Through a musically enhanced self-inquiry (MESI), I reflect on factors and experiences that have impacted the ways in which I think about enact being a validating agent for students at Hispanic Serving Institutions and myself. Validation theory (Rendón, 1994) frames the need for faculty, as acting validating agents, to self- reflect and confront their own biases and assumptions that shape their classroom practices, attitudes, and pedagogy. The MESI methodology that I designed draws from arts-informed methods and methodologies, musically enhanced narrative inquiry, self-inquiry and critical autoethnography. Two forms of analysis are used. The first form of analysis is guided by the four dimensions of a critical multimodal literacy research framework: restorying, representing, and redesigning, (2) communicating and learning with multimodal tools (3) acknowledging and shifting power relationships and (4) leveraging multimodal resources to critique and transform sociopolitical realities (Cappello, et al., 2019). I developed song composition as analysis, which is the second form of analysis of this work. I find that my own experiences with invalidation and validation, my reflections and action-response, and intersecting identities have all shaped the validating agent that I am and strive to be. This research method may be used in class as Hispanic and Latine students respond to creative forms of sense making and find empowerment and validation in voicing their stories through creative inquiry. Engaging in self-inquiry may also positively impact faculty efforts to improve their classroom practices and inform the efforts of the larger Hispanic Serving Institution to serve their students.
","abstract_html":"<p>Through a musically enhanced self-inquiry (MESI), I reflect on factors and experiences that have impacted the ways in which I think about enact being a validating agent for students at Hispanic Serving Institutions and myself. Validation theory (Rendón, 1994) frames the need for faculty, as acting validating agents, to self- reflect and confront their own biases and assumptions that shape their classroom practices, attitudes, and pedagogy. The MESI methodology that I designed draws from arts-informed methods and methodologies, musically enhanced narrative inquiry, self-inquiry and critical autoethnography. Two forms of analysis are used. The first form of analysis is guided by the four dimensions of a critical multimodal literacy research framework: restorying, representing, and redesigning, (2) communicating and learning with multimodal tools (3) acknowledging and shifting power relationships and (4) leveraging multimodal resources to critique and transform sociopolitical realities (Cappello, et al., 2019). I developed song composition as analysis, which is the second form of analysis of this work. I find that my own experiences with invalidation and validation, my reflections and action-response, and intersecting identities have all shaped the validating agent that I am and strive to be. This research method may be used in class as Hispanic and Latine students respond to creative forms of sense making and find empowerment and validation in voicing their stories through creative inquiry. Engaging in self-inquiry may also positively impact faculty efforts to improve their classroom practices and inform the efforts of the larger Hispanic Serving Institution to serve their students.</p>","abstract_has_math":false,"creators":["Ramirez, Naomi"],"institution":null,"degree_name":"Education PhD, Joint with San Diego State University","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Laureen Adams","Marva Cappello","Emilie Reagan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-01-01T08:00:00Z","date_published":"2024-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:36Z","subjects":["creative pedagogy","critical autoethnography","Multimodal Learning","Musically Enhanced Self-Inquiry","teaching","Validation Theory","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/819","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Laureen Adams","Marva Cappello","Emilie Reagan"]},{"key":"dc:creator","label":"Author","values":["Ramirez, Naomi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-07-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education PhD, Joint with San Diego State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["creative pedagogy","critical autoethnography","Multimodal Learning","Musically Enhanced Self-Inquiry","teaching","Validation Theory","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/819"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Through a musically enhanced self-inquiry (MESI), I reflect on factors and experiences that have impacted the ways in which I think about enact being a validating agent for students at Hispanic Serving Institutions and myself. Validation theory (Rendón, 1994) frames the need for faculty, as acting validating agents, to self- reflect and confront their own biases and assumptions that shape their classroom practices, attitudes, and pedagogy. The MESI methodology that I designed draws from arts-informed methods and methodologies, musically enhanced narrative inquiry, self-inquiry and critical autoethnography. Two forms of analysis are used. The first form of analysis is guided by the four dimensions of a critical multimodal literacy research framework: restorying, representing, and redesigning, (2) communicating and learning with multimodal tools (3) acknowledging and shifting power relationships and (4) leveraging multimodal resources to critique and transform sociopolitical realities (Cappello, et al., 2019). I developed song composition as analysis, which is the second form of analysis of this work. I find that my own experiences with invalidation and validation, my reflections and action-response, and intersecting identities have all shaped the validating agent that I am and strive to be. This research method may be used in class as Hispanic and Latine students respond to creative forms of sense making and find empowerment and validation in voicing their stories through creative inquiry. Engaging in self-inquiry may also positively impact faculty efforts to improve their classroom practices and inform the efforts of the larger Hispanic Serving Institution to serve their students.
"]},{"key":"dc:title","label":"Title","values":["A Musically Enhanced Self-inquiry (MESI) of Being & Becoming A Validating Agent For Students in Hispanic Serving Institutions and Myself: A MESI Multimodal Critical Autoethnography"]}]}],"canonical_facts":{"dc:contributor":["Laureen Adams","Marva Cappello","Emilie Reagan"],"dc:creator":["Ramirez, Naomi"],"dc:date.available":["2024-07-17T07:00:00Z"],"dc:description.abstract":["Through a musically enhanced self-inquiry (MESI), I reflect on factors and experiences that have impacted the ways in which I think about enact being a validating agent for students at Hispanic Serving Institutions and myself. Validation theory (Rendón, 1994) frames the need for faculty, as acting validating agents, to self- reflect and confront their own biases and assumptions that shape their classroom practices, attitudes, and pedagogy. The MESI methodology that I designed draws from arts-informed methods and methodologies, musically enhanced narrative inquiry, self-inquiry and critical autoethnography. Two forms of analysis are used. The first form of analysis is guided by the four dimensions of a critical multimodal literacy research framework: restorying, representing, and redesigning, (2) communicating and learning with multimodal tools (3) acknowledging and shifting power relationships and (4) leveraging multimodal resources to critique and transform sociopolitical realities (Cappello, et al., 2019). I developed song composition as analysis, which is the second form of analysis of this work. I find that my own experiences with invalidation and validation, my reflections and action-response, and intersecting identities have all shaped the validating agent that I am and strive to be. This research method may be used in class as Hispanic and Latine students respond to creative forms of sense making and find empowerment and validation in voicing their stories through creative inquiry. Engaging in self-inquiry may also positively impact faculty efforts to improve their classroom practices and inform the efforts of the larger Hispanic Serving Institution to serve their students.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/819"],"dc:subject":["creative pedagogy","critical autoethnography","Multimodal Learning","Musically Enhanced Self-Inquiry","teaching","Validation Theory","Education"],"dc:title":["A Musically Enhanced Self-inquiry (MESI) of Being & Becoming A Validating Agent For Students in Hispanic Serving Institutions and Myself: A MESI Multimodal Critical Autoethnography"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education PhD, Joint with San Diego State University"]},"updated_at":"2026-07-24T01:40:36Z"}