Education Commons^™

Pushing Boundaries: Peter Mclaren On The Importance Of Critical Pedagogy Inside And Outside The Classroom, Peter Mclaren

Education Faculty Articles and Research

Peter McLaren is Distinguished Professor in Critical Studies and Co-Director and International Ambassador for Global Ethics and Social Justice of the Paulo Freire Democratic Project at Chapman University in the USA. Regarded as one of the leading architects of critical pedagogy, McLaren re-envisions the philosophy of Freire in the context of contemporary issues, including the struggle of the LGBTQ community, racism, and economic inequalities. Research Outreach spoke with McLaren about how critical pedagogy evolved and what he imagines its future to be.

Implementing Diversity Training Targeting Faculty Microaggressions And Inclusion: Practical Insights And Initial Findings, Ellen Ernst Kossek, Patrice M. Buzzanell, Brittany J. Wright, Cassondra Batz-Barbarich, Amy C. Moors, Charlene Sullivan, Klod Kokini, Andrew S. Hirsh, Kayla Maxey, Ankita Nikalje

Psychology Faculty Articles and Research

Despite the importance of faculty diversity training for advancing an inclusive society, little research examines whether participation improves inclusion perceptions and belongingness. Integrating training and diversity education literature concepts, this study examines the effectiveness of training targeting microaggressions in six STEM (Science, Technology, Engineering, Mathematics) oriented departments at a research-intensive university. Reactions data collected at the end of face-to-face training suggested that participation generally increased inclusion understanding. Self-assessments on inclusion concepts collected from 45% of participants before and three weeks after training suggest participation increases perceptions of the importance of inclusion, microaggression allyship awareness, inclusive behaviors, and organizational identification. Compared …

Arts Course-Taking And Math Achievement In Us High Schools With Daniel Mackin Freeman, Daniel Mackin Freeman

PDXPLORES Podcast

In this episode of PDXPLORES, Daniel Mackin Freeman, a Ph. D. candidate in the sociology department at Portland State University, discusses the results of a study that asked if fine arts coursework is positively correlated to mathematics achievement in high schools at low, middle, and high socio-economic levels. Freeman and PSU sociology professor, Dara Shifrer recently publish the results of their study, "Arts for Whose Sake? Arts Course-taking and Math Achievement in US High Schools," online in Sociological Perspectives.

Click on the "Download" button to access the audio transcript.

Reflections On A Fellowship And Time As A Dei Coordinator With Oscar Fernandez, Oscar Fernandez

PDXPLORES Podcast

In this episode of PDXPLORES, Dr. Óscar Fernández, a contingent faculty member in University Studies at Portland State University, discusses his work during a diversity fellowship at UC Irvine. That work resulted in the forthcoming essay, "Queering a Coordinator's Diversity, Equity, and Illusion (DEI) Work in Academe: Disappointments, Self-Deceits, and Hopes Disclosed," to be published by the University of California Humanities Research Institute's journal Foundry. Fernández opens up about his experiences as a DEI officer for University Studies, how that experience informed his essay, and thinking about DEI efforts within the context of higher education.

Click on the "Download" button …

Self-Regulation Of Time: The Importance Of Time Estimation Accuracy, Anna C. Brady, Christopher A. Wolters, Shirley L. Yu

Department of Curriculum, Foundations, & Reading Faculty Publications

Time management is one central aspect of students’ self-regulated learning. In addition, biased time estimation seems to be central to students’ self-regulation of their time. In this study, we explored college students’ time estimation bias. In addition, we were interested in whether the activation of task beliefs influenced students’ time estimation bias and how specific beliefs about task difficulty influence time estimation bias. Findings suggested that students tended to demonstrate bias in their estimations of the time their academic tasks would take. Additionally, the activation of task beliefs did not influence students’ time estimation accuracy. Finally, both prior task difficulty …

The Challenge: Magazine For The Center For Gifted Studies (No. 53, Fall 2022), Western Kentucky University, Elizabeth Joyce Editor

Gifted Studies Publications

Magazine created by and about the WKU Center for Gifted Studies.

Deconstructing The University: Contemporary Dei, Neoliberal Rationalities, And The Abolition Of The Administrative Apparatus, Jonah Henkle

Media and Cultural Studies Honors Projects

The following chapters attempt to develop some working theories to combat capitalist exploitation and racist and gendered oppression in the university, culminating in a call for the abolition of the university’s administrative apparatus. The project is divided broadly into two parts, which are referential to each other, but maintain slightly different areas of focus. Part 1 details a preliminary critique of the political-economy of the contemporary neoliberal university, drawing influence from Marxian economics and structuralist theories of ideology, critiquing contemporary discourses of diversity, equity and inclusivity (DEI). Part 2 focuses more directly on issues pertaining to oppression and difference, maintaining …

Discusión Política En Los Liceos De Santiago, Chile: Explorando Las Escuelas Cómo Espacio De Ciudadanía Formación Y Reflexión Critica, Nicole Rodríguez

Independent Study Project (ISP) Collection

Este proyecto aborda el tema de lo político y las políticas en las escuelas de Chile. Yo me enfoqué en liceos en Santiago. Durante mi papel, exploré los temas de ciudadanía, formación de la menta adolescente, la manera en que el espacio de la escuela está usado por los escolares y por la administración, y cómo la historia influye en las decisiones de los estudiantes. En el fin, muestro qué es muy difícil crear clasificaciones por los tipos de ciudadanía para donde se encuentran los adolescentes. Para cumplir esto, entrevisté dos escolares y una encargada de convivencia de dos liceos. …

Student Participation In A Dei Audit As High-Impact Practice, Veronica Wells, Michele Gibney, Mickel Paris, Corey Pfitzer

University Libraries Librarian and Staff Articles and Papers

During Spring 2021, eight students at the University of the Pacific participated in an internship where they performed a DEI audit of the library's book and music score collection. An internship is one documented type of High-Impact Practices and research studies show that High-Impact Practices lead to higher retention and graduation rates. Deep learning occurred as student interns participated in developing the methodology, evaluating book and music score collections, reading assigned articles pertaining to DEI in librarianship and publishing, and providing recommendations on closing identified collection gaps. To evaluate their learning, the interns were asked to complete three surveys at …

Empowering Responsible And Sustainability-Aware Business Graduates Through Digital Authentic Assessment, Lucia Walsh, Olivia Freeman, Alacoque Mcalpine, Cormac H. Macmahon

Conference papers

Business schools must engage in fundamental change to retain their legitimacy and position themselves as providers of solutions to urgent economic, social and environmental crises. Achievement of the UN Sustainable Development Goals (SDGs) has emerged as a megatrend and business education must enhance graduate skills to contribute to their achievement. The world requires the next generation of graduates to become responsible business leaders who will address wicked sustainability problems. Hence, we need pedagogy that enables students to become sustainability literate and thus develop appropriate knowledge, skills and mindsets.

Authentic assessment provides transformative learning opportunities that empower students to achieve meaningful …

Child Science Identity Interview Guide And Protocol, Heidi Cian, Remy Dou

Department of Teaching and Learning

While many data collection tools exist to elicit how individuals think about prototypical STEM persons (e.g., the Draw-a-Scientist assessment), such tools fail to capture the nuance of how individuals think about STEM and STEM personhood and how those perceptions change according to context and “in real life”. We designed the Child Science Identity Interview Guide and Protocol to learn about how youth see everyday experiences as “STEM” (or a particular subfield) and think of themselves and those in their social orbits as STEM persons.

Restorative Pedagogies In Primary And Secondary Education: A Review Of Selected Literature, Gwynn Alexander

School of Leadership and Education Sciences: Student Scholarship

Purpose

Restorative justice is a philosophy and set of practices aimed toward centering student well-being and positive social relationships in the classroom. Restorative pedagogies offer an approach to teaching/learning that seeks to remedy persistent patterns of punitive and exclusionary school-based practices.

Design, Methodology, and Approach

In this literature review, I employ a constructivist grounded theory approach to first define restorative pedagogies, then offer key themes that emerged across the body of literature. I introduce key foundational texts with a focus on the proliferation of research in the last decade. Lastly, I present critiques and limitations in the body of literature …

Your Discomfort Is Valid: Big Feelings And Open Pedagogy, Liz Pearce, Silvia L. Lin Hanick, Amy R. Hofer, Lori Townsend, Michaela Willi Hooper

Publications and Research

This article explores the affective reactions of 13 community college students engaged in an open pedagogy textbook creation project. The instructor and first author, a human development and family services faculty member and department chair at a community college in Oregon, received feedback from her students that the project impacted them differently than past learning experiences. Student engagement with research and the diverse personal experiences of their classmates fostered both personal challenges and growth. This article groups these experiences into themes and explores different theoretical lenses, including scaffolding (constructivism), transformative learning, threshold concepts and safe spaces/brave spaces. We discuss the …

Using The Community Of Practice Model To Shape Approaches To Education For Sustainable Development Across Disciplines In A Technological University Context: A Roundtable Podcast, Patrice Behan, Shaun Ferns, Sheona Foley, Olivia Freeman, Odette Gabaudan, Alacoque Mcalpine, Cormac H. Macmahon, Lucia Walsh

Conference Papers

This roundtable discussion podcast comprises eight colleagues engaged in reflective discussion of their shared experiences of being members of SDG Literacy.ie, a Community of Practice (CoP) first established in TU Dublin in 2020. This CoP focuses on and promotes the enhancement of Sustainability Literacy among student cohorts as one measure to be employed in strengthening Education for Sustainable Development (ESD) in line with the broader strategic aims of the university. Harvey et al. (2021) in a case-based paper which includes examination of the CoP discussed here conclude that teaching and learning innovation took place as a consequence of the resource-sharing, …

State Of The Methods: Leveraging Design Possibilities Of Qualitatively Oriented Mixed Methods Research, Cheryl N. Poth, Peggy Shannon-Baker

Department of Curriculum, Foundations, & Reading Faculty Publications

No abstract provided.

[Cldv 100] Diversity And Multicultural Studies, Oluremi "Remi" Alapo

Open Educational Resources

CLDV100 (Liberal Arts) Introduction to Multicultural Studies in the 21st Century: 3 hrs. 3 crs.

A study of what culture is; how it influences the choices we make; how to deal positively with conflicts that inevitably arise in working/living situations with people of diverse cultures. It is a course structured to raise multicultural awareness and fortify students' social skills in dealing with cultural differences. It includes an ethnographic study of cultural groups in the U.S.A. Through the study of cultural concepts, this course develops skills in critical thinking, writing, and scholarly documentation. Not open to students with credit in CLDV …

Diversity And Multi-Cultural Education In The 21st Century: An Oer / Coil / Ztc Course Text, Oluremi "Remi" Alapo

Open Educational Resources

CLDV100 (Liberal Arts) Introduction to Multicultural Studies in the 21st Century: 3 hrs. 3 crs.

A study of what culture is; how it influences the choices we make; how to deal positively with conflicts that inevitably arise in working/living situations with people of diverse cultures. It is a course structured to raise multicultural awareness and fortify students' social skills in dealing with cultural differences. It includes an ethnographic study of cultural groups in the U.S.A. Through the study of cultural concepts, this course develops skills in critical thinking, writing, and scholarly documentation. Not open to students with credit in CLDV …

Aligning The Diversity Requirement In General Education With A Broader Institutional Dei Agenda, Qingwen Dong, Jeffrey Hole, Angel Zhong, Christopher D. Goff

Office of Diversity, Equity, and Inclusion Webinar Recordings and Conversations

In this workshop, we will describe the recent effort currently underway at University of the Pacific to revisit and revise the learning outcomes for courses meeting our Diversity Requirement. We plan to share our process from start to the present, from identifying stakeholders to including student voices, and how we were able to align with university-wide efforts at all levels to arrive where we are today. There will be time to strategize how similar efforts might work at your institution, including how to identify allies, include students, etc. to drive institutional change.

Speakers from the University of the Pacific:

• Qingwen …

Revolutionary Critical Pedagogy And Critical Global Citizenship Education: A Conversation With Peter Mclaren, Peter Mclaren, Emiliano Bosio

Education Faculty Articles and Research

This article presents a remarkable conversation on revolutionary critical pedagogy and critical global citizenship education between Peter McLaren, one of the leading scholars of contemporary critical pedagogy, and Emiliano Bosio, guest editor of Citizenship Teaching & Learning. McLaren’s copious work as a distinguished professor in critical studies at the Donna Ford Attallah College of Educational Studies (Chapman University), as co-director and international ambassador for Global Ethics and Social Justice (Paulo Freire Democratic Project), as co-founder of the Instituto McLaren de Pedagogía Crítica, Ensenada, and as Professor Emeritus at the University of California, Los Angeles (UCLA) offers insights, perspectives, concerns …

Psychobiological, Clinical, And Sociocultural Factors That Influence Black Women Seeking Treatment For Infertility: A Mixed-Methods Study, Morine Cebert-Gaitors, Peggy Shannon-Baker, Susan G. Silva, Samad Jahandideh, Rosa Gonzalez-Guarda, Eleanor L. Stevenson

Department of Curriculum, Foundations, & Reading Faculty Publications

No abstract provided.

Oer In University Language Courses, Jenny Ceciliano

World Languages and Literatures Faculty Publications and Presentations

Open Educational Resources (OER) offer incredible advantages in language teaching and learning. Implementing an OER curriculum can result in benefits that go far beyond controlling costs for students, which is itself a significant step toward improving equity. Drawing on your own experience and expertise as language educators, as well as the contributions of collaborators around the world, it is possible to build a curriculum customized for your unique student group. With thoughtful design, your program can help students achieve desired learning outcomes not just in language acquisition, but also in diversity, equity, and inclusion (DEI). In this talk, I will …

Encouraging Adolescents To Be Self-Directed Learners: Influences Of Classroom Motivation On Student Outcomes, Katherine Stearley

Senior Honors Projects

Teaching American adolescents in public schools presents a unique challenge: how to foster an instructional environment that simultaneously encourages intrinsic desires for lifelong learning, allows for the development of self-determination and autonomy, and teaches students appropriate academic skills. It was hypothesized that relying mainly on extrinsic motivations would be associated with more problematic outcomes for students while relying mainly on intrinsic motivations would be associated with more desirable outcomes. Additionally, it was hypothesized that schools organized around different educational philosophies would favor the use of different motivational strategies. A literature review was conducted that included a review of theories of …

Identity In The Classroom: How Opening The Classroom Door Opened My Eyes To Keeping Humanity In Education, Maija Overturf

Honors College

Education can be a dehumanizing experience for both students and teachers. Teachers hold a great responsibility to ensure that student identities are validated in school and to this end, must create a safe and welcoming learning environment. This thesis analyzes common dehumanizing practices in schools and ways in which teachers may unconsciously invalidate their students or be invalidated themselves. In a personal reflective manner, this thesis focuses especially on the text Opening the Classroom Door (Chapter 1 of Teaching Towards Democracy) by Ayers et. al (2017) as I evaluate my experiences in the classroom both as a student and teacher, …

Document Analysis Of Behavior Expectations And Disciplinary Action Policies Of Public Preschools In Maine, Kristin Davies

Honors College

Student handbooks from public preschools in the state of Maine were collected to analyze what behavior expectations, disciplinary actions, suspension policies, expulsion policies were included, and to what degree of detail these policies were explained in student handbooks. A document analysis framework was utilized to collect and interpret the data. The document analysis framework has two different content analysis techniques, and a content analysis technique was utilized to determine the number of times specific words or phrases were utilized in each of the 72 student handbooks. Key terms were chosen in order to quantify the frequency of words used in …

Equity & Social Justice In Mathematics Education With Eva Thanheiser, Eva Thanheiser

PDXPLORES Podcast

Professor Eva Thanheiser's research lies at the intersections of mathematics education, social justice, and critical theory. In her work, she collaborates with teachers, students, parents, and community members to develop and implement anti-bias mathematics education that allows students to connect mathematics to their worlds. In this episode of PDXPLORES, Thanheiser discusses this work and its impact on mathematics education.

Click on the "Download" button to access the audio transcript.

Philosophical Hermeneutics As An Interpretive Framework In The Analysis Of Colin Kaepernick’S Nfl Protest, E. Anthony Muhammad, Cynthia Thomas

Department of Curriculum, Foundations, & Reading Faculty Publications

One of the more polarizing issues that captivated society in recent years was the controversy surrounding National Football League (NFL) athletes kneeling during the playing of the National Anthem. Initiated by NFL quarterback Colin Kaepernick as a display of protest against police brutality, kneeling during the anthem sparked a firestorm of controversy and a national debate. In this study the controversy and the two men behind it will be analyzed through the lens of Hans-Georg Gadamer’s philosophical hermeneutics. Specifically, this study will highlight how Colin Kaepernick and Army veteran Nate Boyer experienced a fusion of horizons that produced the kneeling …

Breaking Bias, Building Belonging: Racism And Misogyny In Campus Communities, Kayla Batalha

Honors Projects in English and Cultural Studies

Breaking Bias, Building Belonging: Racism and Misogyny in Campus Communities is a project that uses art as a research medium in order to first understand how the Bryant community perceives issues of race, gender, and bias, as well as using creative modes of expression to educate participants on issues that are often invisible and go undiscussed on campus. Using qualitative and ethnographic research methods, this exhibit is infused with both primary and secondary research. Data gathered from the literature review explores the theme of community, which serves as the foundation for this project that was subsequently narrowed to focus on …

The Challenge: Magazine For The Center For Gifted Studies (No. 52, Spring 2022), Western Kentucky University, Elizabeth Joyce Editor

Gifted Studies Publications

Magazine created by and about the WKU Center for Gifted Studies.

"Like A Family": Fostering A Sense Of Belonging In A Minority Majority University Classroom, David Peterson Del Mar, Raya Alkharroubi, Arina Borodkina, Kenyn Davila Samayoa, Daira Maldonado Ortega, Jennifer Marquez Marquez, Laihha Organna, Estefani Reyes Moreno, Han Tran, Brianna Tuy, Tony Vo

History Faculty Publications and Presentations

This Teaching Note, co-authored by nine university students and their Peer Mentor and professor, at the end of a year-long course, argues that the growing socio-cultural gap between students and faculty requires pedagogies that foster a sense of student belonging by faculty becoming "more receptive than authoritative." All of these students are from immigrant families, and most felt very anxious upon arriving at Portland State University and feared that they did not belong. Co-creating a space of mutual vulnerability enabled students to feel both cared for and confident.

Reflections On Contemporary Challenges And Possibilities For Democracy And Education, Michael W. Apple, Gert Biesta, Henry A. Giroux, Amanda Heffernan, Peter Mclaren, Stewart Riddle, Anna Yeatman

Education Faculty Articles and Research

This paper is one of two which bring together leading educational researchers to consider some of the key challenges facing democracy and education during the twenty-first century, including rising social and economic inequality, political instability, and the existential threats of global pandemics and climate change. In this paper, key educational scholar–activists respond to the challenges and possibilities for democracy and education, with consideration of the importance of reimagining education as being for democracy. The questions asked in this paper have particular salience for educational leaders, who must be at the centre of any commitment to democratic education.