Doctoral Dissertation Research Improvement Grant: The Effects of Attitudes toward Language and Governance on the Teaching of Culture in Wales

珍妮特狄克逊凯勒博士的监督下，研究生史蒂芬马斯将调查教师在威尔士（英国）的努力，以教他们的广泛，跨学科，文化课程的实施威尔士方面。最近对教育和民族认同的研究发现，没有中央定义的威尔士公民身份的概念存在，尽管最近机构的威尔士特定的课程。因此，马斯将在历史课上展示的小学教师中寻找本土形式的公民身份。他期望找到教师的教学和教师对威尔士文化，语言和国家治理的态度之间的关系。他将通过课堂参与观察来观察教学实践，并用标准心理量表衡量他们的态度。由于语言选择提供了不同的象征资源，他也将比较教师在威尔士语教学的学校和教师在英语教学的学校。这项研究的一个方面涉及教师的非正式自我调节，在执行他们的角色，在教育提供系统：讨论未来的威尔士语（Cymraeg）和威尔士政府要求教师导航区的潜在争议，因为威尔士是不是独立的英格兰。第二个主要方面是关于文化差异的更广泛的论述，如“多样性”的标题。“这项研究将促进对机制的理解，这些机制促进和限制公立学校以国家为导向的文化承诺。它有可能影响公共政策，无论是在刚刚开始讨论公民身份的威尔士，还是在其他具有文化多样性和公共教育体系的国家。调查结果将有助于了解文化，语言身份和公共领域的多元化。这项研究也将大大有助于社会科学家的教育。

Under the supervision of Dr. Janet Dixon Keller, graduate student Steven Maas will investigate the efforts of teachers in Wales (United Kingdom) to teach aspects of Welshness in their implementation of a broad, cross-subject, culture curriculum. Recent research on education and national identity has found that no centrally-defined notion of Welsh citizenship exists, despite the recent institution of a Wales-specific curriculum. Therefore, Maas will search for vernacular forms of citizenship among primary school teachers exhibited during history lessons. He anticipates finding a relationship between teachers' pedagogies and teachers' attitudes on Welsh culture, language, and national governance. He will observe the pedagogical practices through participant observation in classrooms and measure their attitudes with standard psychological scales. Because language choice affords different symbolic resources, he also will compare teachers in a Welsh-medium school with teachers in an English-medium school. One dimension of this research concerns teachers' informal self-regulation in performing their roles in the educational delivery system: Discussions of the future of the Welsh language (Cymraeg) and Welsh government require teachers to navigate zones of potential controversy since Wales is not independent of England. A second major dimension concerns broader discourses about cultural difference, such as the rubric of "diversity." This research will advance understanding of mechanisms that variably promote and constrain nation-oriented, cultural commitments in public schools. It has the potential to impact public policy, both in Wales, where discussions of citizenship have just begun, and in other countries with cultural diversity and public education systems. Findings will contribute to knowledge about culture, language identities, and plurality in the public sphere. The research also will contribute significantly to the education of a social scientist.