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Curriculum and Social Inquiry Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
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- Bank Street College of Education (43)
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- Southern Illinois University Carbondale (6)
- South Dakota State University (5)
- Grand Valley State University (3)
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- Nova Southeastern University (3)
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- Education (9)
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- Publication
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- Occasional Paper Series (43)
- Journal of Vincentian Social Action (16)
- Artizein: Arts and Teaching Journal (6)
- Empowering Research for Educators (5)
- Language Arts Journal of Michigan (3)
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- The Qualitative Report (3)
- First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience (2)
- Scholarship and Engagement in Education (2)
- Australian Journal of Teacher Education (1)
- Engaging Pedagogies in Catholic Higher Education (EPiCHE) (1)
- Exigence (1)
- Journal of Ideology (1)
- Journal of Occupational Therapy Education (1)
- Pedagogy & (Im)Possibilities across Education Research (PIPER) (1)
- Pedagogy and the Human Sciences (1)
- Studies in 20th & 21st Century Literature (1)
- The Journal of Student Success in Writing (1)
Articles 1 - 30 of 89
Full-Text Articles in Curriculum and Social Inquiry
Small Schools And The Issue Of Race, Linda C. Powell
Small Schools And The Issue Of Race, Linda C. Powell
Occasional Paper Series
Bank Street College of Education, in conjunction with the Consortium on Chicago School Research did a study of small schools in Chicago. This paper examines one element of the findings in depth - the interaction of race and school size. Powell argues that small schools are by their very nature an anti-racist intervention.
Black Girls Are More Than Magic, Gloria J. Ladson-Billings
Black Girls Are More Than Magic, Gloria J. Ladson-Billings
Occasional Paper Series
Despite the current interest in "Black Girl Magic" this essay argues that what Black women have accomplished and endured is more than mere magic. Instead, they reflect a dogged determinism to work toward liberation of all people. That determination has been in the forefront of human liberation for centuries.
Untying The Knot, Charisse Jones
Where Our Girls At? The Misrecognition Of Black And Brown Girls In Schools, Amanda E. Lewis, Deana G. Lewis
Where Our Girls At? The Misrecognition Of Black And Brown Girls In Schools, Amanda E. Lewis, Deana G. Lewis
Occasional Paper Series
Black and brown girls remain too often at the margins not only in society at large and in our schools but also in our research and writing about schools. Herein we argue for careful consideration of the specific ways that their raced and gendered identities render these girls vulnerable and put them in jeopardy so that educators and scholars do not become complicit in their marginalization. We focus on dynamics of invisibility and hypervisibility. While these dynamics may seem to be diametrically opposite, both involve the process of what scholar Nancy Fraser (2000) calls “misrecognition” (p. 113).
Not Only A Pipeline: Schools As Carceral Sites, Connie Wun
Not Only A Pipeline: Schools As Carceral Sites, Connie Wun
Occasional Paper Series
Conversations surrounding school discipline have largely focused on the ways that schools and their punitive policies have funneled students into the criminal justice system through the school to prison pipeline. Recently, there has been an increase in scholarship from scholars who argue that schools are not only funneling students into prisons, but that schools and prisons operate as a nexus – the two working symbiotically to discipline and punish students of color, predominantly Black male students (Meiners, 2010; Sojoyner, 2013). Drawing from these analyses, I argue that schools are characterized by multi-layered disciplinary landscapes that operate as carceral sites onto …
Introduction: Reading And Writing The T/Terror Narratives Of Black And Brown Girls And Women: Storying Lived Experiences To Inform And Advance Early Childhood Through Higher Education, Jeannine Staples, Uma M. Jayakumar
Introduction: Reading And Writing The T/Terror Narratives Of Black And Brown Girls And Women: Storying Lived Experiences To Inform And Advance Early Childhood Through Higher Education, Jeannine Staples, Uma M. Jayakumar
Occasional Paper Series
Staples and Jayakumar introduce this issue of the Occasional Paper Series that speaks to the #SayHerName social justice initiative. The movement aims to expose the experiences of Black and Brown girls and women who are subject to police violence in society and various violences in schools. In response to this movement, this issue includes stories of Black and Brown women from early childhood education through higher education.
Teaching Students How To Make Their Dreams Come True: An Autoethnography Of Developing And Teaching The Dream Research Methods Course, E. James Baesler
Teaching Students How To Make Their Dreams Come True: An Autoethnography Of Developing And Teaching The Dream Research Methods Course, E. James Baesler
The Qualitative Report
How to make students’ dreams come true is the central focus of this autoethnography that chronicles the story of the transformation of a traditional undergraduate communication research methods course into a new and creative dream research methods course. Pedagogical and institutional issues in teaching the traditional methods course join personal influences in my life story to birth the new dream research methods course. The content and format of the new course are described chronologically using personal stories, student perspectives, advice to teachers, and reflection questions. I encourage teachers, by experimenting with the ideas in the dream research methods course, to …
Charism That Lives: Translating The Message Of St. Vincent De Paul For Today’S Teacher Education, Donald Mcclure, Judith F. Mangione
Charism That Lives: Translating The Message Of St. Vincent De Paul For Today’S Teacher Education, Donald Mcclure, Judith F. Mangione
Journal of Vincentian Social Action
One way that St. Vincent’s mission of compassion has expanded in modern times is through the work of Catholic Vincentian universities such as St. John’s University in Queens, New York. Consistent with Vincentian charism, the university’s mission statement proclaims, “Wherever possible, we devote our intellectual and physical resources to search out the causes of poverty and social injustice and to encourage solutions that are adaptable, effective, and concrete.” By working with and supporting preservice teachers, we can meet St. Vincent’s call to serve those in need. First, we provide a short biography of St. Vincent de Paul’s life, selecting parts …
Kids Make Sense... And They Vote: The Importance Of Child Study In Learning To Teach Responsively, Frederick Erickson
Kids Make Sense... And They Vote: The Importance Of Child Study In Learning To Teach Responsively, Frederick Erickson
Occasional Paper Series
A lecture that discusses the "developmental-interaction" perspective and practice that has become the hallmark of Bank Street. Erickson builds upon the relations of mutual influence among students, teachers, and learning environments, and taking account of the relations between local practice within the small-scale "here and now" interactional ecosystems of immediate learning environments and the workings of culture, language, and society across more distal connections in social space and time.
Intention, Questions, And Creative Expression: An Antidiscriminatory Diversity Statement, Hannah S. Bright
Intention, Questions, And Creative Expression: An Antidiscriminatory Diversity Statement, Hannah S. Bright
Scholarship and Engagement in Education
Supporting education that reflects diversity involves maintaining awareness of one’s personal positionality, creating safe and inclusive learning communities, and using creativity and choice to empower and honor student voice and individual development. When working in educational settings, teachers may involve students in selecting relevant materials, and follow their lead in creating critical dialogue about salient factors of identity.
Examining Justice In Social Studies Research, J. Spencer Clark, Steven P. Camicia
Examining Justice In Social Studies Research, J. Spencer Clark, Steven P. Camicia
Pedagogy & (Im)Possibilities across Education Research (PIPER)
Our article is an extension of a project involving a content analysis of two social studies journals, Theory and Research in Social Education (TRSE) and The Social Studies. We performed an analysis on all articles in these journals from 2006-2016. Our findings from the analysis indicated a narrow frame of perspectives related to epistemologies and methodologies, and an increasing interest in examining a range of researcher and participant positionalities. We interpreted the range of perspectives in social studies journals in light of the possible impact upon democratic education and social justice through Sen’s (2009) framework for theorizing justice. We illustrate …
Introduction: Steady Work And "Noise Level Zero", Frank Pignatelli
Introduction: Steady Work And "Noise Level Zero", Frank Pignatelli
Occasional Paper Series
Pignatelli introduces two narratives by Tom Roderick and John Wolfe that test our belief in public education as a special space where American society holds fast to its promise to vanquish inequity, to assure equal opportunity, and to nurture a kinder, more just citizenry.
It Should Not Be Left To Chance: Ensuring A Good Education For All Our Children, Ellen Condliffe Lagemann
It Should Not Be Left To Chance: Ensuring A Good Education For All Our Children, Ellen Condliffe Lagemann
Occasional Paper Series
This essay suggests that progressive education is equivalent to good education. Condliffe Lagemann poses the question: What do we need to do to ensure that good education becomes more universally available than it is today? The answer lies in developing a new science of education, one that better integrates research, practice, and policy, and does a better job of educating the public about education.
Introduction: It Should Not Be Left To Chance, Jonathan G. Silin
Introduction: It Should Not Be Left To Chance, Jonathan G. Silin
Occasional Paper Series
Silin introduces an essay from the annual Barbara Biber lecture, speaking to the importance of progressive education, and the flaws regarding the standardization of learning.
Curriculum Drama: Using Imagination And Inquiry In A Middle School Social Studies Classroom, Catherine Franklin
Curriculum Drama: Using Imagination And Inquiry In A Middle School Social Studies Classroom, Catherine Franklin
Occasional Paper Series
This essay provides a vivid window into an eighth-grade class engaged in a legislative curriculum drama. Students acted as members of political parties within the Senate and participated in legislative hearings, discussed costs and benefits to legislation, and engaged in debates. Curriculum drama formed a bridge that linked the task of teaching and learning about a defined unit of study to the authentic interests, concerns, and energies of the students
The Nyc Board Of Education Mandates Pledging Allegiance [Poem], Kate Abell
The Nyc Board Of Education Mandates Pledging Allegiance [Poem], Kate Abell
Occasional Paper Series
Kate Abell shares a poem following September 11. It is a criticism of the requirement of pledging allegiance to the flag in school.
The Children Keep Reminding Us: One School's Experience After 9/11, Kate Delacorte
The Children Keep Reminding Us: One School's Experience After 9/11, Kate Delacorte
Occasional Paper Series
This essay reflects on the experience of a new preschool that was located a few blocks away from the World Trade Center and had not yet opened at the time of September 11. After the event, the school held meetings with teachers, parents, and their children. The conversations highlighted the overwhelming difference between the needs of the parents and the needs of the children. Through sharing of fears, experiences, and emotions, the new community grew closer.
Re-Visioning The World Trade Center, Alexandra Weisman
Re-Visioning The World Trade Center, Alexandra Weisman
Occasional Paper Series
This is a story that takes place more than a year after September 11, 2001. It is about the complex, ongoing ways that this event has affected curriculum. It is also about the thoughtful and ingenuous ways that eleven- year-old students at the Bank Street School for Children came to “re-vision” the World Trade Center site through three different perspectives.
Living In Question, Cynthia Rothschild
Living In Question, Cynthia Rothschild
Occasional Paper Series
September 11 and the following months found Rothschild's students asking: "Why is there suffering?" "What has real value for me and for my society?" and, most resoundingly, "Is there a God?" She had few answers. The value that came to the forefront in her post-September 11 teaching was the value of living in question.
"Building Up": Block Play After September 11, Lisa Edstrom
"Building Up": Block Play After September 11, Lisa Edstrom
Occasional Paper Series
Like most people in New York City, the children in Edstrom's class were affected by the events of September 11. However, not until five weeks later did these particular five- and six year-olds begin to make sense of what happened. Through the use of block play, they were able to explore the difficult emotions and questions we all had about the World Trade Center attack
A Story To Tell, Megan Rose
A Story To Tell, Megan Rose
Occasional Paper Series
Rose recounts her experience on September 11 while being the teacher of an eleventh grade class. This essay demonstrates a teacher's need to be a leader and caregiver in the face of disaster, and subsequently allow for reflection and processing of emotions. Initially, her job stifled her own emotional response to the attack, but she was eventually able to use curriculum and creativity in the classroom to help herself and her students engage and reflect on their experiences.
The Art Of Reflection, Amy L. Ruopp, Mae Debruyn
The Art Of Reflection, Amy L. Ruopp, Mae Debruyn
Artizein: Arts and Teaching Journal
This writing shares a course designed to reconnect middle school students to the natural world. In reconnecting to nature while IN nature students are afforded the opportunity for deep reflection, and the space to wonder and realize the inter-connectivity between things. We highlight transformational thinking and feeling awareness as students’ connection with nature is expressed though art and writing while deeply immersed in the natural environment.
Book Review Of "Point Of Departure: Returning To A More Authentic Worldview For Education And Survival" By Four Arrows (Aka Don Trent Jacobs), Barbara Bickel
Book Review Of "Point Of Departure: Returning To A More Authentic Worldview For Education And Survival" By Four Arrows (Aka Don Trent Jacobs), Barbara Bickel
Artizein: Arts and Teaching Journal
Four Arrows’ new book, according to his Wikipedia page, is his 22nd book. Prolific in his life work as a professor, Indigenous educator, writer, musician and activist, he describes this book as his most honest and most radical. It is radical in how it reveals the damage inflicted by what he labels the Dominant (Western) Worldview. He urges us to return to the primal healing ways of the contrasting ancient Indigenous Worldview in order to limit the largely anthropogenic 6th mass extinction on planet earth. The good news that Four Arrows highlights at the opening of the book …
Art-Based Perceptual Ecology: An Alternative Monitoring Method In The Assessment Of Rainfall And Vegetation In A Ciénaga Community, Lee Ann Woolery
Art-Based Perceptual Ecology: An Alternative Monitoring Method In The Assessment Of Rainfall And Vegetation In A Ciénaga Community, Lee Ann Woolery
Artizein: Arts and Teaching Journal
As an artist, educator, researcher, and scholar, with a focus on divergent ways of knowing, I use art-making as a way to connect with the natural world. In the following article, I explore the making of an image with my hands when practicing Art-Based Perceptual Ecology (ABPE) as a way of extending my understanding and ecological knowing of the natural world, or what will also be referred to as the landscape. ABPE methodologies may offer the means by which humans reconnect to a pre-discursive (mimetic) language, a sentient language our ancestors used to communicate with the animate world. In …
An Exotic Journey Into The Commonplace, Linda Weintraub
An Exotic Journey Into The Commonplace, Linda Weintraub
Artizein: Arts and Teaching Journal
Standardized mass-produced commodities, reliance upon electronic data-gathering, and sanitized material manipulations are so pervasive in contemporary industrialized societies that today, ‘exotic’ experiences activate sensory interactions with the substances and conditions of planet Earth. ‘Plugging in’ to the international flow of goods and information commonly results in ‘tuning out’ connections with the immediate surroundings. This essay highlights the capacity of the un-aided mind and body to explore the wondrous complexity of planet Earth. The first part presents four artists who, by engaging geological, biological, and meteorological components of their surroundings, exchange dematerialized surfing activities offered by the World Wide Web, for …
The World Breathing Me. Introduction To Artizein, Jan Van Boeckel
The World Breathing Me. Introduction To Artizein, Jan Van Boeckel
Artizein: Arts and Teaching Journal
This introductory article argues why it is both relevant and timely to reflect on ways in which art and ecology can be brought together in educational practices – the theme of this edition of Artizein. It also provides an overview of all written contributions.
The Need To Be Apart In An Inclusive Educational Setting, Zenaida Muslin
The Need To Be Apart In An Inclusive Educational Setting, Zenaida Muslin
Occasional Paper Series
This paper illustrates the need for direct acknowledgement and support of children and faculty of color in inclusive educational settings. Muslin recounts her experiences at many different schools and how each offered a new perspective on diversity. The most profound impacts she has made in her community stem from her work at Bank Street School for Children, where she and her fellow faculty recognized the importance of having separate meetings and focus groups devoted to the concerns of people of color within the institution.