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Curriculum and Social Inquiry Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
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.
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.