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dc.contributor.advisorChairperson, Graduate Committee: Tena Versland and Nick Lux (co-chair)en
dc.contributor.authorMantei, Christopher Jamesen
dc.coverage.spatialUnited Statesen
dc.description.abstractResearchers argue that many P-20 educational environments operate with nineteenth- century ideas like Taylorism, limiting students' growth and success. Preservice teachers require tools demanded in twenty-first-century educational settings; currently, there is a gap in awareness, experience, and knowledge regarding diversity in current education. This study attempts to discover the resolve for two inquiries: (1) what are the dimensions and genetic epistemology of a socially just education for all; and (2) what are the participants' experiences participating in a comprehensive course framework designed to support the implementation of a socially just education for all experience? Furthermore, this study employed meta-narrative and grounded theory methodologies to effectively and efficiently discover resolve for the inquiries. Diversity is at the core of United States Education's values, including complete inclusion for all. One-dimensional thinking is the propellant that sustains the American system of averagarianism, a standardized education system. The study sought to develop a course that focused on culturally responsive practices that allow preservice teachers to create a comprehension of the historical traits of a socially just education for all. The meta-narrative findings guided the continuing development and enhanced awareness of the necessity of comprehensive teacher preparation program course frameworks for P-20 education that allow preservice teachers to create the mindset, develop an awareness of identifiers, and implement culturally responsive practices into a curriculum. The grounded theory results provided nineteen conceptual categorical codes emerging from participants' experiences in a course framework that implements a socially just education for all. In addition, grounded theory analysis produced five supporting theoretical codes with multi-dimensional awareness emerging as the core code. The robust multi-dimensional awareness theory (MDAT) model was developed through the meta- narrative and grounded theory methodologies to illustrate the dynamic transition participants experience. The study's findings support the notion that preservice teachers' and non-preservice teachers' experiences are multi-dimensional and require a course that supports their journey of creating a mindset, developing awareness, and applying praxis.en
dc.publisherMontana State University - Bozeman, College of Education, Health & Human Developmenten
dc.subject.lcshStudent teachersen
dc.subject.lcshMulticultural educationen
dc.subject.lcshGenetic epistemologyen
dc.subject.lcshGrounded theoryen
dc.titleDiversity awareness in education: a socially just education for allen
dc.rights.holderCopyright 2022 by Christopher James Manteien, Graduate Committee: William Ruff; David Henderson; Robert Carson; Sweeney Windchiefen

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