Social and Philosophical Foundations of Education Commons^™

Korean Scholars’ Use Of For-Pay Editors And Perceptions Of Ethicality, Eun-Young Julia Kim

Faculty Publications

Many Korean scholars rely on language professionals for preparing English manuscripts. So far, little has been reported on how Korean scholars utilize them and how they perceive various types of help received. This study examines how Korean scholars utilize for-pay editors and translators, and how they perceive various types of textual modifications incurred in the process, based on the data obtained through a survey completed by 88 Korean faculty from three universities. Half of the participants received proofreading help from for-pay editors, and fewer participants received help with translation. They held widely differing views on ethicality concerning scenarios that involved …

Education And The Arab Spring: Resistance, Reform, And Democracy, Mohammed Abullatif Alharbi

Faculty Publications

The Arab Spring has brought about major changes in the Arab region in many aspects, including education. The researchers aim to present the state of education after the Arab Spring revolutions and compare it with what was before these revolutions. The book has been divided into three main sections. The first section discussed the state of education before the Arab Spring by highlighting some of the teachers’ practices in the classroom. The second section presents some calls for reforming youth education in countries such as Egypt, Yemen, and Tunisia. The last section, which contains three chapters, explores the education of …

In The Spirit Of Ella: Race, Community & Education Reform In New Orleans Post Katrina, Daniella Ann Cook

Faculty Publications

No abstract provided.

Creating A Christ-Centered Climate For Educational Excellence: Philosophical, Instructional, Relational, Assessment And Counseling Dimensions, Elvin Gabriel, Carole Woolford-Hunt, Esther M. Hooley

Faculty Publications

Interest is peaking among educators in North America, and around the world, on issues relating to school climate. A primary reason for this strong interest is research confirmation that school climate may have a positive or negative effect on educational processes. A Christ-Centered school climate provides the best opportunities for stakeholders to work collaboratively to achieve four primary educational outcomes. These are: (1) creating and sustaining bias free learning environments where relationships are nurtured by love, respect, tolerance, and kindness; (2) establishing faith-based instructional and service learning programs which cater to the needs of students; and (3) utilizing quality assessment …

Of All Days: Critical Pedagogy Outside The Classroom, Lisa M. Tillmann Ph.D.

Faculty Publications

A student at the author’s college pens a racist column on immigration for the school newspaper. Two departments, including the author’s, send campus-wide emails denouncing the rhetoric. A firestorm erupts, as much over the emails as over the op-ed. Years later, the student visits the author unannounced.

The Aims Of Adventist Education: A Historical Perspective, George R. Knight

Faculty Publications

Why operate Adventist schools?

The Adventist pioneers clearly believed their schools were to preach the third angel’s message and do the work of the church. According to Ellen White, the ultimate educational aim is “service.”

But being able to serve implies training in both the intellectual and moral realms. The early believers generally agreed that (1) character development was crucial, that (2) the common branches of study as well as the arts and sciences were important, and that (3) the biblical worldview must provide the matrix in which Christian understanding takes place.

Thus, although early Adventists largely agreed on the …

Save Our Schools Rally Chicago, March 17, 2013, Todd Alan Price

Faculty Publications

Using a video camera, I documented the historic Save our Schools Rally Chicago, March 27, 2013. Included was a march led by President Karen Lewis of the Chicago Teachers Union (CTU), interviews respectively of Reverend Jesse Jackson, a special education teacher-Diana, and a healthcare worker, and footage of community members performing civil disobedience. Perhaps most compelling are the voices of students—high school seniors— who spoke eloquently against school closings.

Understanding How Service-Learning Impacts The Dispositions Of Teach For America Candidates And Their Students, Dymaneke Mitchell, Sy Karlin, Todd Alan Price

Faculty Publications

This article is based on a study that assessed Teach for America (TFA) candidates’ dispositions toward service-learning before and after they developed and implemented a service-learning project with their students. This article may be used to understand the significance of raising alternative certification teacher candidates’ community awareness so that they may stay longer as teachers while also becoming more acculturated to their school and neighborhood surroundings. The authors assert that candidates will become more effective through carefully planned service-learning experiences with community partners and become better service and public education advocates.

The Value Of Public Philosophy To Philosophers, Massimo Pigliucci, Leonard Finkelman

Faculty Publications

Philosophy has been a public endeavor since its origins in ancient Greece, India, and China. However, recent years have seen the development of a new type of public philosophy conducted by both academics and nonprofessionals. The new public philosophy manifests itself in a range of modalities, from the publication of magazines and books for the general public to a variety of initiatives that exploit the power and flexibility of social networks and new media. In this paper we examine the phenomenon of public philosophy in its several facets, and investigate whether and in what sense it is itself a mix …

Spiritual Or Religious Leadership: What Do You Practice? What Should You Practice?, Duane M. Covrig, Janet Ledesma, Gary Gifford

Faculty Publications

No abstract provided.

The Teacher-Student Writing Conference Reimaged: Entangled Becoming-Writingconferencing, Donna Kalmbach Phillips, Mindy Legard Larson

Faculty Publications

This analysis is experimental: we attempt to read data with the work of Karen Barad and in doing so ‘see’ teacher-student writing conferences (a common pedagogy of US elementary school writing) as intra-activity. Data were gathered during teacher-student writing conferences in a grade five US classroom over a six week period. One conference between a researcher and a male Latino student, a Student of Labels, is diffracted. Reading and writing and thinking with Barad disrupts our habitual ways of privileging language as representational. Rather, we consider the material-discursive practices of schooling that produce what comes to matter, leading …

Teaching Care Ethics: Conceptual Understandings And Stories For Learning, Colette Rabin, Grinell Smith

Faculty Publications

An ethic of care acknowledges the centrality of the role of caring relationships in moral education. Care ethics requires a conception of ‘care’ that differs from the quotidian use of the word. In order to teach care ethics more effectively, this article discusses four interrelated ways that teachers’ understandings of care differ from care ethics: (1) conflating the term of reference ‘care’ with its quotidian use; (2) overlooking the challenge of developing caring relationships; (3) tending toward monocultural understandings of care; and (4) separating affect and intellect. Awareness of these conceptions of care supports teacher educators to teach care ethics …

Working-Class Students And Historical Inquiry, Leslie Schuster

Faculty Publications

For the past twelve years, I have been teaching a lower division introductory historical methods course that uses active learning to introduce students to the issues and practices of historical methods, the "how to" of historical inquiry, research and writing. While there are many models for such a course, including the one described by Jeffrey Merrick in the February 2006 issue of this journal, the design of such a course at my institution requires consideration of an often-overlooked dimension. The student body at Rhode Island College (RIC) is primarily working class, mirroring a significant transformation in the traditional college student …

On The Essence Of Education, Alexander M. Sidorkin

Faculty Publications

This is a contribution to the project of redefining the educational theory as a discipline, not merely as a field for application of other disciplines. If educational theory is a discipline, it should provide a unique lens to view the entire social world. Educational theory would then not only contemplate the world of schooling, or even the expanded world of educational experiences outside of schools. It would also offer an insight on the educational aspects of the economy, of politics, of communication, of culture, etc. Zooming out away from schooling allows zooming in on education

Imagining A Better World: Service-Learning As Benefit To Teacher Education, Virginia M. Jagla, Antonina Lukenchuk, Todd A. Price Dr.

Faculty Publications

This study intends to broaden the conception of service-learning and to expand on its models, epistemological positions, and exemplars. Our intentions are to develop a substantive analysis of service-learning in its current theoretical development and to diversify service-learning pedagogical repertoire for teacher education candidates in graduate education programs. As university faculty, who embed service-learning components in various education courses, we are concerned with the manner in which higher education institutions manage their practices—primarily according to narrowly conceived technical and prescriptive models, thereby restricting multiple ways of knowing, teaching and learning. We demonstrate how service-learning can develop new forms of knowledge …

Disrupted But Not Destroyed: Fictive-Kinship Networks Among Black Educators In Post-Katrina New Orleans, Daniella Ann Cook

Faculty Publications

Drawing on Adkins’ (1997) notion of reform as colonization and using ethnographic data from African American teachers in New Orleans after Hurricane Katrina, this article discusses how black educators’ fictive-kinship (Fordham 1996, Chatters, Taylor, and Jayadoky 1994, Stack 1976) networks have been altered in the changing landscape of reform. I argue that the importance of fictive-kinship relationships among educators and students was ignored in school-reform efforts in post-Katrina New Orleans. Post-Katrina school reforms disrupted, but did not destroy, these fictive-kinship networks. I discuss three themes: (1) fictive-kinship networks created before Katrina cultivated an environment centered on cooperation, collaboration, and solidarity, …

What Should We Be Doing To Reduce Or End Campus Violence?, Jason A. Laker

Faculty Publications

Over the last several years, there have been a number of high-profile incidents of violence on college and university campuses. These have precipitated discussions and new initiatives on campuses and within our professional organizations intended to prevent and respond to violence.

A Call To Community: Some Thoughts For Student Affairs About Identity And Diversity, Jason A. Laker

Faculty Publications

No abstract provided.

College Males: Keeping Them Engaged On Your Campus, Jason A. Laker

Faculty Publications

There has been much discussion in the popular media over the last few years to the effect that there is a “crisis” with regard to men in higher education. There have been several angles in these reports, including arguments suggesting that men are declining in student ranks, or that women are outpacing their male counterparts. In any case, these reports have asked questions about where the men are if not in college; and what will be the consequences of this problem in terms of the workforce, families, or the potential nature and future of higher education. One could easily be …

Masculinity In The Quad, M. Kaufman, Jason A. Laker

Faculty Publications

No abstract provided.

Book Review. One Size Does Not Fit All: Traditional And Innovative Models Of Student Affairs Practice, Jason A. Laker

Faculty Publications

No abstract provided.

His Story/Her Story: A Dialogue About Including Men And Masculinities In The Women’S Studies Curriculum, B. Berila, J. Keller, C. Krone, Jason A. Laker, O. Mayers

Faculty Publications

The article discusses the issue of inclusion of men and masculinities in the Women's Studies curriculum. Women's Studies programs were started to compensate for the male domination in the academics. Women's Studies presented a platform where scholarship for women was produced and taken seriously, female students and faculty could find their say or voice, and theoretical investigations required for the advancement of the aims of the women's movement could take place. If the academy as a whole does not sufficiently integrate Women's Studies into the curriculum, integrating Men's Studies into Women's Studies might end up further marginalizing Women's Studies by …

Stranger In A Strange Land: Baptist Dean Of A Jesuit Law School, Mack Player

Faculty Publications

In early 1994 when I was first approached by Santa Clara about beIng dean of its law school, I had to do basic, very basic, research before I returned their call. (This predated Web pages and my ability to access the technology that then existed.) A university guide book gave me the basics.

This sent me scurrymg to an atlas. Where is Santa Clara? As it is to most non-Californians, the profusion of California communities (and universities) with the "Santa" or "San" prefix was bewildering.

Herein foretold one of the princilpal issues that would confront me as dean, namely, the …

The Benedum Collaborative Model Of Teacher Education Student Handbook, Jason Cartwright, Ann Nutter, Judy A. Abbott, Sarah Steel

Faculty Publications

The College of Human Resources & Education welcomes you as students in the Five-Year Teacher Education Program. You will find that your experiences in the Benedum Collaborative will prepare you well as you begin your work in the teaching profession. Our partnership with the professional development schools in the Collaborative provides the setting for clinical experiences that build on your course work at West Virginia University.