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Community college as a lifesong or swansong for the underrepresented population: a holistic critical theory perspective

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dc.contributor.authorWolfe, David Leland, author
dc.contributor.authorDavies, Timothy Gray, 1942-, advisor
dc.contributor.authorBanning, James H., advisor
dc.contributor.authorHall, Bruce, committee member
dc.contributor.authorAwasu, Wilson, committee member
dc.date.accessioned2007-01-03T04:58:14Z
dc.date.available2007-01-03T04:58:14Z
dc.date.issued2011
dc.description.abstractHolistic critical theory seeks to explicate class, ethnicity, and gender issues. This perspective will be used to explore justice and inequities that face the underrepresented population at All Peoples Community College, a fictitious college. The underrepresented population in this community college context included: the poor; first-generation; those who experienced the foster-care system; Asian-, African-, and Native American; and Hispanic students; and finally welfare-mother students with children and is referred to as the Other. Holistic critical theory not only includes the rational values of Critical Theory, but also a the values of spirituality, and interculturalism. Spirituality has a significant influence in the discourse in adult learning theories and higher education and is define secularly (non-religiously) with three components: To know oneself; To develop an ethic of care; and to know the Other. Interculturalism is defined by Deardorff's (2005) work using intercultural experts to define intercultural competence. She found 44 key elements concentrating primarily on communication and behaviors of a person functioning in an intercultural context. Nussbaum (1997) used the term interculturalism to extend the principals of diversity and multiculturalism. She defined interculturalism as a comparative searching that recognizes the common human needs across cultures and of dissonance and critical dialogue within cultures. I extend this a bit to allow the possibility to be transformed by culturally different Others. Interculturalism is transformative and is accomplished by having profound conversations, which imply deep listening, seeking profound understanding, and encouraging internal and potentially external changes based upon new knowledge.
dc.format.mediumborn digital
dc.format.mediumdoctoral dissertations
dc.identifierWolfe_colostate_0053A_10650.pdf
dc.identifier.urihttp://hdl.handle.net/10217/46382
dc.languageEnglish
dc.language.isoeng
dc.publisherColorado State University. Libraries
dc.relation.ispartof2000-2019
dc.rightsCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.
dc.subjectcritical theory
dc.subjectdiversity
dc.subjectfirst-generation
dc.subjectinterculturalism
dc.subjectspirituality
dc.subjectunderrepresented
dc.titleCommunity college as a lifesong or swansong for the underrepresented population: a holistic critical theory perspective
dc.typeText
dcterms.rights.dplaThis Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
thesis.degree.disciplineEducation
thesis.degree.grantorColorado State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy (Ph.D.)

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