Pub Date : 2023-07-11DOI: 10.36510/learnland.v16i1.1094
C. Doerr-Stevens, Teresa Layden, Stephen Goss
In this article, we illustrate the experience of three literacy educators who harnessed online, collaborative platforms to cultivate community within their classrooms and with their colleagues. Through the use of creative practices including digital poetry, selfie collage, and curriculum sharing through video conferencing, the authors invited their students and professional peers to reflect on their perspectives and experiences related to social issues through the use of multimodal and media resources for composing. This article includes examples of creations from this context, including mentor text work, as well as implications for creativity and collaboration with students and colleagues.
{"title":"Collaboration Beyond Words: Using Poetic Collage to Cultivate Community With Students and Colleagues","authors":"C. Doerr-Stevens, Teresa Layden, Stephen Goss","doi":"10.36510/learnland.v16i1.1094","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1094","url":null,"abstract":"In this article, we illustrate the experience of three literacy educators who harnessed online, collaborative platforms to cultivate community within their classrooms and with their colleagues. Through the use of creative practices including digital poetry, selfie collage, and curriculum sharing through video conferencing, the authors invited their students and professional peers to reflect on their perspectives and experiences related to social issues through the use of multimodal and media resources for composing. This article includes examples of creations from this context, including mentor text work, as well as implications for creativity and collaboration with students and colleagues.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":"121 ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41309615","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1110
Michael Dubnewick, S. Lessard, Tristan D. Hopper, B. Lewis
This writing draws on an ongoing narrative inquiry with 10 Indigenous youth as they negotiated their lives within a high school leadership pathway. Our research demonstrates the need to resist starting in concepts as an intentional shift to being and becoming wakeful to storied lives on and off school landscapes. Three resonant threads are highlighted as we listened across the youths’ lives. These threads are framed as pathways the youth asked us to consider in terms of reimagining schools as places of unfolding kinship, reimagining schools beyond notions of becoming responsible adults, and reimagining in-between spaces as landscapes that matter.
{"title":"Resisting Concepts as Starting Points in a High School Leadership Pathway Alongside Indigenous Youth","authors":"Michael Dubnewick, S. Lessard, Tristan D. Hopper, B. Lewis","doi":"10.36510/learnland.v16i1.1110","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1110","url":null,"abstract":"This writing draws on an ongoing narrative inquiry with 10 Indigenous youth as they negotiated their lives within a high school leadership pathway. Our research demonstrates the need to resist starting in concepts as an intentional shift to being and becoming wakeful to storied lives on and off school landscapes. Three resonant threads are highlighted as we listened across the youths’ lives. These threads are framed as pathways the youth asked us to consider in terms of reimagining schools as places of unfolding kinship, reimagining schools beyond notions of becoming responsible adults, and reimagining in-between spaces as landscapes that matter.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43610299","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1104
Debbie Pushor
While the terms “schooling” and “education” are often used as if they are synonymous, they name different, yet complementary, aspects of a child’s learning experience. Education is a birth--to-forever process that is undertaken by parents and family members. Schooling is just one part of that education process. To reach desired educational outcomes for students, it is imperative that we step away from “schoolcentric” practices and instead “walk alongside” parents and families as they work to realize their hopes and dreams for their children.
{"title":"Education [and Schooling] in a Pivotal Time","authors":"Debbie Pushor","doi":"10.36510/learnland.v16i1.1104","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1104","url":null,"abstract":"While the terms “schooling” and “education” are often used as if they are synonymous, they name different, yet complementary, aspects of a child’s learning experience. Education is a birth--to-forever process that is undertaken by parents and family members. Schooling is just one part of that education process. To reach desired educational outcomes for students, it is imperative that we step away from “schoolcentric” practices and instead “walk alongside” parents and families as they work to realize their hopes and dreams for their children.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43149270","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1099
B. Shrestha, Mahima Poddar, Samaya Khadka
Design thinking is emerging as a popular student-centric teaching approach in Nepal. However, limited research has been done to understand how teachers feel about using these approaches in their classrooms. In-depth interviews with five design-thinking teachers revealed that cultural context plays a crucial role when new teaching approaches are used. The pedagogical and mindset shift required by teachers when exploring new teaching approaches directly affects their emotions, resulting in varying levels of joy or frustration. Critical reflection helps teachers manage their emotions, which is crucial in navigating challenges and emotional exhaustion.
{"title":"How Does It Feel To Be a Design Thinking Teacher in Changing Times in Nepal?","authors":"B. Shrestha, Mahima Poddar, Samaya Khadka","doi":"10.36510/learnland.v16i1.1099","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1099","url":null,"abstract":"Design thinking is emerging as a popular student-centric teaching approach in Nepal. However, limited research has been done to understand how teachers feel about using these approaches in their classrooms. In-depth interviews with five design-thinking teachers revealed that cultural context plays a crucial role when new teaching approaches are used. The pedagogical and mindset shift required by teachers when exploring new teaching approaches directly affects their emotions, resulting in varying levels of joy or frustration. Critical reflection helps teachers manage their emotions, which is crucial in navigating challenges and emotional exhaustion.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43505441","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1102
Sumer Seiki
In this paper, educators unpack their community cultural wealth, also known as hung dee moy 同姊妹, a Toisanese-Chinese sisterhood support system. I narratively inquire alongside my participants Felicia and Mary, uncovering their embodied experiences of hung dee moy knowledge, passed from their mothers to them and onto the next generation. In attending closely to their experiences as expressions of hung dee moy, their narratives illuminate the interconnections between micro and macro contexts, showing how patterns of race-based exclusion and interpersonal and institutional racism affected generations of Toisanese. Participants highlight the power of hung dee moy to cultivate collective strength through intergenerational resistance.This paper discusses the process of uncovering generational wealth and holds the possibilities of others articulating their ancestral knowledge.
{"title":"Uncovering Embodied Community Cultural Wealth: Hung dee moy Brings Forth New Possibilities","authors":"Sumer Seiki","doi":"10.36510/learnland.v16i1.1102","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1102","url":null,"abstract":"In this paper, educators unpack their community cultural wealth, also known as hung dee moy 同姊妹, a Toisanese-Chinese sisterhood support system. I narratively inquire alongside my participants Felicia and Mary, uncovering their embodied experiences of hung dee moy knowledge, passed from their mothers to them and onto the next generation. In attending closely to their experiences as expressions of hung dee moy, their narratives illuminate the interconnections between micro and macro contexts, showing how patterns of race-based exclusion and interpersonal and institutional racism affected generations of Toisanese. Participants highlight the power of hung dee moy to cultivate collective strength through intergenerational resistance.This paper discusses the process of uncovering generational wealth and holds the possibilities of others articulating their ancestral knowledge.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49396139","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1089
Rabab Abi-Hanna, Tiffany DeJaynes, A. Gulla
In this article the authors, a Mathematics education professor and two English education professors, describe how we used poetic inquiry in peer-led professional development workshops for field supervisors, who observe and evaluate teacher candidates. Poetic inquiry was taken up to better understand our shared experiences of mentoring teacher candidates and to deepen our thinking about our own pedagogical practices. The experience of writing and sharing these poems in our monthly workshops highlighted commonalities in our values and approaches to mentoring teacher candidates and allowed us to reflect on our own identities and how they influence our practices.
{"title":"Poetic Inquiry as a Tool for Interrogating Mentoring Relationships in Teacher Preparation","authors":"Rabab Abi-Hanna, Tiffany DeJaynes, A. Gulla","doi":"10.36510/learnland.v16i1.1089","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1089","url":null,"abstract":"In this article the authors, a Mathematics education professor and two English education professors, describe how we used poetic inquiry in peer-led professional development workshops for field supervisors, who observe and evaluate teacher candidates. Poetic inquiry was taken up to better understand our shared experiences of mentoring teacher candidates and to deepen our thinking about our own pedagogical practices. The experience of writing and sharing these poems in our monthly workshops highlighted commonalities in our values and approaches to mentoring teacher candidates and allowed us to reflect on our own identities and how they influence our practices.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47577996","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1098
Diane P. Montgomery, Matthew Montgomery, Molly Montgomery
The increasing number of students requiring special education support is a plea for students to be taught the way they learn best. Through the authentic educational experiences of a diverse family, this paper explores the impact of theories of motivation to support all learners. This exploration proposes that educators may be able to support the needs of all learners in inclusive classrooms by integrating the theories of self-efficacy, self-determination, and implicit theories of intelligence.
{"title":"Theories of Motivation to Support the Needs of All Learners","authors":"Diane P. Montgomery, Matthew Montgomery, Molly Montgomery","doi":"10.36510/learnland.v16i1.1098","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1098","url":null,"abstract":"The increasing number of students requiring special education support is a plea for students to be taught the way they learn best. Through the authentic educational experiences of a diverse family, this paper explores the impact of theories of motivation to support all learners. This exploration proposes that educators may be able to support the needs of all learners in inclusive classrooms by integrating the theories of self-efficacy, self-determination, and implicit theories of intelligence.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45813031","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1097
L. Rabinovitch
This paper takes a philosophical look at what it means to talk about educational change in the context of the global proliferation of Western secular liberal democratic values. A handful of challenges, contradictions, and incoherencies that potentially impede the success of educational change projects in developing countries are examined with a view to furthering discussion about what vision of the learner and society they promote, either implicitly or through taken-for-granted assumptions. Politics, leadership, and timelines become impediments to real change. Brief reference is made to these concepts. The author provides examples from 10 years of international curriculum work on several continents in an attempt to highlight some of the latent irregularities that impede the progress of educational change endeavors.
{"title":"Exporting Educational Change: Unexamined Assumptions","authors":"L. Rabinovitch","doi":"10.36510/learnland.v16i1.1097","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1097","url":null,"abstract":"This paper takes a philosophical look at what it means to talk about educational change in the context of the global proliferation of Western secular liberal democratic values. A handful of challenges, contradictions, and incoherencies that potentially impede the success of educational change projects in developing countries are examined with a view to furthering discussion about what vision of the learner and society they promote, either implicitly or through taken-for-granted assumptions. Politics, leadership, and timelines become impediments to real change. Brief reference is made to these concepts. The author provides examples from 10 years of international curriculum work on several continents in an attempt to highlight some of the latent irregularities that impede the progress of educational change endeavors.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46565070","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 : 2023-07-11DOI: 10.36510/learnland.v16i1.1096
David LeRue
Research-creation practices have long consulted the public in the process of research, yet the act of making often rests in the hands of the individual researcher. This paper proposes a more integrated and collaborative framework for arts-based researchers and educators called Community-Based Research-Creation, which extends the collaborative logic of oral history into the realm of creation by encouraging art educators to develop focused and prolonged workshops and classes with community. I draw from my own practice as a community art teacher working primarily with adults and propose methods and frameworks for developing community-engaged studies using artworks.
{"title":"Meaning and Making: Laying the Groundwork for Community-Based Research-Creation","authors":"David LeRue","doi":"10.36510/learnland.v16i1.1096","DOIUrl":"https://doi.org/10.36510/learnland.v16i1.1096","url":null,"abstract":"Research-creation practices have long consulted the public in the process of research, yet the act of making often rests in the hands of the individual researcher. This paper proposes a more integrated and collaborative framework for arts-based researchers and educators called Community-Based Research-Creation, which extends the collaborative logic of oral history into the realm of creation by encouraging art educators to develop focused and prolonged workshops and classes with community. I draw from my own practice as a community art teacher working primarily with adults and propose methods and frameworks for developing community-engaged studies using artworks.","PeriodicalId":43892,"journal":{"name":"LEARNing Landscapes","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48303151","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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