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Full-Text Articles in Education
Book Censorship And Its Threat To Critical Inquiry In Social Studies Education, Donald R. Mcclure
Book Censorship And Its Threat To Critical Inquiry In Social Studies Education, Donald R. Mcclure
Northwest Journal of Teacher Education
This article argues that recent advances in book censorship in the United States point to a threat to critical inquiry pedagogy in social studies education— a content area aiming to prepare learners for active and engaged citizenship in a pluralistic, democratic society. To support this argument, the article offers a description of critical inquiry pedagogy and explains how critical inquiry is connected to social studies education. It provides examples of two recently censored children’s literature books listed on Pen America’s (2022) Index of School Book Bans and it explains what these books may offer social studies education. It then suggests …
'It’S Just Filth:’ Banned Books And The Project Of Queer Erasure, Caitlin O'Loughlin, Taylor Schmidt, Jocelyn Glazier
'It’S Just Filth:’ Banned Books And The Project Of Queer Erasure, Caitlin O'Loughlin, Taylor Schmidt, Jocelyn Glazier
Northwest Journal of Teacher Education
This paper seeks to explore the connection between the banning of queer books, the creation of discourses of controversy, and the erasure of queer knowledges and peoples from schools. Using a queer theory-informed approach to critical discourse analysis, we ask how these proposed bans seek to erase queer peoples, how this impacts teachers, and what teacher preparation programs can do to counter these acts of destruction.
Are You A Spare Part, Morna Mcdermott
Are You A Spare Part, Morna Mcdermott
Northwest Journal of Teacher Education
No abstract provided.
“What Does Learning Sound Like?”: Reverberations, Curriculum Studies, And Teacher Preparation, Boni Wozolek
“What Does Learning Sound Like?”: Reverberations, Curriculum Studies, And Teacher Preparation, Boni Wozolek
Northwest Journal of Teacher Education
Using a project given to undergraduate students in a foundations of education course, this paper thinks through the assignment title, “What does learning sound like?” to explore the nexus of sound studies in education and curriculum studies. The central argument of this paper is that thinking through sound can be but one way for students to think through the forms of curriculum while examining their own bias in terms of Western privileging of the ocular.