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Articles 1 - 29 of 29
Full-Text Articles in Education
When Leadership Meets A Vision Of Love And Justice: The Art Of Leading For Social Justice, Aaliyah Baker
When Leadership Meets A Vision Of Love And Justice: The Art Of Leading For Social Justice, Aaliyah Baker
The Journal of Values-Based Leadership
No abstract provided.
Restructuring A Developmental Esl Course At An Urban Community College: Asking The Right Questions, Deniz Gokcora, Raymond Oenbring
Restructuring A Developmental Esl Course At An Urban Community College: Asking The Right Questions, Deniz Gokcora, Raymond Oenbring
Michigan Reading Journal
This article provides an example of the integration of topics of race and racial awareness and anti-racist pedagogy into an ESL developmental writing course in a community college setting. The study describes how the lead author has redesigned an ESL developmental writing course at the Borough of Manhattan Community College (BMCC) to include an explicit focus on critical racial pedagogy and social justice topics to foster students’ critical thinking and encourage students to be socially responsible individuals in a challenging global world. The manuscript offers insights into how an advanced ESL remedial writing course can be a suitable setting to …
Toward A Social Justice Emphasis In Preservice Teachers’ Inquiries In Small Liberal Arts Contexts, Lucy Mule
Toward A Social Justice Emphasis In Preservice Teachers’ Inquiries In Small Liberal Arts Contexts, Lucy Mule
Journal of Practitioner Research
Scholars underscore the need to study core features and outcomes of preservice teacher (PST) inquiry. This qualitative study identifies facilitation as a key feature, and a social justice inquiry stance as an important outcome. The author analyzed PST inquiry reports from a graduate-level course, noting that fewer than half of the reports were focused on social justice and, despite a weak program emphasis, PSTs were adopting this inquiry stance. Analysis of student feedback surveys and instructor notes revealed that providing clear and structured processes, consistent written feedback, and frequent meetings with facilitator and peers were effective facilitation strategies. Additional strategies …
Translanguaging Views And Practices Of Indiana Dual-Language Bilingual Education Teachers, Amanda Shie
Translanguaging Views And Practices Of Indiana Dual-Language Bilingual Education Teachers, Amanda Shie
The Journal of Purdue Undergraduate Research
As of fall 2018, the United States had 5 million English language learners (ELLs) in the public K–12 education system (National Center for Education Statistics, 2021). Within this population, ELL students in Indiana number over 50,000, or 5.9% of all public K–12 students in the state. Dual-language bilingual education (DLBE) programs often neglect the strategy of translanguaging in the classroom, disadvantaging ELLs. Translanguaging is defined as drawing “on all the linguistic resources of the child to maximize understanding and achievement” and is demonstrated in the natural switching of languages in bilinguals (Lewis et al., 2012). Further, translanguaging attempts to correct …
Investigating Influences On Intercultural Sensitivity Through Undergraduate And Graduate Students’ Reflections On Identities, Daphne Fauber, Kathryn Mueller
Investigating Influences On Intercultural Sensitivity Through Undergraduate And Graduate Students’ Reflections On Identities, Daphne Fauber, Kathryn Mueller
The Journal of Purdue Undergraduate Research
Due to a shifting global environment and unique personal circumstances, traditional in-person learning experiences that foster cross-cultural interactions and learning, including study abroad programs, have become unavailable to many. In light of this issue, we investigated how a virtual cross-cultural course, such as Global Social Justice in Education (GSJE), could allow undergraduate and graduate students to explore their cultural identities and enhance their intercultural sensitivity. Data for this study was collected via three distinct GSJE reflections completed by a single cohort of 11 Purdue graduate and undergraduate students who interacted with international participants. Purdue participant reflections were analyzed and coded …
Teaching And Designing Culturally Responsive Experiences Using Cross-Media Film In Higher Education, Edward Cromarty, Mary Alice Young, Simone Elias
Teaching And Designing Culturally Responsive Experiences Using Cross-Media Film In Higher Education, Edward Cromarty, Mary Alice Young, Simone Elias
Journal of Research Initiatives
This paper examined the pedagogical use of cross-media film in higher education, as it highlighted cross-media in implementing a Culturally Responsive approach to enhance social justice learning in the classroom. The findings demonstrated the potential of cross-media film to engage learners through cultural relevance for the 21st century. The findings also considered that the Culturally Responsive approach may constitute a fourth pillar of the three epistemologies through research and suggestions for culturally responsive teaching practices.
“A Reflection Of Powerful Case Methods In Education”: A Book Review Of Paul C. Gorski And Seema G. Pothini’S Case Studies On Diversity And Social Justice Education (Second Edition), Nikita Bates-Gilliam
“A Reflection Of Powerful Case Methods In Education”: A Book Review Of Paul C. Gorski And Seema G. Pothini’S Case Studies On Diversity And Social Justice Education (Second Edition), Nikita Bates-Gilliam
The Qualitative Report
Case Studies on Diversity and Social Justice Education (Second Edition), by Paul C. Gorski and Seema G. Pothini, is a text that captivates your attention from the very beginning. It pushes and motivates the reader to dive into, begin, and share the work of social justice. Each case study presented is complimented by reflection questions, the “Equity Literacy Case Analysis” worksheet which provides a framework to reflect upon while reading the cases, and further “Points of Consideration” for each case. This text serves as a masterpiece of excellence in the realm of social justice and diversity as seen in …
Learning From The Standpoints Of Minoritized Students: An Exploration Of Multicultural And Social Justice Counseling Training, Julie A. Cohen, Anusha Kassan, Kaori Wada
Learning From The Standpoints Of Minoritized Students: An Exploration Of Multicultural And Social Justice Counseling Training, Julie A. Cohen, Anusha Kassan, Kaori Wada
The Qualitative Report
The results of a feminist research endeavour that explored multicultural (MC) counselling and social justice (SJ) training experiences from the standpoint of eight culturally non-dominant doctoral students are presented. Participants represented students within the five counselling psychology programs accredited by the Canadian Psychological Association. Specifically, the research aimed to address the following research question: How do counselling psychology doctoral students who self-identify with non-dominant cultural identities perceive their experiences of MC and SJ training? This research adopted a feminist standpoint theory epistemology to guide an interpretative phenomenological analysis to reflect the culturally rich, complex, and situated experiences of participants, while …
Fighting For Justice In Education: How Schools Can Lead The Change Towards A More Equitable World, Tara Kirton
Fighting For Justice In Education: How Schools Can Lead The Change Towards A More Equitable World, Tara Kirton
Occasional Paper Series
“Historically, pandemics have forced humans to break with the past and imagine the world anew. This one is no different” (Roy, 2020). The COVID-19 pandemic has had tremendous implications for every aspect of life. School, work, celebrations and everyday social interactions have all felt the repercussions of the pandemic. While the shutdown called for an immediate pivot from our everyday ways of being, it has also provided opportunities for stillness and deep reflection. This moment of pause has provided an opportunity to think, speak and act differently. As a parent my hope is that educators will lead the change.
Revisiting Attitudes Towards English In Cameroon And The Rush For Emi: Positioning Education For All Vision, Eric Enongene Ekembe
Revisiting Attitudes Towards English In Cameroon And The Rush For Emi: Positioning Education For All Vision, Eric Enongene Ekembe
Journal of English Learner Education
The rush to English and English medium education (EMI) is fashionably a global tendency, and research in the domain has extensively explored the effects of such rush on social justice, quality education, economic and power dynamics across contexts. Given the multifaceted challenges related to the provision of English and accessibility to EMI, the relationship between UNESCO’s Education For All vision and access to English tends to be complicated. This paper examines the commonly-stated quest for English in Cameroon with a focus on attitudes towards English and EMI. The purpose is to understand the interface between the rush to EMI and …
Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.
Dual Language Effectiveness To Narrow Achievement Gaps: A Quantitative Correlational Study, Belinda Reyes Ed.D.
Journal of English Learner Education
An increase in the English learner (EL) population is evident in public schools throughout the United States. Academic achievement gaps between ELs and non-EL peers persist from early childhood through the post-secondary level (Florida Department of Education, 2019c). The gap in the literature is the lack of studies analyzing the language acquisition of ELs enrolled in dual language programs to narrow the achievement gap of ELs. Transformative Learning Theory and the Dynamic Systems Theory are the foundation of the theoretical framework. Key research questions seek data on the relationship between standardized assessments measuring language acquisition and academic performance of third-grade …
The Exclusive White World Of Preservice Teachers’ Book Selection For The Classroom: Influences And Implications For Practice, Helen Adam, Anne-Maree Hays, Yvonne Urquhart
The Exclusive White World Of Preservice Teachers’ Book Selection For The Classroom: Influences And Implications For Practice, Helen Adam, Anne-Maree Hays, Yvonne Urquhart
Australian Journal of Teacher Education
This paper reports on a study of the children’s book preferences of 82 Preservice teachers (PSTs) at one Western Australian University. The study found PSTs preferred older books published during their own childhood or earlier. Further, representation of people of colour was limited to only 8 of 177 titles listed by PSTs. Key influences on their preferences were their personal favourite books and those used by mentor teachers during practicum experience. The outcomes of this study have implications for curriculum development and implementation of Initial Teacher Education courses, and in turn, for equitable outcomes of the future students of PSTs.
Fighting Back Against Anti-Asian Xenophobia: Addressing Global Issues In A Distance Learning Classroom, Dara Nix-Stevenson, Laura Shelton, Jennifer Smith
Fighting Back Against Anti-Asian Xenophobia: Addressing Global Issues In A Distance Learning Classroom, Dara Nix-Stevenson, Laura Shelton, Jennifer Smith
Middle Grades Review
This practitioner essay will outline a project designed by a team of three critical educators at The Experiential School of Greensboro (TESG), a new grassroots charter school in Greensboro, North Carolina. In this essay, we will describe the social context of TESG, discuss how we built towards addressing complicated topics related to systemic racism, and outline the ways we addressed anti-Asian racism and xenophobia in a remote learning context during the COVID-19 pandemic.
Education, Hurricanes, And Bananas: Studying Abroad In Honduras, Daphne Fauber
Education, Hurricanes, And Bananas: Studying Abroad In Honduras, Daphne Fauber
Purdue Journal of Service-Learning and International Engagement
The College of Education Honduras Study Abroad program has been sending students to Honduras for a 17-day investigation of Honduran history, educational systems, and social justice in education since 2003. Honduras is a Central American country with a long history of exploitation, political conflict, and environmental disasters. The country began with a swift and brutal colonization by the Spanish, which left the indigenous people persecuted and massacred. In 1998, Honduras experienced a devastating hurricane that decimated many buildings and infrastructure. Large-scale farming operations run by foreign investors has resulted in political turmoil and a struggling working class. However, Honduras has …
Full-Service Community School Intervention: Case Study Of Somali Parent-School Engagement Within A Rural Midwestern School District, Anne Leland
The Interactive Journal of Global Leadership and Learning
The purpose of this three-stage qualitative phenomenology case study was to characterize Somali refugee parents’ understanding of their role in school-parent relationships and investigate the impact of a research-based parent involvement intervention model adapted for use with this study. Research questions included: 1) What are Somali refugee parents’ understanding, perceptions, and expectations of school parent involvement; and 2) Did the adapted training intervention, designed to enhance school-parent relationships and parent engagement behaviors among Somali refugee parents, succeed? Following an initial interview stage, Epstein’s School-Family-Community Partnership Model (2019) was adapted and used to design a training intervention that was delivered as …
The Bluebox Practicum: Integrating Technology, Culture, And Academic Service-Learning, Charles Braymen, Dustin Ormond
The Bluebox Practicum: Integrating Technology, Culture, And Academic Service-Learning, Charles Braymen, Dustin Ormond
Jesuit Higher Education: A Journal
Advancing education in marginalized communities has been more difficult compared to more privileged communities due to the lack of infrastructure, which in part results in an absence of educational materials. The BlueBox Project was created to minimize this divide by bringing a wealth of information to these communities. Using a small digital computer, faculty, staff, and students across many disciplines built the BlueBox, a stand-alone digital library which hosts an array of books, articles, educational games, and videos to inspire learning in a variety of subjects including science, technology, math, music, and literature. The BlueBox is powered by solar energy, …
Translating Ignatian Principles Into Artful Pedagogies Of Hope, Susan Mossman Riva
Translating Ignatian Principles Into Artful Pedagogies Of Hope, Susan Mossman Riva
Jesuit Higher Education: A Journal
The Jesuit Worldwide Learning (JWL) program offers transformational learning through institutional partnerships that grant academic degrees to students at the margins of society. Ignatian principles and pedagogy are applied within online coursework. Teaching anthropology within this diverse, intercultural learning environment required artful language and narrative approaches to create a trusting environment in which to discuss challenging concepts. The place of hope in students’ lives was underscored in this process that describes how teaching is a practice of accompaniment. Providing educational platforms and mentoring to students living in the margins requires an adapted online learning environment as well as a relational …
Ofelia García: A Visionary Thinker, Christine Hélot
Ofelia García: A Visionary Thinker, Christine Hélot
Journal of Multilingual Education Research
As a tribute to Professor Ofelia García’s visionary thinking on bilingual education, this article relates the reflexive journey of a French academic whose research was profoundly influenced by her scholarly work. The notion of power is the running thread through which four main themes in Ofelia García’s approach to research are discussed in relation to their relevance in the French educational context: The power of imagination, the power of naming, the power of multilingual critical language awareness for teacher education, and the power of translanguaging. In this article, I argue in favor of thinking beyond one’s epistemological borders and illustrate …
Neoliberal Reading Interventions And Student Needs, Mahbuba Hammad
Neoliberal Reading Interventions And Student Needs, Mahbuba Hammad
Journal of Critical Issues in Educational Practice
This article discusses reading programs within the context of Neoliberalism and the extent to which they address student needs. The rise of such reading programs in the market economy has come at the expense of placing the burden of reading development solely on the shoulders of students after restricting their academic and personal growth. The article explores how this has been done without any consideration regarding the needs of ethnically and culturally diverse students; and without taking into account the relationship between poverty and educational outcomes. Without a doubt, this has affected the ability of students to think critically about …
The “Soft Bigotry Of Low Expectations” And Its Role In Maintaining White Supremacy Through Mathematics Education, Laurie Rubel, Andrea V. Mccloskey
The “Soft Bigotry Of Low Expectations” And Its Role In Maintaining White Supremacy Through Mathematics Education, Laurie Rubel, Andrea V. Mccloskey
Occasional Paper Series
In this study, we offer an analysis of the phrase the "soft bigotry of low expectations" and considers its role in rhetoric about U.S. mathematics education policy and practice, especially in regards to Critical Mathematical Inquiry. From the phrase’s origins in a speech given by President George W. Bush in 2000, to its current use on social media, this phrase offers a lens into white supremacy and "tools of whiteness" (Picower, 2009), and their persistence in U.S. schooling paradigms, especially about mathematics. We analyze specific, recent instantiations of the phrase on blogrolls and Twitter, in addition to more implicit …
Numeracy And Social Justice: A Wide, Deep, And Longstanding Intersection, Kira Hamman, Victor Piercey, Samuel L. Tunstall
Numeracy And Social Justice: A Wide, Deep, And Longstanding Intersection, Kira Hamman, Victor Piercey, Samuel L. Tunstall
Numeracy
We discuss the connection between the numeracy and social justice movements both in historical context and in its modern incarnation. The intersection between numeracy and social justice encompasses a wide variety of disciplines and quantitative topics, but within that variety there are important commonalities. We examine the importance of sound quantitative measures for understanding social issues and the necessity of interdisciplinary collaboration in this work. Particular reference is made to the papers in the first part of the Numeracy special collection on social justice, which appear in this issue.
Toward Diversity In Texts: Using Global Literature To Cultivate Critical Perspectives, Rick Marlatt
Toward Diversity In Texts: Using Global Literature To Cultivate Critical Perspectives, Rick Marlatt
Journal of Curriculum, Teaching, Learning and Leadership in Education
Abstract Literature study in the 21st Century should be characterized by the inclusion of global texts that afford diverse students the opportunity to engage in their literacy development through and alongside authors, characters, and storylines that represent their own linguistic and cultural traditions. In this narrative analysis, I reflect on the importance of equity-driven literature study from my perspective as a teacher educator at a Hispanic-Serving Institution in the Southwestern United States. Following an introduction to the political and institutional contexts surrounding text selection in schools and a brief review of the literature, I situate myself and my students as …
What Is Your Social Justice Iq: Leading Social Justice In Higher Education, Janice M. Garnett, Germaine W. Huber
What Is Your Social Justice Iq: Leading Social Justice In Higher Education, Janice M. Garnett, Germaine W. Huber
Journal of Curriculum, Teaching, Learning and Leadership in Education
This article describes an experience originating in the College of Education to explore a process for the college’s social justice efforts to lead and guide administration, faculty, and staff in their day-to-day decision-making. This educational process examined in the article was introduced through the College of Education’s Diversity and Inclusion Committee to engage administration, faculty, and staff in using their various perspectives focused on social justice to help them shift the college's current paradigm from understanding to action. The authors incorporated a conceptual framework as the foundation to develop the collaborative process to engage education professionals in gaining a greater …
Woke Pedagogy: A Framework For Teaching And Learning, Altheria Caldera
Woke Pedagogy: A Framework For Teaching And Learning, Altheria Caldera
Diversity, Social Justice, and the Educational Leader
The sociopolitical context of schooling demands that teachers acknowledge the ways their students’ and their own experiences are shaped by the intersections of racism, classism, sexism, heterosexism, and other discriminatory factors. This is especially true during times of heightened civil unrest resulting from pervasive and persistent injustice experienced by minoritized populations. To engage students in pedagogy that connects with their lived experiences and that equips them to critically examine inequities, teachers must refute colorblind pedagogy in favor of woke pedagogy. Woke pedagogy, like critical multicultural education, is defined by teaching practices that integrate critiques of contemporary justice-related issues with academic …
Restorative Justice And Social Justice, John M. Winslade
Restorative Justice And Social Justice, John M. Winslade
Journal of Critical Issues in Educational Practice
This paper explains the connections between restorative justice and social justice. Specifically it argues that restorative practices in schools fit with a social justice agenda. It defines both terms and then outlines how restorative practices work to address the pipeline to prison and against retributive justice and zero tolerance policies. It also outlines the use of narrative questions designed to enhance restorative practices.
Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv
Providing Equal Opportunity To Learn Science For English Language Learners: The Role Of Simulated Language Learner Experiences In Teacher Preparation, Angela W. Webb, Estanislado S. Barrera Iv
Catalyst: A Social Justice Forum
English language learners (ELLs) are the fastest growing student population in our nation’s public school systems; yet, preservice and inservice teachers are commonly underprepared to teach science effectively to this group of students. Though obviously inequitable, providing ELLs with poor or subpar science instruction denies them their civil right to equal opportunity to learn science. In this paper, we discuss simulation as a promising way to prepare preservice elementary teachers to plan and deliver quality science instruction and robust opportunities to learn to ELLs.
Brotherhood, Social Justice, And Persistent Deficit Ideologies: Latino Students’ Experiences In An All-Male Catholic High School, Ursula S. Aldana
Brotherhood, Social Justice, And Persistent Deficit Ideologies: Latino Students’ Experiences In An All-Male Catholic High School, Ursula S. Aldana
Journal of Catholic Education
Declining Catholic school enrollment rates coupled with increasing numbers of Latino Catholics (in the US) have prompted Catholic leaders to interrogate how they can best engage and meet the needs of the Latino community (Ospino, 2014; Notre Dame Task Force, 2009). Much of this work focuses on how Catholic schools can attract Latino students and their families, but does not situate the Latino Catholic school student experience within the historical, economic and sociopolitical context. This paper interrogates the history and experiences of Latino students at Divinity High School (pseudonym), an all male Catholic high school that has historically served a …
What Is Social Justice? Opening A Discussion, John M. Winslade
What Is Social Justice? Opening A Discussion, John M. Winslade
Journal of Critical Issues in Educational Practice
This paper is a record of a discussion on social justice that took place at California State University San Bernardino on January 23, 2013. It addresses the definition of what social justice is, what injustice is, and the significance of a concern for social justice for educators. Multiple viewpoints are included.
Critical Discomfort And Deep Engagement Needed For Transformation. A Response To "Respect Differences? Challenging The Common Guidelines In Social Justice Education", Rick Ayers
Democracy and Education
This essay seeks to engage the discussion about how to successfully conduct social justice and critical pedagogy classes for teacher candidates. Because the identity and consciousness of teachers is such a crucial factor in equity education, teacher-educators seek to challenge and transform hegemonic assumptions. The essay seeks to engage some of the main points of Sensoy and DiAngelo and to extend the conversation to other considerations and issues that arise in the work to develop educators committed to equity and justice.