Degree Date

9-2018

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Curriculum, Advocacy, and Policy

First Advisor

Todd Price

Second Advisor

Sara Efrat Efron

Third Advisor

Jason Stegemoller

Abstract

As per Breeze and Laborda (2016), a culturally responsive curriculum addresses the integration of students into a new culture, as bilingual education traditionally receives minimal interest from the authorities. Akkari and Loomis (1998) explain that bilingual education is socially and historically situated, while van Lier (2004) posits that diverse linguistic groups will have an ominous future if the educational system ignores their linguistic needs. This demands a paradigmatic shift to meet the needs of culturally and linguistically diverse students (CLDs). Advocating for culturally responsive curriculum, this defense will examine the history of bilingual education in the United States, linguistic ecology, and finally the salient components of complex systems as seen through connections through Martin Heidegger’s notions of being and time.

Comments

I would like to acknowledge my committee--Todd Price, Sara Efron, Jason Stegemoller, and Harrington Gibson--for having supported me as a student and colleague. My close friend, and father figure, John Carlini, whose influence drove a lot of my spoke, as well as the spirit of my mother, Winifred Engerman, and son Paley, who all have influenced me to be a better person.

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