Education Commons^™

"Becoming A Multicultural Teacher: Reflections On Responsibility In First-Year Writing", Ingrid Jayne Nordstrom

Theses and Dissertations

Composition Studies teacher-scholars who are committed to working with multicultural student populations are trained to value writing from marginalized groups, recognize the intelligence that lies within “non-standard” forms, and encourage student writers to find and use their own voices. Too often, however, our thinking and writing focuses on what we teachers assume to be our responsibility: giving voice to the voiceless or empowering student success. This dissertation addresses this situation by re-conceptualizing responsibility itself, proposing that multicultural pedagogies are of limited use unless we examine the self-perceptions and preconceptions influencing our work with students in the classroom. Modeling a research-based …

Using Authentic Inquiry To Unpack Emotions And Thorny Issues Within Teaching And Learning, Leah Denise Pride

Dissertations, Theses, and Capstone Projects

This manuscript-styled dissertation embodies the theoretical and methodological framework of authentic inquiry (Tobin, 2006). In the holistic context of this dissertation, authentic inquiry as a theoretical framework encompasses deep epistemological and ontological questions such as: What is knowledge and how is it informed by research? Who may engage in research? How does positivism compare to authentic inquiry? What are thorny issues and how do they relate to authentic inquiry? How do we research thorny issues in classrooms? What mindfulness practices may be used to research emotions when discussing thorny issues? How do we nuance “safety” in learning spaces where emotions …

Congolese Refugee Students In Higher Education: Equity And Opportunity, Refik Sadiković

Boise State University Theses and Dissertations

The purpose of this study was to explore Congolese refugee students’ experiences in higher education in the United States. In order to understand the challenges Congolese students face in higher education, this study used narrative inquiry methodology to investigate Congolese students’ lived experiences that affected their educational endeavors before and after resettlement to the United States. The study examined personal stories of 10 Congolese students in the Pacific Northwest using semi-structured in-depth interviews, one-on-one follow-up interviews, field notes and two focus group interviews. Using narrative analysis five reoccurring themes were identified and discussed in the findings. The study findings indicate …

Preservice Teachers' Referral Of Students For Special Education, Annie Maclachlan

Honors Scholar Theses

The purpose of this study was to understand which students teachers nominate for special education services, and what student qualities influence the nomination. Specifically, in this study, we investigated whether a student’s ethnicity and classroom behavior influence his or her nomination for special education. We created six profiles in which we varied ethnic names and classroom behaviors, and asked juniors and seniors in a selected teacher preparation program to evaluate the profile they were given. They were then asked to indicate whether or not they would refer their given hypothetical student for special education services, and to provide justification for …

The Green Book: Race, Geography, And Critical Understanding, Mark Pearcy Ph.D.

The Councilor: A National Journal of the Social Studies

Social studies teachers face a number of disciplinary challenges--for instance, insufficient geographic knowledge, fewer opportunities for critical analysis amid shrinking instructional time--and, in terms of confronting discrimination and disparity, an increasingly racially segregated society. Teachers can, however, make excellent use of historical resources and modern mapping tools to empower students in their analysis of the Jim Crow era and segregation in American daily life. This article describes the use of The Negro Motorist Green Book, a guide produced from 1937 to 1963 for African-American drivers which detailed American businesses which catered to black travelers. Using the data from these books, …

Teaching Students To Challenge The Status Quo: Recognizing Oppression In African Film, Roberta Di Carmine

The Councilor: A National Journal of the Social Studies

The purpose of this paper is twofold: to share experiences and strategies about teaching race and oppression with African films and promote the use of non-Western films in the classroom. By referring to bell hooks' and Richard Dyer's works, the paper discusses how teachers have a responsibility to create a learning environment in which students learn to be open minded and to challenge the status quo.

African films offer an opportunity to achieve this goal. Films such as Black Girl demand students’ attention but also require in-depth discussions if we want to raise students’ awareness of films as political weapons …

Active Solidarity: Centering The Demands And Vision Of The Black Lives Matter Movement In Teacher Education, Edwin Mayorga, Bree Picower

Department of Teaching and Learning Scholarship and Creative Works

In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. …

Investigating The Potential Effect Of Race And Culture On Preservice Teachers’ Perceptions Of Corporal Punishment And Its Subsequent Effect On Mandated Reporting, John Kesner, Vera Stenhouse

Australian Journal of Teacher Education

In the United States, not only are parents permitted to utilize corporal punishment in disciplining their children, but 19 states still permit the use of corporal punishment in schools. Teachers are legally bound to report suspected maltreatment, yet their school may engage in a discipline practice which they may consider abuse. This potential conflict depends on the teacher’s definition of “acceptable” physical discipline and abuse. Thus, teachers’ attitudes teachers towards corporal punishment and child maltreatment are critical.

Preservice teachers were surveyed about their attitudes towards corporal punishment, knowledge of child maltreatment and mandated reporting, personal experiences with corporal punishment and …