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You searched for subject:(authentic knowing). Showing records 1 – 3 of 3 total matches.

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Texas State University – San Marcos

1. Rocha, Patricia A. Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry.

Degree: PhD, School Improvement, 2016, Texas State University – San Marcos

This qualitative study explored the storied lives of three Latina/o elementary Principals. The research partners included two individuals and the author of this dissertation. The study employed a narrative inquiry approach and is rooted in an epistemological notion of narrative inquiry and Chicana/o Ways of Knowing. The purpose of this narrative inquiry was to understand not only stories of schools, but the social, cultural, and familial stories that shape and inform Latina/o school principals’ leadership, as well. A further purpose was to understand how their social, cultural, familial, and institutional stories conflicted with the research partners’ story of school and how they negotiated conflicts. Through a narrative inquiry approach, field texts of their narratives were collected using a variety of strategies. Field texts were composed from extensive conversations between the researcher and the two partners. The research partners were invited to tell and retell stories of their own experience of schools both as students and as elementary school principals. Field texts were then analyzed by applying a framework of analysis that included: (a) the notions of three dimensional space (e.g. time, space, and sociality); (b) chronology, epiphanies, and pivotal moments; and (c) tenets of Chicana/o Ways of Knowing. From the analysis, poetic transcriptions were created to represent the stories related by the research partners. Their shared stories highlight a politic of pasión that informed their leadership. Implications for further research are presented within in the framework of the ecologies of knowing. Advisors/Committee Members: Guajardo, Miguel A. (advisor), Byrne-Jimenez, Monica (committee member), Martinez, Melissa A. (committee member), Oliver, John (committee member).

Subjects/Keywords: Latina/o elementary principals; Narrative inquiry; School leadership; Storied lives; Stories of school; Chicana Ways of Knowing; Politic of pasión; Chicana feminism; Authentic dissertation; Poetic transcription; Hispanic American school principals; Elementary school principals; Educational leadership

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

APA (6th Edition):

Rocha, P. A. (2016). Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6031

Chicago Manual of Style (16th Edition):

Rocha, Patricia A. “Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed October 23, 2019. https://digital.library.txstate.edu/handle/10877/6031.

MLA Handbook (7th Edition):

Rocha, Patricia A. “Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry.” 2016. Web. 23 Oct 2019.

Vancouver:

Rocha PA. Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2019 Oct 23]. Available from: https://digital.library.txstate.edu/handle/10877/6031.

Council of Science Editors:

Rocha PA. Stories Of School And The Storied Lives Of Latina/O Elementary Principals: A Narrative Inquiry. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6031


Queensland University of Technology

2. Elsworth, Jill. A women's investment club : a case study investigating the process of empowerment by active participation in a group learning environment.

Degree: 2005, Queensland University of Technology

Over the last two decades research into the notion of empowerment has been focused on the three primary dimensions of process, outcomes and environment within the contexts of the individual, community groups and business organisations. As a psychological attribute, empowerment at the individual level has been investigated significantly by such theorists as Rappaport (1995) and Zimmerman (2000). However, studies in this field neglect deep understanding of the reality of the individual's experiences of the empowerment process. Definitions within the literature refer to empowerment as being a process which occurs over time for the individual who is personally challenged to achieve power and control within his/her own life context by the application and reflection of learning new knowledge and skills. The purpose of this investigative case study is to examine the reality of the empowerment process as it occurs in the individual lives of a group of women who have actively participated in the learning environment of an investment club over a 2 year period in Brisbane. The three dimensions of empowerment support the structure of the study with the findings evidencing 'authentic empowerment' is achieved when the individual seeks to operate within the dual learning environments of the supportive group as well as the solo learning environment. The reality of individual authentic empowerment proved to be a continuum of experience dependent upon the individual's levels of motivation, energy, decision-making abilities, knowledge, risk taking, confidence, time and goals. Sustainability of empowerment related to the participant's level of active involvement in the dual learning environments while accepting complete responsibility for actions and consequences.

Subjects/Keywords: individual empowerment; adult learning; women’s ways of knowing; power; transformational learning; empowerment; self-growth; motivation; authentic empowerment; praxis; feminist pedagogy; supportive groups; investment clubs; case study; spiritual; postpositivism; constructivism.

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

APA (6th Edition):

Elsworth, J. (2005). A women's investment club : a case study investigating the process of empowerment by active participation in a group learning environment. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/16075/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Elsworth, Jill. “A women's investment club : a case study investigating the process of empowerment by active participation in a group learning environment.” 2005. Thesis, Queensland University of Technology. Accessed October 23, 2019. https://eprints.qut.edu.au/16075/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Elsworth, Jill. “A women's investment club : a case study investigating the process of empowerment by active participation in a group learning environment.” 2005. Web. 23 Oct 2019.

Vancouver:

Elsworth J. A women's investment club : a case study investigating the process of empowerment by active participation in a group learning environment. [Internet] [Thesis]. Queensland University of Technology; 2005. [cited 2019 Oct 23]. Available from: https://eprints.qut.edu.au/16075/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Elsworth J. A women's investment club : a case study investigating the process of empowerment by active participation in a group learning environment. [Thesis]. Queensland University of Technology; 2005. Available from: https://eprints.qut.edu.au/16075/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North Carolina State University

3. Newville, Sandra. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.

Degree: EdD, Adult and Community College Education, 2007, North Carolina State University

This study describes the framework that artists use to create works of art that foster emancipatory responses in viewers. Then it relates that framework to adult educators creating emancipatory learning experiences for their students. It uses phenomenological methods, involving participants as co-researchers in in-depth interviews, prolonged engagement and frequent member checks, to explore the artists' direct experience with the phenomenon. The conceptual framework for this study is found in John Dewey's (1934) Art and Experience with his definition of experience as the interaction of the self and the world, and Herbert Marcuse's (1978) Aesthetic Dimension and his concept of rebellious subjectivity. The theoretical framework rests on critical adult education theory, specifically, critical pragmatism. The study analyzes the philosophical framework, practice, and process of six artists whose paintings promoted an emancipatory response in the researcher. Three themes emerged as significant: 1) thinking and painting; 2) knowing yourself; and 3) trusting the process. "Thinking and painting" describes the complexity of artistic thinking. It involves the dynamics of feeling, seeing beyond the surface and thinking in a way that is open-ended, open to possibilities rather than being pre-planned. "Knowing yourself" is where emancipation happens. It involves knowing why we feel the way we do, the need to keep evolving and growing, being true to the heart and desire to be original, to create something new. "Trusting the process" explores imaginative power. It involves having intentions but not outlining outcomes, problem-solving in context of the whole, and staying spontaneous, allowing things to happen. The study relates the artists' themes to adult educators in an analysis of the connections between art and emancipation, consideration of emancipatory values, learning how to act from what we feel, and how to use the artists' process in our own experiences. It adds to an understanding in the discourse of why and how art is emancipatory and lays a foundation for further research in educators' self reflection, applications to emancipatory practice, methodology, curriculum, evaluation and the development of new ways of teaching and learning. Advisors/Committee Members: Dr. Colleen Aalsburg Wiessner, Committee Co-Chair (advisor), Dr. John M. Pettitt, Committee Co-Chair (advisor), Dr. Diane D. Chapman, Committee Member (advisor), Dr. Richard E. Peterson, Committee Member (advisor).

Subjects/Keywords: critical subjectivity; artists? process; emancipatory education; Dewey; diversity of knowing; The Aesthetic Dimension; adult education; abstract knowledge; worldviews; knowledge construction; knowing yourself; John Heron; John Dewey; artistic transcendence; artistic thinking; perceptual function; open-ended thinking; organic perspective; painting; critical consciousness; creativity; presentational knowing; pragmatism; practical mode; teaching from the heart; teaching by feeling; tacit knowledge; artistic intelligence; intuitive cognition; interpersonal intelligence; interaction of self and world; integration of self and world; integrated knowing; integral experience; inertia of habit; imagination; artist educator; art and reason; practical knowing; art and emancipation; Art and Experience; affect; affective mode; agency; analytic aesthetics; art; direct experience; democratic classrooms; Csikszentimihalyi; critical theory; conceptual mode; contextual learning; continuous reflection; phenomenology; phenomenological aesthetics; ways of seeing; whole person; whole person knowing; ways of knowing; unmediated experience; unified ways of knowing; aesthetic ways of knowing; aesthetic experience; trusting the process; The Art of Seeing; thinking and feeling; thinking and painting; thinking beyond reason; transcendental function; transformative learning; subjectivity; subjective reality; ruptura; relational knowing; reflection; rebellious subjectivity; propositional knowing; rational thinking; rational ways of knowing; objective reality; Marcuse; knowledge creation; imaginal mode; Herbert Marcuse; feeling; experiential knowing; emotional function; emotion; emancipatory experience; emancipatory learning; emancipatory values; perspective transformation; dynamics of feeling; critical reflection; critical creativity; critical pragmatism; cognitive function; centered knowing; authentic voice; authentic knowing; authentic experience; arts-based research; artists; artistic ways of knowing

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

APA (6th Edition):

Newville, S. (2007). Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Thesis, North Carolina State University. Accessed October 23, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Web. 23 Oct 2019.

Vancouver:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2019 Oct 23]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.