Pub Date : 2022-11-22DOI: 10.15760/nwjte.2022.17.3.20
J. Batt, Michael Joseph
Abstract Film musicals serve as a tool to infuse historical and cultural content into social studies curricula towards greater student engagement—for example, Lin Manuel-Miranda's Hamilton has become a celebrated classroom piece due to its ability to blend history with hip-hop and pop culture. Yet beyond language and content scans, teachers rarely examine or utilize musicals for how their narratives (mis)represent racial communities. This critical film analysis of three film musicals, using the theoretical framework of history production, reveals themes of historical morality, romantic relationship and race, and implicit/explicit racial messaging. Although troubling in their overall contribution to racial projects, film musicals can in fact be an opportune way to engage in the complexities of teaching race and racism in educational spaces when treated as critical curriculums.
Abstract Film musicals serve as a tool to infuse historical and cultural content into social studies curricula towards greater student engagement - for example, Lin Manuel-Miranda's Hamilton has become a celebrated classroom piece due to its ability to blend history with hip-hop and pop culture.然而，除了语言和内容扫描之外，教师们很少研究或利用音乐剧的叙事如何（错误地）表现种族社区。本批判性电影分析以历史生产为理论框架，对三部电影音乐剧进行了分析，揭示了历史道德、浪漫关系与种族以及隐含/明确的种族信息等主题。尽管电影音乐剧对种族项目的整体贡献令人担忧，但如果将其作为批判性课程来对待，实际上可以成为参与教育空间中种族和种族主义复杂性教学的一个契机。
{"title":"Who Lives, Who Dies, Who Sings Which Story?: Narrative Production and Race in the Curriculum of Film Musicals","authors":"J. Batt, Michael Joseph","doi":"10.15760/nwjte.2022.17.3.20","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.20","url":null,"abstract":"Abstract Film musicals serve as a tool to infuse historical and cultural content into social studies curricula towards greater student engagement—for example, Lin Manuel-Miranda's Hamilton has become a celebrated classroom piece due to its ability to blend history with hip-hop and pop culture. Yet beyond language and content scans, teachers rarely examine or utilize musicals for how their narratives (mis)represent racial communities. This critical film analysis of three film musicals, using the theoretical framework of history production, reveals themes of historical morality, romantic relationship and race, and implicit/explicit racial messaging. Although troubling in their overall contribution to racial projects, film musicals can in fact be an opportune way to engage in the complexities of teaching race and racism in educational spaces when treated as critical curriculums.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"38 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":"131340485","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.2022.17.3.33
Maika J. Yeigh, Richard D. Sawyer, D. Ness
{"title":"Confronting Curriculum Epistemicide: A Conversation with Editors Dan Ness & Rick Sawyer","authors":"Maika J. Yeigh, Richard D. Sawyer, D. Ness","doi":"10.15760/nwjte.2022.17.3.33","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.33","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"34 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":"127399576","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.2022.17.3.34
M. Cerqueira
{"title":"Sonnet from the Future","authors":"M. Cerqueira","doi":"10.15760/nwjte.2022.17.3.34","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.34","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"53 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":"132586553","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.2022.17.3.5
T. Poetter
{"title":"Of Course, My Own Teacher Education Impacts Others: The Quest Toward Erasing \"Erasure\"","authors":"T. Poetter","doi":"10.15760/nwjte.2022.17.3.5","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.5","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"83 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120920446","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.2022.17.3.17
Morna McDermott
{"title":"Are You A Spare Part?","authors":"Morna McDermott","doi":"10.15760/nwjte.2022.17.3.17","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.17","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"12 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":"125670605","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.2022.17.3.13
Jurana Aziz
Abstract Bangladesh is a Southeast Asian country where the indigenous people of the northern and southeastern region speak a variety of native languages. But none of their languages is included in the main curriculum for teaching or learning. As a result, these people are often not motivated to send their children to school. The language policy of the country does not include these indigenous languages in the core curriculum. Though the government of Bangladesh has started an initial plan to introduce education in mother tongues of five major indigenous languages in the country, they are not yet implemented. A large number of studies have emphasized the need of curriculum inclusion through using the indigenous/minority languages to improve literacy for the deprived people, but no step has been officially taken to include any of these languages as a mode of classroom instruction in Bangladesh. Thus my paper investigates the impact of a mother-tongue based intervention adopted in a research study to expand possibilities of the cultural inclusion approach for the indigenous Sadri community in Bangladesh. While working with the research participants I felt the need of a healing curriculum that will help the indigenous people to cope with learning struggles. My paper proposes a healing curriculum to reduce cultural differences and maintain a cultural ecology (Cajete, 2000; Cardoso & Jimenez, 2015) within communities through cultural inclusion. I also advocate for a healing curriculum concept to foster cultural inclusion (Richardson, 2011) to counter identify dysfunction of curriculum design in a settler-colony context.
{"title":"Towards a Healing Curriculum: Addressing Cultural Inclusion for the Indigenous Sadri Community in Bangladesh","authors":"Jurana Aziz","doi":"10.15760/nwjte.2022.17.3.13","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.13","url":null,"abstract":"Abstract Bangladesh is a Southeast Asian country where the indigenous people of the northern and southeastern region speak a variety of native languages. But none of their languages is included in the main curriculum for teaching or learning. As a result, these people are often not motivated to send their children to school. The language policy of the country does not include these indigenous languages in the core curriculum. Though the government of Bangladesh has started an initial plan to introduce education in mother tongues of five major indigenous languages in the country, they are not yet implemented. A large number of studies have emphasized the need of curriculum inclusion through using the indigenous/minority languages to improve literacy for the deprived people, but no step has been officially taken to include any of these languages as a mode of classroom instruction in Bangladesh. Thus my paper investigates the impact of a mother-tongue based intervention adopted in a research study to expand possibilities of the cultural inclusion approach for the indigenous Sadri community in Bangladesh. While working with the research participants I felt the need of a healing curriculum that will help the indigenous people to cope with learning struggles. My paper proposes a healing curriculum to reduce cultural differences and maintain a cultural ecology (Cajete, 2000; Cardoso & Jimenez, 2015) within communities through cultural inclusion. I also advocate for a healing curriculum concept to foster cultural inclusion (Richardson, 2011) to counter identify dysfunction of curriculum design in a settler-colony context.","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":"127324280","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.2022.17.3.10
Gregory Lowan-Trudeau
Abstract This article is comprised of a climate change-focused framing analysis of proposed revisions to Alberta, Canada’s K-6 curriculum as an ideologically motivated manifestation of curricular epistemicide. Eisner’s three curricula—the explicit, implicit, and null—and scholarship related to intersectional climate and environmental justice, education, and communication provide the theoretical framework. This inquiry concludes with a critical discussion of and possible alternatives to the revised curriculum with further consideration of the implications for those involved with similar endeavours in other jurisdictions across Canada and around the world.
{"title":"Climate Change Curricula in Alberta, Canada: An Intersectional Framing Analysis","authors":"Gregory Lowan-Trudeau","doi":"10.15760/nwjte.2022.17.3.10","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.10","url":null,"abstract":"Abstract This article is comprised of a climate change-focused framing analysis of proposed revisions to Alberta, Canada’s K-6 curriculum as an ideologically motivated manifestation of curricular epistemicide. Eisner’s three curricula—the explicit, implicit, and null—and scholarship related to intersectional climate and environmental justice, education, and communication provide the theoretical framework. This inquiry concludes with a critical discussion of and possible alternatives to the revised curriculum with further consideration of the implications for those involved with similar endeavours in other jurisdictions across Canada and around the world.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"2011 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":"127371378","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.2022.17.3.29
Camille Ungco, Rachel Snyder Bhansari
{"title":"Challenging epistemologies of objectivity through collaborative pedagogy: Centering identity, power, emotions, and place in teacher education","authors":"Camille Ungco, Rachel Snyder Bhansari","doi":"10.15760/nwjte.2022.17.3.29","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.29","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"95 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":"116716393","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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