Browsing by Subject "Multicultural"

Now showing 1 - 5 of 5
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    From water margins to borderlands: boundaries and the fantastic in fantasy, Native American, and Asian American literatures.
    (2009-12) Miller, Jennifer L.
    This dissertation examines the tropes of boundaries and the fantastic in Asian American, Native American, and fantasy literature, in works by authors ranging from Sherman Alexie and Stephen King to Maxine Hong Kingston and J.K. Rowling. Because both race and the fantastic engage the theme of boundaries, by focusing on the elements of the fantastic in these works of contemporary literature, the theme of race can be brought to the fore as well. The fantastic proves to be particularly valuable in challenging the binary relationship between Self and Other, suggesting new ways to think about the process of identity formation. Furthermore, because of the hesitation and uncertainty inherent in the trope of the fantastic, this same uncertainty is transferred to the discussion of race in these texts, highlighting the way in which many authors simultaneously embrace and reject stereotypical racial fantasies. Additionally, examining the limitations of the fantastic provides another challenge to expected portrayals of race and difference in the way it blurs the line between reader and text and compels the reader to become a more active participant in discussions of race. In this way, reading these works through the lens of the fantastic moves questions of race in popular texts to the center of the discussion, forcing readers to acknowledge the complex, ambiguous, and often contradictory ways in which race is portrayed in contemporary works of fantasy, Asian American, and Native American fiction.
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    Multicultural Understanding: Leveraging the Advantages of Diversity in Scrum Adoption
    (2018) Jukich, Barbara L.
    This paper introduces a positive view of multicultural differences in a U.S. IT software development team with a discussion around the intersection of Scrum values with the cross-cultural dimensions of power distance, uncertainty avoidance, and individualism/collectivism. The comparative analysis between cultural dimensions, Scrum values, and their relation to group development theory uncovered key advantages of cultural diversity; group effectiveness and performance, and creativity and innovation. These advantages present opportunities to enhance the forming and functioning phases of group development as teams adopt Scrum values.
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    Neighborhood Stories: Creative Placemaking for Multicultural Communities
    (2015-04) Smith, Hilary
    85% of people in America live in urban areas often comprised of culturally insular pockets within a larger, more diverse, densely populated geographic footprint. As a result, people may not what they have in common with others and be hesitant to engage with their neighbors. Neighborhood Stories is a program that uses creative placemaking, community engagement, art, and open expression to explore what it means to be neighbors. Using theater as a bridge, the Neighborhood Stories program will help the diverse residents of multicultural neighborhoods build a new sense of community, and connect the diverse fibers of the individual populations into a stronger whole.
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    Racial discourse in predominantly white classrooms: a phenomenological study of teachers' lived experiences discussing race
    (2012-09) Lee-Nichols, Mary Elizabeth
    This dissertation examines the lived experiences of white middle school teachers in predominantly white rural communities as they discuss race and race issues with students. Using methods of descriptive phenomenology, interviews were conducted with teachers to explore what it was like for them to talk about race in classrooms comprised of only white students, and when classes included one or two students of color. The essence of the experience was determined through phenomenological analysis, making meaning of how teachers’ experienced dialogue focused on race. Findings reveal six themes illuminating how teachers’ experienced talking about race and issues of race with students, whether the discussions were intentional or unplanned. Their experiences were characterized by fear and discomfort, uncertainty, anger, frustration, experience, and paralysis. Teachers experienced fear and discomfort as race became central to the discussion, especially concerned about how racial discourse would negatively impact the one or two students of color in the classroom. Uncertainty surfaced as teachers struggled with issues of colorblindness, “politically correct” language, and the possibility of reinforcing white supremacy. Anger and frustration emerged as teachers found they were unprepared and lacking experience in facilitating lessons and discussions surrounding race. However, experience acquired through exposure to aspects diversity in college, or years of integrating social justice issues into lessons, made teachers more likely to have discussions of race with students. Finally, as a result of the negative feelings they associated with discussions of race, some teachers experienced a sense of paralysis as they considered eliminating lessons in which issues of race might surface. This study contributes to an understanding of the experiences of white teachers as participants’ in a racial society within a predominantly white rural setting. Implications of the study suggest a need for teacher preparation programs to address race and racism more directly through curriculum and practice. This will significantly impact how white students and students of color make meaning of race in predominantly white communities.
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    UMN Crookston Multicultural International Club students win chalk art contest
    (University of Minnesota Crookston, 2022-09-15) Bengtson, Jess