Pub Date : 2022-11-22DOI: 10.15760/nwjte.2022.17.3.22
Kari Goin Kono, Sonja L. Taylor
Abstract Many students in Portland’s schools face racism and other forms of discrimination on a daily basis. Storytelling is a practice that is fundamental across all cultures and provides a vehicle that students from all backgrounds can access as a mechanism for engaging in the development of their academic identity. This article shares about how a digital workbook assignment was designed as an outlet for student self-expression dealing daily with racism and prejudice related to systems of oppression in education and the rapidly changing and evolving life of a city.
{"title":"Leveraging storytelling and digital artifacts to design social justice curriculum in urban communities","authors":"Kari Goin Kono, Sonja L. Taylor","doi":"10.15760/nwjte.2022.17.3.22","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.22","url":null,"abstract":"Abstract Many students in Portland’s schools face racism and other forms of discrimination on a daily basis. Storytelling is a practice that is fundamental across all cultures and provides a vehicle that students from all backgrounds can access as a mechanism for engaging in the development of their academic identity. This article shares about how a digital workbook assignment was designed as an outlet for student self-expression dealing daily with racism and prejudice related to systems of oppression in education and the rapidly changing and evolving life of a city.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"46 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":"114571032","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.2022.17.3.26
Lulu Sun
Abstract This article features data from a three-day mathematics camping trip that offered parents and their children time and space to enjoy non-digital activities and mathematics-building tasks. Drawing upon data from a larger qualitative study of children and their parents, this article specifically focuses on 10 parents’ perceptions of their children’s mathematics learning, problem-solving, and wellbeing. Findings suggest that, although parents are interested in their children’s mathematics learning, they are most concerned with their children’s development of problem-solving abilities and social skills. Moreover, students’ own learning experience is important for their mathematics learning.
{"title":"Mathematics in the Woods: Exploring Low-Income Parents’ Perceptions of and Involvement in Their Children’s Mathematical Learning","authors":"Lulu Sun","doi":"10.15760/nwjte.2022.17.3.26","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.26","url":null,"abstract":"Abstract This article features data from a three-day mathematics camping trip that offered parents and their children time and space to enjoy non-digital activities and mathematics-building tasks. Drawing upon data from a larger qualitative study of children and their parents, this article specifically focuses on 10 parents’ perceptions of their children’s mathematics learning, problem-solving, and wellbeing. Findings suggest that, although parents are interested in their children’s mathematics learning, they are most concerned with their children’s development of problem-solving abilities and social skills. Moreover, students’ own learning experience is important for their mathematics learning.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"113 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":"124342150","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.2022.17.3.27
Boni Wozolek
Abstract Using a project given to undergraduate students in a foundations of education course, this paper thinks through the assignment title, “What does learning sound like?” to explore the nexus of sound studies in education and curriculum studies. The central argument of this paper is that thinking through sound can be but one way for students to think through the forms of curriculum while examining their own bias in terms of Western privileging of the ocular.
{"title":"“What does learning sound like?”: Reverberations, Curriculum Studies, and Teacher Preparation","authors":"Boni Wozolek","doi":"10.15760/nwjte.2022.17.3.27","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.27","url":null,"abstract":"Abstract Using a project given to undergraduate students in a foundations of education course, this paper thinks through the assignment title, “What does learning sound like?” to explore the nexus of sound studies in education and curriculum studies. The central argument of this paper is that thinking through sound can be but one way for students to think through the forms of curriculum while examining their own bias in terms of Western privileging of the ocular.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"41 1 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":"131072357","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.2022.17.3.31
S. Steinberg
{"title":"Do We Look Back to Move Forward? A Discursive Look at \"Back to Normal\"","authors":"S. Steinberg","doi":"10.15760/nwjte.2022.17.3.31","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.31","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"196 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":"123383981","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.2022.17.3.8
Zitong Wei
Abstract With the trend of globalization, pre-service teachers are challenged to co-construct curricula following their cultural ways of thinking. To understand three Chinese pre-service teachers’ ways of using translated picture books, i
{"title":"More Than Reterritorialization: Pre-service Preschool and Kindergarten Teachers’ Use of Translated Picture Books in Chinese Culture","authors":"Zitong Wei","doi":"10.15760/nwjte.2022.17.3.8","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.8","url":null,"abstract":"Abstract With the trend of globalization, pre-service teachers are challenged to co-construct curricula following their cultural ways of thinking. To understand three Chinese pre-service teachers’ ways of using translated picture books, i","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"47 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":"127211582","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.2022.17.3.2
M. F. Huckaby
{"title":"Death to Curriculum","authors":"M. F. Huckaby","doi":"10.15760/nwjte.2022.17.3.2","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.2","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"177 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":"122418053","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.2022.17.3.7
Caitlin T. O’Loughlin, Taylor Schmidt, J. Glazier
Abstract This paper seeks to explore the connection between the banning of queer books, the creation of discourses of controversy, and the erasure of queer knowledges and peoples from schools. Using a queer theory-informed approach to critical discourse analysis, we ask how these proposed bans seek to erase queer peoples, how this impacts teachers, and what teacher preparation programs can do to counter these acts of destruction.
{"title":"'It’s just filth:’ Banned books and the project of queer erasure","authors":"Caitlin T. O’Loughlin, Taylor Schmidt, J. Glazier","doi":"10.15760/nwjte.2022.17.3.7","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.7","url":null,"abstract":"Abstract This paper seeks to explore the connection between the banning of queer books, the creation of discourses of controversy, and the erasure of queer knowledges and peoples from schools. Using a queer theory-informed approach to critical discourse analysis, we ask how these proposed bans seek to erase queer peoples, how this impacts teachers, and what teacher preparation programs can do to counter these acts of destruction.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"129 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":"124231125","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.2022.17.3.11
J. Masterson
Abstract This article critically analyzes a Common Core-aligned English Language Arts curriculum with particular attention paid to the ways in which it constructs docile subjects in and through literate practices. Through a critical reading and content analysis of this textbook--one that the author was required to teach to her eighth grade students--this paper argues that under the guise of “college and career readiness,” the curriculum contained within the textbook represents a neoliberal approach to literary criticism, one whose ideology is evident through the material practices of “close reading” and in the disciplinary methods it employs in teaching students the “correct” way to read a text. In so doing, students become participants in a mass standardization effort that ultimately works to distort the myriad manifestations of power in K-12 public education today.
{"title":"Reading the Word, Not the World: A Critical Analysis of Close Reading","authors":"J. Masterson","doi":"10.15760/nwjte.2022.17.3.11","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.11","url":null,"abstract":"Abstract This article critically analyzes a Common Core-aligned English Language Arts curriculum with particular attention paid to the ways in which it constructs docile subjects in and through literate practices. Through a critical reading and content analysis of this textbook--one that the author was required to teach to her eighth grade students--this paper argues that under the guise of “college and career readiness,” the curriculum contained within the textbook represents a neoliberal approach to literary criticism, one whose ideology is evident through the material practices of “close reading” and in the disciplinary methods it employs in teaching students the “correct” way to read a text. In so doing, students become participants in a mass standardization effort that ultimately works to distort the myriad manifestations of power in K-12 public education today.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"106 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":"128050624","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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