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Constant Critical Reflexivity: Engaging in an Archaeology of Self to Promote Racial Literacy in a Math Teacher Education Program 持续的批判反身性:在数学教师教育计划中从事自我考古以促进种族素养
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-12 DOI: 10.1080/00131725.2022.2126051
R. Velasco
Abstract Racial literacy is critical pedagogy that seeks to end racism. Developing racial literacy in math teacher education programs is a crucial step in preparing preservice teachers to acknowledge and resist prejudiced and racist math teaching policies and practices before they enter the K–12 classroom. In this essay, I unpack and share how I engaged in critical reflexivity and an Archaeology of Self to promote racial literacy and antiracist pedagogy in my MTEP courses.
种族素养是一种旨在终结种族主义的批判性教育学。在数学教师教育项目中培养种族素养是使职前教师在进入K-12教室之前,能够承认和抵制偏见和种族主义的数学教学政策和做法的关键一步。在这篇文章中,我打开并分享了我如何在我的MTEP课程中从事批判性反思和自我考古,以促进种族素养和反种族主义教学法。
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引用次数: 0
In-Betweenness, Mother Guilt, and Juggling Roles: The Emotional Experiences of a Vietnamese International Doctoral Student Mother 居间性、母亲内疚感与角色杂耍:一位越南留学生母亲的情感体验
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-09-27 DOI: 10.1080/00131725.2022.2086654
A. Phan
Abstract This paper features the emotional experiences of a Vietnamese doctoral student mother in New Zealand named Hoa who was stranded when COVID-19 hit the globe. As a temporary migrant and a mother who was separated from her children, she experienced displacement, nostalgia, mother guilt, and a diasporic feeling. When she managed to return to Vietnam, these feelings did not vanish but transformed into different forms of in-betweenness and juggling roles.
摘要本文讲述了一位在新西兰的越南博士生母亲Hoa的情感经历,她在新冠肺炎袭击全球时被困。作为一名临时移民和与孩子分离的母亲,她经历了流离失所、怀旧、母亲内疚和流散的感觉。当她设法回到越南时,这些感觉并没有消失,而是转变为不同形式的中间人和杂耍角色。
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引用次数: 2
Reimagining Black and Latinx Student Success Efforts: An Instrumental Case Study Analysis to Inform Intersectional Justice 重塑黑人和拉丁裔学生的成功努力:为跨部门司法提供信息的工具性案例分析
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-08-09 DOI: 10.1080/00131725.2022.2101811
Sohyeon Bae, G. Boss
Abstract This instrumental case study examined why institutional diversity efforts on US campuses gained limited success through a case of a predominantly white research university in the Midwest. Through the lens of reimagined organizational behavior theories for intersectional justice, we analyzed the lived experiences of Black and Latinx students and staff members, as well as institutional practices of the case university. The findings suggest that change-oriented leadership and a consciousness of intersectionality are essential for changes.
摘要这项工具性案例研究通过中西部一所以白人为主的研究型大学的案例,探讨了为什么美国校园的制度多样性努力收效甚微。通过重新构想跨部门正义的组织行为理论,我们分析了黑人和拉丁裔学生和工作人员的生活经历,以及案例大学的制度实践。研究结果表明,以变革为导向的领导和交叉意识对变革至关重要。
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引用次数: 0
Motherwork Post-Displacement: Love, Trust, and Kinship through Freirean Culture Circles 流离失所后的母亲工作:自由文化圈中的爱、信任和亲属关系
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-08-09 DOI: 10.1080/00131725.2022.2101822
Astrid N. Sambolín Morales
Abstract This study, guided by Woman of Color feminist epistemologies, implements culture circles to highlight the agency of displaced Puerto Rican mothers. Participants expanded their social/kin networks and shared resources from which they drew to meet their family’s needs. Our space provided support for each participants’ reality based on their positionalities while centering love and trust. This work can inform how schools envision engaging with families for their own and children’s success in schools.
本研究以有色人种女性主义认识论为指导,运用文化界的方法来突出波多黎各流离失所母亲的能动性。参与者扩大了他们的社会/亲属网络,并分享了他们从中汲取的资源,以满足他们家庭的需要。我们的空间以爱和信任为中心,根据每个参与者的位置为他们的现实提供支持。这项工作可以告诉学校如何设想与家庭接触,以促进他们自己和孩子在学校的成功。
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引用次数: 0
Intersectional(ity) Pedagogy: Conceptualizing Soul Work toward Solidarity and Resistance 跨学科教育学:将灵魂工作概念化以实现团结和抵抗
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-07-28 DOI: 10.1080/00131725.2022.2101826
V. Gill
Abstract This research explored an intersectional pedagogy framework through a yearlong inquiry as a 6th grade English teacher in a charter school for racially and economically marginalized and first-generation students. My study revealed that an intersectional(ity) pedagogy means doing soul work which involves an analysis of self and society toward solidarity and healing in response to the systemic oppression and dehumanization in educational communities, classrooms, and curriculum. Engaging in soul work can build solidarity and community for humanization and resistance.
摘要本研究通过一项为期一年的调查,探索了一个跨部门的教育学框架,该调查是一所为种族和经济边缘化的第一代学生开设的特许学校的六年级英语教师。我的研究表明,交叉(ity)教育学意味着做灵魂工作,包括分析自我和社会,以团结和治愈教育社区、课堂和课程中的系统性压迫和非人化。从事灵魂工作可以为人性化和抵抗建立团结和社区。
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引用次数: 1
We See the Stars: Young Black Girls’ Creative Imaginings of Intersectional STEM Futures through Art 我们看到了星星:年轻的黑人女孩通过艺术对交叉STEM未来的创造性想象
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-07-28 DOI: 10.1080/00131725.2022.2101827
Jennifer D. Turner
Abstract Inspired by Dr. Mae C. Jemison, the first African American woman astronaut, this essay employs an intersectional framework to illuminate how young Black girls, eight to ten years old, created visual artwork that foregrounded their embodied STEM knowledge, creativity, values, and innovation. For these girls, visual art served as sites of refusal where they rejected white male-centric visions of STEM and (re)claimed their rightful science and math futures through the knowledge, confidence, and passion within their BlackGirl bodies. Implications for improving STEM education for and nurturing the intersectional STEM aspirations and futures of young Black girls are discussed.
受第一位非裔美国女宇航员Mae C. Jemison博士的启发,本文采用交叉框架来阐述8至10岁的年轻黑人女孩如何创作视觉艺术作品,这些作品突出了她们体现的STEM知识、创造力、价值观和创新精神。对这些女孩来说,视觉艺术是她们拒绝以白人男性为中心的STEM愿景的场所,她们通过黑人女孩身体内的知识、自信和激情,(重新)要求她们应有的科学和数学未来。讨论了改善STEM教育和培养年轻黑人女孩的交叉STEM愿望和未来的意义。
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引用次数: 1
Breaking the Silence Using AsianCrit: Arts-Based Autoethnography of an Asian Immigrant Teacher Educator 用亚洲精神打破沉默:一位亚洲移民教师教育者基于艺术的民族志
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-07-26 DOI: 10.1080/00131725.2022.2101816
MinSoo Kim-Bossard
Abstract This paper uses autoethnographic storytelling to examine the perpetually silenced space I occupy as an Asian immigrant teacher educator in the United States. Guided by four tenets of AsianCrit, I weave together fragments of my lifeworld that both fuel and challenge my position as a teacher educator in the hope of establishing fragile connectivities with other Asian American teachers and expanding the limited presence of Asian American voices in the field of teacher education.
摘要本文使用民族志故事来审视我作为一名亚裔移民教师在美国所占据的永远沉默的空间。在亚洲精神的四个原则的指导下,我将我生活世界的碎片编织在一起,这些碎片既激发了我作为教师教育者的地位,也挑战了我的地位,希望与其他亚裔美国教师建立脆弱的联系,并扩大亚裔美国声音在教师教育领域的有限存在。
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引用次数: 1
Tapestries of Epistemologies: Intersectional and Transnational Feminist Understandings of Caribbean and African Women Faculty’s Influence as Researchers 认识论挂毯:跨部门和跨国女权主义者对加勒比和非洲女教师作为研究人员的影响的理解
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-07-26 DOI: 10.1080/00131725.2022.2101813
Christine W. Nganga, Kimberly Williams Brown, Makini Beck, Joyanne De Four-Babb
Abstract In this article, the authors explore how their intersectional identities as Black immigrant/immigrant descendent women academics inform their research epistemologies in relation to who they are, what they research, and how they perform research. Through the intersections of race, migration, gender, and class they explore four key themes: (1) crossing borders (2) body as text (3) living with and between the contradictions and (4) working in community as researchers.
摘要在这篇文章中,作者探讨了她们作为黑人移民/移民后裔女性学者的交叉身份如何影响她们的研究认识论,以及她们是谁、研究什么以及如何进行研究。通过种族、移民、性别和阶级的交叉,他们探索了四个关键主题:(1)跨越边界(2)身体作为文本(3)生活在矛盾中和矛盾之间;(4)作为研究人员在社区中工作。
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引用次数: 1
Acral skin vasoreactivity and thermosensitivity to hand cooling following 5 days of intermittent whole body cold exposure. 间歇性全身受冷 5 天后手部皮肤血管反应和热敏感性。
IF 2.2 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-07-01 Epub Date: 2022-05-03 DOI: 10.1152/ajpregu.00021.2022
Michail E Keramidas, Roger Kölegård, Pit Gäng, Frederick Wilkins, Antonis Elia, Ola Eiken

We sought to examine whether short-term, whole body cold acclimation would modulate finger vasoreactivity and thermosensitivity to localized cooling. Fourteen men were equally assigned to either the experimental (CA) or the control (CON) group. The CA group was immersed to the chest in 14°C water for ≤120 min daily over a 5-day period while the skin temperature of the right-hand fingers was clamped at ∼35.5°C. The CON group was instructed to avoid any cold exposure during this period. Before and after the intervention, both groups performed, on two different consecutive days, a local cold provocation trial consisting of a 30-min hand immersion in 8°C water while immersed to the chest once in 21°C (mild-hypothermic trial; 0.5°C fall in rectal temperature from individual preimmersion values) and on the other occasion in 35.5°C (normothermic trial). In the CA group, the cold-induced reduction in finger temperature was less (mild-hypothermic trial: P = 0.05; normothermic trial: P = 0.02), and the incidence of the cold-induced vasodilation episodes was greater (in normothermic trials: P = 0.04) in the post- than in the preacclimation trials. The right-hand thermal discomfort was also attenuated (mild-hypothermic trial: P = 0.04; normothermic trial: P = 0.01). The finger temperature responses of the CON group did not vary between testing periods. Our findings suggest that repetitive whole body exposure to severe cold within a week may attenuate finger vasoreactivity and thermosensitivity to localized cooling. These regional thermo-adaptions were ascribed to central neural habituation produced by the iterative, generalized cold stimulation.

我们试图研究短期全身冷适应是否会调节手指血管活性和对局部冷却的热敏感性。14 名男性被平均分配到实验组(CA)或对照组(CON)。在为期 5 天的时间里,CA 组每天将胸部浸泡在 14°C 的水中≤120 分钟,同时将右手手指的皮肤温度控制在 ∼ 35.5°C。对照组则被要求在此期间避免暴露于任何寒冷环境中。在干预前后,两组受试者都连续两天进行了局部冷刺激试验,包括将手浸泡在 8°C 的水中 30 分钟,一次浸泡在 21°C 的水中(轻度低温试验;直肠温度比浸泡前下降 0.5°C),另一次浸泡在 35.5°C 的水中(常温试验)。在 CA 组中,冷引起的手指温度下降较少(轻度-低温试验:P = 0.05;常温试验:P = 0.02),冷引起的血管舒张发作的发生率在浸泡后试验中高于浸泡前试验(常温试验:P = 0.04)。右手的热不适感也有所减轻(轻度低温试验:P = 0.04;常温试验:P = 0.01)。CON组的手指温度反应在不同测试期间没有变化。我们的研究结果表明,一周内反复全身暴露于严寒可能会减弱手指血管活性和对局部冷却的热敏感性。这些区域性温度适应性可归因于反复、普遍的冷刺激所产生的中枢神经习惯性。
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引用次数: 0
There’s a Shooting at the Middle School 中学里发生了枪击案
IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-05-19 DOI: 10.1080/00131725.2022.2065712
Carleton H. Brown, David E. DeMatthews
Abstract The Federal Bureau of Investigation (FBI) has indicated that schools are vulnerable to school shootings. Understanding the experience of school members who have experienced such tragedies provides important context for further developing much-needed preventive and responsive measures. Using narrative inquiry, we explored the experience of a teacher who provided critical assistance in helping her school district survive a school shooting. Practical recommendations and insights for school members, communities, and policymakers are provided.
美国联邦调查局(FBI)指出,学校是校园枪击案的易发之地。了解经历过这种悲剧的学校成员的经历,为进一步制定急需的预防和反应措施提供了重要的背景。我们采用叙事探究的方式,探讨了一位老师的经历,她为她所在的学区在校园枪击事件中幸存下来提供了至关重要的帮助。为学校成员、社区和政策制定者提供了实用的建议和见解。
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引用次数: 0
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