자료유형  

 학위논문

Control Number  

0017163398

International Standard Book Number  

9798384052081

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

Kulick, Kachine Suzanne.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of Colorado at Boulder., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

258 p.

General Note  

Source: Dissertations Abstracts International, Volume: 86-03, Section: A.

General Note  

Advisor: Staley, Sara J.;Jurow, Aachey Susan.

Dissertation Note  

Thesis (Ph.D.)--University of Colorado at Boulder, 2024.

Summary, Etc.  

요약Drawing from queer perspectives, critical and abolitionist teaching and practices, and somatic embodiment, my dissertation calls attention to historically embedded practices of the invisible and every practice of the lived experience. My dissertation explores the development and rendering of learning design encompassing cognition and intellect as well as emotional and body learning to foster action and liberation. My research takes place during a 16-week semester at a public university in western Colorado with undergraduates in an elementary education licensure program, where I created learning tools for participants to practice studying their emotions through their bodies using one or more somatic embodied practices. In this context, somatic embodied practices included breathing, movement, journaling, pausing, slowing down, orienting, grounding and emotional body mapping; using these tools when learning about self as an individual and in relation to others draws attention to the body and allows learners to achieve awareness, expansion, dignity, resilience, healing, and spaciousness in our racialized world. This qualitative case study explores the following research questions: 1) How do certain design tools (Triad Group practice, Body Journal, Critical Reading Reflection) facilitate teacher candidates' learning and practice with somatic embodiment? 2) How does somatic embodiment contribute to various justice orientations, such as abolitionist, queer, and liberatory? Findings demonstrate that the Triad Group practice was an emergent space in which students developed practices for becoming more attuned to their emotions and body. Additionally, I report various ways in which participants' learning moved outside of the classroom, influenced by the justice frameworks and somatic practices I introduced in the course, to shape not only students' everyday relationships but also their visions of future teaching practice. These findings underscore the need to integrate somatic embodied justice-oriented pedagogies and somatic embodiment practices into teacher education programs, recognizing their potential to not only enhance personal well-being and resilience but also to foster critical consciousness and learning and action grounded in justice and liberation.

Subject Added Entry-Topical Term  

Teacher education.

Subject Added Entry-Topical Term  

Education.

Subject Added Entry-Topical Term  

Ethnic studies.

Subject Added Entry-Topical Term  

Pedagogy.

Index Term-Uncontrolled  

Somatic

Index Term-Uncontrolled  

Embodiment

Index Term-Uncontrolled  

Emotionality

Index Term-Uncontrolled  

Queer pedagogy

Index Term-Uncontrolled  

Social justice

Index Term-Uncontrolled  

Teacher learning

Added Entry-Corporate Name  

University of Colorado at Boulder Education

Host Item Entry  

Dissertations Abstracts International. 86-03A.

Electronic Location and Access  

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Control Number  

joongbu:653699