate achievement of Latino/a engineering and life science students . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/305372

Chicago Manual of Style (16th Edition):

Cruz, Gary. “!Claro, se puede! Critical resilience: A critical race perspective on resilience in the baccalaureate achievement of Latino/a engineering and life science students .” 2010. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/305372.

MLA Handbook (7th Edition):

Cruz, Gary. “!Claro, se puede! Critical resilience: A critical race perspective on resilience in the baccalaureate achievement of Latino/a engineering and life science students .” 2010. Web. 20 Mar 2019.

Vancouver:

Cruz G. !Claro, se puede! Critical resilience: A critical race perspective on resilience in the baccalaureate achievement of Latino/a engineering and life science students . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/305372.

Council of Science Editors:

Cruz G. !Claro, se puede! Critical resilience: A critical race perspective on resilience in the baccalaureate achievement of Latino/a engineering and life science students . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/305372


University of Arizona

8. Coggin, Lara dos Passos. Teachers, Talk, and the Institute for Transformative Education .

Degree: 2011, University of Arizona

 Few studies have examined educators' understandings of racial politics in schools and the larger social world through a social interactionist lens (Mead, 1934). Scholars such… (more)

Subjects/Keywords: critical; discourse; multicultural; teachers; theory; transformative

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APA (6th Edition):

Coggin, L. d. P. (2011). Teachers, Talk, and the Institute for Transformative Education . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/204270

Chicago Manual of Style (16th Edition):

Coggin, Lara dos Passos. “Teachers, Talk, and the Institute for Transformative Education .” 2011. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/204270.

MLA Handbook (7th Edition):

Coggin, Lara dos Passos. “Teachers, Talk, and the Institute for Transformative Education .” 2011. Web. 20 Mar 2019.

Vancouver:

Coggin LdP. Teachers, Talk, and the Institute for Transformative Education . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/204270.

Council of Science Editors:

Coggin LdP. Teachers, Talk, and the Institute for Transformative Education . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/204270


University of Arizona

9. Santamaria, Cristina Corrine. Mexican Origin Parents with Special Needs Children: Using a Critically Compassionate Intellectualism Model to Support and Foster Their Participation in U.S. Schools Through a Participatory Action Research Project .

Degree: 2009, University of Arizona

 The purpose of this investigation was to support and foster parent participation among Mexican origin parents of special needs children. However, a limited amount of… (more)

Subjects/Keywords: Bilingual Special Education; Mexican families; Parent Participation; Participatory Action Research; Social Justice; Sociocultural theory

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APA (6th Edition):

Santamaria, C. C. (2009). Mexican Origin Parents with Special Needs Children: Using a Critically Compassionate Intellectualism Model to Support and Foster Their Participation in U.S. Schools Through a Participatory Action Research Project . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194619

Chicago Manual of Style (16th Edition):

Santamaria, Cristina Corrine. “Mexican Origin Parents with Special Needs Children: Using a Critically Compassionate Intellectualism Model to Support and Foster Their Participation in U.S. Schools Through a Participatory Action Research Project .” 2009. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/194619.

MLA Handbook (7th Edition):

Santamaria, Cristina Corrine. “Mexican Origin Parents with Special Needs Children: Using a Critically Compassionate Intellectualism Model to Support and Foster Their Participation in U.S. Schools Through a Participatory Action Research Project .” 2009. Web. 20 Mar 2019.

Vancouver:

Santamaria CC. Mexican Origin Parents with Special Needs Children: Using a Critically Compassionate Intellectualism Model to Support and Foster Their Participation in U.S. Schools Through a Participatory Action Research Project . [Internet] [Doctoral dissertation]. University of Arizona; 2009. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/194619.

Council of Science Editors:

Santamaria CC. Mexican Origin Parents with Special Needs Children: Using a Critically Compassionate Intellectualism Model to Support and Foster Their Participation in U.S. Schools Through a Participatory Action Research Project . [Doctoral Dissertation]. University of Arizona; 2009. Available from: http://hdl.handle.net/10150/194619


University of Arizona

10. Cueto, Desireé W. What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels .

Degree: 2015, University of Arizona

 This dissertation offered a close reading of African diaspora young adult novels, written by African American, Afro-Caribbean and black African women. The four novels selected… (more)

Subjects/Keywords: Diaspora; Young Adult; Language, Reading & Culture; African

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APA (6th Edition):

Cueto, D. W. (2015). What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/560808

Chicago Manual of Style (16th Edition):

Cueto, Desireé W. “What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels .” 2015. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/560808.

MLA Handbook (7th Edition):

Cueto, Desireé W. “What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels .” 2015. Web. 20 Mar 2019.

Vancouver:

Cueto DW. What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/560808.

Council of Science Editors:

Cueto DW. What We Don't Tell; We Write: Messages for Black Girls in African Diaspora Young Adult Novels . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/560808

11. Angeles Diaz, Gustavo Eduardo. The Effects of Social and Psychological Variables on the Academic Achievement of Children in a Southwest Community .

Degree: 2015, University of Arizona

 This dissertation analyzes the social and psychosocial factors that influence second-generation children’s academic achievement (grade point average), in particular Mexican American children. I adapted the… (more)

Subjects/Keywords: Language; Reading & Culture

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APA (6th Edition):

Angeles Diaz, G. E. (2015). The Effects of Social and Psychological Variables on the Academic Achievement of Children in a Southwest Community . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/556432

Chicago Manual of Style (16th Edition):

Angeles Diaz, Gustavo Eduardo. “The Effects of Social and Psychological Variables on the Academic Achievement of Children in a Southwest Community .” 2015. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/556432.

MLA Handbook (7th Edition):

Angeles Diaz, Gustavo Eduardo. “The Effects of Social and Psychological Variables on the Academic Achievement of Children in a Southwest Community .” 2015. Web. 20 Mar 2019.

Vancouver:

Angeles Diaz GE. The Effects of Social and Psychological Variables on the Academic Achievement of Children in a Southwest Community . [Internet] [Doctoral dissertation]. University of Arizona; 2015. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/556432.

Council of Science Editors:

Angeles Diaz GE. The Effects of Social and Psychological Variables on the Academic Achievement of Children in a Southwest Community . [Doctoral Dissertation]. University of Arizona; 2015. Available from: http://hdl.handle.net/10150/556432


University of Arizona

12. Romero, Eric A. Personal Narrative and the Formation of Place-Identity in Northern New Mexico: Applied Research in Rural Education .

Degree: 2006, University of Arizona

 This dissertation explores the relationahip of personal narrative and the formation of place-identity in northern New Mexico Hispanic villages. In particular it identifies linguistic and… (more)

Subjects/Keywords: place-identity; ethnicity; chicano; New Mexico; rural

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APA (6th Edition):

Romero, E. A. (2006). Personal Narrative and the Formation of Place-Identity in Northern New Mexico: Applied Research in Rural Education . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194498

Chicago Manual of Style (16th Edition):

Romero, Eric A. “Personal Narrative and the Formation of Place-Identity in Northern New Mexico: Applied Research in Rural Education .” 2006. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/194498.

MLA Handbook (7th Edition):

Romero, Eric A. “Personal Narrative and the Formation of Place-Identity in Northern New Mexico: Applied Research in Rural Education .” 2006. Web. 20 Mar 2019.

Vancouver:

Romero EA. Personal Narrative and the Formation of Place-Identity in Northern New Mexico: Applied Research in Rural Education . [Internet] [Doctoral dissertation]. University of Arizona; 2006. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/194498.

Council of Science Editors:

Romero EA. Personal Narrative and the Formation of Place-Identity in Northern New Mexico: Applied Research in Rural Education . [Doctoral Dissertation]. University of Arizona; 2006. Available from: http://hdl.handle.net/10150/194498

13. Kleker, Dorea. What Happens After the Trip? Using Teacher Inquiry Groups to Extend a Cross-Border Experience in Mexico into U.S. School Contexts .

Degree: 2013, University of Arizona

 Cross-border programs are often cited as having transformative effects on educators, claiming increased cultural awareness, intercultural understanding and culturally responsive practices. However, these shifts are… (more)

Subjects/Keywords: Inquiry Groups; Mexican Immigrant; Narrative; Parent-Teacher Relationships; Language, Reading & Culture; Cross-Border; Dialogue

…graduate school at the University of Arizona. The Center for… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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APA (6th Edition):

Kleker, D. (2013). What Happens After the Trip? Using Teacher Inquiry Groups to Extend a Cross-Border Experience in Mexico into U.S. School Contexts . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/268536

Chicago Manual of Style (16th Edition):

Kleker, Dorea. “What Happens After the Trip? Using Teacher Inquiry Groups to Extend a Cross-Border Experience in Mexico into U.S. School Contexts .” 2013. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/268536.

MLA Handbook (7th Edition):

Kleker, Dorea. “What Happens After the Trip? Using Teacher Inquiry Groups to Extend a Cross-Border Experience in Mexico into U.S. School Contexts .” 2013. Web. 20 Mar 2019.

Vancouver:

Kleker D. What Happens After the Trip? Using Teacher Inquiry Groups to Extend a Cross-Border Experience in Mexico into U.S. School Contexts . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/268536.

Council of Science Editors:

Kleker D. What Happens After the Trip? Using Teacher Inquiry Groups to Extend a Cross-Border Experience in Mexico into U.S. School Contexts . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/268536


University of Arizona

14. Banks, Ojeya. Decolonizing the Body: An International Perspective of Dance Pedagogy from Uganda to the United States .

Degree: 2007, University of Arizona

 This dissertation examined how identity was negotiated through dance and how African dance pedagogies challenged colonial legacy and decolonized the body from cultural and political… (more)

Subjects/Keywords: dance anthropology; urban education; postcolonialism; culture; identity

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APA (6th Edition):

Banks, O. (2007). Decolonizing the Body: An International Perspective of Dance Pedagogy from Uganda to the United States . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/193853

Chicago Manual of Style (16th Edition):

Banks, Ojeya. “Decolonizing the Body: An International Perspective of Dance Pedagogy from Uganda to the United States .” 2007. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/193853.

MLA Handbook (7th Edition):

Banks, Ojeya. “Decolonizing the Body: An International Perspective of Dance Pedagogy from Uganda to the United States .” 2007. Web. 20 Mar 2019.

Vancouver:

Banks O. Decolonizing the Body: An International Perspective of Dance Pedagogy from Uganda to the United States . [Internet] [Doctoral dissertation]. University of Arizona; 2007. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/193853.

Council of Science Editors:

Banks O. Decolonizing the Body: An International Perspective of Dance Pedagogy from Uganda to the United States . [Doctoral Dissertation]. University of Arizona; 2007. Available from: http://hdl.handle.net/10150/193853


University of Arizona

15. Romero, Augustine Francis. Towards a Critically Compassionate Intellectualism Model of Transformative Education: Love, Hope, Identity, and Organic Intellectualism Through the Convergence of Critical Race Theory, Critical Pedagogy, and Authentic Caring .

Degree: 2008, University of Arizona

 This critical race qualitative research study examines the perspectives of Chicanas\os regarding their educational experiences. Critical race theory in education has been critical in the… (more)

Subjects/Keywords: education; critical race theory; critical pedagogy

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APA (6th Edition):

Romero, A. F. (2008). Towards a Critically Compassionate Intellectualism Model of Transformative Education: Love, Hope, Identity, and Organic Intellectualism Through the Convergence of Critical Race Theory, Critical Pedagogy, and Authentic Caring . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194496

Chicago Manual of Style (16th Edition):

Romero, Augustine Francis. “Towards a Critically Compassionate Intellectualism Model of Transformative Education: Love, Hope, Identity, and Organic Intellectualism Through the Convergence of Critical Race Theory, Critical Pedagogy, and Authentic Caring .” 2008. Doctoral Dissertation, University of Arizona. Accessed March 20, 2019. http://hdl.handle.net/10150/194496.

MLA Handbook (7th Edition):

Romero, Augustine Francis. “Towards a Critically Compassionate Intellectualism Model of Transformative Education: Love, Hope, Identity, and Organic Intellectualism Through the Convergence of Critical Race Theory, Critical Pedagogy, and Authentic Caring .” 2008. Web. 20 Mar 2019.

Vancouver:

Romero AF. Towards a Critically Compassionate Intellectualism Model of Transformative Education: Love, Hope, Identity, and Organic Intellectualism Through the Convergence of Critical Race Theory, Critical Pedagogy, and Authentic Caring . [Internet] [Doctoral dissertation]. University of Arizona; 2008. [cited 2019 Mar 20]. Available from: http://hdl.handle.net/10150/194496.

Council of Science Editors:

Romero AF. Towards a Critically Compassionate Intellectualism Model of Transformative Education: Love, Hope, Identity, and Organic Intellectualism Through the Convergence of Critical Race Theory, Critical Pedagogy, and Authentic Caring . [Doctoral Dissertation]. University of Arizona; 2008. Available from: http://hdl.handle.net/10150/194496

.