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Articles 1 - 14 of 14
Full-Text Articles in Education
Bringing Latin America’S ‘Interculturalidad’ Into The Conversation, Ana T. Solano-Campos
Bringing Latin America’S ‘Interculturalidad’ Into The Conversation, Ana T. Solano-Campos
Early Childhood and Elementary Education Faculty Publications
In recent years, scholarly conversations and debates have emerged on the distinctions among various approaches to address diversity in modern pluralistic societies. Yet, most of the literature written in English on diversity paradigms in the Americas comes from an Anglo-American perspective. In this article, I address this gap in the scholarship by examining the historical and sociocultural context of North American multiculturalism and interculturalism, alongside that of Latin America's interculturalidad. In so doing, I expand the conversation to include the voices of underrepresented Latin American scholars. Although researchers often pit the three diversity paradigms against each other, I argue that …
Teaching Mathematics For Social Justice: Conversations With Educators – A Symposium, David W. Stinson, Anita A. Wager
Teaching Mathematics For Social Justice: Conversations With Educators – A Symposium, David W. Stinson, Anita A. Wager
Middle-Secondary Education and Instructional Technology Faculty Publications
Using Marilyn Frankenstein’s germinal 1983 article “Critical Mathematics Education: An Application of Paulo Freire’s Epistemology” and Ole Skovsmose’s 1985 germinal article “Mathematics Education Versus Critical Education” as credible “start points”, critical mathematics or more broadly, social justice mathematics, is marking three decades of empowering yet uncertain possibilities. Nonetheless, there are two recurring questions: What is it? and What does it “look like”? Drawing on the collective stories (and wisdom) of critical mathematics educators, this symposium aims to offer some open, non-definitive answers to these two questions.
An English Only Fountain: A Response To Tamsin Meaney’S Critique Of English Privilege In Mathematics Education Research, David W. Stinson
An English Only Fountain: A Response To Tamsin Meaney’S Critique Of English Privilege In Mathematics Education Research, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
In this brief written reaction to Tamsin Meaney’s essay “The Privileging of English in Mathematics Education Research, Just a Necessary Evil?”, the author’s explicit purpose is to provoke an emotional response to Meaney’s plenary address with the juxtaposition of two visuals: (1) Table 1 – a list of English Only mathematics education conferences; (2) Figure 1 – a picture of a Whites Only water fountain. While intentionally aiming for an emotional response, however, it is important to note that the author is not suggesting that the injustices of Jim Crow and Apartheid were (are) one in the same nor that …
“I Hate History”: A Study Of Student Engagement In Community College Undergraduate History Courses, Katherine A. Perrotta, Chara H. Bohan
“I Hate History”: A Study Of Student Engagement In Community College Undergraduate History Courses, Katherine A. Perrotta, Chara H. Bohan
Middle-Secondary Education and Instructional Technology Faculty Publications
Many instructors seek to improve student engagement, but determining how to achieve student engagement can be complex and complicated. The authors sought to explore how the implementation of active-learning strategies in undergraduate history courses at a metropolitan community college using graphic organizers and group discussion impacted student engagement. Surveys were distributed to students in five undergraduate history courses in order to elicit student perspectives on how active-learning strategies improved student engagement. The survey data revealed that some active-learning strategies improved student engagement, whereas others did not. The authors report that a combination of implementing lecture and active-learning strategies was effective …
Reaching Across The Color Line: Margaret Mitchell And Benjamin Mays, An Uncommon Friendship, Jearl Nix, Chara Haeussler Bohan
Reaching Across The Color Line: Margaret Mitchell And Benjamin Mays, An Uncommon Friendship, Jearl Nix, Chara Haeussler Bohan
Middle-Secondary Education and Instructional Technology Faculty Publications
The authors examine how the Margaret Mitchell - Benjamin Mays relationship displays the courage of two individuals who reached across a line of hatred and mistrust to bridge a gap between black and white citizens of Atlanta, GA.
Conversations About Privilege And Oppression In Mathematics Education, David W. Stinson, Joi A. Spencer
Conversations About Privilege And Oppression In Mathematics Education, David W. Stinson, Joi A. Spencer
Middle-Secondary Education and Instructional Technology Faculty Publications
In this editorial, the authors frame the purpose and outline the contents of the JUME special issue “Privilege and Oppression in the Mathematics Preparation of Teacher Educators” (the title of a 3-day conference held in Battle Creek, Michigan). As part of the “thoughtful action” called for throughout the conference, the intention of the special issue is to invite all mathematics educators (and others) into conversations about systems of privilege and oppression.
On Being A Hardliner On Issues Of Race And Culture In Mathematics Education Research, David W. Stinson
On Being A Hardliner On Issues Of Race And Culture In Mathematics Education Research, David W. Stinson
Middle-Secondary Education and Instructional Technology Faculty Publications
In this editorial, the author provides a revised written version of his remarks delivered at the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Chicago, IL, November 15, 2013; the remarks were in response to Professor Na’ilah Suad Nasir’s (2013) plenary address “Why Should Mathematics Educators Care about Race and Culture?”
Diversity In Methodology: Different Possibilities For Data Collection, Analysis, And Representation, David W. Stinson, Erika C. Bullock
Diversity In Methodology: Different Possibilities For Data Collection, Analysis, And Representation, David W. Stinson, Erika C. Bullock
Middle-Secondary Education and Instructional Technology Faculty Publications
Mathematics education research over the past half century can be understood as operating in four distinct yet overlapping and simultaneously operating historical moments: the process–product moment (1970s–), the interpretivist–constructivist moment (1980s–), the social-turn moment (mid 1980s–), and the sociopolitical-turn moment (2000s–). Each moment embraces unique theoretical perspectives as it critiques or rejects others. Moreover, because methodology is inextricably linked to theory, each moment calls forth unique methodological perspectives. Using exemplars of research articles from each moment, the authors illustrate how each moment provides different possibilities for data collection, analysis, and representation.
Nineteenth Century Rosa Parks? Assessing Elizabeth Jennings' Legacy As A Teacher And Civil Rights Pioneer In Antebellum America, Katherine A. Perrotta, Chara Haeussler Bohan
Nineteenth Century Rosa Parks? Assessing Elizabeth Jennings' Legacy As A Teacher And Civil Rights Pioneer In Antebellum America, Katherine A. Perrotta, Chara Haeussler Bohan
Middle-Secondary Education and Instructional Technology Faculty Publications
Elizabeth Jennings should be recognized as more than a "Rosa Parks" figure in Antebellum New York City history. Both Jennings' and Parks' experiences with segregation on public transportation are similar, but they are not the same. Jennings' ejection from a New York streetcar was not deliberately planned, nor did her removal from the streetcar lead to mass protests or boycotts in New York City or throughout the country. Similarly though, as many African Americans endured violence during the Civil Rights movement of the 1950s and 1960s, Elizabeth Jennings also survived the New York City Draft Riots in 1863. Overall, both …
Increasing Disability Awareness Through Comics Literature, Ewa Mcgrail, Alicja Rieger
Increasing Disability Awareness Through Comics Literature, Ewa Mcgrail, Alicja Rieger
Middle and Secondary Education Faculty Publications
When faced with negative attitudes and experiences in communication and interaction in general education classrooms, students with disabilities can exhibit high levels of stress and frustration or even depression, low self-esteem and impaired self-acceptance. These undesirable and destructive feelings, in turn, may affect these students’ social and cognitive development skills and well-being, as well as their academic performance in such environments. The recent scholarship on empathy supports the effectiveness of comics for identifying and fighting negative and stereotypical attitudes towards those with disabilities. This article discusses strategies for educating students about disability and disability issues with the help of comics …
Service-Learning: International Teachers' Perspectives, Jean O'Keefe, Joseph R. Feinberg
Service-Learning: International Teachers' Perspectives, Jean O'Keefe, Joseph R. Feinberg
Middle and Secondary Education Faculty Publications
In this study, we explored the knowledge and perceptions of service-learning held by a diverse group of international teachers. Through focus group interviews, we found that the majority of participants desired to implement service-learning in their countries, and they supported the idea of mandatory service-learning. Findings also highlight an interesting correlation with teachers from autocratic types of government systems opposing mandatory service-learning.
“We Are Not Terrorists,” But More Likely Transnationals: Reframing Understandings About Immigrants In Light Of The Boston Marathon Bombings, G. Sue Kasun
Middle and Secondary Education Faculty Publications
The Boston Marathon bombings in April 2013 created a new kind of discomfort in the U.S. about “self-radicalized” terrorists, particularly related to Muslim immigrants. The two suspected bombers, brothers with Chechen backgrounds, had attended U.S. public schools. News media portrayed the brothers as “immigrants” and often showed them as having a struggle between their Chechen and U.S. identities. This article proposes that educators consider reframing the talk and discourses about immigrants and immigration toward a more complex understanding of transnationalism. The author demonstrates her work as a former English language learner teacher and her current research in the area of …
Food For Thought: A Framework For Social Justice In Social Studies Education, Lagarrett King, G. Sue Kasun
Food For Thought: A Framework For Social Justice In Social Studies Education, Lagarrett King, G. Sue Kasun
Middle and Secondary Education Faculty Publications
Around the world, societies struggle with issues of discrimination and many individuals are denied their rights as a result of their race, ethnicity, sexual orientation, gender, socioeconomic class, or disability. Since the purpose of social studies education “is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society” (NCSS, 1994), many scholars believe social studies education is an appropriate field to explore these topics of injustice (Banks, 2004; Wade, 2007).
Using Artifacts To Study Historical And Realistic Children's And Adolescent Fiction In The Classroom, Kevin Powell, Ewa Mcgrail
Using Artifacts To Study Historical And Realistic Children's And Adolescent Fiction In The Classroom, Kevin Powell, Ewa Mcgrail
Middle and Secondary Education Faculty Publications
No abstract provided.