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Full-Text Articles in Social Justice
Exploration Of The Lived Experiences Of Native American Science Teachers Of The Great Plains: A Narrative Inquiry, Uma Ganesan
Exploration Of The Lived Experiences Of Native American Science Teachers Of The Great Plains: A Narrative Inquiry, Uma Ganesan
Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research
The complicated history of the education of Native American children through U.S. government-sponsored practices has led to the elimination of the Native children’s sense of Indian identity, culture, and language (Noel, 2002). In addition, increased emphasis on standardization and high-stakes accountability under the No Child Left Behind Act of 2001 has resulted in less culturally responsive educational efforts and more Indigenous students left behind in school systems (Castagno & Brayboy, 2008). This has led to Indigenous students being underrepresented in science, technology, engineering, and mathematics (STEM) fields where they account for only 3% of STEM workers (Fry, Kennedy, & Funk, …
Moving From Talk To Action: What Does Successful Institutional Change Related To Equity, Diversity And Inclusion (Edi) Look Like?, Mark A. Puente, Kiyomi D. Deards
Moving From Talk To Action: What Does Successful Institutional Change Related To Equity, Diversity And Inclusion (Edi) Look Like?, Mark A. Puente, Kiyomi D. Deards
University of Nebraska-Lincoln Libraries: Conference Presentations and Speeches
Slides of a talk: Puente, M.A., Deards, K.D. (2019). Moving From Talk to Action: What Does Successful Institutional Change Related to Equity, Diversity, and Inclusion (EDI) Look Like? IDEAL’19: Advancing Inclusion, Diversity, Equity, and Accessibility in Libraries & Archives.
Includes:
Where is the Change? Strategies & Tools ARL’s Future Plans Resources Action & Assessment
“Women Made It A Home”: Representations Of Women In Social Studies, Mardi Schmeichel
“Women Made It A Home”: Representations Of Women In Social Studies, Mardi Schmeichel
Department of Teaching, Learning, and Teacher Education: Faculty Publications
This article explores recently published P–12 social studies lesson plans that include women to examine how attending to women is “getting done” in the field and how the lessons represent women and women’s experiences. Using discourse analysis methodologies, the author demonstrates that women have been included as topics in ways that do not work toward disrupting problematic discourses about gender norms. Through their avoidance of issues of power and patriarchy, most of the lessons fall short of addressing gender inequity—in the past or the present—in a significant way. More critical attention to women and gender in lessons, as well as …