Pub Date : 2021-07-19DOI: 10.1080/00131725.2021.1957634
Django Paris
Abstract What does culturally sustaining pedagogy mean in the context of a global pandemic, uprisings for racial and decolonial justice, and an ongoing climate crisis? In this essay, I build from decades of strength-centered pedagogical research and practice as well as the work of contemporary organizers to engage how educators can join communities in sustaining valued lifeways through education to ensure possible futures for all peoples and lands.
{"title":"Culturally Sustaining Pedagogies and Our Futures","authors":"Django Paris","doi":"10.1080/00131725.2021.1957634","DOIUrl":"https://doi.org/10.1080/00131725.2021.1957634","url":null,"abstract":"Abstract What does culturally sustaining pedagogy mean in the context of a global pandemic, uprisings for racial and decolonial justice, and an ongoing climate crisis? In this essay, I build from decades of strength-centered pedagogical research and practice as well as the work of contemporary organizers to engage how educators can join communities in sustaining valued lifeways through education to ensure possible futures for all peoples and lands.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"364 - 376"},"PeriodicalIF":1.3,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45762066","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 : 2021-07-19DOI: 10.1080/00131725.2021.1957633
Adrienne Dixson
Abstract Educational organizations have expressed an interest in Cultural Relevant Pedagogy (CRP) as the guiding pedagogical framework. The increased interest in CRP is promising and raises questions and challenges about implementation. Educational organizations must intentionally implement CRP. My approach to professional development is to ensure that educators have a substantive understanding to be doers of CRP and develop their dispositions and beliefs related to social justice, equity, and multicultural education.
{"title":"But Be Ye Doers of the Word: Moving beyond Performative Professional Development on Culturally Relevant Pedagogy","authors":"Adrienne Dixson","doi":"10.1080/00131725.2021.1957633","DOIUrl":"https://doi.org/10.1080/00131725.2021.1957633","url":null,"abstract":"Abstract Educational organizations have expressed an interest in Cultural Relevant Pedagogy (CRP) as the guiding pedagogical framework. The increased interest in CRP is promising and raises questions and challenges about implementation. Educational organizations must intentionally implement CRP. My approach to professional development is to ensure that educators have a substantive understanding to be doers of CRP and develop their dispositions and beliefs related to social justice, equity, and multicultural education.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"355 - 363"},"PeriodicalIF":1.3,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47521836","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 : 2021-07-19DOI: 10.1080/00131725.2021.1957642
T. Mccarty, B. Brayboy
Abstract We examine culturally relevant/responsive pedagogy (CRP) and its extensions–culturally based and culturally sustaining and revitalizing pedagogy–focusing on Native American/Indigenous education. Teasing out the roots of these pedagogies in Indigenous education systems, we follow their “footprints” in contemporary education practices. How might these models of Indigenous CRP help nurture diverse learner assets, foster students’ critical engagement with power and privilege, and (re)imagine and act for a socially just world?
{"title":"Culturally Responsive, Sustaining, and Revitalizing Pedagogies: Perspectives from Native American Education","authors":"T. Mccarty, B. Brayboy","doi":"10.1080/00131725.2021.1957642","DOIUrl":"https://doi.org/10.1080/00131725.2021.1957642","url":null,"abstract":"Abstract We examine culturally relevant/responsive pedagogy (CRP) and its extensions–culturally based and culturally sustaining and revitalizing pedagogy–focusing on Native American/Indigenous education. Teasing out the roots of these pedagogies in Indigenous education systems, we follow their “footprints” in contemporary education practices. How might these models of Indigenous CRP help nurture diverse learner assets, foster students’ critical engagement with power and privilege, and (re)imagine and act for a socially just world?","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"429 - 443"},"PeriodicalIF":1.3,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44364606","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 : 2021-07-19DOI: 10.1080/00131725.2021.1957635
Celia Rousseau Anderson
Abstract My focus in this reflection is on the role of mathematics teacher education in the preparation of culturally relevant teachers for urban schools. Drawing from the sociology of urban mathematics education (SUM) framework, I explore the current blind spots in our view of the preparation of culturally relevant mathematics teachers for urban schools. I also offer a vision of mathematics teacher preparation that seeks to address the identified gaps.
{"title":"From the Root to the SUM: Reflections on Culturally Relevant Pedagogy in Mathematics","authors":"Celia Rousseau Anderson","doi":"10.1080/00131725.2021.1957635","DOIUrl":"https://doi.org/10.1080/00131725.2021.1957635","url":null,"abstract":"Abstract My focus in this reflection is on the role of mathematics teacher education in the preparation of culturally relevant teachers for urban schools. Drawing from the sociology of urban mathematics education (SUM) framework, I explore the current blind spots in our view of the preparation of culturally relevant mathematics teachers for urban schools. I also offer a vision of mathematics teacher preparation that seeks to address the identified gaps.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"377 - 390"},"PeriodicalIF":1.3,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49117200","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 : 2021-06-29DOI: 10.1080/00131727109340474
C. M. Smith, Jerry Robbins
Please note that this policy applies to all funds acquired by the university, regardless of the source or the manner in which they are acquired, including for example, grants, research trust fund (RTF), educational sales and service (ESS), general operating funds (GOF), state appropriations and donation/gift funds. All other University of Massachusetts system and UMass Boston policies and documentation regarding budgeting, the Office of Contracts and Compliance, the Office of the Controller, and the Office of Research and Sponsored Programs apply to the expenses identified in this document.
{"title":"ADMINISTRATION AND FINANCE","authors":"C. M. Smith, Jerry Robbins","doi":"10.1080/00131727109340474","DOIUrl":"https://doi.org/10.1080/00131727109340474","url":null,"abstract":"Please note that this policy applies to all funds acquired by the university, regardless of the source or the manner in which they are acquired, including for example, grants, research trust fund (RTF), educational sales and service (ESS), general operating funds (GOF), state appropriations and donation/gift funds. All other University of Massachusetts system and UMass Boston policies and documentation regarding budgeting, the Office of Contracts and Compliance, the Office of the Controller, and the Office of Research and Sponsored Programs apply to the expenses identified in this document.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"35 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131727109340474","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59015431","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 : 2021-04-30DOI: 10.1080/00131725.2021.1912869
A. Samaras, Kathleen Pithouse-Morgan
Abstract This study explores the value of co-creative play spaces for faculty professional learning and development. Data are drawn from the researchers’ coauthored publications, which utilized arts-inspired data generation modes. The pluralist methodological route and analysis results in design elements for professional learning captured through rich pictures, poetry, and dialogue. Resonances are shown between what has emerged from polyvocal self-study design elements and Brown’s guideposts for wholehearted living. Implications for faculty wholehearted professional living are offered.
{"title":"Nourishing Wholehearted Faculty Professional Living through Co-Creative Play","authors":"A. Samaras, Kathleen Pithouse-Morgan","doi":"10.1080/00131725.2021.1912869","DOIUrl":"https://doi.org/10.1080/00131725.2021.1912869","url":null,"abstract":"Abstract This study explores the value of co-creative play spaces for faculty professional learning and development. Data are drawn from the researchers’ coauthored publications, which utilized arts-inspired data generation modes. The pluralist methodological route and analysis results in design elements for professional learning captured through rich pictures, poetry, and dialogue. Resonances are shown between what has emerged from polyvocal self-study design elements and Brown’s guideposts for wholehearted living. Implications for faculty wholehearted professional living are offered.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"336 - 350"},"PeriodicalIF":1.3,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1912869","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47439648","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 : 2021-04-30DOI: 10.1080/00131725.2021.1912231
N. Lemon, Sharon McDonough
Abstract The COVID-19 pandemic, natural disasters, and political and social movements have required each of us to pause. Collectively they signal a unique moment in our history, and we argue that they provide us with an opportunity to consider what matters most as we move forward. Using poetic representation and Brené Brown’s guideposts for wholehearted living as a framework, we offer a series of provocation for readers to consider the role of wholeheartedness and wellbeing in education.
{"title":"If Not Now, Then When? Wellbeing and Wholeheartedness in Education","authors":"N. Lemon, Sharon McDonough","doi":"10.1080/00131725.2021.1912231","DOIUrl":"https://doi.org/10.1080/00131725.2021.1912231","url":null,"abstract":"Abstract The COVID-19 pandemic, natural disasters, and political and social movements have required each of us to pause. Collectively they signal a unique moment in our history, and we argue that they provide us with an opportunity to consider what matters most as we move forward. Using poetic representation and Brené Brown’s guideposts for wholehearted living as a framework, we offer a series of provocation for readers to consider the role of wholeheartedness and wellbeing in education.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"317 - 335"},"PeriodicalIF":1.3,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1912231","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44588592","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 : 2021-04-30DOI: 10.1080/00131725.2021.1912232
N. Nguyen, W. Garnett, N. Balsamo, M. Brady
Abstract The critical and persistent impact of violence, abuse, and social injustice on the overall development of young children has necessitated a global discourse on the importance of cultivating compassion during children’s formative years. This article links the defining elements of compassion to the discipline of early childhood education and calls upon stakeholders to integrate more concerted and systematic knowledge from compassion science research into contemporary early childhood classroom practices.
{"title":"Compassion Science: Embracing and Cultivating Compassionate Minds in Early Childhood Classrooms","authors":"N. Nguyen, W. Garnett, N. Balsamo, M. Brady","doi":"10.1080/00131725.2021.1912232","DOIUrl":"https://doi.org/10.1080/00131725.2021.1912232","url":null,"abstract":"Abstract The critical and persistent impact of violence, abuse, and social injustice on the overall development of young children has necessitated a global discourse on the importance of cultivating compassion during children’s formative years. This article links the defining elements of compassion to the discipline of early childhood education and calls upon stakeholders to integrate more concerted and systematic knowledge from compassion science research into contemporary early childhood classroom practices.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"269 - 282"},"PeriodicalIF":1.3,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1912232","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44984812","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 : 2021-04-27DOI: 10.1080/00131725.2021.1908465
Anne Marie Venezia
Abstract Following a circuitous and diverse journey through a nonnormative education that spanned the gamut of our education system—from being tracked into advanced and Gifted and Talented courses, to being labeled Emotionally Disturbed in my teen years and placed into an alternative high school setting—I have discovered the concept of wholehearted teaching and learning to be the key that both saved and altered my life and education.
{"title":"Alternative Education and Wholehearted Teaching: Revolutionizing How We Learn and Love","authors":"Anne Marie Venezia","doi":"10.1080/00131725.2021.1908465","DOIUrl":"https://doi.org/10.1080/00131725.2021.1908465","url":null,"abstract":"Abstract Following a circuitous and diverse journey through a nonnormative education that spanned the gamut of our education system—from being tracked into advanced and Gifted and Talented courses, to being labeled Emotionally Disturbed in my teen years and placed into an alternative high school setting—I have discovered the concept of wholehearted teaching and learning to be the key that both saved and altered my life and education.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":"85 1","pages":"239 - 248"},"PeriodicalIF":1.3,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1908465","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49248932","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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