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Full-Text Articles in Education
Learning To Question The World: Navigating Critical Discourse Around Gender And Racial Inequities And Injustices In A Second And Third Grade Classroom, Christopher L. Hass
Learning To Question The World: Navigating Critical Discourse Around Gender And Racial Inequities And Injustices In A Second And Third Grade Classroom, Christopher L. Hass
Theses and Dissertations
This qualitative study, situated within a critical theory frame (Friere, 1970; Grant, Brown, & Brown, 2016; hooks, 1994; Kincheloe, 2008), explored the ways elementary students engaged in and constructed meaning from critical classroom discussions exploring inequities and injustices as related to gender and race. The questions guiding the study were: (1) How do my students construct meaning during class discussions regarding issues of equity and injustice around gender and race?, (2) What role do I play in constructing, shaping, and maintaining opportunities for students to create meaning during these discussions?, and (3) What tensions do my students encounter when engaging …
Conversations With Chris: Discussing Racial Diversity In A Professional Book Club, A. Brennan Davis
Conversations With Chris: Discussing Racial Diversity In A Professional Book Club, A. Brennan Davis
Theses and Dissertations
The purpose of this qualitative action research study was to understand and describe the experiences and the effects of one high school teacher’s membership in a professional development book club focused on issues of racial diversity with the overall aim of change toward equitable teaching practices through the following actions: confronting personal biases, discussing and reflecting on personal experiences and beliefs, questioning and critiquing personal beliefs and teaching practices, interacting with other professionals and with the readings in a supportive environment in which we celebrated and supported articulations of social justice or positive change. Thematic analysis was used to analyze …
“Porque Hací Ya Conocemos”: Dialogic Ways Of Knowing Through Digital Learning Communities And Critical Coaching, Melissa Summer Wells
“Porque Hací Ya Conocemos”: Dialogic Ways Of Knowing Through Digital Learning Communities And Critical Coaching, Melissa Summer Wells
Theses and Dissertations
The purpose of this qualitative action research case study was to create dialogic, power-sharing spaces that recognized the diverse ways of knowing that teachers, families, and students brought to mutually-constructed learning environments through two strategies, digital learning communities and critical coaching. Specifically, the study explored how families, teachers, and students engaged in digital learning communities; how these parties exercised power in these digital spaces; and how critical coaching partnerships formed between teachers and literacy coaches. The researcher (a literacy coach) engaged in a critical coaching partnership with an early childhood educator over the course of four months. Engagements in this …