東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Science (Sense)Making : = Interrogating Deficit Classroom Norms with Sensoriality and Critical Frames.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Science (Sense)Making :/
Reminder of title:	Interrogating Deficit Classroom Norms with Sensoriality and Critical Frames.
Author:	Brown, Michelle N.
Description:	1 online resource (249 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
Contained By:	Dissertations Abstracts International84-02A.
Subject:	Listening. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29276548click for full text (PQDT)
ISBN:	9798841573180

Science (Sense)Making : = Interrogating Deficit Classroom Norms with Sensoriality and Critical Frames.
Brown, Michelle N.

Science (Sense)Making :Interrogating Deficit Classroom Norms with Sensoriality and Critical Frames. - 1 online resource (249 pages)

Source: Dissertations Abstracts International, Volume: 84-02, Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2022.

Includes bibliographical references

Schools in the United States discipline students and families, particularly those who are intentionally marginalized (e.g., emergent bilingual, new immigrant Latino/Hispanic families), to be still and quiet in classrooms. Systems of white supremacy and racism pervasive in school systems foster teachers' uninterrogated, habitual, and often hidden, deficit perspectives and their resulting dehumanizing interactions with students and families. My research explores this reality within a 2nd grade science sensemaking space. Along with scholars of sensory ethnography and Critical Race Theory, I assume that our sensorial ways of being are racialized but often unexamined. This dissertation presents three manuscripts which leverage the sensoriality of science sensemaking to de-familiarize deficit-aligned school norms. The manuscripts explore in different ways how engaging with students and families through phenomenon-rich, sensorial, equitable, science sensemaking practices surface deficit norms that discipline families and students to stay still and silent. Each paper unpacks how this disruption creates space for the author and a 2nd grade teacher (both of whom are white and English-dominant) to move toward expansive, asset-aligned, and critical perspectives and practices through iterative cycles of dialogue and praxis. Findings from the studies suggest that sensorial-rich science sensemaking, when paired with a Freirian praxis, can be used to critically examine school norms that position students and families as still and silent. These studies also show the importance of disrupting researcher/teacher hierarchies. In all three studies, the researcher's move toward self-reflexivity, transparency, and vulnerability with the teacher-led to fruitful collaboration and critical awareness for both individuals.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798841573180Subjects--Topical Terms:

530843
Listening.
Index Terms--Genre/Form:

542853
Electronic books.

Science (Sense)Making : = Interrogating Deficit Classroom Norms with Sensoriality and Critical Frames.
LDR:03151nmm a2200361K 4500 001 2359051
005 20230906055259.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798841573180
035 $a (MiAaPQ)AAI29276548
035 $a (MiAaPQ)PennState_19706mnb17
035 $a AAI29276548
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Brown, Michelle N. $3 3699611
245 1 0 $a Science (Sense)Making : $b Interrogating Deficit Classroom Norms with Sensoriality and Critical Frames.
264 0 $c 2022
300 $a 1 online resource (249 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-02, Section: A.
500 $a Advisor: Anya, Uju; Zembal-Saul, Carla.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2022.
504 $a Includes bibliographical references
520 $a Schools in the United States discipline students and families, particularly those who are intentionally marginalized (e.g., emergent bilingual, new immigrant Latino/Hispanic families), to be still and quiet in classrooms. Systems of white supremacy and racism pervasive in school systems foster teachers' uninterrogated, habitual, and often hidden, deficit perspectives and their resulting dehumanizing interactions with students and families. My research explores this reality within a 2nd grade science sensemaking space. Along with scholars of sensory ethnography and Critical Race Theory, I assume that our sensorial ways of being are racialized but often unexamined. This dissertation presents three manuscripts which leverage the sensoriality of science sensemaking to de-familiarize deficit-aligned school norms. The manuscripts explore in different ways how engaging with students and families through phenomenon-rich, sensorial, equitable, science sensemaking practices surface deficit norms that discipline families and students to stay still and silent. Each paper unpacks how this disruption creates space for the author and a 2nd grade teacher (both of whom are white and English-dominant) to move toward expansive, asset-aligned, and critical perspectives and practices through iterative cycles of dialogue and praxis. Findings from the studies suggest that sensorial-rich science sensemaking, when paired with a Freirian praxis, can be used to critically examine school norms that position students and families as still and silent. These studies also show the importance of disrupting researcher/teacher hierarchies. In all three studies, the researcher's move toward self-reflexivity, transparency, and vulnerability with the teacher-led to fruitful collaboration and critical awareness for both individuals.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Listening. $3 530843
650 4 $a Eurocentrism. $3 525090
650 4 $a Collaboration. $3 3556296
650 4 $a Racism. $3 519298
650 4 $a Epistemology. $3 896969
650 4 $a Teachers. $3 529573
650 4 $a Continuing education. $3 527504
650 4 $a Education. $3 516579
650 4 $a Philosophy. $3 516511
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0393
690 $a 0651
690 $a 0515
690 $a 0422
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertations Abstracts International $g 84-02A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29276548 $z click for full text (PQDT)