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You searched for subject:(Equity centered design). Showing records 1 – 3 of 3 total matches.

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Texas State University – San Marcos

1. Johnson, Kelsey A. Collaborative Critical Practice: Designing a Children's Picturebook with Resettled Refugees.

Degree: MFA, Communication Design, 2020, Texas State University – San Marcos

People of color and other marginalized communities have long been underrepresented or misrepresented in children’s literature in the United States. Only 13% of children’s books published between 1994 and 2017 included multicultural content. Even fewer picturebooks for young readers are told from the perspectives of refugees. This disparity exists despite an increase in global migration and despite evidence that multicultural storytelling has a profoundly positive impact on young children of all races and cultural backgrounds. Born out of the conviction that designers must be “more conscious of the roles they play in culture, politics, and society, both serving and creating,” (Heller and Vienne) this project seeks to present a research model for how designers might confront complex social issues through collaborative critical practice. Situated within the context of Houston, Texas––a major hub for refugee resettlement––the designer and a local immigrant artist facilitated an art and writing workshop with five resettled refugee children from the Democratic Republic of the Congo to create an original picturebook. The collaborative team determined the ideation for the picturebook and verified direction along the way. Through a multi-phase process rooted in participatory and equity-centered design, the design outcome emerged to supplement the slim inventory of contemporary stories told by refugees. Advisors/Committee Members: Roeschmann, Claudia (advisor), Souza, Omari (committee member), Pimentel, Charise (committee member).

Subjects/Keywords: Design; Graphic design; Communication design; Multicultural; Picture book; Children's books; Diversity; Refugee; Immigrant; Migration; Storytelling; Collaboration; Participatory design; Equity; Equity-centered design; Publishing; Critical practice; Houston; Texas; Representation; Literature; Graphic arts; Children's literature – Illustrations; Illustrated children's books – Design

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Johnson, K. A. (2020). Collaborative Critical Practice: Designing a Children's Picturebook with Resettled Refugees. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/9861

Chicago Manual of Style (16th Edition):

Johnson, Kelsey A. “Collaborative Critical Practice: Designing a Children's Picturebook with Resettled Refugees.” 2020. Masters Thesis, Texas State University – San Marcos. Accessed April 17, 2021. https://digital.library.txstate.edu/handle/10877/9861.

MLA Handbook (7th Edition):

Johnson, Kelsey A. “Collaborative Critical Practice: Designing a Children's Picturebook with Resettled Refugees.” 2020. Web. 17 Apr 2021.

Vancouver:

Johnson KA. Collaborative Critical Practice: Designing a Children's Picturebook with Resettled Refugees. [Internet] [Masters thesis]. Texas State University – San Marcos; 2020. [cited 2021 Apr 17]. Available from: https://digital.library.txstate.edu/handle/10877/9861.

Council of Science Editors:

Johnson KA. Collaborative Critical Practice: Designing a Children's Picturebook with Resettled Refugees. [Masters Thesis]. Texas State University – San Marcos; 2020. Available from: https://digital.library.txstate.edu/handle/10877/9861


York University

2. Haynes, Sharon Melanie Dawn. Drama is Life! Exploring Ethno-Drama as a Model for Designing a 21st Century Secondary Drama Curriculum.

Degree: MEd - Master of Education, Education, 2019, York University

In a world of rapidly changing demographics combined with growing global nationalism and increased connectivity, educators are forced to reconsider many previously held assumptions. This study proposes an innovative approach to drama education, which responds to these challenges. This response is Ethno-Drama, a model I have created to differentiate my pedagogical method from others, and which enables students of diverse backgrounds to explore the interplay of life and art. This exploration of self, other, and the world around them is conducted equitably in a mentorship relationship with their teacher that is an ongoing learning journey. I present a review of literature on drama education from which I identify four main pedagogical categories that I use to present a clear analysis of Ethno-Drama. Ethno-Drama also responds to a pressing need in contemporary education by providing both student and teacher an exciting vehicle, which elicits that continuing thirst for knowledge and self-reflection. Advisors/Committee Members: Zatzman, Belarie Hyman (advisor).

Subjects/Keywords: Art education; Arts Education; Artistic Expression; Assessment and Evaluation; Collaborative Inquiry; Community; Creative Process; Cross Curricular; Cultural Capital; Cultural Responsiveness; Cultural Proficiency; Curriculum Design; Descriptive Feedback; Drama; Drama Education; Ethnodrama; Ethnography; Ethno-Drama; Equity; Facilitation; Inclusive Education; Inclusive Design; Interdisciplinary; Leadership; ​Learning Goals; Mentorship; Modern Learners; Moral Education; Products; Professional Learning; Project-Based Learning; Shared Leadership; Social Capital; Social Justice; ​STEAM; STEM; Student Centered Learning; Student Leadership; Student Voice; Success Criteria; Teaching and Learning; Theatre; Theatre Education; Theory and Practice; Triangulation; Twenty-First Century Learning; Universal Design.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Haynes, S. M. D. (2019). Drama is Life! Exploring Ethno-Drama as a Model for Designing a 21st Century Secondary Drama Curriculum. (Masters Thesis). York University. Retrieved from https://yorkspace.library.yorku.ca/xmlui/handle/10315/36685

Chicago Manual of Style (16th Edition):

Haynes, Sharon Melanie Dawn. “Drama is Life! Exploring Ethno-Drama as a Model for Designing a 21st Century Secondary Drama Curriculum.” 2019. Masters Thesis, York University. Accessed April 17, 2021. https://yorkspace.library.yorku.ca/xmlui/handle/10315/36685.

MLA Handbook (7th Edition):

Haynes, Sharon Melanie Dawn. “Drama is Life! Exploring Ethno-Drama as a Model for Designing a 21st Century Secondary Drama Curriculum.” 2019. Web. 17 Apr 2021.

Vancouver:

Haynes SMD. Drama is Life! Exploring Ethno-Drama as a Model for Designing a 21st Century Secondary Drama Curriculum. [Internet] [Masters thesis]. York University; 2019. [cited 2021 Apr 17]. Available from: https://yorkspace.library.yorku.ca/xmlui/handle/10315/36685.

Council of Science Editors:

Haynes SMD. Drama is Life! Exploring Ethno-Drama as a Model for Designing a 21st Century Secondary Drama Curriculum. [Masters Thesis]. York University; 2019. Available from: https://yorkspace.library.yorku.ca/xmlui/handle/10315/36685


York University

3. Connelly, Sharon Melanie Dawn Haynes. Drama is Life! Exploring Ethno-Drama as a Model for Designing a 21st Century Secondary Drama Curriculum.

Degree: MEd - Master of Education, Education, 2019, York University

In a world of rapidly changing demographics combined with growing global nationalism and increased connectivity, educators are forced to reconsider many previously held assumptions. This study proposes an innovative approach to drama education, which responds to these challenges. This response is Ethno-Drama, a model I have created to differentiate my pedagogical method from others, and which enables students of diverse backgrounds to explore the interplay of life and art. This exploration of self, other, and the world around them is conducted equitably in a mentorship relationship with their teacher that is an ongoing learning journey. I present a review of literature on drama education from which I identify four main pedagogical categories that I use to present a clear analysis of Ethno-Drama. Ethno-Drama also responds to a pressing need in contemporary education by providing both student and teacher an exciting vehicle, which elicits that continuing thirst for knowledge and self-reflection. Advisors/Committee Members: Zatzman, Belarie Hyman (advisor).

Subjects/Keywords: Art education; Arts Education; Artistic Expression; Assessment and Evaluation; Collaborative Inquiry; Community; Creative Process; Cross Curricular; Cultural Capital; Cultural Responsiveness; Cultural Proficiency; Curriculum Design; Descriptive Feedback; Drama; Drama Education; Ethnodrama; Ethnography; Ethno-Drama; Equity; Facilitation; Inclusive Education; Inclusive Design; Interdisciplinary; Leadership; ​Learning Goals; Mentorship; Modern Learners; Moral Education; Products; Professional Learning; Project-Based Learning; Shared Leadership; Social Capital; Social Justice; ​STEAM; STEM; Student Centered Learning; Student Leadership; Student Voice; Success Criteria; Teaching and Learning; Theatre; Theatre Education; Theory and Practice; Triangulation; Twenty-First Century Learning; Universal Design.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Connelly, S. M. D. H. (2019). Drama is Life! Exploring Ethno-Drama as a Model for Designing a 21st Century Secondary Drama Curriculum. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/36685

Chicago Manual of Style (16th Edition):

Connelly, Sharon Melanie Dawn Haynes. “Drama is Life! Exploring Ethno-Drama as a Model for Designing a 21st Century Secondary Drama Curriculum.” 2019. Masters Thesis, York University. Accessed April 17, 2021. http://hdl.handle.net/10315/36685.

MLA Handbook (7th Edition):

Connelly, Sharon Melanie Dawn Haynes. “Drama is Life! Exploring Ethno-Drama as a Model for Designing a 21st Century Secondary Drama Curriculum.” 2019. Web. 17 Apr 2021.

Vancouver:

Connelly SMDH. Drama is Life! Exploring Ethno-Drama as a Model for Designing a 21st Century Secondary Drama Curriculum. [Internet] [Masters thesis]. York University; 2019. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10315/36685.

Council of Science Editors:

Connelly SMDH. Drama is Life! Exploring Ethno-Drama as a Model for Designing a 21st Century Secondary Drama Curriculum. [Masters Thesis]. York University; 2019. Available from: http://hdl.handle.net/10315/36685

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