Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7706-6.ch091
K. Kramer
This literature review traces recent scholarship on a particular form of communication that uses images for persuasive purposes: visual rhetoric. Disciplines within the purview of this literature review include writing studies, speech, communication, education, and marketing as well as, to a limited degree, anthropology, information science, art history, architecture, and design. The chapter will discuss three main theoretical constructs which ground scholarship in this field: rhetoric, iconology, and semiotics. The chapter will then explore how the Sister Arts tradition has been evoked as a potential model for interdisciplinary scholarly work; describe the propensity for social justice in writing studies pedagogy; identify convergence and divergence in scholarship on visual rhetoric that hold promise for new avenues of interdisciplinary research; and introduce scholarship in education and information science that sheds new light on the topic.
{"title":"Visual Rhetoric","authors":"K. Kramer","doi":"10.4018/978-1-7998-7706-6.ch091","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch091","url":null,"abstract":"This literature review traces recent scholarship on a particular form of communication that uses images for persuasive purposes: visual rhetoric. Disciplines within the purview of this literature review include writing studies, speech, communication, education, and marketing as well as, to a limited degree, anthropology, information science, art history, architecture, and design. The chapter will discuss three main theoretical constructs which ground scholarship in this field: rhetoric, iconology, and semiotics. The chapter will then explore how the Sister Arts tradition has been evoked as a potential model for interdisciplinary scholarly work; describe the propensity for social justice in writing studies pedagogy; identify convergence and divergence in scholarship on visual rhetoric that hold promise for new avenues of interdisciplinary research; and introduce scholarship in education and information science that sheds new light on the topic.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"33 Suppl 1 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":"116599971","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: 10.4018/978-1-5225-7110-0.CH013
E. S. Obiols, D. M. Álvarez-Hevia
This chapter explores citizenship education in the United Kingdom with a particular focus on the major policy and research trends of the last 20 years (1998-2018), particularly in relation to school and non-school based citizenship education. This discussion is articulated in relation to dimensions (i.e., global and national), approaches (i.e., character, social justice, and democratic education), and spaces. The last section of this chapter illuminates some key issues for citizenship education in the UK and how these can help us to understand what might happen everywhere else.
{"title":"Policy and Research on Citizenship Education in the United Kingdom (1998–2018)","authors":"E. S. Obiols, D. M. Álvarez-Hevia","doi":"10.4018/978-1-5225-7110-0.CH013","DOIUrl":"https://doi.org/10.4018/978-1-5225-7110-0.CH013","url":null,"abstract":"This chapter explores citizenship education in the United Kingdom with a particular focus on the major policy and research trends of the last 20 years (1998-2018), particularly in relation to school and non-school based citizenship education. This discussion is articulated in relation to dimensions (i.e., global and national), approaches (i.e., character, social justice, and democratic education), and spaces. The last section of this chapter illuminates some key issues for citizenship education in the UK and how these can help us to understand what might happen everywhere else.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"34 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":"121436574","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: 10.4018/978-1-7998-7706-6.ch019
C. G. Simpson, G. Patterson
This chapter will address an engaging pedagogical strategy to prepare pre-service teachers to work in diverse communities challenged by social issues such as poverty and food instability. The chapter presents a service-learning pedagogical approach that creates a collaborative partnership between faculty, students, the university, and the greater community. It demonstrates how stakeholders can work and learn together within a common service-learning project that positively impacts change in diverse communities. The chapter will benefit faculty at the secondary and post-secondary education levels who are interested in enhancing teaching and learning through service learning, collaboration and community engagement.
{"title":"Connecting Pedagogy, Preparation, and Passion","authors":"C. G. Simpson, G. Patterson","doi":"10.4018/978-1-7998-7706-6.ch019","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch019","url":null,"abstract":"This chapter will address an engaging pedagogical strategy to prepare pre-service teachers to work in diverse communities challenged by social issues such as poverty and food instability. The chapter presents a service-learning pedagogical approach that creates a collaborative partnership between faculty, students, the university, and the greater community. It demonstrates how stakeholders can work and learn together within a common service-learning project that positively impacts change in diverse communities. The chapter will benefit faculty at the secondary and post-secondary education levels who are interested in enhancing teaching and learning through service learning, collaboration and community engagement.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"64 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":"115336688","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: 10.4018/978-1-5225-1668-2.CH014
Kijpokin Kasemsap
This chapter explains the overview of teacher education; teacher education, technological approach, and learning materials; the perspectives on teacher educator; the perspectives on novice teacher; teacher education and teacher competence; teacher education, teacher identity, and social justice; and the importance of teacher education in global education. Teacher education is a continuous process, starting with preservice teacher education, followed by in-service education and continuing education. The aim of teacher education is to create a pedagogically thinking teacher with adequate amounts of theoretical background knowledge and a reflectively-critical attitude toward the challenges encountered in the teaching profession. Technology pedagogy, the 21st century skills, and ethical approaches are very important for preservice teacher practices. The chapter argues that encouraging teacher education has the potential to improve educational performance and gain sustainable competitive advantage in global education.
{"title":"The Importance of Teacher Education in Global Education","authors":"Kijpokin Kasemsap","doi":"10.4018/978-1-5225-1668-2.CH014","DOIUrl":"https://doi.org/10.4018/978-1-5225-1668-2.CH014","url":null,"abstract":"This chapter explains the overview of teacher education; teacher education, technological approach, and learning materials; the perspectives on teacher educator; the perspectives on novice teacher; teacher education and teacher competence; teacher education, teacher identity, and social justice; and the importance of teacher education in global education. Teacher education is a continuous process, starting with preservice teacher education, followed by in-service education and continuing education. The aim of teacher education is to create a pedagogically thinking teacher with adequate amounts of theoretical background knowledge and a reflectively-critical attitude toward the challenges encountered in the teaching profession. Technology pedagogy, the 21st century skills, and ethical approaches are very important for preservice teacher practices. The chapter argues that encouraging teacher education has the potential to improve educational performance and gain sustainable competitive advantage in global education.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"15 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":"132305700","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: 10.4018/978-1-5225-2005-4.CH002
J. Denner, Jacob Martinez, H. Thiry
In the United States, Hispanic/Latino youth are underrepresented in computer science degree programs and the workforce. This chapter reviews theoretical models and empirical evidence to guide efforts to engage Hispanic/Latino youth in activities and learning environments that have the potential to increase their interest and capacity to pursue and persist in computer science. The authors advocate for a culturally responsive approach to engaging youth in computer science, and highlight a research-based program called Computer Science for the Social Good that has evidence of increasing elementary and high school students' interest and capacity to study computer science. The chapter concludes with implications for research and practice.
{"title":"Strategies for Engaging Hispanic/Latino Youth in the US in Computer Science","authors":"J. Denner, Jacob Martinez, H. Thiry","doi":"10.4018/978-1-5225-2005-4.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-2005-4.CH002","url":null,"abstract":"In the United States, Hispanic/Latino youth are underrepresented in computer science degree programs and the workforce. This chapter reviews theoretical models and empirical evidence to guide efforts to engage Hispanic/Latino youth in activities and learning environments that have the potential to increase their interest and capacity to pursue and persist in computer science. The authors advocate for a culturally responsive approach to engaging youth in computer science, and highlight a research-based program called Computer Science for the Social Good that has evidence of increasing elementary and high school students' interest and capacity to study computer science. The chapter concludes with implications for research and practice.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"110 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":"132353365","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: 10.4018/978-1-5225-8488-9.CH003
Elena Sandoval-Lucero, Libby A. Klingsmith, R. Gildersleeve
This chapter describes a partnership created between a community college and a university designed to create pathways into community college leadership. The program used social-situational approaches to learning, placing students enrolled in the university's higher education graduate programs into graduate assistant positions that had defined responsibilities for the college's key strategic priorities. The program introduced students to multiple leadership pathways through participation in a community college environment. Students engaged in work that significantly advanced the college's strategic initiatives. The program centered social-situational leadership development on multiple levels and circulated through the shared priorities of social justice and inclusive excellence across the community college and the university. The partnership viewed graduate student development through the lens of transformative leadership, focusing on equity, access, diversity, ethics, critical inquiry, transformational change, and social justice. These principles underlie in the mission of both institutions.
{"title":"Using Social-Situational Learning to Create Career Pathways Into Community College Leadership","authors":"Elena Sandoval-Lucero, Libby A. Klingsmith, R. Gildersleeve","doi":"10.4018/978-1-5225-8488-9.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-8488-9.CH003","url":null,"abstract":"This chapter describes a partnership created between a community college and a university designed to create pathways into community college leadership. The program used social-situational approaches to learning, placing students enrolled in the university's higher education graduate programs into graduate assistant positions that had defined responsibilities for the college's key strategic priorities. The program introduced students to multiple leadership pathways through participation in a community college environment. Students engaged in work that significantly advanced the college's strategic initiatives. The program centered social-situational leadership development on multiple levels and circulated through the shared priorities of social justice and inclusive excellence across the community college and the university. The partnership viewed graduate student development through the lens of transformative leadership, focusing on equity, access, diversity, ethics, critical inquiry, transformational change, and social justice. These principles underlie in the mission of both institutions.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"1 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":"125680056","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: 10.4018/978-1-7998-7706-6.ch046
A. Falk, Ashley J. Carey
High school graduation and college access are critical vehicles for individuals' social mobility and for community change. This chapter provides an overview of Lawrence2College, a culturally engaging service-learning partnership which was initiated in 2014 and focuses on these issues. Lawrence2College facilitates high school achievement and college awareness through a mentoring and support program which connects students from Lawrence High School, a public school in Lawrence, Massachusetts, with graduate and undergraduate students from Merrimack College, a private, Catholic college in neighboring North Andover. Lawrence is a city in Massachusetts with a strong Latinx presence, including recent immigrants. Poverty and low literacy are challenges faced by residents. This chapter explains the rationale and conceptual underpinnings of Lawrence2College and describes its evolution and approaches. The chapter concludes with insights and recommendations for practice and research.
{"title":"Lawrence2College","authors":"A. Falk, Ashley J. Carey","doi":"10.4018/978-1-7998-7706-6.ch046","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch046","url":null,"abstract":"High school graduation and college access are critical vehicles for individuals' social mobility and for community change. This chapter provides an overview of Lawrence2College, a culturally engaging service-learning partnership which was initiated in 2014 and focuses on these issues. Lawrence2College facilitates high school achievement and college awareness through a mentoring and support program which connects students from Lawrence High School, a public school in Lawrence, Massachusetts, with graduate and undergraduate students from Merrimack College, a private, Catholic college in neighboring North Andover. Lawrence is a city in Massachusetts with a strong Latinx presence, including recent immigrants. Poverty and low literacy are challenges faced by residents. This chapter explains the rationale and conceptual underpinnings of Lawrence2College and describes its evolution and approaches. The chapter concludes with insights and recommendations for practice and research.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"33 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":"115255246","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: 10.4018/978-1-7998-7706-6.ch021
Denis W. Jones
This article provides an overview of activist research and how it is used in various field including anthropology, social movements, and education. It discusses the impetus for incorporating activism into theoretical frameworks and research methodologies and the distinct aspects of activist research. Youth participatory action research is examined to identify how activist research can be situated into the methods and outcomes.
{"title":"From Theorizing in the Ivory Tower to Creating Change with the People","authors":"Denis W. Jones","doi":"10.4018/978-1-7998-7706-6.ch021","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch021","url":null,"abstract":"This article provides an overview of activist research and how it is used in various field including anthropology, social movements, and education. It discusses the impetus for incorporating activism into theoretical frameworks and research methodologies and the distinct aspects of activist research. Youth participatory action research is examined to identify how activist research can be situated into the methods and outcomes.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"1 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":"122635359","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: 10.4018/978-1-5225-2145-7.CH005
Annemarie Vaccaro, Brooke D'Aloisio, Tiffany Hoyt, Athina Chartelain, Sarah D Croft, B. Stevens
As higher education institutions strive to foster cultural inclusion, it is imperative that university employees develop relevant competencies. This chapter offers insight into one “best practice” for fostering social justice and inclusion competencies (ACPA/NASPA, 2015). A professor and former students discuss the benefits of using self-reflection papers for competency development. The chapter begins with an overview of social justice and inclusion competencies for higher education and student affairs professionals. That section is followed by a description of graduate-level courses and reflection paper assignments aimed at developing social justice and inclusion competencies. The majority of the chapter focuses on the educational process (e.g., meaning-making, critical reflection) and products (e.g., awareness, knowledge, skills, action) of semi-structured reflection papers. Recommendations for future practice and research are included.
{"title":"Developing Social Justice and Inclusion Competencies Through Semi-Structured Reflection Papers","authors":"Annemarie Vaccaro, Brooke D'Aloisio, Tiffany Hoyt, Athina Chartelain, Sarah D Croft, B. Stevens","doi":"10.4018/978-1-5225-2145-7.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-2145-7.CH005","url":null,"abstract":"As higher education institutions strive to foster cultural inclusion, it is imperative that university employees develop relevant competencies. This chapter offers insight into one “best practice” for fostering social justice and inclusion competencies (ACPA/NASPA, 2015). A professor and former students discuss the benefits of using self-reflection papers for competency development. The chapter begins with an overview of social justice and inclusion competencies for higher education and student affairs professionals. That section is followed by a description of graduate-level courses and reflection paper assignments aimed at developing social justice and inclusion competencies. The majority of the chapter focuses on the educational process (e.g., meaning-making, critical reflection) and products (e.g., awareness, knowledge, skills, action) of semi-structured reflection papers. Recommendations for future practice and research are included.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"35 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":"129658810","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: 10.4018/978-1-5225-2906-4.CH004
Georgios A. Kougioumtzis, Dimitra Louka
Undoubtedly, key parameters in reinforcing the role of the teacher are guidance and his empowerment at the early stages of his training as a teacher. This chapter discusses the interconnection of advocacy with teacher mentoring programs, so that teachers may develop the relevant advocacy skills in order to act as defenders of equality and social justice. Moreover, specific aspects which are developed are the investigation of the concept of advocacy and social justice, the need for teachers to develop advocacy skills, the role of the mentor and the presentation of basic counseling models. Also, participatory advocacy practices, recruitment of mentors and the conception of a development plan of a wider program of advocacy, as well as advocacy models and the involvement of pupils themselves in all human rights advocacy processes are presented. Finally, the necessity for individual University Departments of Teacher Training to integrate the subject of advocacy in their curricula and provide prospective teachers with practice in this field are highlighted.
{"title":"Advocacy and Teacher Mentoring","authors":"Georgios A. Kougioumtzis, Dimitra Louka","doi":"10.4018/978-1-5225-2906-4.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-2906-4.CH004","url":null,"abstract":"Undoubtedly, key parameters in reinforcing the role of the teacher are guidance and his empowerment at the early stages of his training as a teacher. This chapter discusses the interconnection of advocacy with teacher mentoring programs, so that teachers may develop the relevant advocacy skills in order to act as defenders of equality and social justice. Moreover, specific aspects which are developed are the investigation of the concept of advocacy and social justice, the need for teachers to develop advocacy skills, the role of the mentor and the presentation of basic counseling models. Also, participatory advocacy practices, recruitment of mentors and the conception of a development plan of a wider program of advocacy, as well as advocacy models and the involvement of pupils themselves in all human rights advocacy processes are presented. Finally, the necessity for individual University Departments of Teacher Training to integrate the subject of advocacy in their curricula and provide prospective teachers with practice in this field are highlighted.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"36 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":"128366852","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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