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Full-Text Articles in Education
How Diversity Fails: An Empirical Investigation Of Organizational Status And Policy Implementation On Three Public Campuses, Derria Byrd
College of Education Faculty Research and Publications
Although diversity has been a guiding preoccupation in higher education for several decades, organizational diversity practice, i.e., what happens when colleges and universities implement diversity plans, is rarely a subject of inquiry. As a result, there is relatively little empirical understanding of why diversity has failed to significantly advance racial equity on college campuses. In response, this ethnographic, collective case study draws on interviews with 54 respondents, archival and organizational documents, and campus observations to interrogate diversity practice on three campuses of different status in one public system in the U.S. This study employs Bourdieu’s theory of practice, specifically …
Teaching Students How To Think, Not What To Think: Pedagogy And Political Psychology, Gabriel Velez, Seamus A. Power
Teaching Students How To Think, Not What To Think: Pedagogy And Political Psychology, Gabriel Velez, Seamus A. Power
College of Education Faculty Research and Publications
Academia is often critiqued as an “ivory tower” where research, thinking, and teaching are isolated from the complexity and everyday experience of so many people. As instructors of political and other psychology courses, we strive to break down these barriers and engage with the dynamic and nuanced nature of phenomena as situated in lived social and political contexts. In this report, we unpack and detail how we strive to achieve this goal by expanding on Plous’ articulation of action teaching (2012). We first define our pedagogical focus on active engagement, critical thinking, and staying on the move between multiple perspectives. …
Uncovering Hegemony In Higher Education: A Critical Appraisal Of The Use Of “Institutional Habitus” In Empirical Scholarship, Derria Byrd
College of Education Faculty Research and Publications
This article critically examines the empirical scholarship that applies institutional habitus, a conceptual extension of Bourdieu’s theory of practice, to investigations of higher education. Given Bourdieu’s extensive scholarly focus on higher education as well as the field’s undertheorization of its own exclusionary history, application of institutional habitus to higher education is particularly apt. This critical appraisal finds that the reviewed scholarship corroborates the concept’s value by drawing attention to the role of institutional habitus in differentially privileging and rewarding students based on their possession of institutionally legitimized knowledge, values, and behaviors. Nevertheless, this review reveals a series of missed opportunities, …
A Rationale For Requiring Philosophy Of Education In Preservice Teacher Programs, Jeffrey Labelle, Gabrielle Belknap
A Rationale For Requiring Philosophy Of Education In Preservice Teacher Programs, Jeffrey Labelle, Gabrielle Belknap
College of Education Faculty Research and Publications
To develop a rationale for requiring a free-standing philosophy of education course in preservice teacher programs, the researchers reviewed prior literature to construct a framework to establish such a requirement. A review of required course content in non-Catholic (private and public) colleges and universities with preservice teacher programs in five Midwestern states in the United States revealed that most do not require such a course, hence the need for programs to reconsider how licensure candidates develop their teaching philosophies and review program articulation and course content. This study proposes a fourfold theoretical rationale for requiring philosophy of education of preservice …