Pub Date : 2024-05-20DOI: 10.1080/1547688x.2024.2347863
Michael Suarez, Damien Mason, Rajeev K. Virmani
{"title":"To Belong & Be Heard:\u0000 Male Educators of Color Navigating TK-12 School Settings","authors":"Michael Suarez, Damien Mason, Rajeev K. Virmani","doi":"10.1080/1547688x.2024.2347863","DOIUrl":"https://doi.org/10.1080/1547688x.2024.2347863","url":null,"abstract":"","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"75 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141121025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-05-14DOI: 10.1080/1547688x.2024.2354906
Stephanie M. Moody, Emily Holtz
{"title":"Science of Teaching (Only) Reading: A Content Analysis of the Positioning of Writing in Texas Teacher Education Coursework","authors":"Stephanie M. Moody, Emily Holtz","doi":"10.1080/1547688x.2024.2354906","DOIUrl":"https://doi.org/10.1080/1547688x.2024.2354906","url":null,"abstract":"","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"78 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140978850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-22DOI: 10.1080/1547688x.2024.2328860
H. Miller, N. Svrcek, Kathleen Colantonio-Yurko
{"title":"“A Good Text with a Well-Intended Teacher”: New Educators Developing and Deepening Social Justice Literature Pedagogies","authors":"H. Miller, N. Svrcek, Kathleen Colantonio-Yurko","doi":"10.1080/1547688x.2024.2328860","DOIUrl":"https://doi.org/10.1080/1547688x.2024.2328860","url":null,"abstract":"","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140219526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-31DOI: 10.1080/1547688x.2023.2293740
Helen Bentley, Christy Wessel‐Powell
{"title":"“\u0000 The Book Is like a Way In\u0000 ”: Exploring Critical Literacy with Pre-Service Teachers","authors":"Helen Bentley, Christy Wessel‐Powell","doi":"10.1080/1547688x.2023.2293740","DOIUrl":"https://doi.org/10.1080/1547688x.2023.2293740","url":null,"abstract":"","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"243 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140471921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-08DOI: 10.1080/1547688x.2023.2287666
Michele Back
{"title":"Identity Work and Intercultural Awareness Through Cultural Excavation: Teacher Candidates Studying Abroad","authors":"Michele Back","doi":"10.1080/1547688x.2023.2287666","DOIUrl":"https://doi.org/10.1080/1547688x.2023.2287666","url":null,"abstract":"","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"41 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138587174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-07DOI: 10.1080/1547688x.2023.2277924
Logan Rutten, Bernard J. Badiali
{"title":"Enhancing the Motivation to Teach in the Context of Teacher Shortages: Teacher Candidates’ Perceptions of Clinical Educators’ Practices in a Professional Development School","authors":"Logan Rutten, Bernard J. Badiali","doi":"10.1080/1547688x.2023.2277924","DOIUrl":"https://doi.org/10.1080/1547688x.2023.2277924","url":null,"abstract":"","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"46 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138593294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-07DOI: 10.1080/1547688x.2023.2269250
Lara J Handsfield, Thomas P. Crumpler
This paper argues for scalar analysis as a framework for understanding negotiations of competing ideological demands and power relationships in teacher learning. Two illustrative examples are presented, including video data of a student teacher (Camille) attempting to integrate multimodal and digital literacy practices into their instruction, and a research interview between Lara and Camille. Drawing on research in both literacy studies and applied linguistics, the illustrative scalar analyses move beyond linguistic understandings of discourse to also include embodied discourse and materiality as central to understanding complexities of teaching and teacher learning. Implications are presented for research and practice.
{"title":"Scaling and Scalar Analysis as a Framework for Research on Teacher Learning","authors":"Lara J Handsfield, Thomas P. Crumpler","doi":"10.1080/1547688x.2023.2269250","DOIUrl":"https://doi.org/10.1080/1547688x.2023.2269250","url":null,"abstract":"This paper argues for scalar analysis as a framework for understanding negotiations of competing ideological demands and power relationships in teacher learning. Two illustrative examples are presented, including video data of a student teacher (Camille) attempting to integrate multimodal and digital literacy practices into their instruction, and a research interview between Lara and Camille. Drawing on research in both literacy studies and applied linguistics, the illustrative scalar analyses move beyond linguistic understandings of discourse to also include embodied discourse and materiality as central to understanding complexities of teaching and teacher learning. Implications are presented for research and practice.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"57 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135539718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-17DOI: 10.1080/1547688x.2023.2269249
Linsay DeMartino
ABSTRACTUsing autoethnography as method based on an educator’s reflective journey as they struggle to deliver an antiracist, community-based curriculum while meeting resistance in their predominately white classroom, this article aims to disrupt the manifestations of whiteness in educational spaces. Framed by literature on authentic caring and critical hope and theoretical foundations on the manifestations of whiteness, this article addresses the importance of rejecting white supremacy in favor of developing an educator identity based on the adoption of a critical consciousness for antiracism, equity, and justice in schools. In conclusion, the author offers recommendations to better equip future and current educators in their commitment to racial justice in schools. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 I stand in solidarity with my fellow critical scholars and choose not to capitalize “white” to raise awareness that white folks do not share the same histories and experiences as Black, Indigenous, Latine, and other (multiple) marginalized and oppressed identities. I see this as part of the movement to dismantle systems of white supremacy and present this as a call to readers to engage more fully in critical conversations around antiracism, equity, and justice.
{"title":"Reflecting on the Manifestations of Whiteness: Developing a Critically Conscious, Antiracist Educator Identity","authors":"Linsay DeMartino","doi":"10.1080/1547688x.2023.2269249","DOIUrl":"https://doi.org/10.1080/1547688x.2023.2269249","url":null,"abstract":"ABSTRACTUsing autoethnography as method based on an educator’s reflective journey as they struggle to deliver an antiracist, community-based curriculum while meeting resistance in their predominately white classroom, this article aims to disrupt the manifestations of whiteness in educational spaces. Framed by literature on authentic caring and critical hope and theoretical foundations on the manifestations of whiteness, this article addresses the importance of rejecting white supremacy in favor of developing an educator identity based on the adoption of a critical consciousness for antiracism, equity, and justice in schools. In conclusion, the author offers recommendations to better equip future and current educators in their commitment to racial justice in schools. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 I stand in solidarity with my fellow critical scholars and choose not to capitalize “white” to raise awareness that white folks do not share the same histories and experiences as Black, Indigenous, Latine, and other (multiple) marginalized and oppressed identities. I see this as part of the movement to dismantle systems of white supremacy and present this as a call to readers to engage more fully in critical conversations around antiracism, equity, and justice.","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135995289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-13DOI: 10.1080/1547688x.2023.2267922
Kristen Lindahl
{"title":"Between “Struggle and harmony”: Critical Approaches to New Educator Identity","authors":"Kristen Lindahl","doi":"10.1080/1547688x.2023.2267922","DOIUrl":"https://doi.org/10.1080/1547688x.2023.2267922","url":null,"abstract":"","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135858292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-04DOI: 10.1080/1547688x.2023.2259939
Yoon Joo Lee, Seung Eun McDevitt
ABSTRACTThe purpose of this study is to describe the lived experiences of teachers of color with disabilities. We anchored our study in the construct of funds of identity and the theory of intersectionality to explore how their lived experiences and multilayered identities transformed into resources and strengths for teaching children of color with disabilities. We collected our data using the model of phenomenological interviewing. Our findings demonstrate how the women’s intersecting funds of identity have positively impacted their aspirations of becoming and being special education teachers and the unique ways they perform teaching. Implications for teacher training are discussed.KEYWORDS: Teachers of color with disabilitiesfunds of identityintersectionalityspecial educationteacher diversity Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"“To Be the Best Teacher Possible”: Stories of Teachers of Color with Disabilities","authors":"Yoon Joo Lee, Seung Eun McDevitt","doi":"10.1080/1547688x.2023.2259939","DOIUrl":"https://doi.org/10.1080/1547688x.2023.2259939","url":null,"abstract":"ABSTRACTThe purpose of this study is to describe the lived experiences of teachers of color with disabilities. We anchored our study in the construct of funds of identity and the theory of intersectionality to explore how their lived experiences and multilayered identities transformed into resources and strengths for teaching children of color with disabilities. We collected our data using the model of phenomenological interviewing. Our findings demonstrate how the women’s intersecting funds of identity have positively impacted their aspirations of becoming and being special education teachers and the unique ways they perform teaching. Implications for teacher training are discussed.KEYWORDS: Teachers of color with disabilitiesfunds of identityintersectionalityspecial educationteacher diversity Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":175813,"journal":{"name":"The New Educator","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135645696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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