Elementary School Teacher’S Experiences Of Open Studio Process In Examining Diversity, Equity, And Inclusion Topics, Tiffany Thompson

Expressive Therapies Dissertations

ABSTRACT

This qualitative research study examined the experiences of two Black female teachers and six White female teachers who participated in five Diversity, Equity, and Inclusion (DEI) workshops that incorporated Open Studio Process (OSP) using Expressive Therapy Continuum (ETC). It is informed by research on defensiveness and resistance that often accompanies and presents barriers to effective DEI training.

All eight study participants were elementary school teachers, ages 22-56. Participants engaged in five workshops that used artistic mediums to explore DEI topics. Participants visually and metaphorically represented their experiences. Results were analyzed using qualitative techniques.

Findings are that OSP using ETC …

The Journey Of The Black Sports Journalist: Past, Present And Future, Gary Washburn

College of Journalism and Mass Communications: Professional Projects

It took nearly 60 years for the mainstream audience to learn and digest the impact of the Black sports journalist on the American sports landscape.

In the Disney-movie “42,” detailing Jackie Robinson’s breaking of baseball’s color barrier in 1947, Robinson bonded with a journalist named Wendell Smith, who served as a guide, mentor and liaison for the baseball player during his travel journey with the Brooklyn Dodgers.

Smith not only covered Robinson’s ground-breaking excursion into a sport that had proudly prohibited and disavowed Blacks from playing Major League Baseball, he became Robinson’s trusted colleague, gaining access to stories and insights …

The Trauma-Informed Equity-Minded Asset-Based Model (Team): The Six R’S For Social Justice-Oriented Educators, Srividya Ramasubramanian, Emily Riewestahl, Shelby Landmark

Journal of Media Literacy Education

This paper describes the Trauma-informed Equity-minded Asset-based Model (TEAM) framework for social justice-oriented educators. We draw on trauma-informed approaches to illustrate how systemic racism as systemic trauma and normative whiteness as dominant ideology are embedded in the U.S education and media institutions. From an equity-minded perspective, we critique notions such as egalitarianism, colorblind racism, neoliberal multiculturalism, and abstract liberalism. Using an asset-based model, we urge educators to avoid deficit ideologies to frame marginalized communities. The TEAM approach offers the following “Six R’s” as strategies: (1) Realizing that dominant ideologies are embedded in educational systems, (2) Recognizing the long-term effects of …

Uncommon And Non-Traditional Urban Relationship Strategies: From Relationship Loss To Relationship Recovery, Lasonya L. Moore

Journal of English Learner Education

With increasing student diversity across our nation, there is a growing need to scale up educational innovations related to building holistic relationships. Many students in K-12 public schools enter educational settings with uncommon and nontraditional ways of building and developing longitudinal relationships that allow students to thrive and not just survive. Specifically, teachers/educators feel ill-equipped and ill-trained to adequately support the increasing number of English learners(ELs) and Exceptional education students (specifically Students of Color (SOC) with emotional and behavioral disorders) identified in inclusive classrooms. Thus, there remains an urgent need to share uncommon and non-traditional strategies to develop and build …

Embracing Discursive Paradox: Consultants Navigating The Constitutive Tensions Of Diversity Work, Jennifer Mease (Also Peeksmease)

Department of Communication Studies: Faculty Publications

This article addresses how diversity consultants manage the dual demands of social justice and organizational goals or priorities. I suggest that navigating this “discursive paradox” is one of—if not the—defining feature of diversity work. To investigate this discursive paradox, I analyze diversity work as a process (rather than a collection of products) as evidenced in interviews with 19 diversity consultants. The results offer two derivative discursive paradoxes that emerged in consultants’ talk about diversity work: the tension between broad and narrow constructions of human differences and the tension between emphasizing change at the organizational and individual levels. Rather than …

Reconsidering Consultants’ Strategic Use Of The Business Case For Diversity, Jennifer Mease (Also Peeksmease)

Department of Communication Studies: Faculty Publications

The business case for diversity—the practice of connecting human differences to an organization’s bottom line—has been critiqued for its compromised treatment of human difference. Through a grounded in action discursive analysis of 19 interviews with diversity consultants, this research identifies three occupational demands that prompted consultants to use the business case: organizational access, motivation, and emotion work. The analysis also identifies strategies consultants used that met these demands without relying on the business case: connecting to mission statements, connecting to individual tasks, appealing to personal experience, sequencing, combining, balancing discourses of emotion and business, drawing on spiritual grounding, and using …