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Seeds of Empathy, Rooted in Critical Reflection: Nurturing Cultural Humility in Global Health Trainees
Seeds of Empathy, Rooted in Critical Reflection: Nurturing Cultural Humility in Global Health Trainees
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152212
- ISBN
- 9798384220763
- DDC
- 375
- 서명/저자
- Seeds of Empathy, Rooted in Critical Reflection: Nurturing Cultural Humility in Global Health Trainees
- 발행사항
- [Sl] : The Pennsylvania State University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 239 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
- 주기사항
- Advisor: Tisdell, Elizabeth J.
- 학위논문주기
- Thesis (Ed.D.)--The Pennsylvania State University, 2024.
- 초록/해제
- 요약The purpose of this study is to investigate the perceptions of global health educators and their students on the use of critical reflective journaling as a pedagogical tool to promote cultural humility in learners. Rooted in critical qualitative research methodology, this study is framed by transformative learning theory, conceptual understandings of cultural humility, and the current literature on critical reflection and journaling, to analyze interviews with five global health educators and six health professions learners. The perspective of the researcher as an educator in this field is integrated throughout, capturing the role of self-reflexivity in adult education.Data collection consists of semi-structured interviews with faculty and students and analysis of course syllabi and assignments demonstrating how educators nurture cultural humility in students through critical reflection during and beyond global health trips. Faculty findings reveal three themes: cultivating cultural humility and recognizing curricular limits, nurturing critical reflection while attending to emotions, and engaging in self-discovery and transforming teaching practice. Findings related to students identify three themes: embracing discomfort and developing resilience, shaping perspectives through faculty guidance, and transformative potential of experiential learning. Both faculty and students, through their shared experiences and reflections, contribute to a richer learning environment for each other. Faculty gain valuable insights from student perspectives, allowing them to refine their teaching methods and adapt to diverse learning needs. Students, in turn, benefit from faculty guidance and expertise, which helps them process their experiences and develop cultural humility. Transformative global health education thrives on this reciprocal exchange of knowledge and insights between students and educators. The study concludes with implications for theory and practice and offers suggestions for future research.
- 일반주제명
- Curricula
- 일반주제명
- Global health
- 일반주제명
- Philosophy
- 일반주제명
- Teachers
- 일반주제명
- School environment
- 기본자료저록
- Dissertations Abstracts International. 86-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
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■020 ▼a9798384220763
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■035 ▼a(MiAaPQ)PennState24097jcc27
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a375
■1001 ▼aLentes, Julie Claire.
■24510▼aSeeds of Empathy, Rooted in Critical Reflection: Nurturing Cultural Humility in Global Health Trainees
■260 ▼a[Sl]▼bThe Pennsylvania State University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a239 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: A.
■500 ▼aAdvisor: Tisdell, Elizabeth J.
■5021 ▼aThesis (Ed.D.)--The Pennsylvania State University, 2024.
■520 ▼aThe purpose of this study is to investigate the perceptions of global health educators and their students on the use of critical reflective journaling as a pedagogical tool to promote cultural humility in learners. Rooted in critical qualitative research methodology, this study is framed by transformative learning theory, conceptual understandings of cultural humility, and the current literature on critical reflection and journaling, to analyze interviews with five global health educators and six health professions learners. The perspective of the researcher as an educator in this field is integrated throughout, capturing the role of self-reflexivity in adult education.Data collection consists of semi-structured interviews with faculty and students and analysis of course syllabi and assignments demonstrating how educators nurture cultural humility in students through critical reflection during and beyond global health trips. Faculty findings reveal three themes: cultivating cultural humility and recognizing curricular limits, nurturing critical reflection while attending to emotions, and engaging in self-discovery and transforming teaching practice. Findings related to students identify three themes: embracing discomfort and developing resilience, shaping perspectives through faculty guidance, and transformative potential of experiential learning. Both faculty and students, through their shared experiences and reflections, contribute to a richer learning environment for each other. Faculty gain valuable insights from student perspectives, allowing them to refine their teaching methods and adapt to diverse learning needs. Students, in turn, benefit from faculty guidance and expertise, which helps them process their experiences and develop cultural humility. Transformative global health education thrives on this reciprocal exchange of knowledge and insights between students and educators. The study concludes with implications for theory and practice and offers suggestions for future research.
■590 ▼aSchool code: 0176.
■650 4▼aCurricula
■650 4▼aGlobal health
■650 4▼aPhilosophy
■650 4▼aTeachers
■650 4▼aSchool environment
■650 4▼aEducational administration
■690 ▼a0422
■690 ▼a0514
■71020▼aThe Pennsylvania State University.
■7730 ▼tDissertations Abstracts International▼g86-03A.
■790 ▼a0176
■791 ▼aEd.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163170▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
