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Finding Voice in the Academy through Yellow Storytelling: An Asian American Autoethnography on Suffering in Higher Education
著者 Nguyen, Thuong Thi (著)
出版年月日2017.05.03
ページ148
出版者Louisiana State University
出版サイト https://www.lsu.edu/
出版地Baton Rouge, , US [巴頓魯治, 美國]
資料の種類博碩士論文=Thesis and Dissertation
言語英文=English
学位博士
学校Louisiana State University and Agricultural and Mechanical College
学部・学科名Education, Leadership, Research, & Counseling
指導教官Kennedy, Eugene
卒業年2017
抄録Higher education institutions in the United States (U.S.) were founded for a select segment of the population, i.e. white Christian men from upper socioeconomic classes (Thelin, 2011). Research shows the policies, pedagogies, and practices created for use within majority populations and dominant cultures are not as beneficial or effective for individuals from underrepresented backgrounds. As the U.S. becomes more diverse and college enrollment among diverse students increases, higher education institutions need to identify more holistic approaches and investigate alternative methods to better serve these populations. This dissertation is a response to that need. In order to offer other alternatives, educators must acknowledge suffering in the origins of U.S. higher education and its replication of structural oppression. Institutions of higher education have recreated the wheels of suffering in U.S. society for generations by not acknowledging suffering or detailing how it affects students and employees; we are unskilled at mindfulness and lack Tiếp Hiện, which is translated as interbeing (Hanh, 2008). This research study employs the pedagogical tradition of the Zen Buddhist path and applies the practice of mindfulness and interbeing. Through critical Zen autoethnographic methodological approach, personal stories are shared and reflected on as a source for those who participate in the academy to potentially find alternative methods to heal.
DOI10.31390/gradschool_dissertations.4337
ヒット数116
作成日2023.05.03
更新日期2023.07.05



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