Curriculum and Social Inquiry Commons^™

Education For Sustainability Policies: Ramifications For Practice, Deborah Moore, Sylvia Christine Almeida, Melissa M. Barnes

Australian Journal of Teacher Education

While it is well understood there is an urgent need to address global environmental problems, there is less understanding around how these problems can be addressed. At each level of government, policy is initiated as a response to a perceived problem. However, research has shown governmental policies are overly generalised which creates a universal approach, with little regard for contextual difference. This paper seeks to push back against unspoken assumptions surrounding Education for Sustainability (EfS) policy processes from development to implementation, showing that context is important in the interpretation of policy. Through a mixed method survey, the findings illustrate how …

Book Review: Information Literacy In The Workplace, Lore Guilmartin

Communications in Information Literacy

No abstract provided.

An Exploration Of Identity Negotiation In Adult English Learners’ Communities Of Practice, Kathleen D. Rolander

Theses and Dissertations

This study utilizes Lave and Wenger’s (1991) communities of practice (COP) model to explore how ELLs navigate their positions within and between their many language learning communities. Drawing on Norton’s (1995, 2013) work on ELLs’ identity negotiation and Wenger’s 1998 work on the reinforcing impacts of identities between multiple COPs, this study explores what adults consider to be their COPs, how they perceive themselves within and between them, and how past, current, and imagined or possible COPs impact each other.

A constructivist, multiple case study design was used to focus on participants’ perceptions of their identity negotiation processes through their …

Small Schools And The Issue Of Race, Linda C. Powell

Occasional Paper Series

Bank Street College of Education, in conjunction with the Consortium on Chicago School Research did a study of small schools in Chicago. This paper examines one element of the findings in depth - the interaction of race and school size. Powell argues that small schools are by their very nature an anti-racist intervention.

The Lived Experience Of Teachers Choosing An Arts-Rich Approach In Turnaround Schools, Jennie A. Moctezuma

LSU New Orleans Theses and Dissertations

Increased metacognition, social-emotional growth, and career viability are all researched benefits of including the arts as part of core content instruction, with even greater impact for struggling students, English Language Learners, and students with special needs. Some turnaround schools that are federally funded School Improvement Grant (SIG) schools are beginning to implement an arts-rich method of school reform by teaching core content both through and in the arts. This approach is most often presented as a choice in the high-stakes testing environment of turnaround schools. Since teachers have the most direct impact on students, yet a relatively low amount of …

Best Practices Used By Assistant Superintendents Of Curriculum And Instruction: Improving Teacher Instruction In A High Accountability Environment, Julie Madden

Electronic Theses and Dissertations

This qualitative multi-case study investigated not only the role of assistant superintendents of curriculum and instruction, but the strategies and best practices used by four assistant superintendents of curriculum and instruction and a deputy superintendent of teaching and learning from East Texas in order to improve classroom instruction and support teachers in the high-stakes testing environment. The study sheds light on the role of central office leaders, their views related to the high-stakes testing environment and the impact they have on instruction for teachers and students. The responses given in this qualitative case study were carefully analyzed in order to …

Walking The Tightrope Of Visibility, Leigh Patel

Occasional Paper Series

This essay cautions projects of visibility that are twinned with intersectional analyses. Arguing for a deliberate rupture in schooling’s categorical logics and a historical analysis of the cultural force of individual identity, I caution that the individual identity tendencies of modernity hold some risks for the substantial and long-standing imperatives of intersectional analysis. I ground this argument in Audre Lorde’s work and how it is often sampled insufficiently.

Black Girls Are More Than Magic, Gloria J. Ladson-Billings

Occasional Paper Series

Despite the current interest in "Black Girl Magic" this essay argues that what Black women have accomplished and endured is more than mere magic. Instead, they reflect a dogged determinism to work toward liberation of all people. That determination has been in the forefront of human liberation for centuries.

Untying The Knot, Charisse Jones

Occasional Paper Series

No abstract provided.

Where Our Girls At? The Misrecognition Of Black And Brown Girls In Schools, Amanda E. Lewis, Deana G. Lewis

Occasional Paper Series

Black and brown girls remain too often at the margins not only in society at large and in our schools but also in our research and writing about schools. Herein we argue for careful consideration of the specific ways that their raced and gendered identities render these girls vulnerable and put them in jeopardy so that educators and scholars do not become complicit in their marginalization. We focus on dynamics of invisibility and hypervisibility. While these dynamics may seem to be diametrically opposite, both involve the process of what scholar Nancy Fraser (2000) calls “misrecognition” (p. 113).

Under Surveillance: Interrogating Linguistic Policing In Black Girlhood, Pamela Jones

Occasional Paper Series

Abstract

The youngest of Black girls are scrutinized for their language choices and surveilled on the basis of their ability to shift out of their vernacular and into Standard English (SE). In this essay, I revisit my own Black girlhood (Brown, 2013) to interrogate how those in schooled contexts compelled me to deny the “skin that (I) speak” (Delpit, 2002, p. xvii). Using intersectionality as my theoretical frame (Collins, 2000), I arrive at new understandings about resisting multiple oppressions and consider possible interventions at the school level.

Keywords: Black girlhood, intersectionality, African-American Language (AAL), identity, code-meshing.

Perhaps A Black Girl Rolls Her Eyes Because It's One Way She Attempts To Shift Calcified Pain Throughout Her Body, Fahima Ife

Occasional Paper Series

This essay describes a unique undergraduate survey of African American literature—titled "Black Girl Magic Across Time & Space"—designed to celebrate rather than punish expressive Black girlhood and womanhood.

Not Only A Pipeline: Schools As Carceral Sites, Connie Wun

Occasional Paper Series

Conversations surrounding school discipline have largely focused on the ways that schools and their punitive policies have funneled students into the criminal justice system through the school to prison pipeline. Recently, there has been an increase in scholarship from scholars who argue that schools are not only funneling students into prisons, but that schools and prisons operate as a nexus – the two working symbiotically to discipline and punish students of color, predominantly Black male students (Meiners, 2010; Sojoyner, 2013). Drawing from these analyses, I argue that schools are characterized by multi-layered disciplinary landscapes that operate as carceral sites onto …

Introduction: Reading And Writing The T/Terror Narratives Of Black And Brown Girls And Women: Storying Lived Experiences To Inform And Advance Early Childhood Through Higher Education, Jeannine Staples, Uma M. Jayakumar

Occasional Paper Series

Staples and Jayakumar introduce this issue of the Occasional Paper Series that speaks to the #SayHerName social justice initiative. The movement aims to expose the experiences of Black and Brown girls and women who are subject to police violence in society and various violences in schools. In response to this movement, this issue includes stories of Black and Brown women from early childhood education through higher education.

“In A Position I See Myself In:” (Re)Positioning Identities And Culturally-Responsive Pedagogies, Noah Asher Golden

Education Faculty Articles and Research

Culturally-responsive pedagogies require moving beyond blanket assumptions about learners to focus deeply on local meaning-makings. This narrative analysis case study examines the ways a 20-year-old African American man challenges the negative educational identity with which he is forced to contend as he navigates a large and complex urban public school system. The ways in which Jamahl, a seeker of a High School Equivalency, refuses interpellation as an uneducated learner destined to be “nothin'” provides insight as to how formal education might be more responsive to learners' negotiation of deficiency discourses. Embracing agency, specifically through awareness of the ways Jamahl employs …

Residential Life Curriculum: Wyoming Seminary, Allie Maxwell

Capstone Collection

This course linked capstone will focus on creating a residential life curriculum that is student centered, increases cultural competencies, and strengthens the community of the Wyoming Seminary Upper School. Many boarding schools have accepted international students into their schools to respond to a growing revenue need while simultaneously adding to a school’s diversity. The shift in student demographics has created a secondary level international education sector without many people specializing in this arena. Additionally, there has been a push to increase residential life resources in schools to help increase student support. With the drive for additional support and a growing …

Anti-Japanese Sentiment Among Graduates Of South Korean Public Schools, Jamal Barbari

Capstone Collection

This capstone paper aims to explore how South Koreans, who have graduated public high school within the past seven years (from 2010 to 2017) view Japan and Japanese people, and what (if at all) information concerning Japan and Japanese people was established and received during their presence in the public school system. Through a brief analysis into the history and intricate relationship between Korea and Japan, introduction into hidden curriculum and its significance in this context, as well as ten personal interviews with South Korean graduates who fit the criteria for this research, this capstone paper offers a distinctive insight …

From Preparation To Practice: Designing A Continuum To Strengthen And Sustain Teaching, Sharon Feiman-Nemser

Occasional Paper Series

This paper was written to stimulate discussion and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teachers over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction, and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages.

Teaching Students How To Make Their Dreams Come True: An Autoethnography Of Developing And Teaching The Dream Research Methods Course, E. James Baesler

The Qualitative Report

How to make students’ dreams come true is the central focus of this autoethnography that chronicles the story of the transformation of a traditional undergraduate communication research methods course into a new and creative dream research methods course. Pedagogical and institutional issues in teaching the traditional methods course join personal influences in my life story to birth the new dream research methods course. The content and format of the new course are described chronologically using personal stories, student perspectives, advice to teachers, and reflection questions. I encourage teachers, by experimenting with the ideas in the dream research methods course, to …

An Alumnus Learns And Serves: Vincentian Mission In Education, Brian Crimmins

Journal of Vincentian Social Action

My Dad would talk about the mission of St. John’s University—and how going to St. John’s was about more than just getting an education. It was also about a commitment to service. Funny thing was—at first, like many of my peers, I looked at St. John’s and saw an opportunity to celebrate the great tradition of college basketball while also getting an education. I didn’t realize at first that what my parents were saying and doing as I grew up—namely the importance of the Vincentian mission—would ring true in my life in such a profound and lasting manner, day in …