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- 저자 : Carey, Patricia A (검색결과 72 건)
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Carey, Leah University of Minnesota ProQuest Dissertations & T 2021 해외박사(DDOD)
This three-part dissertation explores the complexity of collaboratively designing and implementing translanguaging reading pedagogies for students classified as English learners in a second-grade English-medium classroom. With the increasing linguistic heterogeneity in the United States, public schools have a pressing need to develop culturally and linguistically relevant reading pedagogies. Thus, this means that teachers and researchers cannot study and pedagogically engage multilinguals' reading processes without recognizing social aspects such as the inequitable schooling conditions they often experience, the cultural backgrounds they share with their peers and families, and/or their multilingual practices inside and outside of school. To this end, teachers must provide generative literacy learning opportunities that honor students' diverse sensemaking processes (Aukerman, 2013; Garcia & Kleifgen, 2020; Street, 1993; Shepard-Carey, 2020).Translanguaging pedagogies are one avenue for exploring this issue, which can be defined as intentional strategies for "building on bilingual students' language practices flexibly in order to develop new understandings and new language practices, including those deemed 'academic standard'" (Garcia & Li, 2014, p. 92). Effective translanguaging pedagogies require educators to take-up three interwoven components: ideologies that view multilingualism as an asset and an integral part of students' identities, intentional design of lessons and assessments, and flexibility to meet learners' linguistic needs moment-to-moment (Garcia et al., 2017). Few studies have explored the practical implementation of these pedagogies with English learners in early grades, particularly with learners from less common language (such as Somali) and refugee backgrounds.Drawing on translanguaging pedagogies research (e.g., Garcia et al., 2017) and sociocultural, critical, and multilingual approaches to literacy instruction (e.g., Aukerman, 2013; Garcia & Kleifgen, 2020; Hornberger, 2003; Street, 1993), this longitudinal participatory design research study (Bang & Vossoughi, 2016; PDR) addresses this gap in research by examining the collaborative (teacher-researcher) development and implementation of translanguaging pedagogies during reading instruction in a linguistically diverse second-grade classroom. This dissertation is structured into three studies that highlight the multifaceted nature of co-designing and implementing translanguaging reading pedagogies, and further describes processes of collaboration with my research partner, the classroom teacher, Ms. Hassan. PDR is a hybrid design research methodology that asserts the power of relationship building and community partnerships in research to create more sustainable and meaningful change for the populations the research intends to impact (Bang & Vossoughi, 2016; Gutierrez & Jurow, 2016). To carry out translanguaging reading pedagogies, Ms. Hassan and I engaged in iterative cycles of planning-implementing-reflecting on lessons over the course of two school years (2018-2020).With three complementary studies and analyses, this dissertation specifically explores (a) tensions and opportunities in Ms. Hassan's and my ideologies, pedagogical designs, and linguistic practices during our first year of collaboration (qualitative case study), (b) Ms. Hassan's and my translanguaging and how it impacted the translingual sensemaking opportunities for students (critical discourse analysis), and (c) aspects of Ms. Hassan's and my collaboration and the pedagogical benefits of our work together (qualitative thematic analysis). Across the studies, findings broadly pointed to a need for more materials and pedagogical guidance for students from less common language backgrounds (Allard et al., 2019), closer attention to teacher translanguaging and students' agency to use their linguistic resources, and long-term and engaged collaboration for necessary change in translanguaging pedagogies research. One practice-based goal of this project is to develop and disseminate guidance and materials related to implementing multilingual literacy pedagogies in English-medium elementary classrooms that serve English learners from various language backgrounds. Yet, while this study addresses a local need, the long-term, collaborative, and iterative approach to designing and implementing pedagogies in this context generates theory that can transfer and resonate with other linguistically diverse elementary classrooms and teacher-researcher partnerships (Gutierrez & Jurow, 2016).
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Carey, Sarah Ann University of California, Los Angeles 2010 해외박사(DDOD)
The dissertation analyzes how photography has met with artistic and literary aspirations in order to collectively explore Italy's own "autobiography." For Italians in particular, photography has helped document a myriad of stories (and other realities) that may or may not have been part of official History. From the necessity of photographically recreating the events of the Risorgimento in order to forge a national identity, to the need to capture and communicate the energy of a new century, to neorealism's desire to find a "new reality," photographic practice in Italy has relied systematically on the narrative potential of the medium. As such, photography has offered up to writers and directors all the possibilities of traditional narration with the benefit of the medium's array of hermeneutical implications -- making interdisciplinary interactions both richer in meaning and more in line with a uniquely Italian photographic aesthetic. My analysis of photography in Italy in Chapter 1, "The Image/Imagining of Italy," is neither completely historical nor aesthetic per se, but instead ponders how Italians see and reinvent themselves through the lens of the camera. It traces the history of photography in Italy alongside examples of literature and film that are products of their historical period (choosing to reserve any close readings of texts for the chapters that follow). The remaining chapters are organized according to six important thematic concerns that stem directly from a uniquely Italian approach to photographic practice. Chapter 2, "The Fiction of Photography and The Need to Narrate: Vittorio Imbriani and Antonio Tabucchi," relates directly to the Italian aesthetic trends of using of photography to re-create or create historical fictions as well as the nation's inherent need to narrate its own story. It addresses not only the fictional nature of photographic images but also the medium's connection to metatextual processes in literature. The third chapter, "Photography and the Changing Face(s) of Origin, Identity and the Neorealist Mode: Giovanni Verga, Luchino Visconti, and Cesare Zavattini," relates works of literature and film to the problems of personal or collective identity. Chapter 4, "Female Acts of (Re-) interpretation and Re-invention: History and Heritage in Ada Negri, Elsa Morante and Lalla Romano," looks at works that mimic the larger national necessity of re-envisioning and re-elaborating its history through photographic interpretation. The fifth chapter, Video ergo sum: Professional Observers and Photographers -- Luigi Pirandello, Italo Calvino, and Michelangelo Antonioni," relates works of literature and film to the processes of identifying the self and categorizing others through "visual" professions. Chapter 6, "Destabilization and Dysfunction: Photographic Disruptions in Bernardo Bertolucci, Marco Bellocchio and Pier Paolo Pasolini," examines three films that feature photographic interruptions to the cinematic narrative as symbols of social outsiders. The final chapter, "The 'Follia' of Photography: Albums and Collections in Italo Calvino, Paolo Maurensig and Simona Vinci," looks at photographic collections and albums as symptoms of modern illness. The study aspires to show how the integration of photography, literature and film in Italy is idiosyncratic -- a direct result of Italian ocularcentrism and the nation's need to find a way to narrate its own story.
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On the margins of citizenship: A historical analysis of rights and intellectual disability
Carey, Allison Catherine The University of Michigan 1999 해외박사(DDOD)
In my analysis of rights and intellectual disability in the twentieth century United States, I argue that access to rights for people labeled intellectual disabled most directly results from political contestations among professionals and other interested parties, such as families, state actors, and the disabled, not from the ability nor even perceived ability of those labeled disabled. Several factors, including the fit with broader social policy, shifts in rights for other marginalized populations, and shifts in social context, offer constraints and opportunities which, if used by actors, affect their success in institutionalizing their rights agenda. In addition, my research shows that law makers allow and even develop legal contradictions and ambiguities so that they and people in everyday settings will have flexibility in practical decision-making concerning who will be labeled and whether that label will affect access to rights. In addition to developing an argument about rights distribution, I also analyze rights rhetoric. As actors contest whether people with intellectual disabilities should have rights, they develop public narratives concerning intellectual disability and rights. In developing a rhetoric of rights, activists translate legal arguments into simpler “everyday” understandings. In doing so, public narratives come to address not only legal issues but a broader host of concerns related to disability. My research demonstrates that these public narratives are motivated in part by the proponent's perceptions of and desires for particular patterns of relationships among themselves, society, and people with intellectual disabilities, yet largely draw upon individual capacities to justify restrictions or expansions of rights. This work criticizes the continued reliance within scholarship on notions of natural inferiority to explain the exclusion of people labeled intellectually disabled and highlights the complex contestations within the law concerning who is defined intellectually disabled and what that definition means for accessing rights. In doing so, I bridge two formerly distinct areas of social research-disability studies and citizenship studies and argue that disability played a crucial role in citizenship formation and, vice versa, citizenship played a key role in the development of disability policy.
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Carey, Megan Rose University of California, San Francisco 2005 해외박사(DDOD)
Smooth pursuit eye movements work in combination with other eye movement systems to ensure stable vision in a non-stationary world. Pursuit eye movements are tracking eye movements that allow primates to keep moving objects stable on the retina for improved visual processing. Although the basic task of the pursuit system is to perform a sensorimotor transformation that generates an eye velocity that matches target velocity, the relationship between target motion and subsequent eye movement is not fixed. This thesis investigates the neural signals that modulate the sensorimotor transformation for pursuit, based both on current context and on previous experience. The amplitude of the pursuit response to a brief perturbation of target velocity is larger if the perturbation is presented during ongoing pursuit vs. during fixation. To understand the neural signals used by the pursuit system to control the gain of the response to target perturbations under different initial conditions and thereby constrain the possible sites and mechanisms of context-dependent pursuit modulation, I used passive whole body rotation to distinguish between eye velocity (eye in head) and gaze velocity (eye in world) signals. Adaptive modification of the vestibulo-ocular reflex allowed a further distinction between gaze velocity per se and the visually-driven component of gaze velocity. The results demonstrate that signals intermediate to gaze velocity and visually-driven gaze velocity control context-dependent modulation of pursuit. In a separate set of experiments, I investigated the signals that modulate the sensorimotor transformation for pursuit based on experience. Specifically, I used microstimulation in cortical area MT to test the hypothesis that visual motion signals represented there could provide instructive signals for pursuit learning. The results demonstrate that activity in MT, consistently associated with pursuit in a given direction, is sufficient to drive learning for pursuit. Additional experiments stabilizing the target on the retina and using motion of a visual background to mimic MT stimulation demonstrate that visual signals in general, including target motion relative to the eye, and activity in MT, are provide powerful instructive signals for pursuit learning under physiological conditions.
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