Curriculum and Social Inquiry Commons^™

Dreaming My Ancestors: A Poetic Inquiry Into Longing And Legacy, Maya T. E. Borhani

Artizein: Arts and Teaching Journal

This poetic inquiry traces certain aspects of my identity as the daughter of an Iranian immigrant growing up in the United States. I use autobiographic life writing (Hasebe-Ludt, Chambers, Leggo, 2009) to lay out (some of) the bones of a larger personal and family story, followed by a suite of poems addressing some of the mysteries, wonderments, gifts and reckonings that I am left with—and which are inherent to—my misplaced, scattered family history and lineage. Although my father shared little about his life in Iran before coming to the U.S., with the help of other relatives I have gleaned a …

Skyward, Darlene St.Georges

Artizein: Arts and Teaching Journal

Skyward illustrates the embodiment of creation-centred research (St. Georges, 2018; 2019; 2022b/c; 2023; St. Georges & Bickel, 2022), which relies on creative-experiential-engagement and interaction. Creation-centred research is uniquely rooted in métissage (Hasebe-Ludt et al, 2009), poetic inquiry (Fidyk & St. Georges, 2022; inpress) and storying (Archibald, 2009; 2019), and leans into arts-based practices (Leavy 2015; 2018; Sinner et al., 2018). The term “creation-centred” reflects the ontological and cyclical nature of artistic practices and supports its creative intention and integrity. Situated in an aesthetic and creation-centred paradigm, it resists privileged discourse while generating and weaving threads of our stories through the …

Silent Interruptions: Democratizing Academic Discourse Through Wordless Narrative Research, Jeff Horwat

Artizein: Arts and Teaching Journal

Emerging in the early twentieth century, wordless novels portrayed stories of working-class laborers, immigrants, and other marginalized groups overlooked and silenced by industrialization. Wordless novels visually operationalize their silence by presenting their narratives without words to call attention to hidden struggles of different social groups exploited under capitalism, colonialism, and other forms of systemic violence. This paper explores how the generative power of visual silence forces a pause in hegemonic discourses to create space for reflection and social change. Drawing from the collectivist ethos of wordless novels, wordless narrative research is introduced as a method of creative inquiry to study, …

In The Imaginal Realm Before She Could Read: A Healing A/R/Tographic Inquiry, Barbara Bickel

Artizein: Arts and Teaching Journal

This healing a/r/tographic inquiry ritually cycles through ancestral time to the present inspired by a recently found small grey book above the author’s dad’s desk—10 years after his death. This article shines light and memory onto spirit infused matrixial borderspace(s) through the co-mingling of text and image; returning to a site where text first met image in the early years of the author’s life. She is both the young dreaming artist-child and the responsible artist/researcher/teacher seeking embodied relational imaginal knowledge through the light of both image and word.

The Way Of The Crane, Alexandra Fidyk

Artizein: Arts and Teaching Journal

Using pastiche, a dreamscape and reflection upon it, offers entry to a centring practice. In holding both, a new image emerges. The dreamscape—an unexpected scene of cranes in joyous dance—unfolds as actual dream and offers a metaphor for understanding the dreamer’s life. By extension, the dream returns practice as a syn- aesthetic engagement, which she calls expressive arts pedagogy. In this condensed yet nuanced rumination, personal and professional, poetic and haptic, participating and witnessing blur. This practice, the way of the Crane, is timely because it introduces, by embodying its own phenomona, a relational pedogogy for our troubled times—a pedagogy …

Interlude Art And Poetry, Darlene St.Georges

Artizein: Arts and Teaching Journal

Interlude cover page introducing Articles and Essays of this issue.

Introduction: Creative Encounters And Interruptions, Darlene St.Georges, Barbara Bickel

Artizein: Arts and Teaching Journal

Editorial Introduction to the issue 7 volume 1.

Front Matter 2022, Darlene St.Georges, Barbara Bickel

Artizein: Arts and Teaching Journal

Front Matter of Artizein: Arts & Teaching Journal Volume 7 issue 1

Full Issue Artizein 2022, Darlene St.Georges, Barbara Bickel

Artizein: Arts and Teaching Journal

Full issue of Artizein: Arts & Teaching Journal 2022 Volume 7 issue 1

Not 'Fit In More,' I Would Say 'Stand Out Less': Dialogical Learning With A Filipino-American High School Student In A Predominantly White High School: A Case Study, Cristofer G. Slotoroff Ed.D.

Journal of Multicultural Affairs

This piece seeks to amplify the voice of Jamie: a Filipino-American student in a predominantly White high school. Through a series of dialogues, the researcher seeks to take an intentional, purposeful step toward uncovering how Jamie's understanding of her school's cultural makeup influences her education, her self-conception, and her identity.

Through a series of qualitative interviews, the researcher seeks to value the singularity of Jamie's experience while, alternatively, taking note of how a better knowledge of her circumstances lends insight into the nuanced educational experiences of minority students in predominantly White schools. Using Shields's (2004) dialogical leadership for social justice …

Policy Brief: Exploring Response To Intervention’S Effectiveness With Students Of Color, Camille S. Talbert

Journal of Multicultural Affairs

This policy analysis explores the effectiveness of Response to Intervention (RTI) at diminishing racial disproportionalities in special education. It includes a brief review of the legislative context of RTI. It also examines one contributing factor to the effectiveness of RTI—educator ideologies. The analysis concludes with implications and future policy directions.

Coloniality, Western Science, And Critical Ethnic Studies In Stem Education, Latoya M. Strong

Dissertations, Theses, and Capstone Projects

In this dissertation, I use a critical transdisciplinary approach to examine how the coloniality of Western Science impacts science education teaching, learning, and research. Weaving together Black geographies, settler colonialism, and decolonial theory, I illustrate how the historical, symbiotic relationship between colonization and Western Science created a culture that continues to shape modern science practices and science education. The coloniality of Western Science was codified into science education, resulting in three approaches to teaching, learning and research—the assimilationist model, the capitalist model, and the imperialist model. Moving from theory to research, I collaborated with STEM educators over six weeks to …

Engl 200: Writing About Writing (The Problem Of The University), Flora De Tournay

Open Educational Resources

"The Problem of the University" is a (largely) open education syllabus that marries a criticality of/with the university as a site and space of knowledge making and knowledge suppression with a metacognitive writing approach for undergraduate students. The syllabus' contents include texts from bell hooks, Paolo Freire, Derrida, Fred Moten and Stefano Harney, Eve Tuck and K. Wayne Yang, among others.

Complete and updated syllabus available at https://waboutw.commons.gc.cuny.edu/

What Role Do Individual Differences Play In Attrition For High School Students In A Stem Curriculum?, Jacob W. Parsons, Peter M. Dittmer Ed.D

National Training Aircraft Symposium (NTAS)

No abstract provided.

Explanation Needed: Understanding The Low Graduation Rates Of Spanish-Speaking English Learners In Southeastern Louisiana, Alice I. Garcia

LSU Doctoral Dissertations

This qualitative research study used the case study method of one-on-one interviews to collect and examine the experiences of former English learners (ELs) who were unable to finish high school in southeastern Louisiana. This study aimed to identify specific factors that, using Everett Lee’s theory, pushed or pulled these ELs from school and affected their ability to graduate. The push factors that were identified included language, inadequate support, academic performance, discrimination, and lack of connection with school and culture. Pull factors that were identified included lack of prior education, immigration, poverty, pregnancy, being far from family, financially supporting family, and …

Mentoring In The Mix: Building Mentoring Capacity Intentionally In A New Honors College, Kathryn Butler-Valdez, Hailey Silver Rodis, Audrey Cerfoglio

National Collegiate Honors Council Monographs: Chapters

The University of Nevada, Reno Honors College’s approach to mentorship capitalizes on guiding students through a variety of directed activities and experiential discussions to promote critical thinking and the adoption of new, transferable knowledge. Enhancing traditional advising activities such as course selection and discovery of co-curricular opportunities, programming around mentorship additionally provides another avenue for keeping students engaged, encouraging full participation in the honors college, and improving student retention and persistence rates. Because oversight of these common metrics for success in higher education very often falls to advising staff, and because formal academic advising is a kind of mentorship, it …

Serving Our Communities: Leveraging The Honors College Model At Two-Year Institutions, Eric Hoffman, Victoria M. Bryan, Dan Flores

National Collegiate Honors Council Monographs: Chapters

Honors colleges at two-year institutions play a uniquely important role in twenty-first century higher education by providing additional opportunities, services, and programming that support greater outcomes for the community, especially for those members of underrepresented and underserved populations. Two-year institutions may wonder how the honors college structure could be valuable, particularly when honors programs are already well established, recognized, and understood among the faculty and staff as providing opportunities for students and supported by administration. Honors colleges can give honors a seat at the table in deans councils, budgetary discussions, campus planning, and curriculum development processes, which in turn allows …

Middle School Grow Your Own Teaching Program, Andrew J. Vondran

Dissertations of Practice

Middle School Grow YOur Own Teaching Program

This dissertation addresses the teacher shortage in the United States of America. The profession of education has struggled to find teachers to fill vacancies and it is being felt throughout the country. This is not just in the rural areas or areas of low socioeconomic status. Even high paying districts are feeling the squeeze. Many school districts are trying to combat this problem in different ways, especially Grow Your Own teaching programs. Many of these programs run by school districts are focused on high school students, although there has been a lack of …

Perception Vs. Reality: The Influence Of Civic Experiences In High School On Adult Civic Engagement, Kaya Bottmeyer

Political Science & International Studies | Senior Theses

Research on political socialization has shown that individuals’ families and education play a significant role in their later political actions and attitudes, but more needs to be understood on how large the role of education is and, specifically, what impact secondary education has on people’s political socialization. Literature suggests that educational standards that require more civics or social science courses are more effective in creating civically engaged individuals, and curriculums that employ service learning and experiential learning techniques are even more effective at increasing civic engagement, but to what extent does a person's perception of their educational experience factor into …

Library Curriculum As Epistemic Justice: Decolonizing Library Instruction Programs, Heather Campbell, Dan Sich

Western Libraries Publications

Information literacy scholars and leaders are calling for the decolonization of library instruction, knowing that our work helps to maintain colonial systems. While there is no checklist or road map to program decolonization, academic libraries and instruction teams must start the work anyway. This article shares the story of curriculum decolonization at Western Libraries, so far, including the decolonization ‘cycle’ we followed and our resulting six learning outcomes. Grounded in epistemic justice, our new curriculum prioritizes living beings over information, and uses a broad, inclusive definition of knowledge throughout. Librarians at Western University acknowledge that the first step in decolonization …