Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Social and Behavioral Sciences

PDF

The University of Maine

Journal

2023

Articles 1 - 2 of 2

Full-Text Articles in Education

Attracting, Training, And Retaining A Skilled And Ready Workforce To Support Maine’S Seafood Economy, Keri Kaczor, Anne Langston Noll Dec 2023

Attracting, Training, And Retaining A Skilled And Ready Workforce To Support Maine’S Seafood Economy, Keri Kaczor, Anne Langston Noll

Maine Policy Review

Despite the many challenges, the entirety of Maine’s seafood economy—from harvesting, transportation and logistics, marketing, and food service—still offers valuable employment and career opportunities. Understanding training needs and career aspirations, as well as how they align to available training and career opportunities is key to addressing the challenges of recruiting, training and retaining a skilled and ready workforce. Findings from recent projects assessing workforce training needs, preferred training formats, existing workforce barriers, and incentives will be shared as well as input from educators and others who support the industry. Recommendations for investment and new programs to support the industry include: …


“Defunding” Race In Field Supervision Contexts: Deconstructing And Responding To White Preservice Teachers’ Majoritarian Narratives, Kimberly Oamek Apr 2023

“Defunding” Race In Field Supervision Contexts: Deconstructing And Responding To White Preservice Teachers’ Majoritarian Narratives, Kimberly Oamek

Journal of Educational Supervision

Teachers must robustly understand how race and racism operate both in and out of the classroom to structure inequity. However, the existence of a deeply entrenched majoritarian mindset remains a principal obstacle to preparing such teachers. In this empirical paper, the author draws on the critical race theory construct of “majoritarian storytelling” (Delgado, 1989) to make visible and examine the narratives told by white preservice teachers upon completion of their preparation programs. The author finds that white preservice teachers’ explanations for racially disparate school outcomes align closely with a majoritarian mindset and employ devices characteristic of longstanding majoritarian stories. After …