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Articles 1 - 30 of 55
Full-Text Articles in Education
Transformative Leadership: Building Social Equity Through Individualized Professional Development, Curtis David Gunn
Transformative Leadership: Building Social Equity Through Individualized Professional Development, Curtis David Gunn
Dissertations
Developing social justice awareness is a challenging task. Many educational institutions have limited discourse related to race and equity. This autoethnography examines one leader’s attempt to become a transformational leader by having ongoing conversations about race and racism, applying the individualized transformative model of professional development during conversations, utilizing a peer advisory group for feedback, and reflecting on the results. Findings reveal the most important element for growth is the act of engaging in the conversation regardless of one’s perceived level of competence. The individualized transformative model of professional development was demonstrated to be an effective approach to professional development.
Critical Literacy For Linguistically Diverse Students, Jennifer Ann King
Critical Literacy For Linguistically Diverse Students, Jennifer Ann King
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this capstone is how can a critical literacy unit on exploring identity enable secondary ELLs to find voice and take action? It documents the creation of a twelve lesson unit organized around three target texts and one digital storytelling project. These lessons blend the components of the SIOP Model for effective instruction of English learners (Echevarría, Short, and Vogt, 2013) with activities to promote critical literacy. Additionally, the author documents the relevant research used in the creation of the curriculum along with the successes and challenges of the curriculum development process. In reflecting on the …
Exploring Attitudes Toward Teacher Led Parent Advocacy Models That Address Racial Education Inequity, Paula Yadel Cole
Exploring Attitudes Toward Teacher Led Parent Advocacy Models That Address Racial Education Inequity, Paula Yadel Cole
School of Education and Leadership Student Capstone Theses and Dissertations
The question addressed in this project is, “what are teachers and parents’ attitudes toward a teacher led parent advocacy model that addresses education inequity in Minnesota?” The premise of this work is that according to available research, current models for parent engagement in schools are not relevant to families of color. In depth interviews were conducted to understand how six families perceive the education system and how empowered they feel about leading their children towards higher education. The author also collected questionnaire responses to investigate how teachers feel about leading instruction at a potential parent leadership academy. The findings conclude …
The Pathway To A Senior Housing Officer, A Latino Man’S Journey, Javier Gutierrez
The Pathway To A Senior Housing Officer, A Latino Man’S Journey, Javier Gutierrez
School of Education and Leadership Student Capstone Theses and Dissertations
This study presents my experience as a Latino male entering the field of residential life and working my way to a senior level housing officer position. My personal account is situated in the context of the greater societal issues of how identity and mentorship are significant in a successful path into residential life. The significance of this study results from the low number of Latinos obtaining and moving up the ranks in residential life. The number of Latinos in the United States is increasing and the number of Latino students entering higher education is growing. Staffs working in student affairs …
Umaine Women In Academia Makes Presence On Campus With Upcoming Presentation, Josh Fabel
Umaine Women In Academia Makes Presence On Campus With Upcoming Presentation, Josh Fabel
Social Justice: Diversity, Equity, & Inclusion
This Monday, Dec. 7, the group University of Maine Women in Academia will be hosting a presentation highlighting “Gender and Intersectionality in Higher Education.”
How Can Critical Literacy Be Used To Address Social Justice Issues Through A First Grade Social Studies Read Aloud Curriculum?, Katie L. Lorenz
How Can Critical Literacy Be Used To Address Social Justice Issues Through A First Grade Social Studies Read Aloud Curriculum?, Katie L. Lorenz
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this capstone was, how can critical literacy be used to address social justice issues through a first grade social studies read aloud curriculum? The goal of research was to create a read aloud unit that reinforces social studies standards while addressing social justice issues and teaching students to evaluate text and challenge the power of text through a critical literacy approach to instruction. This curriculum relies on current research pertaining to critical literacy, effective classroom read aloud practices, and a backward design lesson template model. The author describes the details of the curriculum and connects …
Literacy And Social Justice: Understanding Student Perceptions And Conceptions About Literature, Jennifer Marie Crosthwaite
Literacy And Social Justice: Understanding Student Perceptions And Conceptions About Literature, Jennifer Marie Crosthwaite
UNLV Theses, Dissertations, Professional Papers, and Capstones
Literacy and learning is a social process, one that is both transformative, empowering, and can often lead to social change. The following study is based on the idea that literacy can be used as a tool not only to teach the basic skills of reading, but the skills for individuals to learn to be compassionate towards others, understand their individuality, and envision how their self can alter their community for a more just world. The frameworks that support these concepts are socio-cultural theory, reader response theory, and critical literacy theory. The intersection of these three theories highlight the importance of …
A New Imperative For Detracking Schools. A Book Review Of On The Same Track:How Schools Can Join The Twenty-First-Century Struggle Against Resegregation, Pamela D. Fisher
A New Imperative For Detracking Schools. A Book Review Of On The Same Track:How Schools Can Join The Twenty-First-Century Struggle Against Resegregation, Pamela D. Fisher
Democracy and Education
In her 2014 book, On the Same Track: How Schools Can Join the Twenty-First-Century Struggle Against Resegregation, Burris builds upon the compelling case made for detracking put forth by Oakes and others in the 1970s and ’80s. Today, decades after the pioneers in detracking schools, Burris revisits the tracking practices still prevalent in America’s public schools through the lenses of those who are in the racial or ethnic minority and who are poor and at a time when school accountability often drives school practice and school choice to additional layers of sorting.
Exploring The Lingering Currency Of Racism. A Book Review Of Trayvon Martin, Race, And American Justice: Writing Wrong, Carol S. Witherell
Exploring The Lingering Currency Of Racism. A Book Review Of Trayvon Martin, Race, And American Justice: Writing Wrong, Carol S. Witherell
Democracy and Education
This is a book review of Trayvon Martin, Race, and American Justice: Writing Wrong, edited by Fasching-Varner, Reynolds, Albert, and Martin.
Necessary But Not Sufficient: Deweyan Dialogue And The Demands Of Critical Citizenship. A Book Review Of The Political Classroom: Evidence And Ethics In Democratic Education, Joseph C. Wegwert
Democracy and Education
This is a book review of The Political Classroom: Evidence and Ethics in Democratic Education, by Hess and McAvoy.
Cultural Mapping As A Social Practice: A Response To "Mapping The Cultural Boundaries In Schools And Communities: Redefining Spaces Through Organizing", Jennifer A. Vadeboncoeur, Shenaz A. Hanif-Shahban
Cultural Mapping As A Social Practice: A Response To "Mapping The Cultural Boundaries In Schools And Communities: Redefining Spaces Through Organizing", Jennifer A. Vadeboncoeur, Shenaz A. Hanif-Shahban
Democracy and Education
Inspired by Gerald Wood and Elizabeth Lemley’s (2015) article entitled Mapping the Cultural Boundaries in Schools and Communities: Redefining Spaces Through Organizing, this response inquires further into cultural mapping as a social practice. From our perspective, cultural mapping has potential to contribute to place making, as well as the values to sustain more equitable social futures. Thus, alongside the maps created, we longed to learn more about how the participants were engaged in mapping, how perceptions of mapping changed over time and context, how participation was mediated by relationships, and how transformation in the participants, child, youth, and adults …
The Ethics Of Teaching For Social Justice: A Framework For Exploring The Intellectual And Moral Virtues Of Social Justice Educators. A Response To "Ethics In Teaching For Democracy And Social Justice", Rebecca M. Taylor
Democracy and Education
Pursuing social justice in education raises ethical questions about teaching practice that have not been fully addressed in the social justice literature. Hytten (2015) initiated a valuable way forward in developing an ethics of social justice educators, drawing on virtue ethics.
In this paper, I provide additional support to this effort by arguing that a virtue approach to ethics of teaching is in fact compatible with responsiveness to social context in teaching. I then propose a refined framework for considering the virtues of teachers, one which asks us to identify virtues relevant to teaching within the broad categories of intellectual …
Enacting Social Justice Ethically: Individual And Communal Habits. A Response To "Ethics In Teaching For Democracy And Social Justice", Michael G. Gunzenhauser
Enacting Social Justice Ethically: Individual And Communal Habits. A Response To "Ethics In Teaching For Democracy And Social Justice", Michael G. Gunzenhauser
Democracy and Education
In response to Hytten’s provocative opening of a conversation about an ethics for activist teaching, in this essay I address three interesting contributions that Hytten made. First, I explore the significance of the imagined ethical subject in Hytten’s example and in many prior authors’ work on ethics in social justice teaching. Expanding the imagined ethical subject (beyond the resistant student with limited experience of difference), which Hytten began to do, is fruitful for additional contexts. Second, I attend to the philosophical basis upon which Hytten rested her ethical theory and suggest some ways that philosophers might follow her critical and …
Exploring Prosocial Behavior Through Structured Philosophical Dialogue: A Quantitative Evaluation, Monica B. Glina
Exploring Prosocial Behavior Through Structured Philosophical Dialogue: A Quantitative Evaluation, Monica B. Glina
Democracy and Education
The problem of bullying in schools cannot be overstated. Researchers have examined the problem of bullying in schools from a variety of perspectives and have found that bullying has serious short- and long-term effects not just for the victim but for the bully as well. A variety of interventions have been implemented, and research shows that the majority, which are monological in nature, have demonstrated minimal, if any, impact on counteracting occurrences of bullying in schools. This study uses three quantitative measures to examine the impact that an instructional method steeped in the dynamics of dialogical inquiry has on students’ …
"How To Be Nice And Get What You Want": Structural Referents Of "Self" And "Other" In Experiential Education As (Un)Democratic Practice, Franklin Vernon
"How To Be Nice And Get What You Want": Structural Referents Of "Self" And "Other" In Experiential Education As (Un)Democratic Practice, Franklin Vernon
Democracy and Education
This critical ethnography explores a social justice program utilizing nontraditional, democratic, "experiential" education practices. The author posits a historical legacy of pedagogy of self obscures its emancipatory, democratic potential while simultaneously expanding on contemporary discourses of self and other as aspects of the educational setting. Students' labors to reference and enact oppressive, capitalistic idealizations of either self or other problematizes pragmatic theories of self, and the author draws upon critical pragmatism to reposition self and other as aspects of pedagogy and curriculum in democratic education.
Ethics In Teaching For Democracy And Social Justice, Kathy Hytten
Ethics In Teaching For Democracy And Social Justice, Kathy Hytten
Democracy and Education
In this essay, I offer provocations toward an ethics of teaching for democracy and social justice. I argue that while driven by compelling macro social and political visions, social justice teachers do not pay sufficient attention to the moral dimensions of micro, classroom-level interactions in their work. I begin by describing social justice education. I then discuss the ways in which social justice educators have talked about issues of ethics in their work in terms of broad political visions, and in response to resistant students and charges of liberal bias. I illustrate gaps in these efforts, particularly in relation to …
Out Of Silence: Abortion Stories From The 1 In 3 Campaign, Student Women's Association
Out Of Silence: Abortion Stories From The 1 In 3 Campaign, Student Women's Association
Social Justice: Diversity, Equity, & Inclusion
A flyer promoting the performance of Out of Silence: Abortion Stories from the 1 in 3 Campaign held on the University of Maine campus November 5 and 6, 2015. The event was sponsored by the Student Women's Association and Mabel Wadsworth Women's Health Center.
Governor's Remarks Evoke Concerns Of Sexism, Brooke Bailey
Governor's Remarks Evoke Concerns Of Sexism, Brooke Bailey
Social Justice: Diversity, Equity, & Inclusion
Governor Paul LePage has been known as a politician who ‘tells it how it is.’ He’s based his campaigns on throwing political correctness out of the window and catering to the voters who agree that our country has gone too soft. But being less politically correct does not give you the right to be sexist. At a town hall meeting on Wednesday, LePage was asked a question about a citizen initiative to increase clean elections by limiting public financing in the state of Maine. LePage’s response was, "That's like giving my wife my checkbook. I’m telling you, it’s giving your …
Former English Learners’ Perceptions Of Their K-12 Educational Experiences, Corissa Rae Michaelson
Former English Learners’ Perceptions Of Their K-12 Educational Experiences, Corissa Rae Michaelson
School of Education and Leadership Student Capstone Theses and Dissertations
In this qualitative study four former English learners between the ages of 21 and 24 were interviewed in order to answer the following questions: What perceptions do participants have of their K-12 educational experiences? What perceptions do participants have regarding deficit thinking in their K-12 educational experiences? What responses do participants have to deficit thinking they might have experienced? What in-school factors, if any, might have improved participants’ educational experiences? Data from individual interviews was analyzed using the constant-comparison method (Glaser & Strauss, 1967). Major findings of this study were that participants had a more positive learning experience in ESL …
Addressing Dilemmas Of Social Justice Mathematics Through Collaboration Of Students, Educators, And Researchers, Kari Kokka
Educational Considerations
In this paper, I provide a definition of Social Justice Mathematics. I explore three dilemmas that arise with SJM instruction and suggest ways in which collaboration among students, educators, and researchers may address these dilemmas.
Teaching The Truth: Difficulties With Social Justice And Social Class In Graduate School, Leona English, Carole Roy
Teaching The Truth: Difficulties With Social Justice And Social Class In Graduate School, Leona English, Carole Roy
Educational Considerations
Nowadays, anyone who wishes to combat lies and ignorance and to write the truth must overcome at least five difficulties. He must have the courage to write the truth when truth is everywhere opposed; the keenness to recognize it, although it is everywhere concealed; the skill to manipulate it as a weapon; the judgment to select those in whose hands it will be effective; and the cunning to spread the truth among such persons.
The Jesuit Social Justice Dialectic Within The Cristo Rey School Model, Sajit U. Kabadi
The Jesuit Social Justice Dialectic Within The Cristo Rey School Model, Sajit U. Kabadi
Journal of Catholic Education
This article reports findings from a qualitative case study of a Cristo Rey Jesuit high school. The Jesuit social justice dialectic strives to maintain a balance between the preservation of the virtue of the Jesuit mission and the selling of the Jesuit brand. The Jesuit mission consists of Catholic evangelization through cultural immersion and social justice. The Jesuit brand consists of the accumulation of financial wealth and political influence essential to the ambitions of the Jesuit mission coming to fruition. This journal article explores this Jesuit social justice dialectic in action looking at the corporate work-study program utilized in the …
“Push It Real Good!”: The Challenge Of Disrupting Dominant Discourses Regarding Race In Teacher Education, Kara Viesca, Cheryl Matias, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo
“Push It Real Good!”: The Challenge Of Disrupting Dominant Discourses Regarding Race In Teacher Education, Kara Viesca, Cheryl Matias, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo
Dorothy Garrison-Wade
Despite efforts to redesign an urban teacher education program for social justice and equity, faculty became aware of racialized issues teacher candidates of color faced in the program. Therefore, this study examined the perspectives of teacher candidates to learn about how race is impacting teaching and learning for pre-service teachers. Overall, we discovered the dominant narratives, often called majoritarian stories (Love, 2004), were extremely difficult to disrupt and essentially remained largely intact for teacher candidates in our program. In addition, we found that majoritarian stories helped to maintain a level of superficiality for teacher candidates regarding issues of race. For …
Why Are African American Males Dropping Out Of High School? A Case Study, Michael Charles Cochies Knight
Why Are African American Males Dropping Out Of High School? A Case Study, Michael Charles Cochies Knight
School of Education and Leadership Student Capstone Theses and Dissertations
When hearing the question; why are African American males dropping out of high school? A number of things can come to mind as to what may or may not be some of the reasons. What I have done in this capstone, is set out with the objective of narrowing down the list of possible answers to the research question. To the most poignant research based issues currently afflicting African American male youth, and contributing to the rise in the dropout rate of African American male youth.
Culturally Responsive Math Curriculum: First Grade Dual Language Immersion Addition Unit, Alia R. Morales Towns
Culturally Responsive Math Curriculum: First Grade Dual Language Immersion Addition Unit, Alia R. Morales Towns
School of Education and Leadership Student Capstone Theses and Dissertations
The results of state educational testing show achievement gaps between students of color and white students in many states. This gap is also found in the testing data for school districts that implement dual language immersion using English and Spanish. Research demonstrates that curricula that incorporate theories and practices related to equity, social justice and culturally and linguistically responsive instruction can support efforts to close the gap in achievement. The purpose of this project was to create a standards-based, culturally and linguistically responsive mathematics unit of study, with a focus on social justice, to begin to close the racial achievement …
“Charleston, Goddam”: An Editorial Introduction To Act 14.2, Brent C. Talbot
“Charleston, Goddam”: An Editorial Introduction To Act 14.2, Brent C. Talbot
Sunderman Conservatory of Music Faculty Publications
In this editorial, I trace the events following the tragic and racist shootings that occurred at the A.M.E. church in Charleston, South Carolina on June 17, 2015. Drawing upon anti-racist scholars and musical activists, I make a case for getting political and for cultivating activism in our classrooms. I ask our field to critically reflect upon our participation in a system that advantages Whites. I suggest that one possibility to engage in dialogue around issues of race is to encourage an environment of musical creativity where—together with students—teachers study and write music that speaks to our times and addresses issues …
Family Portraits: Past And Present Representations Of Parents In Special Education Text Books, Dianne L. Ferguson, Philip M. Ferguson, Joanne Kim, Corrine Li
Family Portraits: Past And Present Representations Of Parents In Special Education Text Books, Dianne L. Ferguson, Philip M. Ferguson, Joanne Kim, Corrine Li
Philip M. Ferguson
This paper analyses the descriptions of families of children with disabilities as contained in introductory special education texts over the last 50 years. These text books are typically used in pre-service teacher education courses as surveys of the education of ‘exceptional children’. The textbooks reflect the mainstream professional assumptions of the era about topics such as disability, special education, inclusion, and family/school linkages. However, they also shape the assumptions of the next generation of educators about these same topics. The paper summarises the results of a qualitative document analysis of a sample of these textbooks from two different eras. The …
Learning To Teach For Social Justice: Context And Progressivism At Bank Street In The 1930’S, Jaime Grinberg, Katia Paz Goldfarb
Learning To Teach For Social Justice: Context And Progressivism At Bank Street In The 1930’S, Jaime Grinberg, Katia Paz Goldfarb
Department of Educational Foundations Scholarship and Creative Works
This is a historical case study of the role of contexts in the education of progressive teachers and learning to advance social justice through teaching. The case focuses on how progressive education, progressive schools, and progressive ideas in the US, primarily during the 1930’s influenced a very distinctive program, The Cooperative School for Teachers, which became Bank Street College of Education, in New York City. And in turn how this program came to influence what progressive teacher education could be about. This paper addresses how students at Bank Street developed a sense of relationship between the need to understand and …
Creating Picture Books That Feature Children Parented By Same-Sex Partners, Kira Lenore Fischler
Creating Picture Books That Feature Children Parented By Same-Sex Partners, Kira Lenore Fischler
School of Education and Leadership Student Capstone Theses and Dissertations
The research question addressed in this project is, how can an author create a picture book for children featuring families parented by same-sex partners that provides windows into and mirrors of the lives of those families? This capstone captures the journey of one teacher as she creates a picture book for children that is culturally responsive to the Lesbian/ Gay/Bisexual/Transgendered (LGBT) community. It presents research on the effects absent narratives have on marginalized populations and how schools respond to children from LGBT families, as well as the different typologies of picture books, guidelines for developmental appropriateness, and advice on the …
Queering Social Justice Curricula Within Higher Education, Kate P. Cabot
Queering Social Justice Curricula Within Higher Education, Kate P. Cabot
Master's Projects and Capstones
Within higher education, social justice education has gained significant ground. While issues of gender, race, and class are increasingly addressed and incorporated into classes there remains a lack in inclusive curricula and pedagogies within colleges and universities when it comes to issues of gender and sexual identity. The social construction of gender and sexualities remains overlooked on the majority of college and university campuses, as well as the discrimination faced by Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA) students unaddressed within curricula. The representation of the LGBTQIA community can be attended to within classrooms, campuses, and curriculums in …