Pub Date : 2023-01-01DOI: 10.15760/nwjte.2023.18.2.4
Wanying Wang, Daniel Ness
Engaging in dynamic encounters with the other and otherness in education—an issue of creating an aperture that welcomes “a newcomer” either as a new idea or new practice—is important for the field of curriculum studies. Complicating aporias as “various forms of other and otherness,” this paper focuses on the encounters with other and otherness (as our understanding of transcendence or border crossing), in which transcendence (border crossing) becomes possible when a curriculum of hospitality is enacted. While culturally and historically informed, the curriculum of hospitality stresses the simultaneity of (1) ethical attentiveness to the encounters with other and otherness, (2) understanding the premise on which hospitality can be enacted—equality and humility and (3) autobiography as possible enacted form of the curriculum. As a curriculum counterpart (Pinar, 2011), curriculum of hospitality centralizes ethical attentiveness to encounters with other and otherness that makes transcendence (space carving) possible, the possible enactment of which is autobiography. It emphasizes the responsibility of educators for welcoming students into a particular world of ideas, knowledge, and skills that honors otherness with hospitality.
{"title":"Aporias, Transcendence and a Curriculum of Hospitality","authors":"Wanying Wang, Daniel Ness","doi":"10.15760/nwjte.2023.18.2.4","DOIUrl":"https://doi.org/10.15760/nwjte.2023.18.2.4","url":null,"abstract":"Engaging in dynamic encounters with the other and otherness in education—an issue of creating an aperture that welcomes “a newcomer” either as a new idea or new practice—is important for the field of curriculum studies. Complicating aporias as “various forms of other and otherness,” this paper focuses on the encounters with other and otherness (as our understanding of transcendence or border crossing), in which transcendence (border crossing) becomes possible when a curriculum of hospitality is enacted. While culturally and historically informed, the curriculum of hospitality stresses the simultaneity of (1) ethical attentiveness to the encounters with other and otherness, (2) understanding the premise on which hospitality can be enacted—equality and humility and (3) autobiography as possible enacted form of the curriculum. As a curriculum counterpart (Pinar, 2011), curriculum of hospitality centralizes ethical attentiveness to encounters with other and otherness that makes transcendence (space carving) possible, the possible enactment of which is autobiography. It emphasizes the responsibility of educators for welcoming students into a particular world of ideas, knowledge, and skills that honors otherness with hospitality.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135213287","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 : 2023-01-01DOI: 10.15760/nwjte.2023.18.2.3
Denise Farrelly, Joanna Maulbeck, Laura Scheiber
{"title":"An Equity Framework to Engage Community College Preservice Teachers in Black Liberatory Practices","authors":"Denise Farrelly, Joanna Maulbeck, Laura Scheiber","doi":"10.15760/nwjte.2023.18.2.3","DOIUrl":"https://doi.org/10.15760/nwjte.2023.18.2.3","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134883016","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 : 2023-01-01DOI: 10.15760/nwjte.2023.18.2.1
Madhu Narayanan
This paper investigates the reasons and motivations that people pursue administrative licenses. Questions such as who enrolls, why they choose to seek an administrative license, and what are their future goals, are all relevant to address challenges of principal attrition and turnover. With calls for the development of quality, equity-focused leaders, it is important to understand how motivations of entrants align with those of school districts and policy makers. This paper contributes to the research on the so-called “principal pipeline” by analyzing the reflections of candidates from an institutional perspective. This view considers modern schools to be social structures governed by various norms, values, and rules. Official elements like an administrative license, or even simply enrollment in a licensure program, can become more than just a way to develop technical competencies but symbols whose meanings shift based on cultural assumptions. Using a qualitative analysis of interviews with eleven candidates, I argue that these interpretations are influenced by race, gender, and current life circumstances, and contribute to a mismatch in the personal and institutional goals for principal training.
{"title":"Branches in the Pipeline: Status-Seeking in Principal Licensure Candidates","authors":"Madhu Narayanan","doi":"10.15760/nwjte.2023.18.2.1","DOIUrl":"https://doi.org/10.15760/nwjte.2023.18.2.1","url":null,"abstract":"This paper investigates the reasons and motivations that people pursue administrative licenses. Questions such as who enrolls, why they choose to seek an administrative license, and what are their future goals, are all relevant to address challenges of principal attrition and turnover. With calls for the development of quality, equity-focused leaders, it is important to understand how motivations of entrants align with those of school districts and policy makers. This paper contributes to the research on the so-called “principal pipeline” by analyzing the reflections of candidates from an institutional perspective. This view considers modern schools to be social structures governed by various norms, values, and rules. Official elements like an administrative license, or even simply enrollment in a licensure program, can become more than just a way to develop technical competencies but symbols whose meanings shift based on cultural assumptions. Using a qualitative analysis of interviews with eleven candidates, I argue that these interpretations are influenced by race, gender, and current life circumstances, and contribute to a mismatch in the personal and institutional goals for principal training.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135213014","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 : 2023-01-01DOI: 10.15760/nwjte.2023.18.2.5
Ji Hyun Oh
This study explored preschool teachers’ beliefs about the challenges they have experienced when supporting young children’s outdoor play. Through Charmaz’s (2006) constructivist grounded theory data analysis process, two types of challenges for providing outdoor play were specified including: (1) natural environmental challenges, such as insect bites, allergies, and severe weather issues and (2) physical environmental challenges that include lack of play materials/environments and playground maintenance. The participant teachers perceive that these challenges are related to their preparation and planning for outdoor play including the provision of outdoor play, allotted play time, and a number of outdoor learning activities.
{"title":"The Challenges of Supporting Young Children’s Outdoor Play in Early Childhood Education and Care Settings","authors":"Ji Hyun Oh","doi":"10.15760/nwjte.2023.18.2.5","DOIUrl":"https://doi.org/10.15760/nwjte.2023.18.2.5","url":null,"abstract":"This study explored preschool teachers’ beliefs about the challenges they have experienced when supporting young children’s outdoor play. Through Charmaz’s (2006) constructivist grounded theory data analysis process, two types of challenges for providing outdoor play were specified including: (1) natural environmental challenges, such as insect bites, allergies, and severe weather issues and (2) physical environmental challenges that include lack of play materials/environments and playground maintenance. The participant teachers perceive that these challenges are related to their preparation and planning for outdoor play including the provision of outdoor play, allotted play time, and a number of outdoor learning activities.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135213304","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 : 2023-01-01DOI: 10.15760/nwjte.2023.18.2.2
Vanessa Mari, Steve Hayden
Preparing teachers to meet the needs of multilingual students is the goal of TESOL and Bilingual education programs in higher education. What these programs use to determine what these needs are can vary by location, faculty, and population of learners. This qualitative study surveyed in-service teachers applying for their TESOL or Bilingual endorsements in a college in the southwest United States. Research questions asked about the challenges and successes teachers face in meeting the needs of multilingual students and used this data to determine themes. The data showed that teachers encounter challenges meeting the needs of multilingual students in the areas of language differentiation, and Special Education. Conversely, teachers experienced success in building relationships and utilizing structural support. With this research, the aim is to use what teachers reported to make recommendations to teacher education programs and adapt our course content to what they need.
{"title":"Meeting the Needs of Multilingual Students: Using Teacher-Reported Challenges and Successes for Teacher Preparation","authors":"Vanessa Mari, Steve Hayden","doi":"10.15760/nwjte.2023.18.2.2","DOIUrl":"https://doi.org/10.15760/nwjte.2023.18.2.2","url":null,"abstract":"Preparing teachers to meet the needs of multilingual students is the goal of TESOL and Bilingual education programs in higher education. What these programs use to determine what these needs are can vary by location, faculty, and population of learners. This qualitative study surveyed in-service teachers applying for their TESOL or Bilingual endorsements in a college in the southwest United States. Research questions asked about the challenges and successes teachers face in meeting the needs of multilingual students and used this data to determine themes. The data showed that teachers encounter challenges meeting the needs of multilingual students in the areas of language differentiation, and Special Education. Conversely, teachers experienced success in building relationships and utilizing structural support. With this research, the aim is to use what teachers reported to make recommendations to teacher education programs and adapt our course content to what they need.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135213603","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 : 2022-11-22DOI: 10.15760/nwjte.2022.17.3.4
M. Quinn
Abstract Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide engages autobiographical analysis to illumine and offer examples of what art and poetry may offer as forms of nonviolent resistance and protest for teachers and teacher educators in challenging curricular epistemicide and advancing educational ethics and justice.
{"title":"Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide","authors":"M. Quinn","doi":"10.15760/nwjte.2022.17.3.4","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.4","url":null,"abstract":"Abstract Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide engages autobiographical analysis to illumine and offer examples of what art and poetry may offer as forms of nonviolent resistance and protest for teachers and teacher educators in challenging curricular epistemicide and advancing educational ethics and justice.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124184021","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 : 2022-11-22DOI: 10.15760/nwjte.2022.17.3.36
M. F. Huckaby
{"title":"(im)possibilities","authors":"M. F. Huckaby","doi":"10.15760/nwjte.2022.17.3.36","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.36","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124544070","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 : 2022-11-22DOI: 10.15760/nwjte.2022.17.3.9
Donald McClure
Abstract This article argues that recent advances in book censorship in the United States point to a threat to critical inquiry pedagogy in social studies education— a content area aiming to prepare learners for active and engaged citizenship in a pluralistic, democratic society. To support this argument, the article offers a description of critical inquiry pedagogy and explains how critical inquiry is connected to social studies education. It provides examples of two recently censored children’s literature books listed on Pen America’s (2022) Index of School Book Bans and it explains what these books may offer social studies education. It then suggests that the censorship of these books stifles critical inquiry in social studies classrooms. The article explores possible next steps that social studies educators, and advocates of social studies education, could take to address the uptick in book censorship, and it closes with a brief conclusion.
{"title":"Book Censorship and Its Threat to Critical Inquiry in Social Studies Education","authors":"Donald McClure","doi":"10.15760/nwjte.2022.17.3.9","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.9","url":null,"abstract":"Abstract This article argues that recent advances in book censorship in the United States point to a threat to critical inquiry pedagogy in social studies education— a content area aiming to prepare learners for active and engaged citizenship in a pluralistic, democratic society. To support this argument, the article offers a description of critical inquiry pedagogy and explains how critical inquiry is connected to social studies education. It provides examples of two recently censored children’s literature books listed on Pen America’s (2022) Index of School Book Bans and it explains what these books may offer social studies education. It then suggests that the censorship of these books stifles critical inquiry in social studies classrooms. The article explores possible next steps that social studies educators, and advocates of social studies education, could take to address the uptick in book censorship, and it closes with a brief conclusion.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122363519","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 : 2022-11-22DOI: 10.15760/nwjte.2022.17.3.25
Jordan Gonzalez, Brett Elizabeth Blake
{"title":"Disrupting the Hegemonic Practices Way of Knowing: Moving toward a Posthuman Perspective","authors":"Jordan Gonzalez, Brett Elizabeth Blake","doi":"10.15760/nwjte.2022.17.3.25","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.25","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117085095","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 : 2022-11-22DOI: 10.15760/nwjte.2022.17.3.12
K. Liu, Richard Miller, Jorge Inzunza
Abstract This case study explored the social and cultural capital of teachers in a rural Midwestern Spanish-English dual-language immersion (DLI) program as they overcame an Anglocentric epistemological hegemony in their daily practice. Working from Bourdieu’s (1986) theory of social capital and Rios-Aguilar and Kiyama’s (2012) approach to funds of knowledge, this research demonstrated that DLI teachers faced challenges ranging from resistance by non-DLI teachers in the school afraid of losing their jobs, to a broader fear of the DLI program taking resources away from the monolingual anglophone classrooms. To overcome these challenges, the DLI teachers drew extensively on their global social networks to resuscitate knowledge systems under attack from an Anglocentric epistemology, leveraging their existing social and cultural capital to benefit the community as a whole through an authentic Spanish-language epistemology.
{"title":"Counteracting Epistemicide: Social and Cultural Capital of Teachers in a Dual Language Program","authors":"K. Liu, Richard Miller, Jorge Inzunza","doi":"10.15760/nwjte.2022.17.3.12","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.12","url":null,"abstract":"Abstract This case study explored the social and cultural capital of teachers in a rural Midwestern Spanish-English dual-language immersion (DLI) program as they overcame an Anglocentric epistemological hegemony in their daily practice. Working from Bourdieu’s (1986) theory of social capital and Rios-Aguilar and Kiyama’s (2012) approach to funds of knowledge, this research demonstrated that DLI teachers faced challenges ranging from resistance by non-DLI teachers in the school afraid of losing their jobs, to a broader fear of the DLI program taking resources away from the monolingual anglophone classrooms. To overcome these challenges, the DLI teachers drew extensively on their global social networks to resuscitate knowledge systems under attack from an Anglocentric epistemology, leveraging their existing social and cultural capital to benefit the community as a whole through an authentic Spanish-language epistemology.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130380338","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：