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Curriculum and Social Inquiry Commons™
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Articles 1 - 5 of 5
Full-Text Articles in Curriculum and Social Inquiry
Reflections On Bodies And Absences In The Covid-19 Interregnum, Matthew Weinstein
Reflections On Bodies And Absences In The Covid-19 Interregnum, Matthew Weinstein
Northwest Journal of Teacher Education
This is a meditation on the role of absence during the COVID-19, especially the ways absences are felt and experienced. It explores the roles of bodies as both symbols and material. Bodies are both thought through the logic of borders and difference but also as the raw resources of scientific investigations. This is all examined within and against “education” both in my and in my students’ (pre and in-service teachers) classes and our anxieties of not knowing the what or how we of our jobs in these conditions.
Are They Safe? Are They Fed?: Reimagining Inclusion In Schooling During A Pandemic, Teresa Anne Fowler
Are They Safe? Are They Fed?: Reimagining Inclusion In Schooling During A Pandemic, Teresa Anne Fowler
Northwest Journal of Teacher Education
This paper, using the method of currere, offers a rendering of the relationship between technology, inclusion, and social justice within education amid a walking through of Roy's Pandemic as a Portal metaphor. Educators are sitting in a critical moment to which pedagogic approaches can shift from educators responded to students assumed needs towards students expressed needs as we are seeing happening during the global pandemic.
Teacher Education In A Dangerous Time: (Re)Imagining Education For Diversity, Democracy And Sustainability, John J. Lupinacci
Teacher Education In A Dangerous Time: (Re)Imagining Education For Diversity, Democracy And Sustainability, John J. Lupinacci
Northwest Journal of Teacher Education
This article amplifies the importance of social movements like Black Lives Matter and diverse critical educator responses to social suffering, COVID-19, and related critiques of current dominant assumptions of teacher education and Western schooling. The author offers an ecocritical conceptual framework to support education to recognize the importance of how teachers, and teacher educators, can take action as leaders (re)imagining education in support of valuing diversity, democracy, and sustainability. This article calls for an ecocritical pedagogical (re)imagining of how teacher education might be (re)constituted through local activist teaching in collaboration with social movements and in support of social justice and …
Creating A Foundation Of Well-Being For Teachers And Students Starts With Sel Curriculum In Teacher Education Programs, Deirdre Katz, Julia Mahfouz, Sue Romas
Creating A Foundation Of Well-Being For Teachers And Students Starts With Sel Curriculum In Teacher Education Programs, Deirdre Katz, Julia Mahfouz, Sue Romas
Northwest Journal of Teacher Education
During the COVID-19 crisis, it has become clear how unprepared our educational systems are to provide social and emotional support through distance learning. Despite the demands for teachers to support the social and emotional development of their students, our universities are behind the curve in providing coursework to develop their knowledge and skills in these areas. This paper calls us to imagine teacher education with Social and Emotional Learning (SEL) as a cornerstone in teacher preparation programs. We outline the importance of SEL curriculum in preservice education and suggest a multifaceted approach to teacher preparation.
Developing A Common Language Of Ethical Engagement In Teaching: Lessons For And From A Time Of Crisis, Richard D. Sawyer
Developing A Common Language Of Ethical Engagement In Teaching: Lessons For And From A Time Of Crisis, Richard D. Sawyer
Northwest Journal of Teacher Education
This article explores how educators may develop and contribute to a common language of ethical engagement, a language that rises above specific actions but is grounded in ethical practice and scholarship. Questions are raised about how online education may further the patterns educational inequities in the United States. An ethics framework is explored through a comparison. The author explores the educational principles--not standards—that educators can surface in their teaching practice. A discussion is included of recent dilemmas and problems with online teaching environments, underscoring the need for ethical principles helping to frame practice.