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Deafenbaugh, Linda (2018) DEVELOPING THE CAPACITY FOR TOLERANCE THROUGH FOLKLIFE EDUCATION. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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This qualitative study used ethnographic methods to gather naturalistic data within an urban high school classroom during a semester-long elective course “Cultural Anthropology and Digital Media.” The course used the Standards for Folklife Education (Sidener, 1997) as the guiding framework to structure student study of cultural processes. Students engaged in experiential folklife education learning activities to develop ethnographic inquiry skills as they studied the culture of public space in a city center. The researcher of this dissertation was active in the classroom as a cultural anthropologist-in-residence.
The focus of the dissertation study was on how student learning about cultural processes via the Standards for Folklife Education developed students’ capacity for social tolerance. The study investigated student learning from the students’ perspective. Corpus of data for analysis was comprised of students’ written and verbal descriptions of their learning extracted from the video record of class sessions and the multiple digital media students used in individual and small group class assignments. Analysis included applied thematic analysis, discourse analysis, and micro-analysis.
The study contributes a theoretical model of the students’ experience in Developing the Capacity for Tolerance. The model illustrates how the study of cultural processes via this folklife education approach helped students gain more complex understandings about the interlocked nature of cultural similarities and differences. As students developed Basic Level skills in ethnographic inquiry, these helped them develop a diversity of Advanced Level components including Awareness insights into cultural processes and Action insights into imagined future cultural actions.
This dissertation provides educators with pedagogical guidance on a productive sequence for folklife education curriculum development based on what students indicated were the most effective instructional practices for Developing the Capacity for Tolerance. Though many might find this study of interest, specific conclusions are made for the four target audiences of classroom folklife educators, facilitators of folklife education programs, educational administrators, and educational researchers.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Deafenbaugh, Lindalld18@pitt.edulld18
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairPorter, Maureen K.mporter@pitt.edumporter
Committee MemberGunzenhauser, Michael G.mgunzen@pitt.edumgunzen
Committee MemberGarman, Noreenngarman@pitt.edungarman
Committee MemberSunstein, Bonnie
Committee MemberSidener, Diane
Date: 30 January 2018
Date Type: Publication
Defense Date: 17 April 2013
Approval Date: 30 January 2018
Submission Date: 16 January 2018
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 472
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: folklife education intercultural education teaching respect teaching tolerance teaching culture capacity building
Date Deposited: 30 Jan 2018 17:28
Last Modified: 30 Jan 2018 17:28


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