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Open Access. Powered by Scholars. Published by Universities.®

2015

Iowa State University

Journal of Critical Thought and Praxis

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Articles 1 - 9 of 9

Full-Text Articles in Education

Independent Study: How Three Doctoral Students Tackled Issues Recruiting Participants And Collecting Data With Historically Underrepresented Populations, Mitsu Narui, Kimberly A. Truong, Tryan L. Mcmickens Mar 2015

Independent Study: How Three Doctoral Students Tackled Issues Recruiting Participants And Collecting Data With Historically Underrepresented Populations, Mitsu Narui, Kimberly A. Truong, Tryan L. Mcmickens

Journal of Critical Thought and Praxis

Studying historically underrepresented populations can be challenging, especially for doctoral students or early career scholars, who have often been taught more "traditional" research methods. In this article, we outline challenges that we faced when conducting qualitative research on three different historically underrepresented populations, i.e., Asian/American gay, lesbian, bisexual students, doctoral students of color, and Black students at HBCUs, and how we addressed those challenges in order to complete our respective research studies. Some of these issues include recruitment of participants, maintaining confidentiality, and gaining participant trust. We conclude by discussing implications and suggest strategies for future researchers who ...


Another World Is Possible: Envisioning An Intersectional Social Justice Student Affairs Praxis, Erich N. Pitcher Feb 2015

Another World Is Possible: Envisioning An Intersectional Social Justice Student Affairs Praxis, Erich N. Pitcher

Journal of Critical Thought and Praxis

Developing an intersectional social justice praxis in student affairs is important given the wide sweeping economic and political shifts are occurring in society and are creating shifts within higher education environments. These shifts, referred to here as neoliberalism, adversely affect already minoritized populations (e.g., trans* students). Simultaneously, higher education professionals, particularly those in identity-based centers, seek solutions to common student problems (e.g., campus climate) through policies and practices, which may inadvertently advance a neo-liberal agenda. I propose a framework that seeks to develop policies, programs, and practices that work to subvert neoliberalism, or at the very least stop ...


Applying A Freirian Lens On Social Justice Education: One Practitioner’S Perspective, D. Scott Tharp Feb 2015

Applying A Freirian Lens On Social Justice Education: One Practitioner’S Perspective, D. Scott Tharp

Journal of Critical Thought and Praxis

Freire’s writings beyond Pedagogy of the Oppressed offer value to social justice educators looking to deeply explore and inform their own practice. His ideas related to class suicide, authority and freedom, political clarity, educational directivity and epistemological circling can enhance social justice educators approach to recognizing personal prejudices, negotiating emotions, personal disclosure, and navigating authority in educational settings. Through phenomenological reflections on my social justice education practice as a curriculum designer and facilitator within higher education, Freire’s ideas are used to analyze my experiences and provide insight for how I can re-imagine my practice to contribute to democratic ...


Sustaining Social Justice Learning: What Teacher Educators Can Do, Anne S. Ticknor Jan 2015

Sustaining Social Justice Learning: What Teacher Educators Can Do, Anne S. Ticknor

Journal of Critical Thought and Praxis

As public schools become more diverse in terms of student population, the US teaching force remains relatively stable. For this reason, teacher education programs need to provide and sustain social justice learning to ensure pre-service teachers enter classrooms prepared to teach all students. This article examines how pre-service teachers took up identities as social justice educators and sustained social justice learning during lapses in teacher education curricula. Analysis reveals that teacher educators can incorporate methods into course curriculum to ensure social justice learning is sustained in teacher education. Implications for teacher educators include strategies to provide social justice pedagogy scaffolding ...


Exploring The Complexities Of Men As Allies In Feminist Movements, Chris Linder, Rachael C. Johnson Jan 2015

Exploring The Complexities Of Men As Allies In Feminist Movements, Chris Linder, Rachael C. Johnson

Journal of Critical Thought and Praxis

As the numbers of men involved with feminist activism continues to grow, exploring the dynamics of power and privilege within the feminist movement warrants increased attention. Eight self-identified women feminists shared their experiences working with men as allies in the feminist movement, highlighting the need for a balance between challenge and support for men striving to be allies. Implications and recommendations for practice are also provided.


Visual Ethnography Assessment Of Departments Of Animal Sciences At Three Land Grant Universities: Who Is Welcome?, Shannon Archibeque-Engle Jan 2015

Visual Ethnography Assessment Of Departments Of Animal Sciences At Three Land Grant Universities: Who Is Welcome?, Shannon Archibeque-Engle

Journal of Critical Thought and Praxis

Physical artifacts present in educational settings make visible the values of the institution. These messages signal the institution’s desire for a culturally inclusive and supportive environment. Given the land grant mission of inclusive education, the labor heritage of agriculture, and the saliency of stereotype threat in creating an inclusive learning environment, critically assessing the equity climate of departments of animal sciences in land grant universities is overdue. This study utilizes Banning et al.’s 2008 taxonomy based on visual ethnography methodology to interpret the equity climate of three departments of animal sciences at land grant institutions to answer the ...


Teaching 21st Century Literacies In A Social Justice Frame, Rachel Arteaga Jan 2015

Teaching 21st Century Literacies In A Social Justice Frame, Rachel Arteaga

Journal of Critical Thought and Praxis

Educational approaches across fields of study are increasingly shaped by their encounters with emergent technologies and the literacies they instigate. The use of technology in the classroom is uneven, and often corresponds to socioeconomic indicators of the community in which the school is located. In Education and Social Justice in a Digital Age, Rosamund Sutherland offers a conceptual framework and concrete recommendations for contemporary teaching and learning.


Teaching About Sexual Orientation In An Educational Leadership Preparation Program, Frank Hernandez, Jonathon Mcphetres, Joanne M. Marshall Jan 2015

Teaching About Sexual Orientation In An Educational Leadership Preparation Program, Frank Hernandez, Jonathon Mcphetres, Joanne M. Marshall

Journal of Critical Thought and Praxis

Issues of diversity and social justice are slowly making their way into educational leadership programs, though scholars have argued that social justice is a responsibility of aspiring school leaders and educators. However, issues directly related to sexual orientation have been treated lightly and we question why this is the case. Given the changing social climate and attitudes towards the lesbian, gay, bisexual, transgender, and questioning (LGBTQ) community, aspiring educational leaders should be prepared to address the issues in their schools. In this article, we provide an overview of some topics that may be addressed in an educational leadership preparation program ...


Queering Center: A Critical Discourse Analysis Of University Lgbt Center Theoretical Foundations, Jen M. Self Jan 2015

Queering Center: A Critical Discourse Analysis Of University Lgbt Center Theoretical Foundations, Jen M. Self

Journal of Critical Thought and Praxis

Queering Center: A Critical Discourse Analysis of University LGBT Center Theoretical Foundations

Abstract

The purpose of the present study was to examine the framing discourse of theorization and practice surrounding university-based Lesbian, Gay, Bisexual, and Transgender (LGBT) resource centers. Building on interdisciplinary work by critical feminist, race, and queer scholars in sociology, social work, education, and political science, this study proposed a vital shift from identity politics (Combahee River Collective, 1977) and multicultural (Jay, 1994; Ward, 2008) theorizing and practice frameworks to praxis grounded in intersectional understandings of identity and resistance to interlocking systems of oppression (Razack, 1999) which (re ...