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Articles 1 - 4 of 4
Full-Text Articles in Education
Doctoral Studies As Learning To Rename The World, Hyleen Mariaye
Doctoral Studies As Learning To Rename The World, Hyleen Mariaye
Journal of Multicultural Affairs
The reflective experience documented in this paper engages with doctoral learning from Freire’s (1968/2000) conceptual lens of naming the world. Written from the narrative lens of the supervisor, it considers how doctoral level studies in education can position both the supervisor and the candidates as agents actively reconstructing their understanding of the world and their place in it. The doctoral journey is viewed as praxis compelling researchers to expand their frames for reading the world, accommodating the other, including multiple voices and thus demonstrating commitment to a global and yet constantly contested notion of citizenship.
Ted Ayres, Social Justice And Education Advocate: "Making It Count" With Book Reviews, Kristen P. Erdem
Ted Ayres, Social Justice And Education Advocate: "Making It Count" With Book Reviews, Kristen P. Erdem
Journal of Multicultural Affairs
This is an interview article with a prolific reviewer of books seen on public television and in print. Ted Ayres had an inspired legal career, and his advocacy continues to this day. The year 2020, like no other year in our recent U.S. history, was a raucous reckoning for an array of social justice issues. As this theme continues in 2021, it is heartwarming getting to know a quiet advocate in our midst. Meet Ted Ayres. Ayres will be a contributor to the journal with book reviews. This is an introduction to the person, Ted Ayres as social justice and …
Uncovering Meaning In Montessori Teachers’ Lived Experiences Of Cosmic Education As A Tool For Social Justice, John Allen Branch
Uncovering Meaning In Montessori Teachers’ Lived Experiences Of Cosmic Education As A Tool For Social Justice, John Allen Branch
Electronic Theses and Dissertations
This inquiry focused on the lived experiences of Montessori teachers in implementing Montessori’s Cosmic Education as a tool for social justice in their classrooms in order to more fully understand Cosmic Education’s meaning, purpose, and practice. The researcher also sought to understand how Cosmic Education could be an effective pedagogy of place, providing historical and social contexts in which students may develop and grow. The study used a post-intentional phenomenological design (Vagle, 2014), and was based on a series of interviews with five Montessori teachers from different classroom age levels. The data were analyzed using poetic inquiry through the form …
Breaking Stone Tablets, Rejecting Binaries: A Culturally Affirming Approach To Embracing Differentiated Aspects Of Identity, James A. Gambrell
Breaking Stone Tablets, Rejecting Binaries: A Culturally Affirming Approach To Embracing Differentiated Aspects Of Identity, James A. Gambrell
The Journal of Faith, Education, and Community
Many individuals daily navigate among seemingly contradicting aspects of self, creating a sense of both inclusion and “othering” simultaneously (Johnson-Bailey, 2012). The purpose of this paper is to tease out the complexities I experienced in the past, when I was both a religious educator in an exclusively Latter-day Saint (LDS) work environment, and a social justice-oriented graduate student. Next, I discuss why binary thinking is often harmful for students. Lastly, I recount a biblical metaphor to describe how “right” vs. “wrong” binary thinking often results in teacher saviorism and call on educators to embrace social pluralism. Throughout this paper, I …