Title page for ETD etd-04262012-164053


Type of Document Dissertation
Author Smolen Santana, Jolanta
Author's Email Address jsmole1@tigers.lsu.edu
URN etd-04262012-164053
Title Painting a Surrealist Case Study Tableau: Culturally Relevant Post-Disaster Education Programming
Degree Doctor of Philosophy (Ph.D.)
Department Educational Theory, Policy, & Practice
Advisory Committee
Advisor Name Title
Sulentic Dowell, Margaret Mary Committee Chair
Cheek, Earl Committee Member
Culross, Rita Committee Member
MacGregor, Kim Committee Member
Bankston, William Dean's Representative
Keywords
  • culturally relevant pedagogy
  • cultural relevance
  • post-disaster
  • emergency education
  • portraiture
  • educational terrorism
  • surrealism
  • surrealism in education
  • surrealism in post-disaster
Date of Defense 2012-04-23
Availability unrestricted
Abstract
This retrospective study explores how each disaster site needs to be considered as its own individual portrait for analysis and how inclusion of cultural elements contributes to the recovery of those affected by the disaster and helps in reinstating their cultural identity. This study was conducted after hurricane Katrina’s landfall, at the largest FEMA trailer park, Renaissance Village, from its inception in October 2005 until its closure June 2008. It portrays how programs may ensure their sustainability if cultural elements are included in the program design, development, and delivery of services. The nuanced notions of culture are predominantly recognized in many realms such as curriculum theory, educational leadership, and especially in the social justice literature. Current post-disaster educational responses portray a predominant lack of, and dismissal of cultural values in educational responses to disasters. This is mainly due to time and funding constraints. This study presents a blue print for future post-disaster education programming, which promotes using local culture as the main driving force. This study contributes to the Emergency education field as well as culturally relevant pedagogy literature.
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