Education Commons^™

Viewing Film From A Communication Perspective: Film As Public Relations, Product Placement, And Rhetorical Advocacy In The College Classroom, Robin Patric Clair, Rebekah L. Fox, Jennifer L. Bezek

Communication and Theater Association of Minnesota Journal

Academics approach film from multiple perspectives, including critical, literary, rhetorical, and managerial approaches. Furthermore, and outside of film studies courses, films are frequently used as a pedagogical tool. Their relevance in society as well as their valuable use in the classroom makes them an important and pragmatic medium deserving further attention. The ability of film to be used in a socio-political way may sustain, challenge or change the status quo, which supports studying film as well as teaching students about the power of film. The purpose of this article is to share the development of a course which points out …

The Ethics Of Teaching For Social Justice: A Framework For Exploring The Intellectual And Moral Virtues Of Social Justice Educators. A Response To "Ethics In Teaching For Democracy And Social Justice", Rebecca M. Taylor

Democracy and Education

Pursuing social justice in education raises ethical questions about teaching practice that have not been fully addressed in the social justice literature. Hytten (2015) initiated a valuable way forward in developing an ethics of social justice educators, drawing on virtue ethics.

In this paper, I provide additional support to this effort by arguing that a virtue approach to ethics of teaching is in fact compatible with responsiveness to social context in teaching. I then propose a refined framework for considering the virtues of teachers, one which asks us to identify virtues relevant to teaching within the broad categories of intellectual …

Thinking And Action: Preparing Students To Engage Complexity Within Themselves And In The World, Julia Van Der Ryn

Julia van der Ryn

This essay explores the dynamic tension between the human need to cultivate an autonomous identity and the desire to be part of a larger reality, suggesting that authentic morality emerges from a person’s struggle with the ever-shifting overlap between these two drives. Creating an intersection between thinking and action, service-learning pedagogy draws us into a creative confrontation with these drives, preparing students to engage complexity within themselves and in the world.

Remarks Of Huntly Collins, Huntly Collins

Inauguration of Colleen Hanycz

Remarks by Huntly Collins , assistant professor of communication, as part of a symposium on Lasallian higher education in Philadelphia.

Silencing The Critics: A Conceptual Framework In Teacher Preparation For Social Justice, Allison P. Schildts

LMU/LLS Theses and Dissertations

Teacher preparation programs are making concerted efforts to prepare practitioners to transform urban education. Current studies rely heavily on self-reported data with little to no inclusion of the voices of teachers or perceptions of principals. This qualitative case study aimed to fill that gap by exploring how alumni of one social justice–themed University Teacher Preparation Program (UTPP) defined and implemented socially just teaching practices in urban elementary classrooms. Participants included six teacher alumni in their first, second, or third year of teaching, two supervising principals, and one UTPP staff member. Methods included semistructured interviews, full-day classroom observations, and a review …

Educating For Social Justice: Drawing From Catholic Social Teaching, James R. Valadez, Philip S. Mirci Dr. (Ph.D.)

Journal of Catholic Education

This article uses a duoethnographic process to develop a model for socially just education based on social justice theory and Catholic social teaching. Three major issues are addressed, including: (a) the definition of socially just education, (b) explaining a vision for establishing socially just schools, and (c) providing a practical guide for educational leaders to promote social justice ideals. The authors propose a vision for socially just education that calls for schools to instill social justice virtues into young people, much as one would instill virtues such as morality, honesty, and fairness. As Pieper (2003) declared: “the good [person] is …

Visualizing Abolition: Two Graphic Novels And A Critical Approach To Mass Incarceration For The Composition Classroom, Michael Sutcliffe

SANE journal: Sequential Art Narrative in Education

This article outlines two graphic novels and an accompanying activity designed to unpack complicated intersections between racism, poverty, and (d)evolving criminal-legal policy. Over 2 million adults are held in U.S. prison facilities, and several million more are under custodial supervision, and it has become clearly unsustainable. In the last decade, there has been a shift in media conversations about criminality, yet only a few suggest decreasing our reliance upon incarceration. In meaningfully different ways, the two novels trace the development of incarceration from its roots in slavery to its contemporary anti-democratic iteration and offer an underpublicized alternative.

Critical and community …

Implementing Middle School Youth-Adult Partnerships: A Study Of Two Programs Focused On Social Change, Catharine Biddle, Dana Mitra

Middle Grades Review

Youth-adult partnerships position youth and adults in roles of equal leadership of initiatives in their schools and communities, supporting a dynamic that runs counter to traditional patterns of youth-adult interaction. This article describes the piloting of two youth-adult partnership programs aimed at supporting the development of such relationships with different core foci at the middle grades level – one on community health and the other on school pedagogical change. In comparing the challenges and opportunities of implementing these programs in the middle grades environment, we find that while youth participants perceived positive developmental outcomes as a result of their participation, …

Cultivating A Justice Orientation Toward Citizenship In Preservice Elementary Teachers, Sara W. Fry, Jason O'Brien

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Teacher educators have an obligation to prepare preservice teachers with the skills and dispositions necessary to promote a socially just world. Yet the results of this study uncovered that the majority of elementary preservice teachers in a national sample (N = 846) have a simplistic perception of good citizenship consistent with what Westheimer and Kahne called a “personally responsible” model of citizenship. Follow-up interviews with 21 participants revealed a problematic trend among 14 participants: inadequate content knowledge and minimal support or even resistance to socially just action. As this trend is antithetical to a democratic government and the very …

Performing Critical Consciousness In Teaching: Entanglements Of Knowing, Feeling And Relating, Kathleen A. Mcdonough

Doctoral Dissertations

At a time when education reform is guided by neoliberalism, accountability and standardization have reshaped teaching as highly technocratic and threatened the democratic possibilities of public education. Even so, many teacher education programs have taken up the call to prepare teachers to teach for social justice, whether framed as multicultural education, critical literacy, or critical pedagogy. A construct that ties these pedagogical approaches together is critical consciousness, with the aim of some teacher education efforts to evoke critical consciousness among preservice teachers. This study focuses on exploring how nine educators from elementary grades to higher education experience and enact critical …

Using Rhetoric To Manage Campus Crisis: An Historical Study Of College Presidents' Speeches, 1960-1964, Eddie R. Cole

International Journal of Leadership and Change

Student protests and other forms of campus conflict are prominent in higher education; however, little is known about the manner in which college presidents have historically responded to these protests and conflicts. Focused on North Carolina in the 1960s, a decade notable for student protests on college campuses, this article identifies three approaches used by college presidents in their public speeches to manage campus conflict. This research examines the speeches of college presidents in North Carolina, where the first mass protests of the decade occurred during the student movement for civil rights starting in 1960 until 1964 when the Civil …

A Comparison And Exploration Of Arkansas Professional School Counselor Activities Across Poverty, Angela Mccoy Harless

Graduate Theses and Dissertations

This study is an exploration of the actual and preferred practices of Arkansas K-12 school counselors in low, mid, and high-poverty schools using the School Counselor Activity Rating Scale (Scarborough, 2005), follow-up questionnaires, and interviews. The qualitative component of this study brings to light the contextual factors that prevent school counselors from providing direct and indirect services to students outlined in the ASCA National Model. This research study examines the hidden dynamics of the counselor/principal relationship and how this relationship has a pivotal role in the realization of a fully comprehensive developmental school counseling program. This study contributes to the …

Relationship Between State Educational Fiscal Effort And State Juvenile Incarceration Rates, Jessica Mcgrath Ellison

Educational Foundations & Leadership Theses & Dissertations

The issue surrounding the effect of education funding using state per pupil index spending has been the subject of research studies in connection with various student outcomes since the advent of the Coleman report in 1966. Education is indeed an investment as it alleviates a myriad of social issues, but it needs to be made wisely. Included among social concerns is incarceration. Adults in prison show a disproportionate amount of illiteracy and most lack a high school education. An analysis of each state's educational fiscal effort, viewed as a ratio of gross per capita state product and per pupil index …

Vidura, July-September, 2015, Professor Vibhuti Patel

Professor Vibhuti Patel

When an ad is ‘not an ad’ / Sakuntala Narasimhan • Indian media and reporting of her neighbours / Shastri Ramachandaran • A losing battle for social justice? / Vibhuti Patel • The transformation of a women’s magazine / Sakuntala Narasimhan • A writer recalls her innings with Screen / Shoma A. Chatterji • The feminisation of urban poverty / Vibhuti Patel • Changing face of India’s disinherited daughters / Pamela Philipose • When radio proved to be a lifeline / John K. Babu • Linking folk musicians to new opportunities / Bharat Dogra • Bangladesh war widows have reason …

Social Justice Adult Educationcomparative Perspectives From Poland And The United States, Susan M. Yelich Biniecki, Marzanna Pogorzelska

Adult Education Research Conference

This paper examines and compares how social justice adult education currently is situated within two nation statesPoland and United States. Vocabulary, conceptual frameworks, and several themes are compared. The discussion broadens our understanding of how social justice education is positioned within two, complex socio-cultural contexts and suggests implications for practice.

Teaching Artistry As A Critical Community Of Practice: An Arts-Based Ethnography, Laura K. Reeder

Dissertations - ALL

There is increasing inequity in access to arts education among students in the United States that corresponds to an increase in demand for teaching artists - career artists who apply their artistry to teaching and learning. These increases have been documented both as a benefit and as a threat to arts instruction that is provided within standardized public school curricula. In turn, policy debate has emerged around professional positioning and development of teaching artists. This arts-based ethnographic study investigates resistance by teaching artists in the United States to policy recommendations for formal credentialing of the work that they do (Rabkin, …

A Narrative Of A Teacher’S Awakening Of Consciousness: Learning To Become An Effective Witness, Wendy Lynn Freebersyser

Dissertations

This autoethnographical narrative chronicles the awakening and subsequent conscientization of a middle-class white female teacher through critical reflective praxis. Autoethnography, Liberation Theory and Critical Race Theory (CRT) are used in this study, allowing the researcher to become the focal point of the story. The narrative details the journey in retrospect, revealing the evolution of my conscientization. The research statements guiding this dissertation are as follows: this autoethnographical narrative details the peeling back of the awakening and critical consciousness developed by a white female teacher using Liberation Theory and aided by CRT and Care Ethic Theory as I interrogate each layer …

What Is Social Justice? Opening A Discussion, John M. Winslade

Journal of Critical Issues in Educational Practice

This paper is a record of a discussion on social justice that took place at California State University San Bernardino on January 23, 2013. It addresses the definition of what social justice is, what injustice is, and the significance of a concern for social justice for educators. Multiple viewpoints are included.

Reflecting Together On Race, Privilege, And Teaching: Why Bank Street Needs Stronger Commitment To Teacher Education In Social Justice, Guiliana De Grazia, Molly Raik

Graduate Student Independent Studies

This project explores the need for high quality teacher training in social justice education and the current program in early childhood education at Bank Street College.

Becoming A Social Justice Educator: Emerging From The Pits Of Whiteness Into The Light Of Love. A Response To "Respect The Differences? Challenging The Common Guidelines In Social Justice Education, Kay F. Fujiyoshi

Democracy and Education

This paper addresses the limitations of social justice in institutional spaces and in rhetoric. I write in the form of a quest narrative to describe the lessons I learned from a brief sojourn in a temporary position in an urban teacher education program with a social justice focus and at a nonprofit organization with other social justice workers. My quest entails a retelling of encounters with Whiteness, the challenges of engaging social justice as a process that pushes beyond conversation, and the lessons I took away from my own sense-making of the contradictions in social justice work.

Limiting Student Speech: A Narrow Path Toward Success. A Response To "Challenging The Common Guidelines In Social Justice Education", Marissa C A Minnick

Democracy and Education

In this response, Minnick asserts that unequal representation of students' voices, an idea presented in Sensoy and DiAngelo’s “Challenging the Common Guidelines in Social Justice Education,” presents multiple negative classroom implications. Foremost, Minnick argues that Sensoy and DiAngelo’s lack of clarity regarding when a teacher should limit student speech (either before the student begins to talk or midcomment) has a large effect on the success of their strategy. Second, Sensoy and DiAngelo’s discussion strategy may result in the targeting of minority students and the judging of students. These concerns are driven by considerations of how teachers’ relationships with students influence …

Lift Every Voice And Sing. A Response To "Mathematics For What? High School Students Reflect On Mathematics As A Tool For Social Inquiry", Anita Bright

Democracy and Education

In this response, I applaud the work initiated in this research and underscore some of the key reasons I find it so valuable. Building from this, I also issue a call to the greater mathematics education community—particularly the large mathematics professional organizations—to consider the ways their organizations have conceptualized and framed equity work, and invite them to entertain the idea of remapping their visions in ways that are more forward thinking and less traditionally safe.

Fealess Friday: Kelsey Chapman, Christina L. Bassler

SURGE

Kelsey Chapman ’15 fearlessly advocates for human rights, peace, and justice, focusing on the Middle East. An economics major and Middle East and Islamic Studies (MEIS) minor, Kelsey is the house leader for the MEIS House, an Arabic PLA, and the founder of Gettysburg’s chapter of J Street U. [excerpt]

Prophetic Imagination: Confronting The New Jim Crow & Income Inequality In America, Cornel West

Engaging Pedagogies in Catholic Higher Education (EPiCHE)

On October 11, 2014, Cornel West delivered the keynote address to nearly 600 students at the regional Leadership & Social Justice Conference, hosted at Saint Mary’s College of California. The conference occurred two days before West was arrested in Ferguson, Missouri, during a demonstration to protest the killing of young Black men by White police officers, as in the case of 18-year-old Michael Brown in Ferguson. Speaking of the students, West said, "I would like to see these precious young people commit themselves to lives of integrity, honesty and decency, where they are vigilant against all forms of evil—White supremacists, …

Arts-Based Education For Social Justice, Samantha Stevens , '15

Senior Theses, Projects, and Awards

This thesis explores the arts as a potential framework for achieving social justice through the system of education. The author uses her experience as a student-teacher in a charter school with an arts-based social justice framework as a springboard for discussion, identifying points of tension that arise as educators translate social justice theory into practice in today’s schools. Faced with the challenges of oppression and systemic inequality, educators work to transform schools into vehicles for social justice. Some teachers turn to the charter school model in an effort to sculpt environments fit to meet the needs of students form marginalized …

Hope, Rage And Inequality: A Critical Humanist Inclusive Education, Kevin Magill, Arturo Rodriguez

Literacy, Language, and Culture Faculty Publications and Presentations

In this paper we examine challenges faced by students of color in an intervention program [Opportunity] in a socially stratified community on California’s Central Coast. The purpose of this paper is to name and discuss the problems students face: lack of support from the teaching community, the school staff and the administration of the parent district. We further identify challenges experienced by students and their teachers while highlighting strengths and weaknesses of educational programs and their reciprocal effects on participants. Finally, we seek to share a narrative overview of a teacher’s experience in creating the conditions for an inclusive education.

White Privilege And Social Studies Pre-Service Teachers, Kristal Curry

Catalyst: A Social Justice Forum

This article explores the dynamic of the Silenced Dialogue within a graduate-level, teacher preparation diversity course by analyzing student-created reflections about Peggy McIntosh’s article regarding White privilege. The paper compares themes that emerged in White vs. Black student reflections, male vs. female student reflections, and those of students preparing to teach social studies compared to those preparing to teach in other disciplines available in the program. Social studies candidates had complex responses to race. They seemed to feel comfortable with the topic, but were also world-weary and likely to dismiss current racism as being less than it used to be, …

How To Launch An Interdisciplinary Leadership Program, Barbara L. Brock, Isabelle D. Cherney, James R. Martin, Jennifer Moss Breen, Gretchen Oltman

Education Faculty Publications

Building a doctoral program in leadership is never an easy task, and building an interdisciplinary doctoral program is even more difficult. Yet, it is the interdisciplinary approach that differentiates typical leadership programs from others and offers learners an integrated view of leadership theories and practices. This special report presents an example of designing and implementing an interdisciplinary doctoral program that promotes social justice leadership. Drawing from firsthand experiences of program faculty, staff, and administration, we share lessons learned and the logic behind adopting an interdisciplinary approach for those creating programs that seeks to promote social justice. We found that by …

Dialogic Multicultural Education Theory And Praxis: Dialogue And The Problems Of Multicultural Education In A Pluralistic Society, Nermine Abd Elkader

Faculty Publications and Scholarship

The purpose of this theoretical article is to highlight the role that dialogic pedagogy can play in critical multicultural education for pre-service teachers. The article starts by discussing the problematic that critical multicultural education poses in a democratic society that claims freedom of speech and freedom of expression as a basic tenet of democracy. Through investigating research findings in the field of critical multicultural education in higher education, the author argues that many of the educational approaches-including the ones that claim dialogue to be their main instructional tool- could be described as undemocratic, and thus have done more harm than …

Bottom-Line Choices: Effects Of Market Ideology In Florida’S Voluntary Preschool Policies, Angela C. Passero, Roderick J. Jones

Journal of Educational Controversy

The purpose of this paper is to uncover systems of reasoning and taken-for-granted assumptions embedded within Florida’s Voluntary Preschool Education Program (VPK) policies and their implications on matters of social justice. Systems of reasoning based upon market ideology and assumptions of good economic actors, resulting from influences of conservative modernism, are identified and found to facilitate policies failing to ensure children’s constitutional right to “high quality pre-kindergarten” (Florida Constitution [Fla. Const.] art. IX, § 1(b), 2002). The authors argue that these policies intensify exclusion through institutionalized problematizing of students and act to perpetuate discriminatory and unjust practices of schooling, in …