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Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

University of Nebraska at Omaha

Bilingual, Multilingual, and Multicultural Education

Journal of Curriculum, Teaching, Learning and Leadership in Education

2018

Articles 1 - 7 of 7

Full-Text Articles in Education

English Language Learners And Special Education, Adam Sempek Dec 2018

English Language Learners And Special Education, Adam Sempek

Journal of Curriculum, Teaching, Learning and Leadership in Education

Language acquisition is not a cut and dried process, nor is the evaluation of English Language Learners. There are many factors that go into, and must be understood and considered by educators when it comes to working with English Language Learners and deciding if evaluation is appropriate, and if so, which evaluations and evaluation methods are appropriate to gather the most valid, representative data on the student. Being open-minded, understanding, and empathetic towards not just the process of language acquisition, but the individual student’s journey is a laudable beginning.

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Exploring Solidarity In Teacher Learning And Activism For Social Justice, Rebecca Rogers, Luzkarime Calle Díaz Dec 2018

Exploring Solidarity In Teacher Learning And Activism For Social Justice, Rebecca Rogers, Luzkarime Calle Díaz

Journal of Curriculum, Teaching, Learning and Leadership in Education

Teaching and organizing for social justice can be an alienating experience in the current educational climate. Being a part of a network of educators can help create community, support, and solidarity. Solidarity is a socio-political topic that has been understudied and, we argue, holds great potential for understanding the transformative power of educators organizing for social justice. In this paper, we draw on examples of educators’ narratives of solidarity who contributed to a social justice event organized by a grassroots educators' organization. Through the narratives of a community organizer, a classroom educator, and a community based arts educator, we highlight …

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Ell Students: Literacy Development And Language Development, Heidi T. Penke Dec 2018

Ell Students: Literacy Development And Language Development, Heidi T. Penke

Journal of Curriculum, Teaching, Learning and Leadership in Education

The article is about the history of ELL students and the challenges they are faced in an educational setting. Also literacy development is discussed as educators need to be aware of the importance of literacy development. The article also discusses language development and language acquisition for an ELL student.

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Toward Diversity In Texts: Using Global Literature To Cultivate Critical Perspectives, Rick Marlatt Dec 2018

Toward Diversity In Texts: Using Global Literature To Cultivate Critical Perspectives, Rick Marlatt

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract Literature study in the 21st Century should be characterized by the inclusion of global texts that afford diverse students the opportunity to engage in their literacy development through and alongside authors, characters, and storylines that represent their own linguistic and cultural traditions. In this narrative analysis, I reflect on the importance of equity-driven literature study from my perspective as a teacher educator at a Hispanic-Serving Institution in the Southwestern United States. Following an introduction to the political and institutional contexts surrounding text selection in schools and a brief review of the literature, I situate myself and my students as …

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Examining Culturally Responsive Understandings Within An Undergraduate Teacher Education Program, Kelly M. Gomez Johnson, Anne E. Karabon, Derrick A. Nero Dec 2018

Examining Culturally Responsive Understandings Within An Undergraduate Teacher Education Program, Kelly M. Gomez Johnson, Anne E. Karabon, Derrick A. Nero

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article examines how a group of elementary and secondary preservice teachers engaged in understanding “culture” and culturally responsive teaching while enrolled in an early program course. We analyze how culturally-related experiences, emotions, and perspectives contribute to the overall understanding of cultural competency training in teacher education. Preservice teachers varied in their use of individual- and structural-orientations, in isolation and in combination, as they developed and progressed as socially just teachers. These findings reveal that despite attempts to develop and shift toward asset-based perspectives, far more culturally embedded coursework and practicum experiences are necessary. This paper includes a reflection on …

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What Is Your Social Justice Iq: Leading Social Justice In Higher Education, Janice M. Garnett, Germaine W. Huber Dec 2018

What Is Your Social Justice Iq: Leading Social Justice In Higher Education, Janice M. Garnett, Germaine W. Huber

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article describes an experience originating in the College of Education to explore a process for the college’s social justice efforts to lead and guide administration, faculty, and staff in their day-to-day decision-making. This educational process examined in the article was introduced through the College of Education’s Diversity and Inclusion Committee to engage administration, faculty, and staff in using their various perspectives focused on social justice to help them shift the college's current paradigm from understanding to action. The authors incorporated a conceptual framework as the foundation to develop the collaborative process to engage education professionals in gaining a greater …

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Theorizing Social Justice: Funds Of Knowledge As Praxis, Heidi R. Bacon, Lavern Byfield Dec 2018

Theorizing Social Justice: Funds Of Knowledge As Praxis, Heidi R. Bacon, Lavern Byfield

Journal of Curriculum, Teaching, Learning and Leadership in Education

The current socio-political landscape and proliferation of hate speak is fueling a growing sense of urgency to redress educational inequities and reclaim education. In this reflective article, we discuss our experiences as teacher educators in the rural Midwest who incorporate critical approaches to language and literacy into our repertories of practice. We aim to advance the conversation beyond the notion of social justice in theory to what social justice can look like in praxis. We argue for social justice education grounded in a funds of knowledge approach to untether social justice from overly broad or narrow representations and to locate …

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