Education Commons^™

Coalition And Creativity On The Bridges And Fringes With Immigrant Student-Contributors In Nonprofit Adult Education, Katherine E. Entigar

Dissertations, Theses, and Capstone Projects

The nonprofit education of adult immigrants is an under-researched aspect of U.S. education. Adult immigrants, often perceived as passive and quiescent, bring voices and contributions to learning in powerful yet unheard ways. This research agenda invokes a new critical lens in education scholarship to uplift and center these contributions as a coalitional, dialogical project. Drawing upon critical sociocultural, women of color feminist, and poststructual theories, critical intersectional epistemology, and Bakhtinian dialogical thinking, this research project pursues inductive, recursive meaning making as an innovative exploration. A multiphase, sequential study including surveys and two focus groups foregrounds the complex, fluid ways adult …

Insurgent Knowledge: The Poetics And Pedagogy Of Toni Cade Bambara, June Jordan, Audre Lorde, And Adrienne Rich In The Era Of Open Admissions, Danica B. Savonick

Dissertations, Theses, and Capstone Projects

Insurgent Knowledge analyzes the reciprocal relations between teaching and literature in the work of Audre Lorde, June Jordan, Toni Cade Bambara, and Adrienne Rich, all of whom taught in the Search for Education, Elevation, and Knowledge (SEEK) educational opportunity program at the City University of New York in the late 1960s and early 1970s. Drawing on archival research and analysis of their published work, I show how feminist aesthetics have shaped U.S. education (especially student-centered pedagogical practices) and how classroom encounters with students had a lasting impact on our postwar literary landscape and theories of difference. My project demonstrates how, …

Teaching In The Shadow Of Sekou: Reflective Practice, Culturally Relevant And Student-Centered Pedagogy And The Research To Performance Method, Brian Gregory Lewis

Dissertations, Theses, and Capstone Projects

Teaching in the Shadow of Sekou: Reflective Practice, Culturally Relevant and Student-Centered Pedagogy and the Research to Performance Method

By

Brian Lewis

Adviser: Bethany Rogers

I seek to bring the literature of critical pedagogues, reflective practitioners in education and student-centered teachers to bear on a critical examination of my own teaching methods. I reflect on and analyze my past professional teaching and educational experiences, focusing primarily on utilizing Sekou Sundiata's Research to Performance Method to teach a course on Sekou Sundiata and the Black Arts Movement at the New School in New York City. Through my teacher self-study, I attempt …