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Articles 1 - 8 of 8
Full-Text Articles in Education
Troubling The Null Curriculum Through A Multiple-Perspectives Pedagogy: A Critical Dialogue Between Two Equity-Minded Teacher Educators, Rachel Endo, Deb Sheffer
Troubling The Null Curriculum Through A Multiple-Perspectives Pedagogy: A Critical Dialogue Between Two Equity-Minded Teacher Educators, Rachel Endo, Deb Sheffer
Journal of Educational Controversy
In this article, the authors explore the ways by which they, as equity-minded teacher educators, have introduced predominantly White pre-service teachers to the notion of a multiple-perspectives pedagogy as a vehicle to promote critical thinking and multicultural integration. The conceptual framework charts a new course for theorizing the various ideological challenges that arise when attempting to model a multiple-perspectives pedagogy to critique various aspects of the null curriculum in PK-12 and teacher education as it relates to integrating multicultural perspectives. Through critical reflection and dialogic interviews, the authors discuss how they have negotiated the various challenges and possibilities of implementing …
The Sociohistorically Situated And Structurally Central Nature Of Race: Toward An Analytic Of Research Regarding Race And Racism, Rolf Straubhaar
The Sociohistorically Situated And Structurally Central Nature Of Race: Toward An Analytic Of Research Regarding Race And Racism, Rolf Straubhaar
Journal of Educational Controversy
In a response to Wacquant’s (1997) call for “an analytic of racial domination” (p. 230) to theorize about race and racism, this conceptual article puts forward one such analytic. This analytic is based principally on the continued centrality of race in society, the recognition that racism is always shaped by particular sociohistorical factors, and the importance of documenting racism’s contextual intersectionality with class, gender and other elements of social structure through academic inquiry focused on both discourse and measurable action as data for racial analysis.
Stories Read And Told In An Antiracist Teaching Book Club, Jennifer Ervin, Madison Gannon
Stories Read And Told In An Antiracist Teaching Book Club, Jennifer Ervin, Madison Gannon
Journal of Educational Controversy
This manuscript explores the stories both read and told by graduate students and preservice teachers in an antiracist teaching book club. Thinking with critical and engaged pedagogy, the researchers use narrative inquiry to explore how the book club supported White female preservice teachers’ understandings of antiracist pedagogy in English language arts classrooms. The themes that the authors explore through these narratives include the ways that both teacher and student identities are at the forefront of enacting antiracist pedagogy, how teachers receive and seek support for implementing antiracist pedagogy, and what pedagogical decisions are needed when intentionally planning to engage with …
Dissonance As An Educational Tool For Coping With Students’ Racist Attitudes, Adar Cohen
Dissonance As An Educational Tool For Coping With Students’ Racist Attitudes, Adar Cohen
Journal of Educational Controversy
Teachers in multicultural societies that are beset by severe rifts and political polarization encounter students who express racist and extreme attitudes. According to the students’ dichotomous views, anyone who is different from them poses a threat, and teachers find it difficult to overcome this challenge solely with moralistic utterances. Anger, shock, and punishment do not help change the students’ opinions; they often have the opposite effect. This article proposes, instead, that teachers use dissonance as a tool for helping students rid themselves of their dichotomous views and become accustomed to complex thinking about society. On the basis of an educational …
On The Continuity Of Learning, Teaching, Schooling: Mead’S Educational Proposal, From The Perspective Of Decolonization And Land/Place-Based Education, Cary Campbell
Journal of Educational Controversy
In her 1943 article “Our Educational Emphases,” Margaret Mead inquired: What constitutes education in “the broadest sense” of the term, as a continuing human process. More specifically she asked, how and from what basis can we understand the educational processes of long-standing/Indigenous societies as continuous with the forms of education practiced in modern industrialized society? In short, Mead proposes that we recognize the essential continuity of learning, teaching, and schooling across all human societies. In this article, I explore the controversies that Mead’s proposal raises for contemporary, intersecting discourses on decolonization, Indigenous pedagogy, and place- and Land-based education. I argue …
“Teaching In A War Zone”: A Collective Reflection On Learning From A Diversity Course In Contentious Times, Elena Aydarova, Jacob Kelley, Kristen Daugherty
“Teaching In A War Zone”: A Collective Reflection On Learning From A Diversity Course In Contentious Times, Elena Aydarova, Jacob Kelley, Kristen Daugherty
Journal of Educational Controversy
Diversity courses in teacher education often become sites of conflict and contestation. Numerous proposals have been put forward on how to address these conflicts and contestations through pedagogical interventions and teaching innovations. However, such proposals rarely take into account the impact of broader sociopolitical forces on classroom interactions and learning. In this collective reflection, we document our experiences of navigating a diversity course in highly contentious times when anti-critical race theory campaigns resulted in widespread bans on the teaching of “divisive concepts.” We explore critical incidents and challenging situations to capture the erosion of civility and engagement with evidence. In …
A Critically Conscious Analysis Of Institutionalized Racism In Teacher Education: Imagining Anti-Racist Teacher Preparation Spaces, Tatiana Joseph, Jennifer Brownson, Kristine Lize, Elizabeth Drame, Laura Owens
A Critically Conscious Analysis Of Institutionalized Racism In Teacher Education: Imagining Anti-Racist Teacher Preparation Spaces, Tatiana Joseph, Jennifer Brownson, Kristine Lize, Elizabeth Drame, Laura Owens
Journal of Educational Controversy
Teacher education scholars serving five different teacher education license programs came together to collectively examine this question: What would it look like if a college of education took on the work of revealing and dismantling structural racism? Using Critical Consciousness theory, we analyzed how structural racism is embedded in teacher education on both a macro systems level and a micro program level. First, we discuss what we know about how institutionalized racism is prevalent within teacher preparation spaces. Then, we take a focused look at some of our programs within our own school of education. More specifically, we explored both …
About The Authors
Journal of Educational Controversy
"About the Authors" page for Volume 15 issue of the Journal of Educational Controversy on the theme, "Teaching for Social Justice in a Highly Politicized Historical Moment."