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2018

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Articles 1 - 30 of 14212

Full-Text Articles in Education

Resistance To Neocolonialism In Contemporary Chinese Literary Theory, Zeng Jun Dec 2018

Resistance To Neocolonialism In Contemporary Chinese Literary Theory, Zeng Jun

CLCWeb: Comparative Literature and Culture

In his article "Resistance to Neocolonialism in Contemporary Chinese Literary Theory" Jun ZENG claims that the introduction of Western Literary Theory in the past forty years of China's reform and opening up was carried out under the background of neo-colonialism. "Western imagination" in the discourse of contemporary Chinese literary theory was an important aspect of the strategy of cultural resistance under the overwhelming influence of Western neocolonialism. Contemporary Chinese literary theory no longer simply regards Western literary theory in the twentieth century as a bourgeois literary ideology; instead, it adopts a "de-ideological" attitude to return to the issues of ...


The End Of The Nobel Era And The Reconstruction Of The World Republic Of Letters, Guohua Zhu, Yonghua Tang Dec 2018

The End Of The Nobel Era And The Reconstruction Of The World Republic Of Letters, Guohua Zhu, Yonghua Tang

CLCWeb: Comparative Literature and Culture

In their article "The End of the Nobel Era and the Reconstruction of the World Republic of Letters" Guohua Zhu and Yonghua Tang critically examine mechanisms of cultural hegemony associated with the Nobel Prize in Literature from a neocolonial lens. Borrowing from Casanova's idea of the "World Republic of Letters" and its attentiveness to geopolitics, the essay proceeds to reconstruct the dialectical relations between the nation and the world. It does so, in the first place, by documenting and analyzing the process of negotiation and bargaining entailed in the construction of global cultural hegemony and thereby examine the functions ...


Uncovered Truths Of The Inequalities Encountered By Female Educators, Rachel Katoll Dec 2018

Uncovered Truths Of The Inequalities Encountered By Female Educators, Rachel Katoll

Undergraduate Voices

This paper was conducted to illustrate the paradox of a female dominated field praising male educators over their female counterparts. This is proven to be the case through workplace mistreatment, professional growth opportunities, and struggles encountered through recruitment. Through this paper, I evaluate the tear down of female educators as men become the prioritized employee. The information drawn together throughout this paper came from a collection of online sources, personal interviews, and articles.


Restaging World Literature In The Age Of Neoliberalism/Neocolonialism, Shaobo Xie Dec 2018

Restaging World Literature In The Age Of Neoliberalism/Neocolonialism, Shaobo Xie

CLCWeb: Comparative Literature and Culture

In his article "Restaging World Literature in the Age of Neoliberal­ism/Neocolonia­­lism" Shaobo Xie argues that Goethe's notion of world literature spells a genuine universalism that contributes to resistance to neoliberal imperialism. In the age of neocolonial­ism/ne­oliberalism all conduct, and all spheres of human life are framed and measured by economic terms and metrics and neoliberalism both as a govern­ing rationality and as an economic policy is penetrating into every part of the world. The politics that is really heter­ogeneous or external to the rule of neoliberal capitalism in the neocolonial global ...


Mo Yan’S Reception In China And A Reflection On The Postcolonial Discourse, Binghui Song Dec 2018

Mo Yan’S Reception In China And A Reflection On The Postcolonial Discourse, Binghui Song

CLCWeb: Comparative Literature and Culture

In his article "Mo Yan's Reception in China and a Reflection on the Postcolonial Discourse" Binghui Song argue that the controversial style and themes of Mo Yan's works are necessitated by the interconnected yet different contexts of China and the rest of the world, only by means of which Mo Yan can let his voice be heard. As one of the most excellent and unique contemporary Chinese writers, Mo Yan has exerted extensive influence on Chinese readers, and his works have also caused various controversies over the past 30 years. His winning of the Nobel Prize in Literature ...


Repository Additions, December 2018, Cedarville University Dec 2018

Repository Additions, December 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.


Digitalcommons@Cedarville Statistical Report For December 2018, Cedarville University Dec 2018

Digitalcommons@Cedarville Statistical Report For December 2018, Cedarville University

DigitalCommons@Cedarville Monthly Reports

No abstract provided.


Accompagner Et Évaluer Le Stagiaire Dans La Réalisation De Liens Entre Les Savoirs Théoriques, Didactiques, Pédagogiques Et Expérientiels : Le Point De Vue D’Enseignants Associés Et De Superviseurs Universitaires Sur L’Apport Du Eportfolio Chez Le Stagiaire, Nicole Monney, Nadia Cody, Roxanne Labrecque, Carolinne Boisvert Dec 2018

Accompagner Et Évaluer Le Stagiaire Dans La Réalisation De Liens Entre Les Savoirs Théoriques, Didactiques, Pédagogiques Et Expérientiels : Le Point De Vue D’Enseignants Associés Et De Superviseurs Universitaires Sur L’Apport Du Eportfolio Chez Le Stagiaire, Nicole Monney, Nadia Cody, Roxanne Labrecque, Carolinne Boisvert

The Canadian Journal for the Scholarship of Teaching and Learning

Une des grandes orientations de la formation des enseignants au Québec est la professionnalisation (Gouvernement du Québec, 2001). Afin de favoriser cette professionnalisation, il est essentiel de construire la structure de formation à partir de l’analyse réflexive en milieu réel (Perrenoud, 2001), et ce, en mobilisant un ensemble de ressources dont les savoirs théoriques et les savoirs pratiques (Perrenoud, 1998). Ainsi, les étudiants entrent dans un processus de développement professionnel, à savoir un processus de changement et de transformation (Uwamariya & Mukamurera, 2005) soutenu par la pratique réflexive (Buysse & Vanhulle, 2009). Depuis 2014, une équipe de chercheures de l’Université du Québec à Chicoutimi expérimente l’implantation du ePortfolio dans le cadre des stages. Cet article présente l’analyse des points de vue de superviseurs universitaires (SU) et d’enseignants associés (EA) sur : 1) les liens réalisés entre les cours et les stages par le biais du ePortfolio; 2) l’accompagnement offert par le SU et l’EA pour faciliter la réflexion autour des liens et; 3 ...


L’Implantation Du E-Portfolio Dans Un Programme Par Compétence En Science Infirmière : Le Cheminement De 10 Ans., Suzanne Harrison, Jeanne Godin, Suzan Bastarache Dec 2018

L’Implantation Du E-Portfolio Dans Un Programme Par Compétence En Science Infirmière : Le Cheminement De 10 Ans., Suzanne Harrison, Jeanne Godin, Suzan Bastarache

The Canadian Journal for the Scholarship of Teaching and Learning

Le e-portfolio s’avère un outil pédagogique de plus en plus utilisé dans le programme baccalauréat en science infirmière, car il permet non seulement la croissance et le développement de l’apprenante et de l’apprenant, mais informe aussi l’employeur, les paires et les organisations professionnelles de l’acquisition des habiletés et des connaissances inhérentes à la profession (Chertoff, 2015; Green, Wyllie, & Jackson, 2014). L’École des sciences infirmières de l’Université de Moncton explore l’utilisation du e-portfolio depuis dix ans. L’expérience débute en 2007 par la mise en place d’une étude qualitative longitudinale qui a suivi le parcours de sept étudiantes afin d’explorer comment l’identité professionnelle se développe lors de la création et du maintien d’un portfolio électronique à partir du logiciel Iwebportfolio. Bien que les écoles de science infirmière reconnaissent l’importance de promouvoir la pensée savante et l’écriture académique chez la population étudiante, les outils facilitant l’atteinte de ces compétences se font rares ou sont difficilement applicables (Garrett, MacPhee, & Jackson, 2013; Stefani, Mason, & Pegler, 2007). Toutefois, le portfolio est un outil prometteur qui favorise le développement de l’identité professionnelle et permet de l’articuler (Desjardins, 2002). Grâce aux entrevues annuelles et à l’examen de la qualité de la réflexion critique dans les artéfacts placés dans le e-portfolio, une évolution dans l’appropriation des rôles inhérents à la profession infirmière a été notée chez les participants. En fait, les résultats de cette expérience ont appuyé l’inclusion du e-portfolio, via la plateforme eduportfolio, dans le nouveau programme par compétences en science infirmière en 2010. D’ailleurs, la première cohorte étudiante à maintenir un e-portfolio tout au long de ses études fut diplômée en mai 2017 et un sondage a été complété par 43 de ses membres. Cet article décrit notre parcours en lien avec l’utilisation du e-portfolio, en incluant les leçons apprises à la suite des trois études réalisées ainsi que les expériences vécues en salle de classe (entrevues lors d’une étude qualitative longitudinale, groupes de discussion et sondage).

The e-portfolio is an increasingly popular educational tool in the Bachelor of Science in Nursing program as it not only allows for the growth and development of the learner, but also informs the employees, peers, and professional organizations of the acquisition of the skills and knowledge inherent to this profession (Chertoff 2015; Green, Wyllie, & Jackson 2014). The University of Moncton’s School of Nursing has been exploring the use of the e-portfolio for ten years. The experience started in 2007 with the implementation of a longitudinal qualitative study that followed the educational career of seven students to explore how the professional identity is developed during the creation and maintenance of an electronic portfolio using Iwebportfolio. Although nursing schools recognize the importance of promoting scholarly thinking and academic writing among students, tools facilitating the attainment of these skills are rare and hardly applicable (Garrett, MacPhee, & Jackson 2013; Stefani, Mason, & Pegler 2007); however, the portfolio is a promising tool that fosters the development of the professional identity and allows for its articulation (Desjardins 2002). With the annual interviews and examination of the quality ...


Beliefs Or Intentionality? Instructor Approaches To Eportfolio Pedagogy, Crystal T. Tse, Kyle W. Scholz, Katherine Lithgow Dec 2018

Beliefs Or Intentionality? Instructor Approaches To Eportfolio Pedagogy, Crystal T. Tse, Kyle W. Scholz, Katherine Lithgow

The Canadian Journal for the Scholarship of Teaching and Learning

We provide evidence to substantiate the learning potential of eportfolios by focusing on instructor variables that influence eportfolio learning experiences. We conducted a mixed-methods study of over 800 students across 30 courses. Using survey, interview, and focus group data, we argue that instructors’ approaches to eportfolio activities play a critical but underappreciated role in whether the eportfolio will be a valued student learning experience. By adapting categorizations of deep, surface, and strategic learning, we argue that an instructor’s approach to eportfolios can be classified in a similar manner. We analyze how the instructor adheres to eportfolio best practices, and ...


L'Implantation Du Portfolio Électronique Et Le Développement Des Environnements Personnels D'Apprentissage Des Étudiants, Stéphanie Boéchat-Heer Dec 2018

L'Implantation Du Portfolio Électronique Et Le Développement Des Environnements Personnels D'Apprentissage Des Étudiants, Stéphanie Boéchat-Heer

The Canadian Journal for the Scholarship of Teaching and Learning

Cet article présente les résultats d’une enquête par questionnaire réalisée à quatre reprises auprès d’étudiants en formation à l’enseignement. L’objectif de cette recherche est de montrer dans quelle mesure l’implantation du portfolio électronique permet le développement de compétences professionnelles en technologies éducatives et améliore le sentiment d’auto-efficacité des étudiants dans le domaine. Les résultats de cette étude longitudinale montrent que l’appropriation du portfolio électronique par les étudiants permet de développer leurs compétences en technologies éducatives ainsi que leurs environnements personnels d’apprentissage (EPA) et améliore leur sentiment d’auto-efficacité dans le domaine.

This ...


L’E-Portfolio Pour Collecter Et Gérer Les Traces De L’Activité : Exemple D’Une Formation À L’Enseignement Instrumental Et Vocal, Elsa Paukovics, Pierre-François Coen, Angelika Güsewell, Valentina Giovannini-Cartulano Dec 2018

L’E-Portfolio Pour Collecter Et Gérer Les Traces De L’Activité : Exemple D’Une Formation À L’Enseignement Instrumental Et Vocal, Elsa Paukovics, Pierre-François Coen, Angelika Güsewell, Valentina Giovannini-Cartulano

The Canadian Journal for the Scholarship of Teaching and Learning

Le développement d’une posture d’enseignant-praticien réflexif repose sur la collecte et le traitement de différentes traces de l’activité professionnelle. La nature des traces collectées, leur rôle dans la formation, leur utilisation et leur gestion diffèrent selon les contenus et les dispositifs de formation. Par l’utilisation d’une plateforme électronique d’apprentissage (e-portfolio), le master en pédagogie instrumentale et vocale vise à développer la posture de praticien réflexif des futurs enseignants d’instruments ou de chant. Cette plateforme permet le dépôt, la gestion et le partage de différents types de traces de l’activité. La présente recherche ...


L’Expérimentation Du Eportfolio À L’Université : Questionnements Autour De La Réflexivité, Caroline Le Boucher, Geneviève Lameul, Hugues Pentecouteau Dec 2018

L’Expérimentation Du Eportfolio À L’Université : Questionnements Autour De La Réflexivité, Caroline Le Boucher, Geneviève Lameul, Hugues Pentecouteau

The Canadian Journal for the Scholarship of Teaching and Learning

Le développement des compétences professionnelles oriente les politiques d’établissements universitaires français, plus particulièrement depuis la loi relative aux libertés et aux responsabilités des universités de 2007. Ce terrain est d’autant plus favorable à la mise en place d’eportfolios avec la volonté d’intégrer des technologies numériques. Ces injonctions institutionnelles s’accompagnent rarement d’un discours pédagogique (Houot, Issenmann et Nowakowski, 2013). L’eportfolio montre alors, dans ses fonctions et ses usages, de multiples facettes (Salinas, Marín et Escandell, 2013 ; Siampou & Komis, 2011). Mettant l’accent sur les processus, il sous-entend le développement d’une démarche réflexive (Loisy et Lison, 2013), mais à certaines conditions (Bibeau, 2007 ; Naccache, Samson et Jouquan, 2006).

Cet article permet de documenter cette place accordée à la fonction réflexive ...


“I Don’T Even Know Where Turkey Is.”: Developing Intercultural Competence Through E-Pal Exchanges, Miranda Lin Dec 2018

“I Don’T Even Know Where Turkey Is.”: Developing Intercultural Competence Through E-Pal Exchanges, Miranda Lin

Journal of Global Education and Research

Using current events to help preservice teachers understand the world they live in encourages preservice teachers to learn about global issues. It also encourages them to develop skills in analytical thinking and reflective judgment by reading and discussing complex real-life scenarios. A semester-long pen-pal project was crafted to help understand how preservice teachers develop intercultural competence, critical empathy, and become less ethnocentric. Twenty-Six American early childhood preservice teachers in Midwestern state were randomly paired with Turkish early childhood preserivce teachers as their pen-pals. The findings of this qualitative study revealed American preservice teachers had learning curves, but many eventually came ...


Pillars 12-Month Statistical Report, Taylor University Dec 2018

Pillars 12-Month Statistical Report, Taylor University

Pillars Monthly Reports

No abstract provided.


Pilot Study Of The Influence Of Social Anxiousness On Students’ Classroom Interactions Among Chinese Undergraduates, Lili Zhang, Yu Zhang Dec 2018

Pilot Study Of The Influence Of Social Anxiousness On Students’ Classroom Interactions Among Chinese Undergraduates, Lili Zhang, Yu Zhang

Journal of Global Education and Research

Although most people acknowledge the importance of interactions in class, it is commonly seensome students still rarely actively participate in face-to-face interactions, especially those from a Confucian cultural background. Previous research focused on many factors to understand this phenomenon, yet social anxiousness has not been given enough attention as a possible reason. This correlational study on 93 Chinese undergraduates attempted to investigate the influences of social anxiousness on students’ interactions in class, using Interaction Anxiousness Scale (IAS) by Leary (1983), and a self-reported measure of students’ interaction in class developed by the researchers. Results indicated that both students’ social anxiousness ...


Employment Prospects Of International Students In The U.S. And Canada: Socio-Political Implications For Colleges And Universities, Taiwo O. Soetan, David Hoa K. Nguyen Dec 2018

Employment Prospects Of International Students In The U.S. And Canada: Socio-Political Implications For Colleges And Universities, Taiwo O. Soetan, David Hoa K. Nguyen

Journal of Curriculum, Teaching, Learning and Leadership in Education

While the increase of the international student population has been a significant issue on a global scale, it is rarely discussed in the context of two border countries in North America – the U.S. and Canada. In addition, attention to skilled migration as a policy preference has increased among governments in an effort to address labor market gaps arising from economic shifts and structural aging. Governments invent a list of desirable characteristics in international students, such as education, age, language, and work experience, that allows them to be able to apply for employment after graduation. Countries like Canada and Australia ...


English Language Learners And Special Education, Adam Sempek Dec 2018

English Language Learners And Special Education, Adam Sempek

Journal of Curriculum, Teaching, Learning and Leadership in Education

Language acquisition is not a cut and dried process, nor is the evaluation of English Language Learners. There are many factors that go into, and must be understood and considered by educators when it comes to working with English Language Learners and deciding if evaluation is appropriate, and if so, which evaluations and evaluation methods are appropriate to gather the most valid, representative data on the student. Being open-minded, understanding, and empathetic towards not just the process of language acquisition, but the individual student’s journey is a laudable beginning.


Exploring Solidarity In Teacher Learning And Activism For Social Justice, Rebecca Rogers, Luzkarime Calle Díaz Dec 2018

Exploring Solidarity In Teacher Learning And Activism For Social Justice, Rebecca Rogers, Luzkarime Calle Díaz

Journal of Curriculum, Teaching, Learning and Leadership in Education

Teaching and organizing for social justice can be an alienating experience in the current educational climate. Being a part of a network of educators can help create community, support, and solidarity. Solidarity is a socio-political topic that has been understudied and, we argue, holds great potential for understanding the transformative power of educators organizing for social justice. In this paper, we draw on examples of educators’ narratives of solidarity who contributed to a social justice event organized by a grassroots educators' organization. Through the narratives of a community organizer, a classroom educator, and a community based arts educator, we highlight ...


Ell Students: Literacy Development And Language Development, Heidi T. Penke Dec 2018

Ell Students: Literacy Development And Language Development, Heidi T. Penke

Journal of Curriculum, Teaching, Learning and Leadership in Education

The article is about the history of ELL students and the challenges they are faced in an educational setting. Also literacy development is discussed as educators need to be aware of the importance of literacy development. The article also discusses language development and language acquisition for an ELL student.


In Defense Of Public Schools: A Toolkit From The Midwest, Ferial Pearson, Ann Hunter-Pirtle Dec 2018

In Defense Of Public Schools: A Toolkit From The Midwest, Ferial Pearson, Ann Hunter-Pirtle

Journal of Curriculum, Teaching, Learning and Leadership in Education

One of the defining features of public schools is that they operate at the will of the people, with public oversight from elected school boards. In addition to being free and open to all, free from religious affiliation, and promoting civic understanding and participation, much of what makes public schools public happens through the democratic process. We have noticed that many teachers are so overworked and overwhelmed - rightly focused on their own classrooms and their own students’ day to day struggles - that it’s not easy for them to engage and advocate for themselves and their students in the ways ...


Building Visible Allies For Safe And Supportive Environments: Systemic Implementation Of The Out For Safe Schools Campaign, James Marshall, Rachel Miller Dec 2018

Building Visible Allies For Safe And Supportive Environments: Systemic Implementation Of The Out For Safe Schools Campaign, James Marshall, Rachel Miller

Journal of Curriculum, Teaching, Learning and Leadership in Education

Contemporary data illustrate a greater risk in school environments for students who identify as lesbian, gay, bisexual, transsexual, or queer (LGBTQ). Verbal or physical harassment, and feeling generally unsafe in school, can lead to higher absence rates and lower levels of academic performance for these youth, when compared to their heterosexual peers. School districts across the country are responding to this challenge. This article profiles an implementation of the OUT for Safe Schools Campaign which is designed to provide visible adult allies for LGBTQ students throughout a school district. It highlights the systemic nature of both the OUT for Sale ...


Toward Diversity In Texts: Using Global Literature To Cultivate Critical Perspectives, Rick Marlatt Dec 2018

Toward Diversity In Texts: Using Global Literature To Cultivate Critical Perspectives, Rick Marlatt

Journal of Curriculum, Teaching, Learning and Leadership in Education

Abstract Literature study in the 21st Century should be characterized by the inclusion of global texts that afford diverse students the opportunity to engage in their literacy development through and alongside authors, characters, and storylines that represent their own linguistic and cultural traditions. In this narrative analysis, I reflect on the importance of equity-driven literature study from my perspective as a teacher educator at a Hispanic-Serving Institution in the Southwestern United States. Following an introduction to the political and institutional contexts surrounding text selection in schools and a brief review of the literature, I situate myself and my students as ...


School Readiness At The Nexus Between Poverty And Education: The Insights Of Two Jamaican Teachers, Zoyah Kinkead-Clark Dec 2018

School Readiness At The Nexus Between Poverty And Education: The Insights Of Two Jamaican Teachers, Zoyah Kinkead-Clark

Journal of Curriculum, Teaching, Learning and Leadership in Education

In this article, the role of poverty as a barrier to children’s readiness for school is discussed. Using two Jamaican early childhood teachers to illuminate the findings, this piece sought to gain insight into teachers’ perspectives about supporting children, who come from impoverished circumstances, to be ready for primary school. Thematic analysis of the transcribed interviews revealed two dominant themes; Better preparation to meet children’s developmental needs Unrealistic expectations- curriculum expectations perpetuate knowledge gap These findings draw attention to some of the challenges teachers face in meeting the needs of children who live in poverty. These challenges have ...


Examining Culturally Responsive Understandings Within An Undergraduate Teacher Education Program, Kelly M. Gomez Johnson, Anne E. Karabon, Derrick A. Nero Dec 2018

Examining Culturally Responsive Understandings Within An Undergraduate Teacher Education Program, Kelly M. Gomez Johnson, Anne E. Karabon, Derrick A. Nero

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article examines how a group of elementary and secondary preservice teachers engaged in understanding “culture” and culturally responsive teaching while enrolled in an early program course. We analyze how culturally-related experiences, emotions, and perspectives contribute to the overall understanding of cultural competency training in teacher education. Preservice teachers varied in their use of individual- and structural-orientations, in isolation and in combination, as they developed and progressed as socially just teachers. These findings reveal that despite attempts to develop and shift toward asset-based perspectives, far more culturally embedded coursework and practicum experiences are necessary. This paper includes a reflection on ...


What Is Your Social Justice Iq: Leading Social Justice In Higher Education, Janice M. Garnett, Germaine W. Huber Dec 2018

What Is Your Social Justice Iq: Leading Social Justice In Higher Education, Janice M. Garnett, Germaine W. Huber

Journal of Curriculum, Teaching, Learning and Leadership in Education

This article describes an experience originating in the College of Education to explore a process for the college’s social justice efforts to lead and guide administration, faculty, and staff in their day-to-day decision-making. This educational process examined in the article was introduced through the College of Education’s Diversity and Inclusion Committee to engage administration, faculty, and staff in using their various perspectives focused on social justice to help them shift the college's current paradigm from understanding to action. The authors incorporated a conceptual framework as the foundation to develop the collaborative process to engage education professionals in ...


The Missing Links: Enhancing Anti-Bias Education With Anti-Racist Education, Kerry-Ann Escayg Dec 2018

The Missing Links: Enhancing Anti-Bias Education With Anti-Racist Education, Kerry-Ann Escayg

Journal of Curriculum, Teaching, Learning and Leadership in Education

Social justice in early childhood has generally been conceptualized to include the anti-bias curriculum, and to a lesser extent, anti-racist education. Over the years, however, scholars have highlighted the many areas in which anti-bias education falls short both pedagogically and conceptually. In keeping with such discussion, this paper highlights significant gaps of anti-bias education by engaging central premises of anti-racist education. By centering a critical race and anti-racist perspective, the paper further provides practical suggestions on how to align early childhood classroom practices with anti-racist principles.


Theorizing Social Justice: Funds Of Knowledge As Praxis, Heidi R. Bacon, Lavern Byfield Dec 2018

Theorizing Social Justice: Funds Of Knowledge As Praxis, Heidi R. Bacon, Lavern Byfield

Journal of Curriculum, Teaching, Learning and Leadership in Education

The current socio-political landscape and proliferation of hate speak is fueling a growing sense of urgency to redress educational inequities and reclaim education. In this reflective article, we discuss our experiences as teacher educators in the rural Midwest who incorporate critical approaches to language and literacy into our repertories of practice. We aim to advance the conversation beyond the notion of social justice in theory to what social justice can look like in praxis. We argue for social justice education grounded in a funds of knowledge approach to untether social justice from overly broad or narrow representations and to locate ...


Understanding School And Community Contexts: Leading For Success Along The Texas-Mexico Border, Erin D. Atwood Dec 2018

Understanding School And Community Contexts: Leading For Success Along The Texas-Mexico Border, Erin D. Atwood

Journal of Curriculum, Teaching, Learning and Leadership in Education

Enacting social justice leadership requires that school leaders understand social, political, and historic contexts of the communities and schools where they lead. This paper examines the McAllen-Edinburg-Mission metropolitan area and highlights some of these issues within this particular community along the Texas-Mexico border. This description of the area provides understanding of the uniqueness of borderlands contexts and allows us to better understand the social justice work of one local school district in leading for success in this context.


Introduction: Exploring Socio-Political Issues In Education, Jeanne Surface Dec 2018

Introduction: Exploring Socio-Political Issues In Education, Jeanne Surface

Journal of Curriculum, Teaching, Learning and Leadership in Education

No abstract provided.