Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Anthropology (1)
- Community-Based Learning (1)
- Community-Based Research (1)
- Curriculum and Instruction (1)
- Curriculum and Social Inquiry (1)
-
- Educational Sociology (1)
- Humane Education (1)
- Other Education (1)
- Other Teacher Education and Professional Development (1)
- Politics and Social Change (1)
- Race and Ethnicity (1)
- Secondary Education (1)
- Secondary Education and Teaching (1)
- Social and Behavioral Sciences (1)
- Social and Cultural Anthropology (1)
- Social and Philosophical Foundations of Education (1)
- Sociology (1)
- Sociology of Culture (1)
- Teacher Education and Professional Development (1)
Articles 1 - 2 of 2
Full-Text Articles in Education
When Healing And High-Stakes Meet: Restorative Justice In An Era Of Racial Neoliberalism, Dani O'Brien
When Healing And High-Stakes Meet: Restorative Justice In An Era Of Racial Neoliberalism, Dani O'Brien
Doctoral Dissertations
Based on a 3-year ethnography, this dissertation documents the story of Presente, an explicitly critical youth-led restorative justice group attempting to dismantle the school-prison nexus and create a more youth-centered culture at their high-reform high school. This dissertation addresses the questions: How does serving as a restorative justice peer leader impact students? What challenges and opportunities arise as the school tries to transition to more restorative practices? And how do the values central to restorative justice come up against, challenge, and get challenged by neoliberal education reform?
Urban Elementary Teachers’ Perspectives And Practices, Meredith Elise Murray
Urban Elementary Teachers’ Perspectives And Practices, Meredith Elise Murray
Doctoral Dissertations
Urban teachers alone cannot solve the complex social and economic problems that plague urban communities and schools; however, their efforts to effectively educate inner-city youth can begin to break the cycle of disadvantage. Therefore, urban teachers’ perspectives are essential in understanding the process of effectively instructing urban youth. The purpose of this study was to explore the perspectives and practices of five urban educators through a postpositive theoretical lens. Participants for this study were five urban educators kindergarten through fourth grade, all of whom were teaching at one urban school. The participating teachers were chosen by criterion sampling with the …