Education Commons^™

Restorative Practices In English Language Arts: My Journey Towards Linguistic Justice, Ariana Skeese

Master of Arts in English Plan II Graduate Projects

In this final portfolio, I examine anti-racist pedagogy in English Language Arts Education.

Inclusive Pedagogy: Connecting Disability And Race In Higher Education, Meredith Persin

All Theses

Higher education was never made for marginalized people. The academy was created based on the privileged white, able-bodied, males who preoccupied higher education for the longest time. While that has certainly changed over the years, the institution itself is still in the past resulting in BIPOC students and disabled students continuing to struggle within higher education. While instructors have begun to take interest in the need for inclusive pedagogy within the last decade, it still has a far way to come in order to help the marginalized students with intersecting identities and students who may not benefit from a one …

A Transgressive Pedagogy Of Tenderness In Hybrid Education, April M. Jones, Stephanie Anne Shelton

Feminist Pedagogy

In the midst of the dual/dueling pandemics COVID-19 and anti-Black racism, the instructors considered how best to have the course requirements for a qualitative research course meet students' personal and academic needs, while managing students' and their own exhaustion and fear. Through hybrid Zoom-based focus groups, instructors and students applied a "pedagogy of tenderness" that centered care and humanity as essential to classroom interactions and learning.

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 …

A Widened Angle Of View: Teaching Theology And Racial Embodiment, Mara Brecht

Journal of Global Catholicism

Today’s undergraduate students are digital natives, shaped by constant access to information and countless experiences of encountering the world through the convenience of a screen. The ostensible comfort students have with difference gives way to a paradox, and one that’s made especially apparent in the theology classroom: Students are comfortable with seeing difference and particularity at a distance, but not adept at locating difference and particularity “at home.” I contend that Catholics & Cultures can help students from the dominant culture—namely, white students who comprise the vast majority of Catholic college students—destabilize their notion of the Catholic tradition as tightly …

Grand Challenge No. 1: Truth And Reconciliation Archaeological Pedagogy, Indigenous Histories, And Reconciliation In Canada, Kisha Supernant

Journal of Archaeology and Education

In 2015, the Truth and Reconciliation Commission of Canada (TRC) released 94 Calls to Action, many of which pertain to education. Archaeological educators are called to find ways to integrate Indigenous knowledge into our classrooms, our teaching methods, and our curriculum at all levels of education. Across Canada, discussions are happening about how to decolonize and Indigenize curriculum, a process which will have significant implications for archaeological pedagogy. Drawing on both the specific text and the overall ethic of the TRC Calls to Action, I explore who teaches archaeology, what is taught, and what that means for archaeological pedagogy in …

Transformative Social Work Education: Student Learning Needs And The Truth And Reconciliation Commission's 94 Calls To Action, Garrison Mccleary

Theses and Dissertations (Comprehensive)

The social work profession has played, and continues to play, an integral role in the development and implementation of discriminatory and harmful practices against Indigenous individuals, families, and communities across Canada (Blackstock, 2011). The Truth and Reconciliation Commission of Canada’s (TRC) 94 Calls to Action provide a comprehensive list of recommendations of which the primary focuses on child welfare. This Call to Action centres on ensuring that social workers are, “properly educated and trained about the history and impacts of residential schools” (TRC, 2015). This responsibility falls to Faculties and Schools of Social Work Social work to ensure social work …

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, …

Materialized Practices Of Food As Borderlands Performing As Pedagogy, Christen Sperry García

Journal of Social Theory in Art Education

In this paper, I examine the interrelationship between borderlands, food, and ways in which they perform as pedagogy. First, I define borderlands in relation to art. Second, I discuss food and borderlands as authenticity, hybridity, and race/body. Lastly, I examine various fields of pedagogy including public, border, and food pedagogy and consider how they relate to food. I suggest that the interrelationship between borderlands and food can be used as a pedagogical tool to teach and learn about liminality, tension, contradiction, and hybridity. The hybrid spaces of consumable borderlands challenge food purity and yield unexpected foods such as carne asada …

Toward A Cleaner Whiteness: New Racial Identities, David Ingram

David Ingram

The article re-examines racial and ethnic identity within the context of pedagogical attempts to instill a positive white identity in white students who are conscious of the history of white racism and white privilege. The paper draws heavily from whiteness studies and developmental cognitive science in arguing (against Henry Giroux and Stuart Hall) that a positive notion of white identity, however postmodern its construction, is an oxymoron, since whiteness designates less a cultural/ethnic ethos and meaningful way of life than a pathological structure of privilege and narrowminded cognitive habitus.

Flipping The Coin: Towards A Double-Faced Approach To Teaching Black Literature In Secondary English Classrooms, Vincent Ray Price

Theory and Practice in Teacher Education Publications and Other Works

Critiquing two approaches that English teachers use to teach Black, or African-American, literature in the secondary classroom—one that centralizes races and the other that ignores it—this article proposes a hybrid approach that combines both. This double-faced approach recognizes the culturally specific themes that give the text and the Black author their unique voice while also recognizing commonalities that bridge the text to others—despite the race of the authors. To demonstrate the feasibility of the double-faced approach, the article concludes with an examination of three texts through the lens of this “race both matters and doesn’t matter” perspective.

Inclusive Pedagogy: Beyond Simple Content, Sheila Lintott, Lissa Skitolsky

Faculty Journal Articles

We have learned from feminist philosophy and critical theory that neutrality is a myth; this applies also to the seemingly neutral ways we structure our courses, design our assignments, and assess student achievement and mastery of material. Despite efforts to diversify the content of philosophy classes by ensuring that philosophy written by a diverse and representative selection of philosophers is studied, students still may be alienated when required to participate in a discourse that is not their own. We explore and argue the need for decentering playfulness in philosophy classrooms.

Combining African-Centered And Critical Media Pedagogies: A 21st-Century Approach Toward Liberating The Minds Of The Mis-Educated In The Digital Age, Shani Byard

LMU/LLS Theses and Dissertations

Since the slave trade, African Americans have been the most media-stereotyped race of people. From that time, multiple forms of media have been used to convince Blacks of their inevitable servitude and Whites of their supremacy (Burrell, 2010), as a means of transferring physical slavery to mental slavery (Akbar, 1998). Additionally, African Americans have been the victims of a Eurocentric educational system essentially designed to “mis-educate” (Woodson, 1933)—to further oppress and devalue African and African American contributions to our global history. This qualitative research study aimed to analyze an existing curricular model known as Rise Above the Noise, which combines …

Asian American Studies Praxis And The Educational Power Of Boston's Public Chinese Burial Grounds, Peter Kiang

Asian American Studies Faculty Publication Series

Asian American Studies Praxis and the Educational Power of Boston’s Public Chinese Burial Grounds This article explores the educational significance of the historic Chinese immigrant burial grounds located within Mount Hope Cemetery – the public cemetery of the City of Boston. Approximately 1500 gravestones, most of which are marked principally with Chinese characters displaying names and village origins (predominantly males from Taishan), are clustered in three notable, contiguous, sections of one corner of the cemetery. With years of death ranging mainly from the 1930s through 1960s and years of birth reaching as early as the 1870s, the Mt. Hope Chinese …

'Grounding' Walter Rodney In Critical Pedagogy: Toward Praxis In African History, Seneca Vaught

South

This essay attempts to address the dilemma of theory and praxis, what Freire referred to as “mere verbalism,” by examining one historical instance of critical pedagogy in history education. This essay argues that Walter Rodney’s curriculum, as detailed in his syllabi on “Historians and Revolutions” and "Groundings," helps educators better understand how to more effectively bridge the gap between a critical pedagogical theory and praxis in African history. Using Rodney as an example of a critical pedagogy theorist and practitioner, this essay explores how concerned historians (and those who use history as a basis for teaching) can traverse traditional disciplinary …

Treasure Hunt Without A Map: Archival Research At The University Of Pennsylvania, Meghan Strong

English Independent Study Projects

Under the supervision of Meredith Goldsmith in the English Department, I spent this semester developing archival research projects for lower level students in the humanities. My project corresponded with the aims of the Council for Undergraduate Research, which works to develop undergraduate research skills throughout the disciplines. The Kislak Center is a nearby resource that has the potential to provide students with opportunities to develop crucial research skills while discovering little pieces of history that are hidden away in the archives. The final exercises presented here focus on the subjects of Walt Whitman, Marian Anderson, and Michel de Montaigne.

Media Literacy And The English As A Second Language Curriculum: A Curricular Critique And Dreams For The Future, Clara R. Madrenas

Electronic Thesis and Dissertation Repository

This thesis investigates whether or not the Ontario English as a Second Language/English Literacy Development (ESL/ELD) curriculum imparts the critical literacy skills necessary for students to deconstruct the multimedia messages with which the contemporary world is saturated, in order to function as informed, agentic citizens of Ontario society. Using foundations of cultural theory, radical critical pedagogy, and critical race theory, particularly the work of James Paul Gee, Henry A. Giroux, Paulo Freire and Michael Apple, this thesis explores the ways in which the current ESL/ELD curriculum can be found lacking due to its enforcement of the banking model of education, …

English In South Asia And Pedagogical Implications, Brittany R. Ehret

Senior Honors Theses

English at present maintains a significant role as a second or foreign language in the region of South Asia as well as globally. In a discussion of this topic, it is important to explore a brief history of the expansion of English and its origins in South Asia. It is also essential to provide a background of South Asian English and its unique linguistic characteristics as well as its use in different contexts of South Asia. The perspectives of linguists and educators who are native to the region of South Asia should be included as much as possible in this …

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 …

Traditional Elders In Post-Secondary Stem Education, Maria Pontes Ferreira, Betty Mckenna, Fidji Gendron

Nutrition and Food Science Faculty Research Publications

Native/Aboriginal students are underrepresented in Western science, technology, engineering, and mathematics (STEM), due in part to perceived cultural irrelevance. Yet many Native people continue to engage in Indigenous science, such as through traditional medicine and food systems. Recently it was shown that Aboriginal university students are significant users of natural health products (NHP) and learn about NHP from Elders. Thus, in post-secondary educational settings, the presence of Elders may positively impact Native students' interest in science-related topics. At the First Nations University of Canada, partnering of STEM-trained faculty with Elders occurs in community-based research and education endeavours. This paper highlights …

Knowing The Indigenous Leadership Journey: Indigenous People Need The Academic System As Much As The Academic System Needs Native People, Dawn Elizabeth Hardison-Stevens

Antioch University Dissertations & Theses

This dissertation explores the research question, “How can we create the best learning environments for Indigenous students through good leadership at all levels?” A bridge between cultures provides learning opportunities toward academic success between Indigenous students, families, leaders, and communities. Through personal experience as a practitioner, professional, and education, my research examines and identifies results from personnel and students at five schools, tribal and public, their tribal communities, and two Indigenous people in high profile leadership positions indicating an educational philosophy recognizing Indigenous people need the academic system as much as the academic system needs Native people. Portraits and interviews …

Incarceration, Identity Formation, And Race In Young Adult Literature: The Case Of Monster Versus Hole In My Life, Tim Engles, Fern Kory

Faculty Research & Creative Activity

No abstract provided.

Incarceration, Identity Formation, And Race In Young Adult Literature: The Case Of Monster Versus Hole In My Life, Tim Engles, Fern Kory

Tim Engles

No abstract provided.

How Porous Are The Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, And The Unsettled Self, Coralynn V. Davis

Faculty Journal Articles

In this article, we refine a politics of thinking from the margins by exploring a pedagogical model that advances transformative notions of service learning as social justice teaching. Drawing on a recent course we taught involving both incarcerated women and traditional college students, we contend that when communication among differentiated and stratified parties occurs, one possible result is not just a view of the other but also a transformation of the self and other. More specifically, we suggest that an engaged feminist praxis of teaching incarcerated women together with college students helps illuminate the porous nature of fixed markers that …

Faith And Fortune In The Post-Colonial Classroom, Stefano Harney, Stephen Linstead

Research Collection Lee Kong Chian School Of Business

The place of spirituality, religion, faith and cynicism in management education has received increasing attention in the past decade. From the point of view of teaching focused on critical engagement with practice, they are sometimes viewed as obstacles to practice. In this article we use resources from post-colonial thought and global critical race theory to suggest the opposite—that faith and cynicism can be understood as forms of critique issuing from the student perspective and that we might learn from these critiques as a way to reconfigure persistent dilemmas in the critique of the Enlightenment that trouble critical management approaches. We …

Connecting White Noise To Critical Whiteness Studies, Tim Engles

Faculty Research & Creative Activity

No abstract provided.

Connecting White Noise To Critical Whiteness Studies, Tim Engles

Faculty Research & Creative Activity

No abstract provided.

Connecting White Noise To Critical Whiteness Studies, Tim Engles

Tim Engles

No abstract provided.

Toward A Cleaner Whiteness: New Racial Identities, David Ingram

Philosophy: Faculty Publications and Other Works

The article re-examines racial and ethnic identity within the context of pedagogical attempts to instill a positive white identity in white students who are conscious of the history of white racism and white privilege. The paper draws heavily from whiteness studies and developmental cognitive science in arguing (against Henry Giroux and Stuart Hall) that a positive notion of white identity, however postmodern its construction, is an oxymoron, since whiteness designates less a cultural/ethnic ethos and meaningful way of life than a pathological structure of privilege and narrowminded cognitive habitus.

Journal Of Pedagogy, Pluralism And Practice, Volume 1, Issue 1, Spring 1997 (Full Issue), Journal Staff

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.