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The Role of Dialogue in Promoting Antiracist Practices in the Workplace
The Role of Dialogue in Promoting Antiracist Practices in the Workplace
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152701
- ISBN
- 9798384051688
- DDC
- 370
- 서명/저자
- The Role of Dialogue in Promoting Antiracist Practices in the Workplace
- 발행사항
- [Sl] : University of Colorado at Boulder, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 193 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-03, Section: A.
- 주기사항
- Advisor: Kirshner, Ben.
- 학위논문주기
- Thesis (Ph.D.)--University of Colorado at Boulder, 2024.
- 초록/해제
- 요약Dialogue research has focused on dialogue to explore social identity, inequality, and understanding across difference. Less has been written, however, about critical staff-to-staff dialogue within organizations. This dissertation studies the progression of a co-designed, staff-to-staff dialogue project centered on principles of antiracism and intersectional equity. I trace the project over a four-year period, as it moved from Structured Reflective Dialogue (RSD) to deliberation and action. Critical social theories, including Black Feminist Thought, Chicana Feminism, Critical Race Theory, and Whiteness Studies informed the design of the project and my analysis of data. The findings are organized into three chapters. In Chapter 4, I describe ways facilitators understand defensiveness, bias, and connection through self-reflection. Chapter 5 traces how dialogue facilitators decentered whiteness by introducing stories at critical moments. Stories identified by the facilitators are analyzed as important moments to their learning. In Chapter 6, I communicate how organizational policies, practices, and processes shifted through the practice of dialogue. The final chapter names tensions, limitations, and openings for future directions. Throughout the paper, I weave autohistoria-teoria, drawing on Anzaldua's concepts of nepantla and conocimiento, and grappling with the complicated roles of co-learner, researcher, designer, and friend.
- 일반주제명
- Education
- 일반주제명
- Communication
- 일반주제명
- Black studies
- 키워드
- Chicana Feminism
- 키워드
- Dialogue
- 기타저자
- University of Colorado at Boulder Education
- 기본자료저록
- Dissertations Abstracts International. 86-03A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152701
■006m o d
■007cr#unu||||||||
■020 ▼a9798384051688
■035 ▼a(MiAaPQ)AAI31487937
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aPacheco, Jennifer E.▼0(orcid)0000-0003-0574-807X
■24510▼aThe Role of Dialogue in Promoting Antiracist Practices in the Workplace
■260 ▼a[Sl]▼bUniversity of Colorado at Boulder▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a193 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-03, Section: A.
■500 ▼aAdvisor: Kirshner, Ben.
■5021 ▼aThesis (Ph.D.)--University of Colorado at Boulder, 2024.
■520 ▼aDialogue research has focused on dialogue to explore social identity, inequality, and understanding across difference. Less has been written, however, about critical staff-to-staff dialogue within organizations. This dissertation studies the progression of a co-designed, staff-to-staff dialogue project centered on principles of antiracism and intersectional equity. I trace the project over a four-year period, as it moved from Structured Reflective Dialogue (RSD) to deliberation and action. Critical social theories, including Black Feminist Thought, Chicana Feminism, Critical Race Theory, and Whiteness Studies informed the design of the project and my analysis of data. The findings are organized into three chapters. In Chapter 4, I describe ways facilitators understand defensiveness, bias, and connection through self-reflection. Chapter 5 traces how dialogue facilitators decentered whiteness by introducing stories at critical moments. Stories identified by the facilitators are analyzed as important moments to their learning. In Chapter 6, I communicate how organizational policies, practices, and processes shifted through the practice of dialogue. The final chapter names tensions, limitations, and openings for future directions. Throughout the paper, I weave autohistoria-teoria, drawing on Anzaldua's concepts of nepantla and conocimiento, and grappling with the complicated roles of co-learner, researcher, designer, and friend.
■590 ▼aSchool code: 0051.
■650 4▼aEducation
■650 4▼aCommunication
■650 4▼aBlack studies
■653 ▼aChicana Feminism
■653 ▼aCommunity-based research
■653 ▼aDialogue
■653 ▼aLearning sciences
■653 ▼aOrganizational change
■690 ▼a0515
■690 ▼a0459
■690 ▼a0703
■690 ▼a0325
■71020▼aUniversity of Colorado at Boulder▼bEducation.
■7730 ▼tDissertations Abstracts International▼g86-03A.
■790 ▼a0051
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163382▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
