Pub Date : 2019-07-01DOI: 10.4018/IJTEPD.2019070101
R. Blankenship, Paige Paquette, C. Davis
While many researchers have emphasized the importance of preservice teacher candidates having the opportunity to engage in analysis, reflection, and critical thinking, a significant gap in the literature exists relevant to how these conversations are translated within the social construct of the field-based placement and experience. Using a qualitative case study methodology, the authors offer a model to explain how situationally responsive field-based learning experiences can be pedagogically transformational for minority preservice teacher candidates and the students they will eventually serve. Using key tasks embedded within the field experiences for this study are specifically designed to implement this situationally inquiry-based learning model to maximize the relationship between educational theory and actual classroom practice.
{"title":"Field-Based Learning for Minority Educators","authors":"R. Blankenship, Paige Paquette, C. Davis","doi":"10.4018/IJTEPD.2019070101","DOIUrl":"https://doi.org/10.4018/IJTEPD.2019070101","url":null,"abstract":"While many researchers have emphasized the importance of preservice teacher candidates having the opportunity to engage in analysis, reflection, and critical thinking, a significant gap in the literature exists relevant to how these conversations are translated within the social construct of the field-based placement and experience. Using a qualitative case study methodology, the authors offer a model to explain how situationally responsive field-based learning experiences can be pedagogically transformational for minority preservice teacher candidates and the students they will eventually serve. Using key tasks embedded within the field experiences for this study are specifically designed to implement this situationally inquiry-based learning model to maximize the relationship between educational theory and actual classroom practice.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116186260","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 : 2019-07-01DOI: 10.4018/IJTEPD.2019070103
N. Young, Greg Conderman, Myoungwhon Jung
The demographics of schools in United States (U.S.) are rapidly changing. Therefore, teachers in the U. S. need to be prepared to teach children with a wide variety of diverse backgrounds. This article describes an introductory early clinical experience purposefully designed to provide early childhood pre-service teachers from a large Midwestern university in the U. S. with opportunities to teach children in a high-need and diverse setting. Data from exit slips and surveys associated with the Open Doors program were analyzed over four years. Results indicated that almost 90% of candidates felt the experience was beneficial to their professional growth and would consider working in a diverse school. Slightly over 90% felt the experience increased their knowledge and skills regarding working with diverse students. Implications for similar projects are provided.
{"title":"Preparing Pre-service Early Childhood Candidates for Diverse Classrooms","authors":"N. Young, Greg Conderman, Myoungwhon Jung","doi":"10.4018/IJTEPD.2019070103","DOIUrl":"https://doi.org/10.4018/IJTEPD.2019070103","url":null,"abstract":"The demographics of schools in United States (U.S.) are rapidly changing. Therefore, teachers in the U. S. need to be prepared to teach children with a wide variety of diverse backgrounds. This article describes an introductory early clinical experience purposefully designed to provide early childhood pre-service teachers from a large Midwestern university in the U. S. with opportunities to teach children in a high-need and diverse setting. Data from exit slips and surveys associated with the Open Doors program were analyzed over four years. Results indicated that almost 90% of candidates felt the experience was beneficial to their professional growth and would consider working in a diverse school. Slightly over 90% felt the experience increased their knowledge and skills regarding working with diverse students. Implications for similar projects are provided.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128563947","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 : 2019-07-01DOI: 10.4018/IJBIDE.2019070101
Xeturah M. Woodley
The experiences of Black women educators are important, and yet their personal and professional experiences are rarely included as part of the faculty narrative at most North American higher education institutions. The continued normalization of White Supremacy and androcentricity, within North American higher education, maintain systems of oppression that perpetuate the systematic marginalization of Black women within the faculty ranks. The purpose of this study was to understand the experiences of Black women educators in New Mexico's higher education institutions. With a grounding in Black Womanist and Critical Race Theories, this qualitative research study employed snowball sampling as a means to engage ten Black women faculty members, via semi-structured interviews, in critical inquiry about their professional experiences with higher education. Study participants testified about experiences with microaggressions, discrimination, and racial battle fatigue as well as feeling intellectual, campus, and community isolation.
{"title":"Voices in the Desert","authors":"Xeturah M. Woodley","doi":"10.4018/IJBIDE.2019070101","DOIUrl":"https://doi.org/10.4018/IJBIDE.2019070101","url":null,"abstract":"The experiences of Black women educators are important, and yet their personal and professional experiences are rarely included as part of the faculty narrative at most North American higher education institutions. The continued normalization of White Supremacy and androcentricity, within North American higher education, maintain systems of oppression that perpetuate the systematic marginalization of Black women within the faculty ranks. The purpose of this study was to understand the experiences of Black women educators in New Mexico's higher education institutions. With a grounding in Black Womanist and Critical Race Theories, this qualitative research study employed snowball sampling as a means to engage ten Black women faculty members, via semi-structured interviews, in critical inquiry about their professional experiences with higher education. Study participants testified about experiences with microaggressions, discrimination, and racial battle fatigue as well as feeling intellectual, campus, and community isolation.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114467250","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 : 2018-11-01DOI: 10.4018/978-1-5225-7110-0.CH024
R. Leighton, L. Nielsen
The paradigm of social justice gives voice to those without the resources to deal with responsibilities imposed by a neoliberal agenda. The authors focus on pupils in Sweden and England, countries which have moved from a sense of communality to the growth of neoliberal societal individualism. To clarify real citizenship (rather than formal), they apply the concepts of intersectionality and of human capabilities in place of rights, which means that people adhere to numerous simultaneous collectivities and having the capability to do something requires more than an entitlement to it. While everyone might have the right to an education and to a dignified life, many live in powerlessness and in political, social, and economic exclusion. Sufficient human capabilities are required in order to receive the education necessary for citizenship in its real meaning, and the intersectional approach enables interrogation of factors that coalesce, rather than viewing in them in isolation.
{"title":"Theorizing Young People's Perceptions of Their Citizenship Identity","authors":"R. Leighton, L. Nielsen","doi":"10.4018/978-1-5225-7110-0.CH024","DOIUrl":"https://doi.org/10.4018/978-1-5225-7110-0.CH024","url":null,"abstract":"The paradigm of social justice gives voice to those without the resources to deal with responsibilities imposed by a neoliberal agenda. The authors focus on pupils in Sweden and England, countries which have moved from a sense of communality to the growth of neoliberal societal individualism. To clarify real citizenship (rather than formal), they apply the concepts of intersectionality and of human capabilities in place of rights, which means that people adhere to numerous simultaneous collectivities and having the capability to do something requires more than an entitlement to it. While everyone might have the right to an education and to a dignified life, many live in powerlessness and in political, social, and economic exclusion. Sufficient human capabilities are required in order to receive the education necessary for citizenship in its real meaning, and the intersectional approach enables interrogation of factors that coalesce, rather than viewing in them in isolation.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115048679","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 : 2017-02-07DOI: 10.4018/978-1-7998-7706-6.ch026
Hermina Gunnthorsdottir
Icelandic society and schools are becoming more diverse than ever before and teachers need to be prepared and skilled to teach in multicultural and inclusive schools that account for student diversity. This article reports findings on how two groups of student-teachers see student diversity as an element in their future job as teachers in Icelandic schools. Data were gathered by reflective diaries through two terms in a mandatory course (fourth year/master) in the teacher education programme at the University of Akureyri in Iceland. The students reflected on the course reading material that was based on both international and local literature on inclusive education, bilingualism, multicultural education, social justice and democracy. The findings indicate that a majority of the student-teachers had not thought critically about how student diversity would affect their future work as teachers, but their ideas about their role as teachers show that they want and hope to be responsible for all students.
{"title":"Student-Teachers Reflecting on Student Diversity in Schools and Their Future Role as Teachers","authors":"Hermina Gunnthorsdottir","doi":"10.4018/978-1-7998-7706-6.ch026","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch026","url":null,"abstract":"Icelandic society and schools are becoming more diverse than ever before and teachers need to be prepared and skilled to teach in multicultural and inclusive schools that account for student diversity. This article reports findings on how two groups of student-teachers see student diversity as an element in their future job as teachers in Icelandic schools. Data were gathered by reflective diaries through two terms in a mandatory course (fourth year/master) in the teacher education programme at the University of Akureyri in Iceland. The students reflected on the course reading material that was based on both international and local literature on inclusive education, bilingualism, multicultural education, social justice and democracy. The findings indicate that a majority of the student-teachers had not thought critically about how student diversity would affect their future work as teachers, but their ideas about their role as teachers show that they want and hope to be responsible for all students.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128710853","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 : 2016-11-29DOI: 10.4018/978-1-5225-1665-1.CH001
A. Alexander, Ross H. Schlemmer
Neoliberal globalization and politics are reshaping the landscape in the United States and other countries; consequently, broader and more critical perspectives about education, community, and the arts are becoming increasingly more important. In the field of education, critical pedagogy has become a philosophy to expose, critique, and challenge neoliberal free market capitalism. Critical pedagogy becomes the link between local and global perspectives that reveals conditions of social and cultural injustices. Through socially engaged art education and service-learning initiatives, the authors have been engaging their students to become actively engaged citizens. This chapter offers a qualitative critique of the authors' own pedagogical practices through the convergence of critical pedagogy and arts-based service-learning by applying, adapting, and revising existing models of critical pedagogy such as Cipolle's (2010) “four elements of critical consciousness development” (p. 40) and Shor's (1992) methods for implementing critical pedagogy.
{"title":"The Convergence of Critical Pedagogy with Arts-Based Service-Learning","authors":"A. Alexander, Ross H. Schlemmer","doi":"10.4018/978-1-5225-1665-1.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-1665-1.CH001","url":null,"abstract":"Neoliberal globalization and politics are reshaping the landscape in the United States and other countries; consequently, broader and more critical perspectives about education, community, and the arts are becoming increasingly more important. In the field of education, critical pedagogy has become a philosophy to expose, critique, and challenge neoliberal free market capitalism. Critical pedagogy becomes the link between local and global perspectives that reveals conditions of social and cultural injustices. Through socially engaged art education and service-learning initiatives, the authors have been engaging their students to become actively engaged citizens. This chapter offers a qualitative critique of the authors' own pedagogical practices through the convergence of critical pedagogy and arts-based service-learning by applying, adapting, and revising existing models of critical pedagogy such as Cipolle's (2010) “four elements of critical consciousness development” (p. 40) and Shor's (1992) methods for implementing critical pedagogy.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132942997","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 : 1900-01-01DOI: 10.4018/978-1-5225-2578-3.CH011
V. Gasa
This chapter opens with a broad statement that coins the social justice and inclusion as prominent concepts. The foundation is laid by giving a clear background using a South African context where there is a gap between the policy and implementation of social justice and inclusion of children in mainstream schools. This explanation goes further when the social justice, inclusion, and related concepts are conceptualised and the relationship brought forth. The main issues that temper social justice and inclusion in the mainstream schools are debated. Furthermore, there is an engagement regarding practices that hamper social justice and inclusivity of children with diverse needs. Finally, the solutions and recommendations that can be considered in dealing with the issues, controversies, or problems presented in this chapter are highlighted.
{"title":"Social Justice and Inclusion of Children With Diverse Needs in Mainstream Schools","authors":"V. Gasa","doi":"10.4018/978-1-5225-2578-3.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-2578-3.CH011","url":null,"abstract":"This chapter opens with a broad statement that coins the social justice and inclusion as prominent concepts. The foundation is laid by giving a clear background using a South African context where there is a gap between the policy and implementation of social justice and inclusion of children in mainstream schools. This explanation goes further when the social justice, inclusion, and related concepts are conceptualised and the relationship brought forth. The main issues that temper social justice and inclusion in the mainstream schools are debated. Furthermore, there is an engagement regarding practices that hamper social justice and inclusivity of children with diverse needs. Finally, the solutions and recommendations that can be considered in dealing with the issues, controversies, or problems presented in this chapter are highlighted.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116960508","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 : 1900-01-01DOI: 10.4018/978-1-5225-2209-6.CH012
Anthony H. Normore, Brian Jarrett
Drawing on restorative processes research (e.g., Braithwaite, 1999) and research on social justice (e.g., Evans, 2007; Furman & Gruenewald, 2004; Murrell, 2006; Normore & Brooks, 2014) this chapter is organized in the following manner: First, the authors provide a brief history of the administration of justice. Secondly, the authors discuss the global rise of restorative justice in the education context. In order for a program to be completely restorative it must include several educational components as part of restorative processes. Towards this end, the chapter then situates these components in the context of social justice and explore how school systems use them - with specific emphasis on victim-offender conferencing. Next, authors share examples of international initiatives pertaining to restorative practices. Conclusions summarize the significance of restorative practices in school settings in order to prevent violence, reduce rates of expulsions and suspensions, and create a safe and secure teaching and learning environment for all.
{"title":"Implementing Restorative Processes to Mediate Conflict and Transform Urban Schools","authors":"Anthony H. Normore, Brian Jarrett","doi":"10.4018/978-1-5225-2209-6.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-2209-6.CH012","url":null,"abstract":"Drawing on restorative processes research (e.g., Braithwaite, 1999) and research on social justice (e.g., Evans, 2007; Furman & Gruenewald, 2004; Murrell, 2006; Normore & Brooks, 2014) this chapter is organized in the following manner: First, the authors provide a brief history of the administration of justice. Secondly, the authors discuss the global rise of restorative justice in the education context. In order for a program to be completely restorative it must include several educational components as part of restorative processes. Towards this end, the chapter then situates these components in the context of social justice and explore how school systems use them - with specific emphasis on victim-offender conferencing. Next, authors share examples of international initiatives pertaining to restorative practices. Conclusions summarize the significance of restorative practices in school settings in order to prevent violence, reduce rates of expulsions and suspensions, and create a safe and secure teaching and learning environment for all.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121233236","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 : 1900-01-01DOI: 10.4018/978-1-5225-6252-8.CH014
David J. H. Smith
The objective of this chapter is to illustrate approaches that can be used by community colleges to promote both global knowledge and global engagement—often taking the form of education abroad—using peacebuilding means. To make the case, examples and models from several U.S. community colleges will be shared. Examples from community colleges from throughout the country are given.
{"title":"Peacebuilding as a Means to Global Citizenry","authors":"David J. H. Smith","doi":"10.4018/978-1-5225-6252-8.CH014","DOIUrl":"https://doi.org/10.4018/978-1-5225-6252-8.CH014","url":null,"abstract":"The objective of this chapter is to illustrate approaches that can be used by community colleges to promote both global knowledge and global engagement—often taking the form of education abroad—using peacebuilding means. To make the case, examples and models from several U.S. community colleges will be shared. Examples from community colleges from throughout the country are given.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124816596","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 : 1900-01-01DOI: 10.4018/978-1-5225-9348-5.CH016
Alpha Martínez Suárez, Kristen M Lindahl
Many challenges that English learners (ELs) face are compounded for children and families from undocumented immigrant backgrounds. Educators, school support staff, community-based organizations, and other service providers play key roles in advocating during a sudden immigration crisis. A sudden immigration crisis occurs when children experience the sudden loss of a caregiver or family member due to deportation procedures. This chapter describes a “Ready Together” (RE-TO) rapid response initiative, which consists of three components: First, it provides a rationale as to why teacher education programs should prepare future educators to respond in case of sudden immigration crisis. Second, it conceives of a “rapid response team” for schools working with students from diverse immigration backgrounds that includes roles and responsibilities for administrators, counselors, and teachers, and third, it provides examples of emergency preparedness plans, workshop topics and materials that prepare families with documents and directives in case of a sudden immigration crisis.
{"title":"Ready Together","authors":"Alpha Martínez Suárez, Kristen M Lindahl","doi":"10.4018/978-1-5225-9348-5.CH016","DOIUrl":"https://doi.org/10.4018/978-1-5225-9348-5.CH016","url":null,"abstract":"Many challenges that English learners (ELs) face are compounded for children and families from undocumented immigrant backgrounds. Educators, school support staff, community-based organizations, and other service providers play key roles in advocating during a sudden immigration crisis. A sudden immigration crisis occurs when children experience the sudden loss of a caregiver or family member due to deportation procedures. This chapter describes a “Ready Together” (RE-TO) rapid response initiative, which consists of three components: First, it provides a rationale as to why teacher education programs should prepare future educators to respond in case of sudden immigration crisis. Second, it conceives of a “rapid response team” for schools working with students from diverse immigration backgrounds that includes roles and responsibilities for administrators, counselors, and teachers, and third, it provides examples of emergency preparedness plans, workshop topics and materials that prepare families with documents and directives in case of a sudden immigration crisis.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124823291","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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