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Articles 1 - 8 of 8
Full-Text Articles in Education
Praxis With Self-Advocates: Exploring Participatory Video As Radical Incrementalism, Kathleen C. Sitter, Amy C. Burke
Praxis With Self-Advocates: Exploring Participatory Video As Radical Incrementalism, Kathleen C. Sitter, Amy C. Burke
Catalyst: A Social Justice Forum
In this article, the authors report selected findings from a larger study where self-advocates from the disability rights movement created a series of short videos as part of a participatory research project. Self-advocates subsequently integrated these videos into a greater community organizing initiative. While the research process of this study has been published elsewhere, this piece will explore the idea of bridging participatory video, a collaborative research methodology, with community-based advocacy initiatives. The authors contend that this presents an opportunity for radical incrementalism in which to create a praxis driven predominantly by the voices on the margins versus the academic …
A Neoliberal Critique: Conceptualizing The Purpose Of School, Jennifer Desaxe
A Neoliberal Critique: Conceptualizing The Purpose Of School, Jennifer Desaxe
Catalyst: A Social Justice Forum
Throughout this manuscript, I discuss the current trend of neoliberalism, privatization, and deregulation within our educational communities and public schools. Throughout this analysis, I examine the ways in which many neoliberal policies aim to takeover public education through such consequences as false meritocracy, high stakes testing, and drastic funding inequities. I argue that we must seek to understand and challenge such policies in order to speak out against ideologies and “reform” movements that frame the purpose of schooling in ways that go against conceptualizing and actualizing it in a democratic and just manner.
What I Shoulda, Coulda, Woulda Learned In Science Class”: Black American Boys’ Narratives Of Past Science Teachers And Visions For A Culturally Responsive Science Teacher, Althea Hoard
Catalyst: A Social Justice Forum
This study follows three Black American, high school boys who participated in a “Men in STEM” book club in an urban school in New York City. Through narrative analysis, the boys describe their vision for a culturally responsive science teacher and connections are made between the boys’ experiences with science teachers and interest in STEM careers. 20 10th grade Black American boys joined the “Men in STEM” book club and three participants are highlighted due to their differing interests in pursuing a STEM major in college. By triangulation of semi-structured interviews, two open-ended questionnaires, and researcher field notes, four …
Reflections On My White Privilege And Understanding It: Thoughts From A Teacher Educator, Todd Sloan Cherner
Reflections On My White Privilege And Understanding It: Thoughts From A Teacher Educator, Todd Sloan Cherner
Catalyst: A Social Justice Forum
The topic of White Privilege continually appears in a variety of contexts. As one of those contexts is teacher education, the author reflects on how he came to understand his White Privilege in this article. To frame his reflection, the author first unpacks the term “White Privilege” by drawing from other scholarly works and then explains how he came to understand its meaning. The author put forward his reflections as a way of sharing his experiences, in hopes they may help other White educators become aware of their own White Privilege and begin living socially conscious lives.
Moving Toward A More Socially Just Classroom Through Teacher Preparation For Inclusion, Grace Blum, Megan Wilson, Yelena Patish
Moving Toward A More Socially Just Classroom Through Teacher Preparation For Inclusion, Grace Blum, Megan Wilson, Yelena Patish
Catalyst: A Social Justice Forum
The current literature in teacher education for social justice fails to adequately address issues of disability within the equity discourse. In this paper, the authors advocate for a model of social justice teacher education that includes disability as part of the definition of marginalized groups by proposing the use of Response to Intervention (RTI) as a method for promoting inclusion into the social justice-oriented teacher preparation context.
White Privilege And Social Studies Pre-Service Teachers, Kristal Curry
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, …
Community Teachers And The Preparation Of Special Education Teachers: A Case Study, John Delport, Christopher Daikos
Community Teachers And The Preparation Of Special Education Teachers: A Case Study, John Delport, Christopher Daikos
Catalyst: A Social Justice Forum
The current context of special education classrooms across America is that of an increasing demographic complexity. There is a disproportionate representation of historically marginalized groups (HMGs) in special education that (re)emphasizes a disconnect between those students, their families, and schools. Coupled with a predominantly White middle-class teaching force not being prepared to effectively teach these students, it furthers the marginalization of HMG special education students. Using a feminist-standpoint theoretical framework, the authors put forward a rationale for special education teacher preparation programs to partner with community teachers working in community-based organizations (CBOs) that serve HMGs. The authors contend that this …
A Case For Community-Based Teacher Education: The Critical Space Between Social Justice-Oriented Teaching And Learning, Jacob Hackett, Ayinde Summers, Tony Coppage, Mecca Handy
A Case For Community-Based Teacher Education: The Critical Space Between Social Justice-Oriented Teaching And Learning, Jacob Hackett, Ayinde Summers, Tony Coppage, Mecca Handy
Catalyst: A Social Justice Forum
A case-study analysis is used to examine the relationship between community partners and in-service public high school teachers who co-constructed a culturally responsive informal learning experience. An analysis of a summer literacy and character development camp for adolescent males of color provides a supportive argument for developing the Community-Based Teacher (Murrell, 2001). Culturally responsive informal learning experiences of public school students are the centerpiece of this case study as well as the shared experiential education instruction provided by community partners. Implications for teacher education programs, both traditional and Alternative Routes to Certification (ARCs) that purport mission statements integrating social justice …