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dc.contributor.authorLovering, Mary
dc.date.accessioned2012-07-30T19:37:01Z
dc.date.available2012-07-30T19:37:01Z
dc.date.issued2012-07-30
dc.identifier.urihttp://hdl.handle.net/10464/4077
dc.description.abstractThis case study of curriculum at Dubai Women's College (DWC) examines perceptions of international educators who designed and implemented curriculum for female Emirati higher-educational students in the UAE, and sheds light on the complex social, cultural, and religious factors affecting educational practice. Participants were faculty and supervisors, mainly foreign nationals, while students at DWC are exclusively Emirati. Theories prominent in this study are: constructivist learning theory, trans formative curriculum theory, and sociological theory. Change and empowerment theory figure prominently in this study. Findings reveal this unique group of educators understand curriculum theory as a "contextualized" construct and argue that theory and practice must be viewed through an international lens of religious, cultural, and social contexts. As well, the study explores how mandated "standards" in education-in the form of the International English Language Testing System (IEL TS) and integrated, constructivist curriculum, as taught in the Higher Diploma Year 1 program-function as dual curricular emphases in this context. The study found that tensions among these dual emphases existed and were mediated through specific strategies, including the use of authentic texts to mirror the IEL TS examination during in-class activities, and the relevance of curricular tasks.en_US
dc.publisherBrock Universityen_US
dc.subjectCurriculumen_US
dc.subjectDubaien_US
dc.subjectInternational English Language Testing Systemen_US
dc.titleBeyond the Veil: A Case Study of Context, Culture, Curriculum, and Constructivism at Dubai Women's Collegeen_US
dc.typeElectronic Thesis or Dissertationen
dc.degree.namePh.D. Educational Studiesen_US
dc.degree.levelDoctoralen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
refterms.dateFOA2021-08-08T01:34:48Z


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