{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80181"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80181","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Multicultural Connections: A Study of Intertextual Linkages and Overlaps in a Culturally Diverse Classroom","abstract":"The primary purpose of this study is to address the pervasive inscription of conceptual boundaries with respect to culture by identifying and documenting process related to the inscription of overlaps. Intertextual connections among cultures have been overlooked, unrecorded and often silenced in educational literature as well as in the larger public domain. These connections remain invisible as both mainstream and oppositional cultural frameworks abide in conceptions which emphasize the boundedness and distance between cultures. This study employed the Blues Idiom as a theoretical framework as a means of systematically identifying and documenting processes related to overlap. Using Denzin's conception of text, classroom observations during literacy instruction were juxtaposed to related prior and concurrent texts external to the classroom. These texts consisted of parent and teacher interviews, observed community cultural events, running collections of local and national periodicals, documents and other forms of text. Analysis involved bringing these texts together with the classroom observations to highlight and externalize overlaps and connections which are usually concealed.","abstract_html":"The primary purpose of this study is to address the pervasive inscription of conceptual boundaries with respect to culture by identifying and documenting process related to the inscription of overlaps. Intertextual connections among cultures have been overlooked, unrecorded and often silenced in educational literature as well as in the larger public domain. These connections remain invisible as both mainstream and oppositional cultural frameworks abide in conceptions which emphasize the boundedness and distance between cultures. This study employed the Blues Idiom as a theoretical framework as a means of systematically identifying and documenting processes related to overlap. Using Denzin's conception of text, classroom observations during literacy instruction were juxtaposed to related prior and concurrent texts external to the classroom. These texts consisted of parent and teacher interviews, observed community cultural events, running collections of local and national periodicals, documents and other forms of text. Analysis involved bringing these texts together with the classroom observations to highlight and externalize overlaps and connections which are usually concealed.","abstract_has_math":false,"creators":["Meacham, Shuaib James"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Violet Harris"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:51Z","date_published":"2015-09-25T19:55:51Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Language and Literature"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9737197"],"render_values":[{"text":"(MiAaPQ)AAI9737197","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80181","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Violet Harris"]},{"key":"dc:creator","label":"Author","values":["Meacham, Shuaib James"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:51Z","10000-01-01","1997"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Language and Literature"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80181","(MiAaPQ)AAI9737197"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The primary purpose of this study is to address the pervasive inscription of conceptual boundaries with respect to culture by identifying and documenting process related to the inscription of overlaps. Intertextual connections among cultures have been overlooked, unrecorded and often silenced in educational literature as well as in the larger public domain. These connections remain invisible as both mainstream and oppositional cultural frameworks abide in conceptions which emphasize the boundedness and distance between cultures. This study employed the Blues Idiom as a theoretical framework as a means of systematically identifying and documenting processes related to overlap. Using Denzin's conception of text, classroom observations during literacy instruction were juxtaposed to related prior and concurrent texts external to the classroom. These texts consisted of parent and teacher interviews, observed community cultural events, running collections of local and national periodicals, documents and other forms of text. Analysis involved bringing these texts together with the classroom observations to highlight and externalize overlaps and connections which are usually concealed.","Made available in DSpace on 2015-09-25T19:55:51Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9737197.pdf: 22567560 bytes, checksum: a8e11b90d878044bb0590c6224cf2062 (MD5) Previous issue date: 1997","Embargo set by: Seth Robbins for item 81463 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","421 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997."]},{"key":"dc:title","label":"Title","values":["Multicultural Connections: A Study of Intertextual Linkages and Overlaps in a Culturally Diverse Classroom"]}]}],"canonical_facts":{"dc:contributor":["Violet Harris"],"dc:creator":["Meacham, Shuaib James"],"dc:date":["2015-09-25T19:55:51Z","10000-01-01","1997"],"dc:description":["The primary purpose of this study is to address the pervasive inscription of conceptual boundaries with respect to culture by identifying and documenting process related to the inscription of overlaps. Intertextual connections among cultures have been overlooked, unrecorded and often silenced in educational literature as well as in the larger public domain. These connections remain invisible as both mainstream and oppositional cultural frameworks abide in conceptions which emphasize the boundedness and distance between cultures. This study employed the Blues Idiom as a theoretical framework as a means of systematically identifying and documenting processes related to overlap. Using Denzin's conception of text, classroom observations during literacy instruction were juxtaposed to related prior and concurrent texts external to the classroom. These texts consisted of parent and teacher interviews, observed community cultural events, running collections of local and national periodicals, documents and other forms of text. Analysis involved bringing these texts together with the classroom observations to highlight and externalize overlaps and connections which are usually concealed.","Made available in DSpace on 2015-09-25T19:55:51Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9737197.pdf: 22567560 bytes, checksum: a8e11b90d878044bb0590c6224cf2062 (MD5) Previous issue date: 1997","Embargo set by: Seth Robbins for item 81463 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","421 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997."],"dc:identifier":["http://hdl.handle.net/2142/80181","(MiAaPQ)AAI9737197"],"dc:language":["eng"],"dc:subject":["Education, Language and Literature"],"dc:title":["Multicultural Connections: A Study of Intertextual Linkages and Overlaps in a Culturally Diverse Classroom"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:13Z"}