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You searched for subject:(critical ethnography). Showing records 1 – 30 of 178 total matches.

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Louisiana State University

1. Mcelearney, Patrick. A Narrative and Performative Methodology for Understanding Adolescent Cancer Stories.

Degree: PhD, Health Communication, 2018, Louisiana State University

  The field of health communication places considerable attention on coping with cancer, typically using social scientific approaches to investigate uncertainty, information, and/or social networks.… (more)

Subjects/Keywords: Coping; Identity; Liminality; Critical; Ethnography

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APA (6th Edition):

Mcelearney, P. (2018). A Narrative and Performative Methodology for Understanding Adolescent Cancer Stories. (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4620

Chicago Manual of Style (16th Edition):

Mcelearney, Patrick. “A Narrative and Performative Methodology for Understanding Adolescent Cancer Stories.” 2018. Doctoral Dissertation, Louisiana State University. Accessed July 16, 2019. https://digitalcommons.lsu.edu/gradschool_dissertations/4620.

MLA Handbook (7th Edition):

Mcelearney, Patrick. “A Narrative and Performative Methodology for Understanding Adolescent Cancer Stories.” 2018. Web. 16 Jul 2019.

Vancouver:

Mcelearney P. A Narrative and Performative Methodology for Understanding Adolescent Cancer Stories. [Internet] [Doctoral dissertation]. Louisiana State University; 2018. [cited 2019 Jul 16]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4620.

Council of Science Editors:

Mcelearney P. A Narrative and Performative Methodology for Understanding Adolescent Cancer Stories. [Doctoral Dissertation]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4620


Tulane University

2. Horner, Jocelyn. Digital storytelling as self-advocacy: Exploring African-American adolescent women's life stories as pathways to positive development.

Degree: 2017, Tulane University

1

Jocelyn Horner

Advisors/Committee Members: (author), Buttell, Fred (Thesis advisor), School of Liberal Arts Doctorate in Social Work (Degree granting institution).

Subjects/Keywords: Critical ethnography

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APA (6th Edition):

Horner, J. (2017). Digital storytelling as self-advocacy: Exploring African-American adolescent women's life stories as pathways to positive development. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:77034

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):

Horner, Jocelyn. “Digital storytelling as self-advocacy: Exploring African-American adolescent women's life stories as pathways to positive development.” 2017. Thesis, Tulane University. Accessed July 16, 2019. https://digitallibrary.tulane.edu/islandora/object/tulane:77034.

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

MLA Handbook (7th Edition):

Horner, Jocelyn. “Digital storytelling as self-advocacy: Exploring African-American adolescent women's life stories as pathways to positive development.” 2017. Web. 16 Jul 2019.

Vancouver:

Horner J. Digital storytelling as self-advocacy: Exploring African-American adolescent women's life stories as pathways to positive development. [Internet] [Thesis]. Tulane University; 2017. [cited 2019 Jul 16]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77034.

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

Council of Science Editors:

Horner J. Digital storytelling as self-advocacy: Exploring African-American adolescent women's life stories as pathways to positive development. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:77034

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


University of Ottawa

3. Furo, Annette. Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces .

Degree: 2018, University of Ottawa

 The current moment of education in Canada is increasingly asking educators to take up the mandate and responsibility to integrate Indigenous perspectives into curricula and… (more)

Subjects/Keywords: Indigenous knowledges; Curriculum; Decolonizing; Critical ethnography; Reconciliation

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APA (6th Edition):

Furo, A. (2018). Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/37106

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):

Furo, Annette. “Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces .” 2018. Thesis, University of Ottawa. Accessed July 16, 2019. http://hdl.handle.net/10393/37106.

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

MLA Handbook (7th Edition):

Furo, Annette. “Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces .” 2018. Web. 16 Jul 2019.

Vancouver:

Furo A. Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces . [Internet] [Thesis]. University of Ottawa; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10393/37106.

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

Council of Science Editors:

Furo A. Decolonizing the Classroom Curriculum: Indigenous Knowledges, Colonizing Logics, and Ethical Spaces . [Thesis]. University of Ottawa; 2018. Available from: http://hdl.handle.net/10393/37106

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


University of Minnesota

4. Mason, Ann Mogush. Schooling culturally relevant pedagogy: one story about tension and transformation.

Degree: PhD, Education, Curriculum and Instruction, 2013, University of Minnesota

 The need for multifaceted analyses of the relationship between how the United States acknowledges racism and how schooling can be structured to mitigate its negative… (more)

Subjects/Keywords: Critical ethnography; Culturally relevant pedagogy; Race

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APA (6th Edition):

Mason, A. M. (2013). Schooling culturally relevant pedagogy: one story about tension and transformation. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/153909

Chicago Manual of Style (16th Edition):

Mason, Ann Mogush. “Schooling culturally relevant pedagogy: one story about tension and transformation.” 2013. Doctoral Dissertation, University of Minnesota. Accessed July 16, 2019. http://purl.umn.edu/153909.

MLA Handbook (7th Edition):

Mason, Ann Mogush. “Schooling culturally relevant pedagogy: one story about tension and transformation.” 2013. Web. 16 Jul 2019.

Vancouver:

Mason AM. Schooling culturally relevant pedagogy: one story about tension and transformation. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Jul 16]. Available from: http://purl.umn.edu/153909.

Council of Science Editors:

Mason AM. Schooling culturally relevant pedagogy: one story about tension and transformation. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/153909


University of Texas – Austin

5. -7039-8726. Colonization 2.0: the evolution of inequality in a South Texas School District.

Degree: Educational Leadership and Policy, 2018, University of Texas – Austin

 In “Américo-Paredes” Independent School District (APISD), there is a prevailing sense of unity and pride, represented by a popular phrase: ¡Somos familia! While some organizations… (more)

Subjects/Keywords: Education; School; Schooling; Ethnography; Critical ethnography; Colonization; Texas; Critical race theory; Testimonio; Oral history

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APA (6th Edition):

-7039-8726. (2018). Colonization 2.0: the evolution of inequality in a South Texas School District. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68713

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

Chicago Manual of Style (16th Edition):

-7039-8726. “Colonization 2.0: the evolution of inequality in a South Texas School District.” 2018. Thesis, University of Texas – Austin. Accessed July 16, 2019. http://hdl.handle.net/2152/68713.

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

MLA Handbook (7th Edition):

-7039-8726. “Colonization 2.0: the evolution of inequality in a South Texas School District.” 2018. Web. 16 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-7039-8726. Colonization 2.0: the evolution of inequality in a South Texas School District. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2152/68713.

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

Council of Science Editors:

-7039-8726. Colonization 2.0: the evolution of inequality in a South Texas School District. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68713

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

6. Mason, Garland Anne. A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico.

Degree: MSin Life Sciences, Agricultural and Extension Education, 2016, Virginia Tech

 Participatory approaches to international and community development have gained significant popularity, and are commonly held to be intrinsically empowering processes. In the context of development,… (more)

Subjects/Keywords: Participation; Empowerment; Community Development; Participatory Learning; Critical Consciousness; Critical Ethnography

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APA (6th Edition):

Mason, G. A. (2016). A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64850

Chicago Manual of Style (16th Edition):

Mason, Garland Anne. “A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico.” 2016. Masters Thesis, Virginia Tech. Accessed July 16, 2019. http://hdl.handle.net/10919/64850.

MLA Handbook (7th Edition):

Mason, Garland Anne. “A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico.” 2016. Web. 16 Jul 2019.

Vancouver:

Mason GA. A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico. [Internet] [Masters thesis]. Virginia Tech; 2016. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10919/64850.

Council of Science Editors:

Mason GA. A Critical Analysis of Participation and Empowerment in Community Development: An Ethnographic Case Study from Chiapas, Mexico. [Masters Thesis]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/64850


University College Cork

7. Yelverton Halpin, Mary. A critical search for the ‘self’ in adult education: Bourdieuian insights into transformative possibilities.

Degree: 2016, University College Cork

 This study investigates the ‘self’ of six Irish working-class women, all parenting alone and all returned to the field of adult education. Bourdieu’s concepts of… (more)

Subjects/Keywords: Habitus; Capital; Field; Critical ethnography; The 'self'; Critical literacy

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APA (6th Edition):

Yelverton Halpin, M. (2016). A critical search for the ‘self’ in adult education: Bourdieuian insights into transformative possibilities. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/3259

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):

Yelverton Halpin, Mary. “A critical search for the ‘self’ in adult education: Bourdieuian insights into transformative possibilities.” 2016. Thesis, University College Cork. Accessed July 16, 2019. http://hdl.handle.net/10468/3259.

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

MLA Handbook (7th Edition):

Yelverton Halpin, Mary. “A critical search for the ‘self’ in adult education: Bourdieuian insights into transformative possibilities.” 2016. Web. 16 Jul 2019.

Vancouver:

Yelverton Halpin M. A critical search for the ‘self’ in adult education: Bourdieuian insights into transformative possibilities. [Internet] [Thesis]. University College Cork; 2016. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10468/3259.

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

Council of Science Editors:

Yelverton Halpin M. A critical search for the ‘self’ in adult education: Bourdieuian insights into transformative possibilities. [Thesis]. University College Cork; 2016. Available from: http://hdl.handle.net/10468/3259

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


University of Illinois – Urbana-Champaign

8. Castro, Erin. "First, I'd put some windows in the school": A critical race ethnography of the Illinois College and Career Readiness Pilot Program.

Degree: PhD, 0220, 2012, University of Illinois – Urbana-Champaign

 In 2007, the Illinois General Assembly passed The Illinois College and Career Readiness (CCR) Pilot Program (Public Act 095-0694) in an attempt to reduce statewide… (more)

Subjects/Keywords: College and career readiness policy; Critical Race Theory; Critical ethnography

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APA (6th Edition):

Castro, E. (2012). "First, I'd put some windows in the school": A critical race ethnography of the Illinois College and Career Readiness Pilot Program. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34540

Chicago Manual of Style (16th Edition):

Castro, Erin. “"First, I'd put some windows in the school": A critical race ethnography of the Illinois College and Career Readiness Pilot Program.” 2012. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 16, 2019. http://hdl.handle.net/2142/34540.

MLA Handbook (7th Edition):

Castro, Erin. “"First, I'd put some windows in the school": A critical race ethnography of the Illinois College and Career Readiness Pilot Program.” 2012. Web. 16 Jul 2019.

Vancouver:

Castro E. "First, I'd put some windows in the school": A critical race ethnography of the Illinois College and Career Readiness Pilot Program. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2142/34540.

Council of Science Editors:

Castro E. "First, I'd put some windows in the school": A critical race ethnography of the Illinois College and Career Readiness Pilot Program. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34540


California State University – Sacramento

9. Godina-Mart??nez, Gema Tonantz??n. The sustainability of critical Xicana/Xicano educators.

Degree: 2010, California State University – Sacramento

 There is a need for scholarship that speaks specifically to how critical Xicana/o educators cope and sustain themselves in the face of continual resistance by… (more)

Subjects/Keywords: Chicano; Latino; Xicano; Critical ethnography; Critical Chicana/Chicano pedagogy; Xicano pedagogy; Critical race theory

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APA (6th Edition):

Godina-Mart??nez, G. T. (2010). The sustainability of critical Xicana/Xicano educators. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/728

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):

Godina-Mart??nez, Gema Tonantz??n. “The sustainability of critical Xicana/Xicano educators.” 2010. Thesis, California State University – Sacramento. Accessed July 16, 2019. http://hdl.handle.net/10211.9/728.

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

MLA Handbook (7th Edition):

Godina-Mart??nez, Gema Tonantz??n. “The sustainability of critical Xicana/Xicano educators.” 2010. Web. 16 Jul 2019.

Vancouver:

Godina-Mart??nez GT. The sustainability of critical Xicana/Xicano educators. [Internet] [Thesis]. California State University – Sacramento; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10211.9/728.

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

Council of Science Editors:

Godina-Mart??nez GT. The sustainability of critical Xicana/Xicano educators. [Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/728

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


University of Minnesota

10. Tanner, Samuel Jaye. A Youth Participatory Action Research (YPAR), theatrical inquiry into whiteness.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

 The project was a Youth Participatory Action Research (YPAR), theatrical investigation into whiteness. During the 2012-2013 school year, nearly 40 mostly white 9th-12th Grade students… (more)

Subjects/Keywords: Critical Ethnography; Critical Race Pedagogy; Critical Whiteness; Playbuilding; Social Justice Theatre; YPAR

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APA (6th Edition):

Tanner, S. J. (2014). A Youth Participatory Action Research (YPAR), theatrical inquiry into whiteness. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165091

Chicago Manual of Style (16th Edition):

Tanner, Samuel Jaye. “A Youth Participatory Action Research (YPAR), theatrical inquiry into whiteness.” 2014. Doctoral Dissertation, University of Minnesota. Accessed July 16, 2019. http://hdl.handle.net/11299/165091.

MLA Handbook (7th Edition):

Tanner, Samuel Jaye. “A Youth Participatory Action Research (YPAR), theatrical inquiry into whiteness.” 2014. Web. 16 Jul 2019.

Vancouver:

Tanner SJ. A Youth Participatory Action Research (YPAR), theatrical inquiry into whiteness. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11299/165091.

Council of Science Editors:

Tanner SJ. A Youth Participatory Action Research (YPAR), theatrical inquiry into whiteness. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/165091


Queensland University of Technology

11. Batch, Mary Philomena. Communication and the casualisation of nursing : a critical ethnography.

Degree: 2012, Queensland University of Technology

 The contemporary working environment is being rapidly reshaped by technological, industrial and political forces. Increased global competitiveness and an emphasis on productivity have led to… (more)

Subjects/Keywords: casualisation; communication; nursing; culture; interpretative ethnography; critical ethnography; health care organisations; marginalisation

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APA (6th Edition):

Batch, M. P. (2012). Communication and the casualisation of nursing : a critical ethnography. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/60918/

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):

Batch, Mary Philomena. “Communication and the casualisation of nursing : a critical ethnography.” 2012. Thesis, Queensland University of Technology. Accessed July 16, 2019. https://eprints.qut.edu.au/60918/.

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

MLA Handbook (7th Edition):

Batch, Mary Philomena. “Communication and the casualisation of nursing : a critical ethnography.” 2012. Web. 16 Jul 2019.

Vancouver:

Batch MP. Communication and the casualisation of nursing : a critical ethnography. [Internet] [Thesis]. Queensland University of Technology; 2012. [cited 2019 Jul 16]. Available from: https://eprints.qut.edu.au/60918/.

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

Council of Science Editors:

Batch MP. Communication and the casualisation of nursing : a critical ethnography. [Thesis]. Queensland University of Technology; 2012. Available from: https://eprints.qut.edu.au/60918/

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


Florida International University

12. Hafemeister, Bryn E., Ed.D. A Visual Critical Ethnography Of Youth Development In A Rio de Janeiro Favela.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2014, Florida International University

  Favelas are Brazilian informal housing settlements that are areas of concentrated poverty. In Rio de Janeiro, favelas are perceived as areas of heightened criminal… (more)

Subjects/Keywords: non-formal education; Rio de Janeiro; favela; arts education; critical ethnography; visual ethnography; critical pedagogy; youth development; Brazil; Curriculum and Instruction

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APA (6th Edition):

Hafemeister, Bryn E., E. D. (2014). A Visual Critical Ethnography Of Youth Development In A Rio de Janeiro Favela. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1244 ; 10.25148/etd.FI14040841 ; FI14040841

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):

Hafemeister, Bryn E., Ed D. “A Visual Critical Ethnography Of Youth Development In A Rio de Janeiro Favela.” 2014. Thesis, Florida International University. Accessed July 16, 2019. http://digitalcommons.fiu.edu/etd/1244 ; 10.25148/etd.FI14040841 ; FI14040841.

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

MLA Handbook (7th Edition):

Hafemeister, Bryn E., Ed D. “A Visual Critical Ethnography Of Youth Development In A Rio de Janeiro Favela.” 2014. Web. 16 Jul 2019.

Vancouver:

Hafemeister, Bryn E. ED. A Visual Critical Ethnography Of Youth Development In A Rio de Janeiro Favela. [Internet] [Thesis]. Florida International University; 2014. [cited 2019 Jul 16]. Available from: http://digitalcommons.fiu.edu/etd/1244 ; 10.25148/etd.FI14040841 ; FI14040841.

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

Council of Science Editors:

Hafemeister, Bryn E. ED. A Visual Critical Ethnography Of Youth Development In A Rio de Janeiro Favela. [Thesis]. Florida International University; 2014. Available from: http://digitalcommons.fiu.edu/etd/1244 ; 10.25148/etd.FI14040841 ; FI14040841

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


University of Colorado

13. Hackett, Colleen Marie. 'Helping Women Help Themselves': An Ethnography of Carceral Empowerment and the Neoliberal Rehabilitative Ideal at a Recovery Center for Criminalized Women.

Degree: PhD, Sociology, 2015, University of Colorado

  Although the recent criminological literature has introduced rich, critical analyses of the incarceration boom in the United States, certain issues, such as the criminalization… (more)

Subjects/Keywords: carceral studies; critical ethnography; critical prison studies; punishment; reentry; rehabilitation; Criminology; Gender and Sexuality

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APA (6th Edition):

Hackett, C. M. (2015). 'Helping Women Help Themselves': An Ethnography of Carceral Empowerment and the Neoliberal Rehabilitative Ideal at a Recovery Center for Criminalized Women. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/socy_gradetds/45

Chicago Manual of Style (16th Edition):

Hackett, Colleen Marie. “'Helping Women Help Themselves': An Ethnography of Carceral Empowerment and the Neoliberal Rehabilitative Ideal at a Recovery Center for Criminalized Women.” 2015. Doctoral Dissertation, University of Colorado. Accessed July 16, 2019. http://scholar.colorado.edu/socy_gradetds/45.

MLA Handbook (7th Edition):

Hackett, Colleen Marie. “'Helping Women Help Themselves': An Ethnography of Carceral Empowerment and the Neoliberal Rehabilitative Ideal at a Recovery Center for Criminalized Women.” 2015. Web. 16 Jul 2019.

Vancouver:

Hackett CM. 'Helping Women Help Themselves': An Ethnography of Carceral Empowerment and the Neoliberal Rehabilitative Ideal at a Recovery Center for Criminalized Women. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2019 Jul 16]. Available from: http://scholar.colorado.edu/socy_gradetds/45.

Council of Science Editors:

Hackett CM. 'Helping Women Help Themselves': An Ethnography of Carceral Empowerment and the Neoliberal Rehabilitative Ideal at a Recovery Center for Criminalized Women. [Doctoral Dissertation]. University of Colorado; 2015. Available from: http://scholar.colorado.edu/socy_gradetds/45


University of Minnesota

14. Pyscher, Tracey. Contradictions and Opportunities: Learning from the Cultural Knowledges of Youth with Histories of Domestic Violence.

Degree: PhD, Education, Curriculum and Instruction, 2016, University of Minnesota

 As a society, we do not openly discuss domestic violence and yet its reality is front and center for children and youth whose lives are… (more)

Subjects/Keywords: Critical Disability; Critical Ethnography; Discourse Studies; Domestic Violence; Social Justice; Sociocultural theory

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APA (6th Edition):

Pyscher, T. (2016). Contradictions and Opportunities: Learning from the Cultural Knowledges of Youth with Histories of Domestic Violence. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/180225

Chicago Manual of Style (16th Edition):

Pyscher, Tracey. “Contradictions and Opportunities: Learning from the Cultural Knowledges of Youth with Histories of Domestic Violence.” 2016. Doctoral Dissertation, University of Minnesota. Accessed July 16, 2019. http://hdl.handle.net/11299/180225.

MLA Handbook (7th Edition):

Pyscher, Tracey. “Contradictions and Opportunities: Learning from the Cultural Knowledges of Youth with Histories of Domestic Violence.” 2016. Web. 16 Jul 2019.

Vancouver:

Pyscher T. Contradictions and Opportunities: Learning from the Cultural Knowledges of Youth with Histories of Domestic Violence. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11299/180225.

Council of Science Editors:

Pyscher T. Contradictions and Opportunities: Learning from the Cultural Knowledges of Youth with Histories of Domestic Violence. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/180225


Georgia State University

15. Gordon, Charity. The Role of Dialogic Teaching in Fostering Critical Literacy in an Urban High School English Classroom.

Degree: PhD, Middle and Secondary Education, 2018, Georgia State University

  The purpose of this qualitative study was to understand the role of dialogic teaching in fostering critical literacy in an urban high school English… (more)

Subjects/Keywords: Dialogic teaching; Critical literacy; Urban education; Secondary English; Ethnography; Discourse analysis

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APA (6th Edition):

Gordon, C. (2018). The Role of Dialogic Teaching in Fostering Critical Literacy in an Urban High School English Classroom. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/58

Chicago Manual of Style (16th Edition):

Gordon, Charity. “The Role of Dialogic Teaching in Fostering Critical Literacy in an Urban High School English Classroom.” 2018. Doctoral Dissertation, Georgia State University. Accessed July 16, 2019. https://scholarworks.gsu.edu/mse_diss/58.

MLA Handbook (7th Edition):

Gordon, Charity. “The Role of Dialogic Teaching in Fostering Critical Literacy in an Urban High School English Classroom.” 2018. Web. 16 Jul 2019.

Vancouver:

Gordon C. The Role of Dialogic Teaching in Fostering Critical Literacy in an Urban High School English Classroom. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Jul 16]. Available from: https://scholarworks.gsu.edu/mse_diss/58.

Council of Science Editors:

Gordon C. The Role of Dialogic Teaching in Fostering Critical Literacy in an Urban High School English Classroom. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/58


University of Alberta

16. Oladele, Dunsi. The public health challenge of smoking in Nigeria/Africa.

Degree: PhD, School of Public Health Sciences, 2012, University of Alberta

 This dissertation is situated in the context of what knowledge counts in health and tobacco control regulation in Nigeria. The use of critical realism and… (more)

Subjects/Keywords: Health policy; Smoking; critical ethnography; Africa; Tobacco control; Nigeria

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APA (6th Edition):

Oladele, D. (2012). The public health challenge of smoking in Nigeria/Africa. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/2z10wq61n

Chicago Manual of Style (16th Edition):

Oladele, Dunsi. “The public health challenge of smoking in Nigeria/Africa.” 2012. Doctoral Dissertation, University of Alberta. Accessed July 16, 2019. https://era.library.ualberta.ca/files/2z10wq61n.

MLA Handbook (7th Edition):

Oladele, Dunsi. “The public health challenge of smoking in Nigeria/Africa.” 2012. Web. 16 Jul 2019.

Vancouver:

Oladele D. The public health challenge of smoking in Nigeria/Africa. [Internet] [Doctoral dissertation]. University of Alberta; 2012. [cited 2019 Jul 16]. Available from: https://era.library.ualberta.ca/files/2z10wq61n.

Council of Science Editors:

Oladele D. The public health challenge of smoking in Nigeria/Africa. [Doctoral Dissertation]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/2z10wq61n


University of Guelph

17. Steinberg, Howard. Learning to Freelance: Casual Employment in the Live Entertainment and Production Industry .

Degree: 2015, University of Guelph

 This thesis is based on an ethnographic study of freelance work in the live entertainment and production industry. It is informed by participant observation and… (more)

Subjects/Keywords: Anthropology Sociology Critical Theory Ethnography Foucault Deleuze Marx Discourse Assemblage

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APA (6th Edition):

Steinberg, H. (2015). Learning to Freelance: Casual Employment in the Live Entertainment and Production Industry . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8791

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):

Steinberg, Howard. “Learning to Freelance: Casual Employment in the Live Entertainment and Production Industry .” 2015. Thesis, University of Guelph. Accessed July 16, 2019. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8791.

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

MLA Handbook (7th Edition):

Steinberg, Howard. “Learning to Freelance: Casual Employment in the Live Entertainment and Production Industry .” 2015. Web. 16 Jul 2019.

Vancouver:

Steinberg H. Learning to Freelance: Casual Employment in the Live Entertainment and Production Industry . [Internet] [Thesis]. University of Guelph; 2015. [cited 2019 Jul 16]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8791.

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

Council of Science Editors:

Steinberg H. Learning to Freelance: Casual Employment in the Live Entertainment and Production Industry . [Thesis]. University of Guelph; 2015. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8791

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


University of Technology, Sydney

18. Fernandez, EC. DOORS to action and reflection.

Degree: 2014, University of Technology, Sydney

 In today’s busy and complex world, leaders can become mired in action and activity driven by a strong desire to achieve. Increasingly this drive for… (more)

Subjects/Keywords: Leadership.; Auto-ethnography.; Critical theory.; Action research.; Reflection.; Organizational change.

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APA (6th Edition):

Fernandez, E. (2014). DOORS to action and reflection. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/29230

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):

Fernandez, EC. “DOORS to action and reflection.” 2014. Thesis, University of Technology, Sydney. Accessed July 16, 2019. http://hdl.handle.net/10453/29230.

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

MLA Handbook (7th Edition):

Fernandez, EC. “DOORS to action and reflection.” 2014. Web. 16 Jul 2019.

Vancouver:

Fernandez E. DOORS to action and reflection. [Internet] [Thesis]. University of Technology, Sydney; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10453/29230.

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

Council of Science Editors:

Fernandez E. DOORS to action and reflection. [Thesis]. University of Technology, Sydney; 2014. Available from: http://hdl.handle.net/10453/29230

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


University of Exeter

19. Hunt, Neil David. The development of student teacher identities through undergraduate action research projects : an Emirati case study.

Degree: Thesis (EdD), 2010, University of Exeter

 In recent decades, reflective practice has taken a more central role in the construction of teachers’ knowledge and practice (Elliot, 1991; Roberts, 1998). Within reflective… (more)

Subjects/Keywords: 370.711; Reflective Practice : Teacher Education : Identity : Action Research : Critical Ethnography

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APA (6th Edition):

Hunt, N. D. (2010). The development of student teacher identities through undergraduate action research projects : an Emirati case study. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3061

Chicago Manual of Style (16th Edition):

Hunt, Neil David. “The development of student teacher identities through undergraduate action research projects : an Emirati case study.” 2010. Doctoral Dissertation, University of Exeter. Accessed July 16, 2019. http://hdl.handle.net/10036/3061.

MLA Handbook (7th Edition):

Hunt, Neil David. “The development of student teacher identities through undergraduate action research projects : an Emirati case study.” 2010. Web. 16 Jul 2019.

Vancouver:

Hunt ND. The development of student teacher identities through undergraduate action research projects : an Emirati case study. [Internet] [Doctoral dissertation]. University of Exeter; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10036/3061.

Council of Science Editors:

Hunt ND. The development of student teacher identities through undergraduate action research projects : an Emirati case study. [Doctoral Dissertation]. University of Exeter; 2010. Available from: http://hdl.handle.net/10036/3061


University of Exeter

20. Griffiths, Helen Gwyneth. New school geographies : engaging young people?.

Degree: PhD, 2009, University of Exeter

 In 2003 school geography was in a state of crisis: enrolment in GCSE geography courses had fallen by a third over the previous eight years.… (more)

Subjects/Keywords: 375; Geography Education : School - University geographies : Ethnography : Public geographies : Critical Pedagogy

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APA (6th Edition):

Griffiths, H. G. (2009). New school geographies : engaging young people?. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/117645

Chicago Manual of Style (16th Edition):

Griffiths, Helen Gwyneth. “New school geographies : engaging young people?.” 2009. Doctoral Dissertation, University of Exeter. Accessed July 16, 2019. http://hdl.handle.net/10036/117645.

MLA Handbook (7th Edition):

Griffiths, Helen Gwyneth. “New school geographies : engaging young people?.” 2009. Web. 16 Jul 2019.

Vancouver:

Griffiths HG. New school geographies : engaging young people?. [Internet] [Doctoral dissertation]. University of Exeter; 2009. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10036/117645.

Council of Science Editors:

Griffiths HG. New school geographies : engaging young people?. [Doctoral Dissertation]. University of Exeter; 2009. Available from: http://hdl.handle.net/10036/117645


University of Edinburgh

21. McCulloch, Corrienne. Critical Care Diaries : a qualitative study exploring the experiences and perspectives of patients, family members and nurses.

Degree: PhD, 2017, University of Edinburgh

 This thesis describes a qualitative study exploring the use of critical care diaries from the experiences and perspectives of patients, family members and nurses in… (more)

Subjects/Keywords: critical care diaries; patient; family member; nurse; focused ethnography

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APA (6th Edition):

McCulloch, C. (2017). Critical Care Diaries : a qualitative study exploring the experiences and perspectives of patients, family members and nurses. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/25735

Chicago Manual of Style (16th Edition):

McCulloch, Corrienne. “Critical Care Diaries : a qualitative study exploring the experiences and perspectives of patients, family members and nurses.” 2017. Doctoral Dissertation, University of Edinburgh. Accessed July 16, 2019. http://hdl.handle.net/1842/25735.

MLA Handbook (7th Edition):

McCulloch, Corrienne. “Critical Care Diaries : a qualitative study exploring the experiences and perspectives of patients, family members and nurses.” 2017. Web. 16 Jul 2019.

Vancouver:

McCulloch C. Critical Care Diaries : a qualitative study exploring the experiences and perspectives of patients, family members and nurses. [Internet] [Doctoral dissertation]. University of Edinburgh; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1842/25735.

Council of Science Editors:

McCulloch C. Critical Care Diaries : a qualitative study exploring the experiences and perspectives of patients, family members and nurses. [Doctoral Dissertation]. University of Edinburgh; 2017. Available from: http://hdl.handle.net/1842/25735


Bowling Green State University

22. Davis, Andrea M. Dragging Identity: A Critical Ethnography of Nightclub Space(s).

Degree: PhD, Communication Studies, 2008, Bowling Green State University

 This study investigated the production of space within a nightclub that has weekly theme nights. Using critical ethnography and Butler's theory of performativity, the researcher… (more)

Subjects/Keywords: Communication; Gender; nightclub; critical ethnography; performativity; gender; sexuality; drag

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APA (6th Edition):

Davis, A. M. (2008). Dragging Identity: A Critical Ethnography of Nightclub Space(s). (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213893377

Chicago Manual of Style (16th Edition):

Davis, Andrea M. “Dragging Identity: A Critical Ethnography of Nightclub Space(s).” 2008. Doctoral Dissertation, Bowling Green State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213893377.

MLA Handbook (7th Edition):

Davis, Andrea M. “Dragging Identity: A Critical Ethnography of Nightclub Space(s).” 2008. Web. 16 Jul 2019.

Vancouver:

Davis AM. Dragging Identity: A Critical Ethnography of Nightclub Space(s). [Internet] [Doctoral dissertation]. Bowling Green State University; 2008. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213893377.

Council of Science Editors:

Davis AM. Dragging Identity: A Critical Ethnography of Nightclub Space(s). [Doctoral Dissertation]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213893377


Penn State University

23. Morrison, Elizabeth Leigh. Negotiating Learner-Centeredness in an IEP ESL Classroom: A Critical Ethnographic Discourse Analysis.

Degree: PhD, Applied Linguistics, 2009, Penn State University

 This dissertation is an ethnographic critical discourse analysis of how one teacher implemented learner-centeredness and how four learners experienced that implementation in the context of… (more)

Subjects/Keywords: discourse analysis; critical ethnography; ESL; learner-centeredness; classroom practice; student differences

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APA (6th Edition):

Morrison, E. L. (2009). Negotiating Learner-Centeredness in an IEP ESL Classroom: A Critical Ethnographic Discourse Analysis. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9431

Chicago Manual of Style (16th Edition):

Morrison, Elizabeth Leigh. “Negotiating Learner-Centeredness in an IEP ESL Classroom: A Critical Ethnographic Discourse Analysis.” 2009. Doctoral Dissertation, Penn State University. Accessed July 16, 2019. https://etda.libraries.psu.edu/catalog/9431.

MLA Handbook (7th Edition):

Morrison, Elizabeth Leigh. “Negotiating Learner-Centeredness in an IEP ESL Classroom: A Critical Ethnographic Discourse Analysis.” 2009. Web. 16 Jul 2019.

Vancouver:

Morrison EL. Negotiating Learner-Centeredness in an IEP ESL Classroom: A Critical Ethnographic Discourse Analysis. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Jul 16]. Available from: https://etda.libraries.psu.edu/catalog/9431.

Council of Science Editors:

Morrison EL. Negotiating Learner-Centeredness in an IEP ESL Classroom: A Critical Ethnographic Discourse Analysis. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9431


University of Washington

24. Gillespie, Kathryn Anne. Reproducing Dairy: Embodied animals and the institution of animal agriculture.

Degree: PhD, 2014, University of Washington

 This text draws on the United States dairy industry as a case study to understand how the institution of animal agriculture is continually reproduced through… (more)

Subjects/Keywords: agriculture; cow; critical animal studies; dairy; food; multispecies ethnography; Geography; geography

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APA (6th Edition):

Gillespie, K. A. (2014). Reproducing Dairy: Embodied animals and the institution of animal agriculture. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/26271

Chicago Manual of Style (16th Edition):

Gillespie, Kathryn Anne. “Reproducing Dairy: Embodied animals and the institution of animal agriculture.” 2014. Doctoral Dissertation, University of Washington. Accessed July 16, 2019. http://hdl.handle.net/1773/26271.

MLA Handbook (7th Edition):

Gillespie, Kathryn Anne. “Reproducing Dairy: Embodied animals and the institution of animal agriculture.” 2014. Web. 16 Jul 2019.

Vancouver:

Gillespie KA. Reproducing Dairy: Embodied animals and the institution of animal agriculture. [Internet] [Doctoral dissertation]. University of Washington; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1773/26271.

Council of Science Editors:

Gillespie KA. Reproducing Dairy: Embodied animals and the institution of animal agriculture. [Doctoral Dissertation]. University of Washington; 2014. Available from: http://hdl.handle.net/1773/26271


University of Manchester

25. Wilmott, Clancy. Living the Map: Mobile Mapping in Post/colonial Cities.

Degree: 2017, University of Manchester

 This thesis is concerned with mobile mapping practices in Sydney and Hong Kong. Since the development of mobile media technology, there has been widespread proliferation… (more)

Subjects/Keywords: mobile mapping; digital geography; critical cartography; cartographic reason; visual ethnography

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APA (6th Edition):

Wilmott, C. (2017). Living the Map: Mobile Mapping in Post/colonial Cities. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:309100

Chicago Manual of Style (16th Edition):

Wilmott, Clancy. “Living the Map: Mobile Mapping in Post/colonial Cities.” 2017. Doctoral Dissertation, University of Manchester. Accessed July 16, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:309100.

MLA Handbook (7th Edition):

Wilmott, Clancy. “Living the Map: Mobile Mapping in Post/colonial Cities.” 2017. Web. 16 Jul 2019.

Vancouver:

Wilmott C. Living the Map: Mobile Mapping in Post/colonial Cities. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2019 Jul 16]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:309100.

Council of Science Editors:

Wilmott C. Living the Map: Mobile Mapping in Post/colonial Cities. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:309100

26. Greenslade, Deborah. Legitimising harm : A critical ethnography of gambling in a community.

Degree: PhD, 2013, Federation University Australia

This thesis reports on a community study which explored the relationship between a small rural community and its club based poker machines. That enquiry aimed… (more)

Subjects/Keywords: Community study; Club based poker machines; Gambling; Gambling harms; Critical ethnography

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APA (6th Edition):

Greenslade, D. (2013). Legitimising harm : A critical ethnography of gambling in a community. (Doctoral Dissertation). Federation University Australia. Retrieved from http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/81615

Chicago Manual of Style (16th Edition):

Greenslade, Deborah. “Legitimising harm : A critical ethnography of gambling in a community.” 2013. Doctoral Dissertation, Federation University Australia. Accessed July 16, 2019. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/81615.

MLA Handbook (7th Edition):

Greenslade, Deborah. “Legitimising harm : A critical ethnography of gambling in a community.” 2013. Web. 16 Jul 2019.

Vancouver:

Greenslade D. Legitimising harm : A critical ethnography of gambling in a community. [Internet] [Doctoral dissertation]. Federation University Australia; 2013. [cited 2019 Jul 16]. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/81615.

Council of Science Editors:

Greenslade D. Legitimising harm : A critical ethnography of gambling in a community. [Doctoral Dissertation]. Federation University Australia; 2013. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/81615


University of Bath

27. Mahon, Paula R. From the inside out : a critical ethnographic look at paediatric intensive care nursing and the determinants of nurse retention.

Degree: Thesis (D.Health), 2011, University of Bath

 The aim of this study is to examine key features within the cultural context in a Canadian Paediatric Intensive Care Unit (PICU) environment as experienced… (more)

Subjects/Keywords: 618.9200231; job satisfaction; job retention; critical ethnography; nursing

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APA (6th Edition):

Mahon, P. R. (2011). From the inside out : a critical ethnographic look at paediatric intensive care nursing and the determinants of nurse retention. (Doctoral Dissertation). University of Bath. Retrieved from https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555745

Chicago Manual of Style (16th Edition):

Mahon, Paula R. “From the inside out : a critical ethnographic look at paediatric intensive care nursing and the determinants of nurse retention.” 2011. Doctoral Dissertation, University of Bath. Accessed July 16, 2019. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555745.

MLA Handbook (7th Edition):

Mahon, Paula R. “From the inside out : a critical ethnographic look at paediatric intensive care nursing and the determinants of nurse retention.” 2011. Web. 16 Jul 2019.

Vancouver:

Mahon PR. From the inside out : a critical ethnographic look at paediatric intensive care nursing and the determinants of nurse retention. [Internet] [Doctoral dissertation]. University of Bath; 2011. [cited 2019 Jul 16]. Available from: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555745.

Council of Science Editors:

Mahon PR. From the inside out : a critical ethnographic look at paediatric intensive care nursing and the determinants of nurse retention. [Doctoral Dissertation]. University of Bath; 2011. Available from: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555745


University of Minnesota

28. Puechner, Shannon. Teach the kids to code switch... which is a very easy thing to say: Heterosystemic pedagogies for racial justice within a field of (im)possibilities.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 This study employs ethnographic field methods to investigate the ways Eric, a ninth-grade English language arts teacher committed to racial justice, enacted literacy education in… (more)

Subjects/Keywords: Behavior Management; Critical Literacy; Cultural Historical Activity Theory; Ethnography; Foucault; Race

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APA (6th Edition):

Puechner, S. (2018). Teach the kids to code switch... which is a very easy thing to say: Heterosystemic pedagogies for racial justice within a field of (im)possibilities. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/202155

Chicago Manual of Style (16th Edition):

Puechner, Shannon. “Teach the kids to code switch... which is a very easy thing to say: Heterosystemic pedagogies for racial justice within a field of (im)possibilities.” 2018. Doctoral Dissertation, University of Minnesota. Accessed July 16, 2019. http://hdl.handle.net/11299/202155.

MLA Handbook (7th Edition):

Puechner, Shannon. “Teach the kids to code switch... which is a very easy thing to say: Heterosystemic pedagogies for racial justice within a field of (im)possibilities.” 2018. Web. 16 Jul 2019.

Vancouver:

Puechner S. Teach the kids to code switch... which is a very easy thing to say: Heterosystemic pedagogies for racial justice within a field of (im)possibilities. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11299/202155.

Council of Science Editors:

Puechner S. Teach the kids to code switch... which is a very easy thing to say: Heterosystemic pedagogies for racial justice within a field of (im)possibilities. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/202155


University of Arizona

29. Wray, Amanda B. Lived Histories and the Changing Rhetoric of White Identity .

Degree: 2011, University of Arizona

 Through open-ended interviews and oral history, this ethnographic project captures unique histories of cultivating critical race consciousness as a White subject in social contexts of… (more)

Subjects/Keywords: Critical Race Consciousness; Ethnography; Rhetoric; US Racisms; Whiteness

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APA (6th Edition):

Wray, A. B. (2011). Lived Histories and the Changing Rhetoric of White Identity . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/145299

Chicago Manual of Style (16th Edition):

Wray, Amanda B. “Lived Histories and the Changing Rhetoric of White Identity .” 2011. Doctoral Dissertation, University of Arizona. Accessed July 16, 2019. http://hdl.handle.net/10150/145299.

MLA Handbook (7th Edition):

Wray, Amanda B. “Lived Histories and the Changing Rhetoric of White Identity .” 2011. Web. 16 Jul 2019.

Vancouver:

Wray AB. Lived Histories and the Changing Rhetoric of White Identity . [Internet] [Doctoral dissertation]. University of Arizona; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10150/145299.

Council of Science Editors:

Wray AB. Lived Histories and the Changing Rhetoric of White Identity . [Doctoral Dissertation]. University of Arizona; 2011. Available from: http://hdl.handle.net/10150/145299


University of Minnesota

30. LoBello, Jana. Entanglements of Teenage Motherhood Identities: A Critical Ethnography within a Community-Based Organization.

Degree: PhD, Education, Curriculum and Instruction, 2017, University of Minnesota

 The social construction of adolescence as a distinct developmental stage is based on a hierarchy of age, race, social class, and gender that affords some… (more)

Subjects/Keywords: Community-Based Organizations; Critical Ethnography; Identities; Intersectionality; Mentoring; Teenage Mothers

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APA (6th Edition):

LoBello, J. (2017). Entanglements of Teenage Motherhood Identities: A Critical Ethnography within a Community-Based Organization. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/188935

Chicago Manual of Style (16th Edition):

LoBello, Jana. “Entanglements of Teenage Motherhood Identities: A Critical Ethnography within a Community-Based Organization.” 2017. Doctoral Dissertation, University of Minnesota. Accessed July 16, 2019. http://hdl.handle.net/11299/188935.

MLA Handbook (7th Edition):

LoBello, Jana. “Entanglements of Teenage Motherhood Identities: A Critical Ethnography within a Community-Based Organization.” 2017. Web. 16 Jul 2019.

Vancouver:

LoBello J. Entanglements of Teenage Motherhood Identities: A Critical Ethnography within a Community-Based Organization. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/11299/188935.

Council of Science Editors:

LoBello J. Entanglements of Teenage Motherhood Identities: A Critical Ethnography within a Community-Based Organization. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/188935

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