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Articles 31 - 60 of 434
Full-Text Articles in Education
Learning To Anticipate In An Online Class: Perspectives Of An Instructor And A Mathematics Specialist Candidate, Kristina C. Anthony, Melody O'Quinn
Learning To Anticipate In An Online Class: Perspectives Of An Instructor And A Mathematics Specialist Candidate, Kristina C. Anthony, Melody O'Quinn
Journal of Mathematics and Science: Collaborative Explorations
This paper will highlight two perspectives, a course instructor and a mathematics specialist candidate working together in an online course, on the practice of anticipating how a learner will approach a task or assignment. The candidate shares her experiences in developing an understanding of what it means to anticipate student responses and implement mathematical practice in the classroom. She also shares how learning to anticipate has impacted her teaching. The instructor reflects on her experiences (or lack thereof) in anticipating how students would engage in the online environment. From the instructor and the candidate perspectives, learning to anticipate helped to …
Developing Equity-Centered Leadership Knowledge And Skills Via Lesson Study In An Online Mathematics Specialist Program, Courtney K. Baker, Spencer Jamieson, Adrienne Paul, Scarlett Kibler, Alyson Eaglen, Tammy Kraft
Developing Equity-Centered Leadership Knowledge And Skills Via Lesson Study In An Online Mathematics Specialist Program, Courtney K. Baker, Spencer Jamieson, Adrienne Paul, Scarlett Kibler, Alyson Eaglen, Tammy Kraft
Journal of Mathematics and Science: Collaborative Explorations
This paper highlights how coursework within a synchronous online mathematics specialist program enhanced candidates’ leadership knowledge and provided structures that addressed issues of equity and access. A focus on one online assignment grounded in Lesson Study played a pivotal role in developing equity-centered leadership and instructional practices. Program instructors and recent alumni illuminate how designing, implementing, and reflecting on the Lesson Study experience served as a cornerstone for advancing their mathematics instruction in the following ways: (a) as instructors designing an online leadership course, (b) as learners within an online environment, and (c) as educators within their K–8 school settings. …
Mathematics Teacher Leadership Preparation, Mentorship, And Service: Communities Of Practice Through Online Modalities, Courtney K. Baker, Aimee J. Ellington, William Haver
Mathematics Teacher Leadership Preparation, Mentorship, And Service: Communities Of Practice Through Online Modalities, Courtney K. Baker, Aimee J. Ellington, William Haver
Journal of Mathematics and Science: Collaborative Explorations
This article is a preface to a special issue of the Journal of Mathematics and Science: Collaborative Explorations which features articles that describe (a) online components of mathematics specialist preparation and mentoring programs, (b) the mentoring and support of teachers preparing to serve as mathematics teacher leaders, and (c) the subsequent service of mathematics specialists in leadership roles. This preface describes the context within which the described online activities took place, provides a common glossary of terms that will be used consistently across all the articles, and briefly introduces each of the fourteen papers that constitute the special issue.
Transitioning A Mathematics Specialist Preparation Program Into An Interactive Online Program: Insights From The Developer And Candidate Perspectives, Aimee J. Ellington, Allison Yoder
Transitioning A Mathematics Specialist Preparation Program Into An Interactive Online Program: Insights From The Developer And Candidate Perspectives, Aimee J. Ellington, Allison Yoder
Journal of Mathematics and Science: Collaborative Explorations
This paper will describe how the Virginia Commonwealth University mathematics specialist preparation program transitioned from a face-to-face format to a fully online format. We will describe the technology and instructional methods that are used for course meetings, activities, and assignments. We will describe the development and implementation of a mathematics activity from instructors designing the activity, participants completing the activity, and instructors providing feedback on the activity. One mathematics activity will be shared that demonstrates the process of the program model that includes independent work, small group work, and in-class discussions. We will describe one participant’s experience as she developed …
The Role Of A Mathematics Content-Focused Coaching Project In Preparing Mathematics Specialist Candidates To Coach, Toni P. Sorrell, Jamey Lovin
The Role Of A Mathematics Content-Focused Coaching Project In Preparing Mathematics Specialist Candidates To Coach, Toni P. Sorrell, Jamey Lovin
Journal of Mathematics and Science: Collaborative Explorations
The purpose of this paper is to reflect upon the mathematics content-focused coaching (MCFC) process from the perspective of coaches in their work with teachers, specifically, the effective strategies and techniques used by the mathematics coaches as they work with teachers and focus on mathematics and student learning. We discuss the MCFC project, assigned in many mathematics specialist preparation program leadership classes, in detail. Then we discuss the reflection the participants submitted in a course in which this project was assigned at two different universities and the ways in which these submissions can be used as a reflective activity and …
Providing Job Embedded Professional Learning For Mathematics Specialists, Ian T. Shenk, Vickie L. Inge, Candace J. Standley, Allison C. Depiro
Providing Job Embedded Professional Learning For Mathematics Specialists, Ian T. Shenk, Vickie L. Inge, Candace J. Standley, Allison C. Depiro
Journal of Mathematics and Science: Collaborative Explorations
We know that if professional learning opportunities are to be meaningful and create long-lasting and systemic change, they must be ongoing and job-embedded. One of the most beneficial aspects of having mathematics specialists in schools is that they can provide job-embedded professional learning directly to teachers. Perhaps due to the strong impact mathematics specialists have on teaching and learning, we may overlook the need to provide professional learning to support the growth of mathematics specialists themselves. Just as we provide coaching to teachers to affect their professional growth, we must identify similar opportunities to affect the growth of mathematics specialists. …
Precarity In Feminism And Feminist Art Education: Decentering Whiteness Through Reproductive Justice Activism, Michelle Bae-Dimitriadis, Olga Ivashkevich
Precarity In Feminism And Feminist Art Education: Decentering Whiteness Through Reproductive Justice Activism, Michelle Bae-Dimitriadis, Olga Ivashkevich
Journal of Social Theory in Art Education
The article addresses precarity in mainstream feminism and feminist art education as a systemic dismissal and exclusion of the critical concerns and voices by disenfranchised women of color from its narratives and agendas. It draws on a case of the reproductive justice feminist activism to illustrate how the mainstream pro-choice feminist movement neglected the urgent and often life threatening reproductive concerns by Black, Brown, Indigenous and immigrant women, which led to an establishment of the reproductive justice coalitions by activists of color. The reproductive justice movement is an important call to action to challenge and decenter Whiteness in mainstream feminism …
Teaching Humanities Research In Under-Resourced Carceral Environments, Kevin J. Windhauser
Teaching Humanities Research In Under-Resourced Carceral Environments, Kevin J. Windhauser
Journal of Prison Education and Reentry (2014-2023)
Humanities courses make up a large portion of higher education courses offered in United States carceral facilities. However, many of these facilities lack the academic resources necessary to support the research assignments traditionally assigned in a humanities course, from research papers common in introductory courses to the undergraduate theses completed by many humanities majors. This paper outlines a case study in adapting a humanities research assignment to function in a prison lacking digital and physical research resources, with particular attention to the assignment’s potential to promote student confidence, independent learning, and autonomy. The author surveys the instructor’s role in promoting …
The Need For Interdisciplinary Collaborations, Susan Ganter, Bill Haver
The Need For Interdisciplinary Collaborations, Susan Ganter, Bill Haver
Journal of Mathematics and Science: Collaborative Explorations
The challenge faced by developers of collegiate mathematics curricula is to determine—and then provide—the mathematical experiences that are true to the spirit of mathematics yet also relevant to students’ futures in other fields. The Curriculum Foundations Project (CF) of MAA/CRAFTY was designed to gather input from partner disciplines through a series of 22 two- to three-day workshops. Each workshop resulted in a report directed to the mathematics community, summarizing the workshop’s recommendations and conclusions. One message from the partner disciplines appeared again and again: introductory collegiate mathematics courses should focus on giving students an understanding of fundamental mathematical topics while …
“You’Re Almost In This Place That Doesn’T Exist”: The Impact Of College In Prison As Understood By Formerly Incarcerated Students From The Northeastern United States, Hilary Binda, Jill D. Weinberg, Nora Maetzener, Carolyn Rubin
“You’Re Almost In This Place That Doesn’T Exist”: The Impact Of College In Prison As Understood By Formerly Incarcerated Students From The Northeastern United States, Hilary Binda, Jill D. Weinberg, Nora Maetzener, Carolyn Rubin
Journal of Prison Education and Reentry (2014-2023)
This qualitative study examines the immediate and lasting impact of liberal arts higher education in prison from the perspective of former college-in-prison students from the Northeastern United States. Findings obtained through semi-structured interviews with formerly incarcerated people are presented in the following three areas: self-confidence and agency, interpersonal relationships, and capacity for civic leadership. This study further examines former students’ reflections on the relationship between education and human transformation and begins to benchmark college programming with attention to the potential for such transformation. The authors identify four characteristics critical to a program’s success: academic rigor, the professor's respect for students, …
Teaching In A Total Institution: Toward A Pedagogy Of Care In Prison Classrooms, Lauren J. Wolf
Teaching In A Total Institution: Toward A Pedagogy Of Care In Prison Classrooms, Lauren J. Wolf
Journal of Prison Education and Reentry (2014-2023)
This paper argues that a pedagogy of care can help reduce some of the human damage caused by incarceration. Rather than casting incarcerated men and women outside of the moral community and turning prisoners into a “them,” a pedagogy of care promotes inclusion and the creation of human connections. Recognizing prisoners’ humanity helps to dissolve some of the effects of institutionalization and may foster rehabilitation. Instead of limiting teachers to providers of information, as a traditional classroom expects, a pedagogy of care elevates teachers to human constituents of a learning community. This paper outlines a pedagogy of care in the …
Using A Faculty Learning Community To Promote Interdisciplinary Course Reform, Rhonda Bishop, Victor Piercey, Mischelle Stone
Using A Faculty Learning Community To Promote Interdisciplinary Course Reform, Rhonda Bishop, Victor Piercey, Mischelle Stone
Journal of Mathematics and Science: Collaborative Explorations
As part of a multi-institution, National Science Foundation (NSF) grant-funded project, Ferris State University (FSU) joins a national effort to reform mathematics curricula. Researchers from FSU developed and facilitated a faculty learning community (FLC) as one strategy to redesign the traditional approach to the quantitative reasoning skill development of students in the departments of mathematics, nursing, social work, and the College of Business. Over the course of one academic year, the FLC provided an interdisciplinary faculty connection to develop pedagogical approaches that integrated cross-curricular concepts and context from each discipline. The FLC not only produced uniquely designed, learning-centered approaches to …
Analyzing The Cognitive Demand Of Enacted Examples In Precalculus: A Comparative Case Study Of Graduate Student Instructors, Erica R. Miller
Analyzing The Cognitive Demand Of Enacted Examples In Precalculus: A Comparative Case Study Of Graduate Student Instructors, Erica R. Miller
Journal of Mathematics and Science: Collaborative Explorations
The cognitive demand of mathematical tasks is an important aspect of analyzing the impact of instruction on student learning. The purpose of this study was to examine the instructional examples enacted by graduate student precalculus instructors in order to answer the following questions: What is the cognitive demand of the enacted examples? What does a high cognitive demand example look like when an instructor uses direct instruction? And how are examples drawn from the written curriculum enacted in different ways? Using both random and purposeful sampling of precalculus lessons, I conducted classroom observations as well as pre- and post-observation interviews …
Promoting Partnership, Cultivating Colleagueship: The Summit-P Project At Norfolk State University, Maila Brucal-Hallare, Shahrooz Moosavizadeh, Makarand Deo
Promoting Partnership, Cultivating Colleagueship: The Summit-P Project At Norfolk State University, Maila Brucal-Hallare, Shahrooz Moosavizadeh, Makarand Deo
Journal of Mathematics and Science: Collaborative Explorations
Norfolk State University (NSU) is the only public Historically Black College and University (HBCU) member institution in SUMMIT-P. At NSU, a strong collaboration between the Department of Mathematics and its partner discipline, the Department of Engineering, has been established for the Calculus I and Differential Equations classes as part of the SUMMIT-P project. In this paper, we record a brief history of this collaboration project at NSU, the various structures within the SUMMIT-P Project, the site visit that occurred in Spring 2019, and how recent activities helped guide the direction of the project at NSU.
Paradigms For Creating Activities That Integrate Mathematics And Science Topics, Janet Bowers, Kathy Williams, Antoni Luque, Devon Quick, Mary Beisiegel, Jody Sorensen, Joan Kunz, Diane Smith, Lori Kayes
Paradigms For Creating Activities That Integrate Mathematics And Science Topics, Janet Bowers, Kathy Williams, Antoni Luque, Devon Quick, Mary Beisiegel, Jody Sorensen, Joan Kunz, Diane Smith, Lori Kayes
Journal of Mathematics and Science: Collaborative Explorations
Research has shown that undergraduate students benefit from seeing examples of mathematics applied to real-world situations. This article describes three different paradigms for how math and discipline partner faculty worked together to create mathematical activities that illustrate applications of the topics being studied in precalculus and calculus. All three examples are discussed within the framework of PDSA cycles to describe the process by which the teams collaborated to plan, enact, study, and refine their lessons. Findings discuss both the difficulties of creating integrated activities (differences in terms and definitions between math and science faculty, different foregrounding of math versus science …
Designing A Student Exchange Program: Facilitating Interdisciplinary, Mathematics-Focused Collaboration Among College Students, Bryan D. Poole, Linden Turner, Caroline Maher-Boulis
Designing A Student Exchange Program: Facilitating Interdisciplinary, Mathematics-Focused Collaboration Among College Students, Bryan D. Poole, Linden Turner, Caroline Maher-Boulis
Journal of Mathematics and Science: Collaborative Explorations
Interdisciplinary collaboration is necessary for students’ professional preparation (Laird et al., 2014; Repko, 2014) and may promote effective learning transfer of course content. Such collaborations have resulted in enhanced problem-solving skills and conceptual understanding of statistics content (Dierker et al., 2012; Everett, 2016; Hammersley et al., 2019; Woodzicka et al., 2015). As a result of ongoing collaborations between faculty members in different disciplines and at different universities, we created a “Student Exchange Program” to encourage interdisciplinary collaboration between undergraduate students in mathematics and social sciences. In the current paper, we describe past research that informed the design of this program, …
From Creative Idea To Implementation: Borrowing Practices And Problems From Social Science Disciplines, Anil Venkatesh, Erin Militzer
From Creative Idea To Implementation: Borrowing Practices And Problems From Social Science Disciplines, Anil Venkatesh, Erin Militzer
Journal of Mathematics and Science: Collaborative Explorations
By collaborating with partner disciplines, mathematics educators gain valuable insight into the perspectives and needs of their students. This insight can lead to improved coordination of content and methods between courses in mathematics and the partner disciplines. This curricular coordination not only invites students to apply their mathematical knowledge in their own professional contexts, but also allows students to communicate mathematical mastery in the language of their intended professions. In this paper, we discuss the challenges specific to developing a mathematics course in collaboration with partner disciplines, with particular attention to portability to a wide range of math instructors. We …
Using Site Visits To Strengthen Collaboration, Victor Piercey, Rebecca Segal, Afroditi Filippas, Tao Chen, Soloman Kone, Rosalyn Hargraves, Jack Bookman, John Hearn, Debbie Pike, Kathy Williams Phd
Using Site Visits To Strengthen Collaboration, Victor Piercey, Rebecca Segal, Afroditi Filippas, Tao Chen, Soloman Kone, Rosalyn Hargraves, Jack Bookman, John Hearn, Debbie Pike, Kathy Williams Phd
Journal of Mathematics and Science: Collaborative Explorations
The SUMMIT-P project is a multi-institutional endeavor to leverage interdisciplinary collaboration in order to improve the teaching of undergraduate mathematics courses in the first two years of college. One goal of this work is to establish collaborative communities among the institutions involved. As part of the project, institutions visit one another on site visits that are structured according to a common protocol. The site visits have been valuable to the project. Participating institutions report the exchange of actionable ideas and feedback; members of the grant leadership team have used the site visits to direct the overall project, and evaluators have …
Fishbowl Discussions: Promoting Collaboration Between Mathematics And Partner Disciplines, Stella K. Hofrenning, Rosalyn Hobson Hargraves, Tao Chen, Afroditi Vennie Filippas, Rhonda Fitzgerald, John Hearn, Lori J. Kayes, Joan Kunz, Rebecca Segal
Fishbowl Discussions: Promoting Collaboration Between Mathematics And Partner Disciplines, Stella K. Hofrenning, Rosalyn Hobson Hargraves, Tao Chen, Afroditi Vennie Filippas, Rhonda Fitzgerald, John Hearn, Lori J. Kayes, Joan Kunz, Rebecca Segal
Journal of Mathematics and Science: Collaborative Explorations
A National Consortium for Synergistic Undergraduate Mathematics via Multi-institutional Interdisciplinary Teaching Partnerships project (SUMMIT-P) is a collaboration of institutions focused on revising first- and second-year mathematics courses with the help of partner disciplines with prerequisite mathematics courses. This paper describes the fishbowl discussion technique used by the consortium members to encourage interdisciplinary conversation. Vignettes describing the results of conversations that occurred at several consortium member institutions are provided by the co-authors.
Curricular Change In Institutional Context: A Profile Of The Summit-P Institutions, Mary D.R. Beisiegel, Suzanne I. Dorée
Curricular Change In Institutional Context: A Profile Of The Summit-P Institutions, Mary D.R. Beisiegel, Suzanne I. Dorée
Journal of Mathematics and Science: Collaborative Explorations
There is a national call to improve the mathematics curricula in the first two undergraduate years to improve student success and engagement. But curricular change happens in an institutional context: Who are the students, and what do they need to succeed? What is the climate for change? Does the department regularly revise its courses and curriculum? Is it common for different departments to collaborate on curricular change? What supports or obstacles does the department, college, or university have for changing the curriculum? Who are the institutional stakeholders, and what practices build their buy-in? In the SUMMIT-P project, nine different institutions …
Integrative And Contextual Learning In College Algebra -An Interdisciplinary Collaboration With Economics, Choon Shan Lai, Glenn Henshaw, Tao Chen, Soloman Kone
Integrative And Contextual Learning In College Algebra -An Interdisciplinary Collaboration With Economics, Choon Shan Lai, Glenn Henshaw, Tao Chen, Soloman Kone
Journal of Mathematics and Science: Collaborative Explorations
Many students consider mathematics too abstract and useless for their academic and career goals. Meanwhile, instructors in quantitative disciplines such as economics find many students mathematically underprepared for their courses. The disconnect between students’ perceptions of the utility of mathematics and their life and career may have contributed to some of the under-performance in learning mathematics. Addressing this problem requires collaboration across disciplines to develop an understanding of each other’s needs, more specifically to develop an integrative platform that allows students to apply mathematical skills in interdisciplinary contexts (Ganter & Barker, 2004). We collaboratively designed and implemented an integrative platform …
Evaluating A Large-Scale Multi-Institution Project: Challenges Faced And Lessons Learned, Erica Slate Young, Bryanne Peterson, Sarah Schott, Jack Bookman
Evaluating A Large-Scale Multi-Institution Project: Challenges Faced And Lessons Learned, Erica Slate Young, Bryanne Peterson, Sarah Schott, Jack Bookman
Journal of Mathematics and Science: Collaborative Explorations
SUMMIT-P consists of nine participating institutions working toward common goals but from unique perspectives. Evaluating such a large-scale project with diverse stakeholders has presented challenges. For one, evaluation on this scale necessitates a team effort rather than a single evaluator. Communication is key among the evaluators as well as among the project players at large. Participation and reliable, timely feedback from participants are perhaps the most important issues while also posing some of our greatest challenges. We present strategies we developed to counteract these challenges. In particular, we discuss the development of an assessment tracking system used to not only …
Structured Engagement For A Multi-Institutional Collaborative To Tackle Challenges And Share Best Practices, Rosalyn H. Hargraves, Stella K. Hofrenning, Janet Bowers, Mary D.R. Beisiegel, Victor Piercey, Erica Slate Young
Structured Engagement For A Multi-Institutional Collaborative To Tackle Challenges And Share Best Practices, Rosalyn H. Hargraves, Stella K. Hofrenning, Janet Bowers, Mary D.R. Beisiegel, Victor Piercey, Erica Slate Young
Journal of Mathematics and Science: Collaborative Explorations
A National Consortium for Synergistic Undergraduate Mathematics via Multi-institutional Interdisciplinary Teaching Partnerships (SUMMIT-P), funded by the National Science Foundation, is a multi-institutional consortium with members from twelve institutions. The consortium adapted two protocols developed by the School Reform Initiative to: 1. provide advice on challenges or dilemmas a consortium member is facing and 2. share project successes with consortium members. The two protocols—a Modified Descriptive Consultancy protocol and a Modified Success Analysis with Reflective Questions protocol—provide a structured format for these discussions. This paper provides an in-depth description of the two protocols and how they have been used for this …
The Roles And Benefits Of Using Undergraduate Student Leaders To Support The Work Of Summit-P, Janet Bowers, Bryan D. Poole, Caroline Maher-Boulis, Ashley Schwartz, Angelica Bloomquist, Erica Slate Young
The Roles And Benefits Of Using Undergraduate Student Leaders To Support The Work Of Summit-P, Janet Bowers, Bryan D. Poole, Caroline Maher-Boulis, Ashley Schwartz, Angelica Bloomquist, Erica Slate Young
Journal of Mathematics and Science: Collaborative Explorations
The article by Poole, Turner, and Maher-Boulis (2020) describes one way in which undergraduates have been used to support the SUMMIT-P goal of investigating examples of how mathematics and statistics are applied in partner discipline courses. Two other universities in the SUMMIT-P consortium, San Diego State University and Oregon State University, also use undergraduates in different ways to support the work of integrating science applications into math classes. In this article, we compare and contrast these three uses to further highlight this somewhat untapped resource.
The Process And A Pitfall In Developing Biology And Chemistry Problems For Mathematics Courses, Mary Beisiegel, Lori Kayes, Devon Quick, Richard Nafshun, Michael Lopez, Steve Dobrioglo, Michael Dickens
The Process And A Pitfall In Developing Biology And Chemistry Problems For Mathematics Courses, Mary Beisiegel, Lori Kayes, Devon Quick, Richard Nafshun, Michael Lopez, Steve Dobrioglo, Michael Dickens
Journal of Mathematics and Science: Collaborative Explorations
In this paper, we describe our process for developing applied problems from biology and chemistry for use in a differential calculus course. We describe our conversations and curricular analyses that led us to change from our initial focus on college algebra to calculus. We provide results that allowed us to see the overlaps between biology and mathematics and chemistry and mathematics and led to a specific focus on problems related to rates of change. Finally, we investigate the problems that were developed by the partner disciplines for use on recitation activities in calculus and how those problems were modified by …
Full Issue
Journal of Mathematics and Science: Collaborative Explorations
No abstract provided.
Good Teachers Borrow, Great Teachers Steal: A Case Study In Borrowing For A Teaching Project, Mike May, Rebecca Segal, Victor Piercey, Tao Chen
Good Teachers Borrow, Great Teachers Steal: A Case Study In Borrowing For A Teaching Project, Mike May, Rebecca Segal, Victor Piercey, Tao Chen
Journal of Mathematics and Science: Collaborative Explorations
Very few great ideas in teaching are without ancestors or descendants. This paper presents a case study in how one particular pedagogical project, the work at Saint Louis University as part of the National Science Foundation supported SUMMIT-P consortium, borrowed from other sources. The particular project was an interdisciplinary collaboration to make mathematics education more effective for business students. The various borrowings are treated in roughly chronological order from initial inspiration through planned adoption and adaptation of the work of others to the addition of features that only became available mid-project. The kinds of sources include a particular business calculus …
Troubling The “We” In Art Education: Slam Poetry As Subversive Duoethnography, Gloria J. Wilson, Sara Scott Shields
Troubling The “We” In Art Education: Slam Poetry As Subversive Duoethnography, Gloria J. Wilson, Sara Scott Shields
Journal of Social Theory in Art Education
Scholarly dialogues are filled with discussions of teacher’s personal perspectives, experiences, and challenges - but rarely do these dialogues include the narratives that lie beneath the surface. The subversive tales confronting stories of microagressions, alternate histories, and institutionalized norms that shape the educational landscape we navigate daily. This paper is focused on bringing to the surface a call and response lament of two social justice-oriented art educators--one Black, the other White. Using the dialogic methodology of duoethnography and the performative aspects of slam poetry, we share our racialized-teaching accounts as a multisensory experience, where text and performative orality share a …
Sub/Versing Mentoring Expectations: Duration, Discernment, Diffraction, Natalie Leblanc, Valerie Triggs, Rita Irwin
Sub/Versing Mentoring Expectations: Duration, Discernment, Diffraction, Natalie Leblanc, Valerie Triggs, Rita Irwin
Journal of Social Theory in Art Education
The three of us have shared co-mentoring relationships over the last decade. Rita was the PhD supervisor for both Natalie and Valerie and while working with them and other PhD students, came to believe that goals are reciprocal in many ways. In this article, we attend to the concept of co-mentoring, an exchange that includes three qualities guiding ongoing artistic, professional and scholarly work. These subversive qualities are described as: a) duration, b) discernment, and c) diffraction. From a practice-based, new materialist lens, we take turns describing how each quality is important to co-mentoring relationships and we provide theoretical …
"There’S More That Binds Us Together Than Separates Us": Exploring The Role Of Prison-University Partnerships In Promoting Democratic Dialogue, Transformative Learning Opportunities And Social Citizenship, Anne B. O'Grady Dr, Paul Hamilton Dr.
"There’S More That Binds Us Together Than Separates Us": Exploring The Role Of Prison-University Partnerships In Promoting Democratic Dialogue, Transformative Learning Opportunities And Social Citizenship, Anne B. O'Grady Dr, Paul Hamilton Dr.
Journal of Prison Education and Reentry (2014-2023)
In this paper we argue that education – particularly higher education (HE) - has the potential to offer socially, economically and culturally transformative learning opportunities–cornerstones of social citizenship. Yet, for prisoners, the opportunity to engage in HE as active citizens is often limited. Using a Freirean model of democratic, pedagogic participatory dialogue, we designed a distinctive prison-University partnership in which prison-based learners and undergraduate students studied together. The parallel small-scale ethnographic study, reported here, explored how stereotypes and ‘Othering’ - which compromise social citizenship - could be challenged through dialogue and debate. Evidence from this study revealed a positive change …