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Full-Text Articles in Education
Nurturing Joy And Belonging: Practices For Rehumanizing Professional Learning, Katherine Egan Cunningham, Kristin N. Rainville
Nurturing Joy And Belonging: Practices For Rehumanizing Professional Learning, Katherine Egan Cunningham, Kristin N. Rainville
Education Faculty Publications
In this article the authors describe a professional learning initiative focused on joyful teaching and learning during the COVID-19 pandemic and the techniques that were used to foster a culture of belonging. The authors utilize an integrative framework for understanding, cultivating, and assessing belongingness to suggest implications for school-university partnerships. Finally, the authors pose questions for school-university partnerships to reflect upon to build an intersectional approach to professional learning in a post-pandemic educational landscape.
Caring For Our Communities Of Practice In Educational Development, Christopher V. H.-H. Chen, Katherine Kearns, Lynn Eaton, Darren S. Hoffmann, Denise Leonard, Martin Samuels
Caring For Our Communities Of Practice In Educational Development, Christopher V. H.-H. Chen, Katherine Kearns, Lynn Eaton, Darren S. Hoffmann, Denise Leonard, Martin Samuels
To Improve the Academy: A Journal of Educational Development
Given the backdrop of multiple concurring crises—a global pandemic, political instability and violence, and multiple structural inequalities—we see the problem of now as this: How do educational developers continue to address the wicked problems in teaching and learning when we are simply so exhausted? Our article presents the importance of communities of practice for educational developers, inviting us to witness and name the communities in which we belong; the important functions they engage; who they nurture and how; and what care is undertaken to sustain these groups and ourselves. To help educational developers understand and appreciate the ways that communities …
“At School, It’S A Completely Different World”: African Immigrant Youth Agency And Negotiation Of Their Adaptation Processes In Us Urban Schools, Lydiah Kananu Kiramba, Hanihani Moundiba Traore, Guy Trainin
“At School, It’S A Completely Different World”: African Immigrant Youth Agency And Negotiation Of Their Adaptation Processes In Us Urban Schools, Lydiah Kananu Kiramba, Hanihani Moundiba Traore, Guy Trainin
Department of Teaching, Learning, and Teacher Education: Faculty Publications
African immigrant youth adaptation processes in US schools remain underresearched. Using qualitative case study, this article examines West African immigrant middle- and high-school youth adaptation experiences in US urban schools. Findings show that racialized experiences, English proficiency levels, and multilingualism affected social relationships (both supportive and conflicted) with families, communities, peers, and school contexts. These experiences crucially influenced African immigrant youths’ adaptation processes. Participants drew from community resources and developed resilience skills to negotiate acculturative stressors when seeking friendship, belonging, and an integrated sense of identity in their new home. Recommendations for further supporting positive adaptive strategies are discussed.
“You Sound Like A Good Program Manager”: An Analysis Of Gender In Women’S Computing Life Histories, Rose K. Pozos, Michelle Friend
“You Sound Like A Good Program Manager”: An Analysis Of Gender In Women’S Computing Life Histories, Rose K. Pozos, Michelle Friend
Teacher Education Faculty Proceedings & Presentations
Through the eyes of professional women in computing, we can better understand the impact of workplace structures, higher education pathways, and the particular closed nature of the tech industry. This study of women’s life histories contributes to the work of in-depth qualitative examinations of CS learning contexts and psychological studies investigating phenomena such stereotype threat which contextualize the experience of women in computing environments. Drawing inspiration from Margolis and Fisher’s work drawing the “blueprints” of the “boy’s clubhouse” of computing education [20], as well as McDermott and Webber’s analysis of when math learning occurs [22], we ask when, where, and …
“Estamos Aquí Pero No Soy De Aqui”: American Mexican Youth, Belonging And Schooling In Rural, Central Mexico, Eric Ruiz Bybee, Erin Feinauer Whiting, Bryant Jensen, Victoria Savage, Alisa Baker, Emma Holdaway
“Estamos Aquí Pero No Soy De Aqui”: American Mexican Youth, Belonging And Schooling In Rural, Central Mexico, Eric Ruiz Bybee, Erin Feinauer Whiting, Bryant Jensen, Victoria Savage, Alisa Baker, Emma Holdaway
Faculty Publications
This article explores notions of belonging and citizenship for “American Mexican” students— Mexican-heritage youth born in the United States who return to Mexico with their families. Our findings reveal belonging as a sociocultural practice that participants negotiated spatially and relationally, chiefly by making their US-born status more and less visible within particular spaces at school. The experiences of American-Mexican youth reveal the crucial roles of migration and belonging in shaping civic identities and future potentials in a transnational world.
Do Expectations And Reflection In A Master’S Level Education Course Contribute To Sense Of Belonging And Learning? A Peer Review Of Teaching Inquiry Project, Stephanie Bondi
UNL Faculty Course Portfolios
This poster describes a classroom inquiry project completed as part of the advanced peer review of teaching program at UNL in 2019. In this project, the course instructor wondered if some small interventions could lead to more sense of belonging and greater learning in the course. Literature suggests a lack of sense of belonging can negative affect a student’s engagement and learning. The intervention plan included (a) setting the expectation that students work to create an inclusive and affirming environment and (b) asking students three times during the term to reflect on the extent to which people have been doing …
Universal Design For Belonging: Living And Working With Diverse Personal Names, Karen E. Pennesi
Universal Design For Belonging: Living And Working With Diverse Personal Names, Karen E. Pennesi
Anthropology Publications
There is great diversity in the names and naming practices of Canada’s population due to the multiple languages and cultures from which names and name-givers originate. While this diversity means that everyone encounters unfamiliar names, institutional agents who work with the public are continually challenged when attempting to determine a name’s correct pronunciation, spelling, structure and gender. Drawing from over a hundred interviews in London (Ontario) and Montréal (Québec), as well as other published accounts, I outline strategies used by institutional agents to manage name diversity within the constraints of their work tasks. I explain how concern with saving face …
‘‘Where I’M From’’ And Belonging: A Multimodal, Cosmopolitan Perspective On Arts And Inquiry, Tiffany A. Dejaynes
‘‘Where I’M From’’ And Belonging: A Multimodal, Cosmopolitan Perspective On Arts And Inquiry, Tiffany A. Dejaynes
Publications and Research
The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnographies as part of a research course in their urban public high school. Through ethnographic data collection, youth researched their own lives, cultures, and beliefs with the end goal of producing multimodal films that represented their embodied senses of ‘‘Where I’m From’’, broadly defined. As youth collected and interpreted culturally and personally meaningful artifacts, stories, memories, and family discourses, the cosmopolitan habits of mind and heart that it is argued are important for nurturing reflective citizens of the world. In the process of video production or self-curation, youth …