Education Commons^™

Doing Dewey, Carol Rodgers

Occasional Paper Series

In this article, I describe and analyze my experience as a teacher of, and a teacher who does, Dewey. In the process I hope to draw a picture of what it means to strive for integrity between theory and practice. I talk about why it matters to work from a theory of education, especially in an age where “clinical practice” is vaunted and theory is viewed as expendable, even as a slightly shameful waste of time. I focus on particular Deweyan principles, primarily the principle of reflection, and illustrate how that theory manifests itself in my practice. I …

Global Childhoods, Asian Lifeworlds: After School Time In Hong Kong, Nicola Yelland, Sandy Muspratt, Caja Gilbert

Occasional Paper Series

Explores home spaces through a cultural lens, asking questions about eastern and western perceptions of home learning.

Theorising Through Visual & Verbal Metaphors: Challenging Narrow Depictions Of Children And Learning, Sophie Rudolph

Occasional Paper Series

Through a rich description of how young children use drawing to express their emerging understandings of the world, Rudolph disrupts narrow definitions of the child as learner.

Nature Preschools: Putting Nature At The Heart Of Early Childhood Education, Ken Finch, Patti Bailie

Occasional Paper Series

Describes nature preschools as places that go beyond the typical preschool teachings within the classroom. Activities at nature preschools may include child-centered outdoor investigations, unstructured play and exploration in rich outdoor settings, large, natural areas to explore, and special programs that might include making maple syrup or apple cider, meeting live animals, and discovering pond life.

Discovering Place-Based Education In The Foothills Of The Himalayas, Monimalika Day, Doug Hernandez

Occasional Paper Series

The central feature of this paper is a portrait of a teacher conducting lessons near a pond in a remote village in the foothills of the Himalayas. It describes how the teacher provides opportunities for her young students to explore their natural environment and helps them to connect with their place. It is essential to note that her story represents the efforts of many other preschool teachers working with Prakriti.

Place-Based Education: (Re)Integrating Ecology & Economy, Mark T. Kissling, Angela M. Calabrese Barton

Occasional Paper Series

Describes the relationship between ecology and economy in place-based education.

Curtain Up: Place-Based Teaching & Learning In The New York City Theater District, Peggy Mcnamara, Bryan Andes

Occasional Paper Series

In this article we describe and analyze the process first grade teachers used as they guided their students to investigate a place in their school community called “the Theater District,” an important industry in the neighborhood.

Reclaiming The Promise Of Place: An Interview With David Greenwood, Roberta Altman

Occasional Paper Series

David Greenwood (formerly Gruenewald) is a Canada research chair in environmental education at Lakehead University, where he also directs the Centre for Place and Sustainability Studies. He has published widely on critical place-based, environmental, and sustainability education. His current interests are to continue to make connections between the big ideas of place and sustainability and other big ideas and experiences in the arts, mindfulness, embodiment, and being in the world.

Introduction: Claiming The Promise Of Place-Based Education, Roberta Altman, Susan Stires, Susan Weseen

Occasional Paper Series

Each of the papers in Claiming the Promise of Place-based Education offers a much-needed antidote to the forces that disconnect us from the places we teach, learn, and live in. Taken together, they provide an opportunity to reflect on the power of place in education. We invite you to enjoy the fresh air that the authors of this issue of Occasional Papers have brought with them to share with you.

Transmettre Et Instituer Contre Vents Et Marées : Ambroise Kom, L’Universitaire Des Populations Camerounaises, Amelle Cressent

Présence Francophone: Revue internationale de langue et de littérature

This text touches on various aspects of Ambroise Kom’s social engagement. It explores some pathways taken by Kom outside Literature, his core academic field, insisting on the most prominent threads in his career: Knowledge transmission and institutionalization in Cameroon while prioritising collective over individual action. It also highlights Kom’s interaction with a challenging political and cultural environment, the social praxis resulting from it and his writings on what should be the contribution of Education, especially, higher Education, to contribute to nation building in Cameroon.

Reviving The Muslim Tradition Of Dialogue: A Look At A Rich History Of Educational Theory And Institutions In Pre-Modern And Modern Times, Momina Afridi

Comparative and International Education / Éducation Comparée et Internationale

This paper aims to generate a debate within Muslim scholarship and comparative educators to engage in analysing both the institutions and the philosophy of education in Islam historically, to understand its present challenges and to create an environment conducive to dialogue between various civilizations and educational systems. At present Muslim parents, teachers and students in contemporary educational systems face a big challenge. On one hand, a modified system of Western education is likely to leave Muslim children exposed to a set of an underlying set of secular values and assumptions which are alien to the spirit of Islam, but on …

“Mommy, Is Being Brown Bad?” : Critical Race Parenting In A Post-Race Era, Cheryl E. Matias Ph.D.

Race and Pedagogy Journal: Teaching and Learning for Justice

This article looks at the counter-pedagogical processes that may disrupt how children learn about race by positing a pedagogical process called Critical Race Parenting. By drawing upon counterstories of parenting I posit how Critical Race Parenting (CRP) becomes an educational praxis that can engage both parent and child in a mutual process of teaching and learning about race, especially ones that debunk dominant messages about race. And, in doing so, both parents and children have a deeper commitment to racial realism that does not allow for colorblind rhetoric to reign supreme.

Bearers Of Diverse Ecclesiologies: Imagining Catholic School Students As Informing A Broader Articulation Of Catholic School Aims, Graham P. Mcdonough

Journal of Catholic Education

The purpose of this paper is to provide a comprehensive, although not exhaustive, picture of the kinds of real concerns and concurrently inferred ecclesiological perspectives practicing Catholic students have. It reports findings from an interview study with 16 students at a private Catholic high school in Canada who self-identify as Catholic in order to demonstrate that it is in a Catholic school’s best interest not to rely on narrow or singular definitions of Catholic identity, especially insofar as these are tied to minimal and external markers of institutional affiliation. While the sample’s size and particularity do not generalizing to a …

The Challenge To Educate: An Account Of Inaugurating A Catholic School In Tanzania, Martin T. Connell Sj, Phd

Journal of Catholic Education

In this article, the author examines how some of the tenets of Catholic Social Teaching (dignity of the human person, seeking the common good, and preferential option for the poor and vulnerable) along with the notion of integral formation, a principal belief of Catholic education, helped form a perspective on development that counterposed the neoliberal understandings of development he encountered from government officials as he set about opening a Catholic secondary school in Tanzania. After tracing the various strains of influence, including the thought of Julius Nyerere, Tanzania’s first president, the article makes use of the fruits of an analysis …

Immersions In Global Equality And Social Justice: A Model Of Change, Kevin Guerrieri, Sandra Sgoutas-Emch

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

In the work for global equality and social justice, how should “change” be understood? Who determines what must change or be changed? In the efforts to carry out social change, what is the academy’s relationship with the community, society at large, and the broader world? This article parts from these and other key questions and then proposes a model of change that can be used as a lens for examining any project, program, or organization with the aim of creating positive change that is meaningful, sustainable, and holistic. The article provides both an explanation of the underlying interdisciplinary theoretical framework …

The Spirituality Of Immersion: Solidarity, Compassion, Relationship, Michael E. Lovette-Colyer

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

While the term spirituality can be problematic, obscuring as much as revealing, immersion experiences cannot be understood fully without exploring the contours of what can only be described as spirituality. To the extent that they work, immersions effect change when they speak to the deepest longings of the heart. While manifesting in many different ways, the spirituality of immersion revolves around three major components: solidarity, compassion, and relationship. The spirituality of immersion is a developed relationality, a desire to enter into richer, wider, more expansive relationships with others, which naturally leads into deeper relationship with God.

Reflections On Skipping Stones To Diving Deep: The Process Of Immersion As A Practice, Judith Liu Dr

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

Reflecting upon over 30 years of teaching courses with a community service-learning and engagement component, this article is a personal piece that explores the author’s journey through voluntarism, community service-learning and civic engagement, and how that path has led to embracing immersion as a critical pedagogical practice for community engagement.

Engaged Pedagogy: Reflections From A Barriologist, Rigoberto Reyes

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

This essay offers advice to University faculty and administrators on how best to implement the work of engaged pedagogy and community development work. The author is an established activist and community organizer for the past 40 years. His most important recommendation when doing the work of community engagement is to begin work that starts and benefits the community.

Beyond Behavior, Craig C. Laupheimer

Scholarship and Engagement in Education

Teaching to engage students with Attention Deficit Hyperactivity Disorder (ADHD) can inspire the whole classroom and make teaching and learning engaging and exciting. Although teachers and students alike face a challenging educational landscape, much can be done to empower students with special needs. Teaching with the whole classroom in mind with an emphasis on hands on, explorative and inspirational learning experiences to accommodate for these students strengthens and causes student engagement and agency. This article highlights the challenges and potential breakthroughs possible for classroom instruction specifically where the ADHD student is concerned and looks towards teaching mindfulness and empowerment as …

Neoliberal Ideology And Democratic Learning. A Response To "Challenging Freedom: Neoliberalism And The Erosion Of Democratic Education", Emery James Hyslop-Margison, Andrés Ramírez

Democracy and Education

In "Challenging Freedom: Neoliberalism and the Erosion of Democratic Education," the author suggests that the presumed decline of democratic learning in public schooling follows from two primary forces: (a) the metaphysical implications of Cartesian psychophysical dualism that support an ontological understanding of the self as distinct from social influence and (b) a corresponding concept of freedom emerging from this ontology that exonerates individuals from any meaningful level of social moral responsibility. Although we agree in large part with the general argument advanced in the essay, there are some theoretical and historical gaps that we attempt to bridge in this response. …

Challenging Freedom: Neoliberalism And The Erosion Of Democratic Education, Robert Karaba

Democracy and Education

Goodlad, et al. (2002) rightly point out that a culture can either resist or support change. Schein’s (2010) model of culture indicates observable behaviors of a culture can be explained by exposing underlying shared values and basic assumptions that give meaning to the performance. Yet culture is many-faceted and complex. So Schein advised a clinical approach to cultural analysis that calls for identifying a problem in order to focus the analysis on relevant values and assumptions.

This project starts with two assumptions: (1) The erosion of democratic education is a visible overt behavior of the current U.S. macro-culture, and (2) …

In Her Words: Recognizing And Preventing Abusive Litigation Against Domestic Violence Survivors, David Ward

Seattle Journal for Social Justice

No abstract provided.

Let’S Talk About Sex: A Call For Guardianship Reform In Washington State, Sage Graves

Seattle Journal for Social Justice

No abstract provided.

Don’T Risk It; Wait Until She’S Sober, Patrick John White

Seattle Journal for Social Justice

No abstract provided.

Prostitution Policy: Legalization, Decriminalization And The Nordic Model, Ane Mathieson, Easton Branam, Anya Noble

Seattle Journal for Social Justice

No abstract provided.

His Feminist Facade: The Neoliberal Co-Option Of The Feminist Movement, Anjilee Dodge, Myani Gilbert

Seattle Journal for Social Justice

No abstract provided.

Living Under The Boot: Militarization And Peaceful Protest, Charlotte Guerra

Seattle Journal for Social Justice

No abstract provided.

Let’S Invest In People, Not Prisons: How Washington State Should Address Its Ex-Offender Unemployment Rate, Sara Taboada

Seattle Journal for Social Justice

No abstract provided.

Persistence And Resistance: Women’S Leadership And Ending Gender-Based Violence In Guatemala, Serena Cosgrove, Kristi Lee

Seattle Journal for Social Justice

No abstract provided.

Preparing Educators For A Diverse World: Understanding Sexual Prejudice Among Pre-Service Teachers, Joelyn K. Foy Ph.D., Sheryl Hodge Ph.D.

Prairie Journal of Educational Research

An important role of schooling in the U.S. is to prepare students for engagement in the diverse world. This means that education personnel must be aware of, acknowledge, and respect all dimensions of diversity, including gender and sexual diversity. Relatedly is the teacher's role in managing a safe and inclusive classroom climate for all students. Since school bullies frequently target gender and sexually diverse (GSD) students, K-12 teachers are required to manage their classroom culture so that bullying behavior toward all students, including GSD students, is stopped. GSD students who are bullied frequently miss school, earn lower grades, and may …