Education Commons^™

Photovoice As Micro-Invitation: A Case Study Of High School Im/Migrant Youth Disrupting Everyday Forms Of Racism, Kevin C. Roxas, Verónica N. Vélez

Woodring College of Education Faculty Publications

Racial microaggressions describe how People of Color experience daily racial assaults in seemingly minor, but nonetheless insidious ways. The photovoice project highlighted here demonstrates the varied ways in which im/migrant high school students in one community challenged everyday microaggressions by making clear how they wanted fellow students, teachers, and other members of society to acknowledge, respond, and interrupt racist discourses. We introduce the concept of micro-invitations to describe strategic efforts to build collective forms of resistance. We argue that microinvitations, as a both a theoretical and pedagogical intervention, helps us better understand how marginalized youth, in this case im/migrant youth, …

The Mena Youth Bulge: Let’S Help Them Save The World, Sandra Ratcliff Daffron

Woodring College of Education Faculty Publications

They are called the “Youth Bulge,” the millions of young adults under 24 years old that make up an average of 50% of the population of the 25 countries and territories of the Middle East and North Africa (MENA). They live in massive poverty and inequality that Mandela calls “terrible scourges of our times.” [1] These MENA youth are literate, watch other youth of the world on their cell phones and want what other young people have, a job, a family of their own, a safe place to live and status. The chances of achieving the life they want seem …

Evaluation Of Community-Academic Partnership: Lessons From Latinos In A Network For Cancer Control, Hope Corbin, Maria E. Fernandez, Patricia D. Mullen

Woodring College of Education Faculty Publications

Established in 2002, Latinos in a Network for Cancer Control (LINCC) is a community-academic network supported by the Centers for Disease Control and Prevention and the National Cancer Institute. LINCC includes >130 individuals from 65 community and academic organizations committed to reducing cancer-related health disparities. Using an empirically derived systems model—the Bergen Model of Collaborative Functioning—as the analytic frame, we interviewed 19 partners to identify challenges and successful processes. Findings indicated that sustained partner interaction created “meaningful relationships” that were routinely called upon for collaboration. The leadership was regarded positively on vision, charisma, and capacity. Limitations included over-reliance on a …

Scaling-Up And Rooting-Down: A Case Study Of North-South Partnerships For Health From Tanzania, J. Hope Corbin, Maurice B. Mittelmark, Gro Th. Lie

Woodring College of Education Faculty Publications

Background: North-South Partnership (NSP) is the mandated blueprint for much global health action. Northern partners contribute funding and expertise and Southern partners contribute capacity for local action. Potential Northern partners are attracted to Southern organizations that have a track record of participating in well-performing NSPs. This often leads to the rapid ‘scaling up’ of the Southern organization’s activities, and more predictable and stable access to resources. Yet, scaling up may also present challenges and threats, as the literature on rapid organization growth shows. However, studies of the impact of scaling up within NSPs in particular are absent from the …

Integrating Language Diversity Into Teacher Education Curricula: Teacher Candidates' Developmental Perspectives And Understandings, Jeasik Cho, Francisco Rios, Allen Trent, Kerrita K. Mayfield

Woodring College of Education Faculty Publications

This study took place at the University of Wyoming, located in the rural mountain West. The University of Wyoming, with approximately 13,000 students, is the only four-year university in the state.The teacher education population of the College of Education is about 600, and demographically, this population is about 90% White, predominately female, and from rural communities across the state and other states that border Wyoming. Likewise, most school districts in the state of Wyoming are less diverse (ethnically, racially, and linguistically) than the national averages. Given this context, the College of Education has tried to address issues of diversity at …

The International Union For Health Promotion And Education (Iuhpe) Student And Early Career Network (Isecn): A Case Illustrating Three Strategies For Maximizing Synergy In Professional Collaboration, Hope Corbin, Emily A. Fisher, Torill Bull

Woodring College of Education Faculty Publications

The International Union for Health Promotion and Education (IUHPE) Student and Early Career Network (ISECN) was constructed upon a foundation of research, using the Bergen Model of Collaborative Functioning (BMCF) as a blueprint to inform its leadership, communication, structure, and culture. The BMCF consists of inputs (partners, mission, and financial resources), throughputs (operational processes), and outputs (synergy and antagony). In this commentary, we use the BMCF to describe the ISECN work, highlighting opportunities, successes, and challenges. We also put forward three strategies derived from the BMCF that have been purposefully employed by ISECN to maximize its production of synergy from …

Mapping Synergy And Antagony In North–South Partnerships For Health: A Case Study Of The Tanzanian Women’S Ngo Kiwakkuki, Hope Corbin, Maurice B. Mittelmark, Gro Th. Lie

Woodring College of Education Faculty Publications

North–South partnerships for health aim to link resources, expertise and local knowledge to create synergy. The literature on such partnerships presents an optimistic view of the promise of partnership on one hand, contrasted by pessimistic depictions of practice on the other. Case studies are called for to provide a more intricate understanding of partnership functioning, especially viewed from the Southern perspective. This case study examined the experience of the Tanzanian women's NGO, KIWAKKUKI, based on its long history of partnerships with Northern organizations, all addressing HIV/AIDS in the Kilimanjaro region. KIWAKKUKI has provided education and other services since its inception …

The Search For Balance: Understanding And Implementing Yoga, Peace, And Democratic Education, Joy L. Wiggins

Woodring College of Education Faculty Publications

Peace, yoga and democracy share a vision of freedom, truth, and justice to promote both individual and societal transformation. Barack Obama created a vision of hope in 2008; students should be allowed to carry out that vision of freedom and democracy in their homes, schools and communities with curricular implementation across the content areas. Allowing the community and the school to interact and makes strides for change are essential if peace is ever to be a possibility.

Multicultural Education As A Human Right: Framing Multicultural Education For Citizenship In A Global Age, Francisco Rios, Susan Markus

Woodring College of Education Faculty Publications

This paper explores the various ways scholars in the field have framed the need for multicultural education. These include changing demographics and closing the academic gap, developing cross-cultural competence, confronting colonization and cultural hegemony, and promoting democratic citizenship. This paper asserts the value of framing multicultural education as a human right: the right to learn about oneself, to learn about others, and to learn citizenship skills associated with a deep democracy in a global age.

Democracy In Teacher Education: Learning From Preservice Teachers’ Understandings And Perspectives, Allen Trent, Jaesik Cho, Francisco Rios, Kerrita Mayfield

Woodring College of Education Faculty Publications

This article provides an overview of a teacher education inquiry project focused on teaching in a democracy. The research was conducted by the faculty in a university educational studies/foundations department (EDST) as they engaged in a curriculum development and implementation project designed to better prepare teachers for democratic participation and teaching. In this context, ongoing curriculum examination and revision and embedded data collection and analysis are utilized as important activities in evolving a curriculum delivered to teacher education candidates.

This article includes an overview of theoretical perspectives that guide and inform teacher education efforts in this department and presents a …

Seeing You, Seeing Me: Social Perspective-Taking As Learning, Terry J. Burant, Francisco Rios

Woodring College of Education Faculty Publications

This paper examines the use of social perspective-taking as learning in an education course in an undergraduate teacher education program. Using curriculum documents, student writing, field notes, faculty journals, and focus group interviews, the study identified the foundational/multicultural content understandings and the emotional responses that social perspective-taking activities promoted. Implications of social perspective-taking in teacher education courses and broader programmatic questions about social perspective-taking pedagogy for teaching and learning are addressed.

Partnership Lessons From The Global Programme For Health Promotion Effectiveness: A Case Study, Hope Corbin

Woodring College of Education Faculty Publications

It is an article of faith in health promotion that health challenges cannot be confronted successfully by actors working in isolation. The synergy produced through collaboration is seen as vital. Yet, collaboration is arduous and many collaborations fade before their goals are met. Research is needed to identify factors and processes that promote as well as inhibit the production of synergistic outcomes. To this end, a case study was undertaken of the Global Programme for Health Promotion Effectiveness (GPHPE). The GPHPE reviews and disseminates evidence for the effectiveness of health pro- motion. Interviews with 20 GPHPE participants were conducted, transcribed …

Reflective Reactions: Learning What It Means To Read And Reread Self Within A 6th Grade Social Action Project, Joy L. Wiggins

Woodring College of Education Faculty Publications

This article focuses on the ways in which social action can be read and reread through one white female teacher’s experience. More specifically, how I read my actions and how I was read by them illustrates the compelling need to consistently reevaluate our perception of what we believe aligns with the ideals of building socially just and safe communities and what could subvert the very causes we are trying to help. This article originally started as a tribute to the success of my sixth-grade students writing letters to the mayor about the problems with drugs, gangs, and homeless people in …

La Casa De Esperanza: The House That Multicultural Education Built, Francisco Rios

Woodring College of Education Faculty Publications

Using a house (la casa) as a metaphor, this manuscript attempts to provide a broad overview of the field of multicultural education as an academic discipline. It includes viewing multicultural education from a macrolevel perspective (el barrio), describing many paths multicultural educators have taken (los calles), and reading the stories of oppression and resistance which they face (los paredes). It details the icons in the field (la entrada), the people with whom we work everyday (la sala), the places for networking and academic engagement (el patio), …

Lessons Learned From A Collaborative Self-Study In International Teacher Education: Visiones, Preguntas, Y Desafíos, Francisco Rios, Carmen Montecinos, Marcela Van Olphen

Woodring College of Education Faculty Publications

International experience is a critical part of any efforts at internationalizing the teacher education curriculum (Cushner & Mahon, 2002). Professional teacher preparation standards (NCATE, INTASC) have made clear that teachers, particularly those teaching foreign language and social studies, need to have international experiences. These experiences need to be extended to higher education faculty as well given that their experiences have the potential to influence both the pedagogy and curriculum of teacher education experiences. Indeed, it is folly to ask teacher education faculty to promote an international teacher education without having experienced and studied international education any more than we would …

From Traditional To Liberal Racism: Living Racism In The Everyday, Francisco Rios, Margaret M. Zamudio

Woodring College of Education Faculty Publications

This article examines hundreds of entries in student journals collected at a university in the Mountain West and captures a striking contradiction between an articulated understanding of racism as “a thing of the past” and the reality of a persistent and pervasive racism. This qualitative study documents everyday racist events taking place in the life of students. These events are coded into either a traditional or modern “liberal” category to demonstrate the link between past and present race projects. The authors conclude that the contemporary “colorblind” discourse of the liberal era suggests an ongoing race project centered on the maintenance …

Negotiation And Resistance Amid The Overwhelming Presence Of Whiteness: A Native American Faculty And Student Perspective, Angela Jaime, Francisco Rios

Woodring College of Education Faculty Publications

This opening stanza of the poem Indian Boarding School: The Runaways by Louise Erdrich (1984) describes the importance of and comfort with returning to one’s home, “the place we head for in our sleep.” In this poem, Erdrich describes the dreams of Native students who runaway from their boarding school experiences (for a detailed account of the culturally horrific, indeed even fatal, boarding school experiences, see Spring, 2006). But the runaways are also moving toward something: their homes where they can be culturally, socially, and spiritually nourished. Home is where the center of the soul belongs. Children of the boarding …

Taking Stands For Social Justice, Francisco Rios, Lorinda Lindley

Woodring College of Education Faculty Publications

In this paper the authors describe efforts to help students take a stand for social justice in the College of Education at one predominantly White institution in the western Rocky Mountain region. The authors outline the theoretical frameworks that inform this work and the context of our work. The focus is on specific pedagogical strategies used with teacher education students who primarily were from monocultural (Euro-American) communities in their preparation for diversity and equity in multicultural America. The authors describe these strategies and themes that emerged from student responses. These themes included the value of seeing things from different perspectives, …

Assessing Preservice Teachers’ Concerns And Comforts With Multicultural Education, Carmen Montecinos, Francisco Rios

Woodring College of Education Faculty Publications

Currently, racial/ethnic minority students represent a third of the K­12 student enrollment across the United States; by the year 2035, they will represent over 50 percent (American Educational Research Association, Division K Newsletter, 1998). This significant increase in the ethnic diversity of the K­12 population, coupled with persistent disparities in educational attainment among various ethnic/racial groups in the United States, has supported an educational reform movement known as multicultural education (Banks, 1997). This movement’s goal is to redesign schooling in ways that "increase educational equity for a range of cultural, ethnic, and economic groups" (Banks, 1997, p. 7). Teacher …