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Full-Text Articles in Education
Intention, Questions, And Creative Expression: An Antidiscriminatory Diversity Statement, Hannah S. Bright
Intention, Questions, And Creative Expression: An Antidiscriminatory Diversity Statement, Hannah S. Bright
Scholarship and Engagement in Education
Supporting education that reflects diversity involves maintaining awareness of one’s personal positionality, creating safe and inclusive learning communities, and using creativity and choice to empower and honor student voice and individual development. When working in educational settings, teachers may involve students in selecting relevant materials, and follow their lead in creating critical dialogue about salient factors of identity.
The Need To Be Apart In An Inclusive Educational Setting, Zenaida Muslin
The Need To Be Apart In An Inclusive Educational Setting, Zenaida Muslin
Occasional Paper Series
This paper illustrates the need for direct acknowledgement and support of children and faculty of color in inclusive educational settings. Muslin recounts her experiences at many different schools and how each offered a new perspective on diversity. The most profound impacts she has made in her community stem from her work at Bank Street School for Children, where she and her fellow faculty recognized the importance of having separate meetings and focus groups devoted to the concerns of people of color within the institution.
Introduction: Talking Tough Topics In The Classroom, Jonathan G. Silin
Introduction: Talking Tough Topics In The Classroom, Jonathan G. Silin
Occasional Paper Series
An introduction to this Occasional Paper, in which four educators describe their approaches to tough topics in the classroom—gender, sexual identity, death, and diversity. Despite differing subject matter, the essays have much in common from which we can learn. An important commonality is the involvement of at least three kinds of learning— cognitive, emotional, and social.
Incorporating Confucius And Ancient China Into A Rhetorical Theory Course, Sara A. M. Drury
Incorporating Confucius And Ancient China Into A Rhetorical Theory Course, Sara A. M. Drury
Discourse: The Journal of the SCASD
In our globalized world, students of communication benefit from experiencing diverse cultures and perspectives throughout the curriculum. One way to encourage twenty-first century global learning is to infuse the study of Chinese discourse into rhetorical theory courses. This essay first provides a rationale for the importance of comparative rhetoric and a review of relevant literature on ancient Chinese rhetoric. Then, the essay details a three-week module on ancient Chinese rhetoric with readings and activities, and an appraisal of the activity, with the goal of demonstrating the necessity and feasibility of introducing undergraduate students to globalized rhetorical studies.
Building Multicultural Competency Through Direct Experiential Contact: An Immersive Case Study Experience, Michael Baltimore
Building Multicultural Competency Through Direct Experiential Contact: An Immersive Case Study Experience, Michael Baltimore
Perspectives In Learning
As American society becomes more diverse, counselor training programs have the responsibility for instilling multicultural competencies for counselors-in-training. Teaching multicultural competency is a requirement in professional counseling training programs through graduate level courses with the content infused throughout the program. In this case study approach, students were asked to immerse themselves within a different culture in order to become more aware of their own cultural values, become aware of other cultures and to learn appropriate relationship skills necessary for building helping relationships. Resulting writing and presentations show an increase in awareness, knowledge and skill for students. Recommendations for including an …
Not My Story: Honoring Diversity Through Multicultural Environmental Education, Kelly M. Sleight
Not My Story: Honoring Diversity Through Multicultural Environmental Education, Kelly M. Sleight
Summit to Salish Sea: Inquiries and Essays
Kelly Marie Sleight’s presentation had us participants sitting at tables filled with crafting supplies. While some of us started to paint, knit and mold Kelly explained that Multicultural Environmental Education seeks to make an atmosphere where every student can succeed. One of her largest challenges in class is the need for constant hand movement. Without that, she cannot focus. Her personal solution is to knit. Kelly sees the marriage between multicultural and environmental education having students of various backgrounds engaged in many different and unique ways.
Design And Facilitation Of Problem-Based Learning In Graduate Teacher Education: An Ma Tesol Case, Cynthia Ann Caswell
Design And Facilitation Of Problem-Based Learning In Graduate Teacher Education: An Ma Tesol Case, Cynthia Ann Caswell
Interdisciplinary Journal of Problem-Based Learning
This exploratory, evaluative case study introduces a new context for problem-based learning (PBL) involving an iterative, modular approach to curriculum-wide delivery of PBL in an MA TESOL program. The introduction to the curriculum context provides an overview of the design and delivery features particular to the situation. The delivery approach has established multiple roles that contribute to the design and facilitation of the learning environment: lead instructors, collaborating instructors, and students as peer teachers. These roles also identify milestones on a collaborative instructional skills trajectory for professional development. In this mixed methods study, qualitative data were collected from collaborating instructors …
Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette
Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette
Journal of Pedagogy, Pluralism, and Practice
Oral language skills are essential to the future literacy of students in kindergarten and first grade, especially emergent bilinguals (EBs). Yet, U.S. teachers receive few professional development opportunities that prepare them to use effective strategies for promoting oral language development. Since teacher education is compartmentalized into curricular silos, methods for literacy instruction are taught in one course, methods for arts instruction in another, and so on. This article argues that well-designed arts integration can meet a key need of young, linguistically diverse students by providing opportunities for oral language practice across content areas. Experimental evidence that arts-based instruction benefits the …