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Full-Text Articles in Education
Socially Just Literacy Teaching Within Virtual Spaces: Using Woods’ Model For Evaluating Practice, Elizabeth Isidro, Laura Teichert
Socially Just Literacy Teaching Within Virtual Spaces: Using Woods’ Model For Evaluating Practice, Elizabeth Isidro, Laura Teichert
Michigan Reading Journal
This study inquires into pre-service teachers’ teaching experiences within a virtual tutoring practicum in a literacy methods course. Using Woods’ (2018) model of Socially Just Literacy Pedagogy, we approach the research question: What are undergraduate pre-service teachers’ experiences in virtual tutoring that align with socially just literacy teaching? Drawing from interviews, we engaged in Narrative Inquiry as a way to highlight participants’ experiences while providing us rich contextual, temporal, and social understandings of their experiences that move towards socially just literacy teaching. Our findings suggest socially just literacy teaching practices along the dimensions of knowledge and skills in literacy pedagogy, …
Disrupting Whiteness In Curriculum History. A Book Review Of Reclaiming The Multicultural Roots Of U.S. Curriculum: Communities Of Color And Official Knowledge In Education, Christopher L. Busey
Disrupting Whiteness In Curriculum History. A Book Review Of Reclaiming The Multicultural Roots Of U.S. Curriculum: Communities Of Color And Official Knowledge In Education, Christopher L. Busey
Democracy and Education
The canon and curriculum of curriculum history remain grounded in Whiteness. Little attention is given to multicultural narratives of curriculum history, especially those that emerge from marginalized communities of color in the U.S. This book review details how Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education (Au, Brown, & Calderón, 2016) aims to address a void in the canon of curriculum history. Through the lens of Indigenous peoples, Chinese Americans, Japanese Americans, Mexican Americans, and African Americans, the field of curriculum history is enriched with discourses as to how communities of color both …
Abstract Expressionism And Art Education: Formalism And Self-Expression As Curriculum Ideology, Kerry Freedman
Abstract Expressionism And Art Education: Formalism And Self-Expression As Curriculum Ideology, Kerry Freedman
Journal of Social Theory in Art Education
In the 1940's and 1950's, formalism and self-expression theories about abstract expressionism were incorporated into art education. However, as these products of the art community became a part of curriculum, the social and political foundations of the art and the theories were ignored. A school art style was emphasized that contained only selected elements of Greenberg's formalist analysis of abstract expressionism. Curriculum also contained a reduction of Rosenberg's theory of expressive process to some pseudo-expressive technical characteristics. While the argument is not made that there was a studied and analytical reinterpretation of these critics' theories in school, the theories represented …