Open Access. Powered by Scholars. Published by Universities.®
Curriculum and Social Inquiry Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Publication
Articles 1 - 3 of 3
Full-Text Articles in Curriculum and Social Inquiry
‘‘Where I’M From’’ And Belonging: A Multimodal, Cosmopolitan Perspective On Arts And Inquiry, Tiffany A. Dejaynes
‘‘Where I’M From’’ And Belonging: A Multimodal, Cosmopolitan Perspective On Arts And Inquiry, Tiffany A. Dejaynes
Publications and Research
The paper draws upon a year-long practitioner inquiry with adolescents who conducted auto-ethnographies as part of a research course in their urban public high school. Through ethnographic data collection, youth researched their own lives, cultures, and beliefs with the end goal of producing multimodal films that represented their embodied senses of ‘‘Where I’m From’’, broadly defined. As youth collected and interpreted culturally and personally meaningful artifacts, stories, memories, and family discourses, the cosmopolitan habits of mind and heart that it is argued are important for nurturing reflective citizens of the world. In the process of video production or self-curation, youth …
Youth As Cosmopolitan Intellectuals, Tiffany A. Dejaynes, Christopher Curmi
Youth As Cosmopolitan Intellectuals, Tiffany A. Dejaynes, Christopher Curmi
Publications and Research
Two high school teachers examine classroom moments that position youth as cosmopolitan intellectuals and invested community members as opposed to disengaged and disaffected adolescents.
Are Your S'S In Effect? Ensuring Culturally Responsive Physical Education Environments, Brian Culp
Are Your S'S In Effect? Ensuring Culturally Responsive Physical Education Environments, Brian Culp
Faculty Articles
Schools have rapidly becoming a kaleidoscope of ethnicities and cultures represented by demographic changes that have affected America’s schools. As educators in this era of change, a unique opportunity exists to ensure quality physical education for all students. Culturally responsive practices in the classroom can assist in minimizing students' alienation as they attempt to adjust to the different "worlds" often represented in school.