Congratulations to Elena Kwoka who on Monday, November 10, 2025, successfully defended her dissertation proposal.
The title of Elena’s dissertation is "A QUALITATIVE CASE STUDY OF HOW ARTS-BASED PEDAGOGY EMPOWERS ENGLISH LANGUAGE LEARNERS’ SELF-AUTHORSHIP."
Overview of Problem: English Learners (ELs) often face challenges expressing their identities and authoring their own stories within traditional academic settings. Standardized assessments and language-focused curricula can limit the opportunities that they have for creative expression, voice, and agency. There is a need to explore pedagogical approaches that integrate art and multimodal practices to support ELs in developing language skills while affirming their cultural and personal identities.
Research Purpose: The purpose of this qualitative case study is to document and describe how one summer arts-based program can support English Learners (ELs) in feeling more confident in their language, culture, and identity. Drawing upon Kegan’s (1994) theory of self-authorship and Maxine Greene’s (1995) aesthetic education framework, this study examines how imagination and creative expression contribute to students’ identity development. This study further seeks to understand how creative, student-centered spaces help ELs develop agency and express their voices while authoring their stories.
Research Design: Qualitative case study
Sample: Sources for data include 4 program instructors, 2-3 teaching artists, one program director, 1-2 museum coordinators, 4-6 parents/guardians, and artifacts produced by ELs in an integrated summer program.
Data Collection: Data through classroom observations, student artifacts, semi-structured interviews, and reflective field notes, to capture the experiences, creative expressions, and perspectives of participants in the summer arts-based program.
DISSERTATION COMMITTEE CHAIR:
Dr. Susan V. Iverson
DISSERTATION COMMITTEE MEMBERS:
Dr. Jennifer Hauver
Dr. Dulce Barker
Take Your Career to the Next Level
Elevate your leadership skills, deepen your understanding of critical and contemporary education issues, and learn to help solve the current challenges in P-20 education.
Learn to Inspire Change
The Doctoral Program in Educational Leadership from Manhattanville, offered in partnership with Putnam Northern Westchester BOCES, utilizes a forward-thinking approach to educational leadership that is ideal for practicing and aspiring leaders in any educational context. It is designed to support the goals of educational professionals who seek to develop their leadership skills for career advancement or current job enhancement.
