'It’S Just Filth:’ Banned Books And The Project Of Queer Erasure,
2022
University of North Carolina at Chapel Hill
'It’S Just Filth:’ Banned Books And The Project Of Queer Erasure, Caitlin O'Loughlin, Taylor Schmidt, Jocelyn Glazier
Northwest Journal of Teacher Education
This paper seeks to explore the connection between the banning of queer books, the creation of discourses of controversy, and the erasure of queer knowledges and peoples from schools. Using a queer theory-informed approach to critical discourse analysis, we ask how these proposed bans seek to erase queer peoples, how this impacts teachers, and what teacher preparation programs can do to counter these acts of destruction.
Towards A Healing Curriculum: Addressing Cultural Inclusion For The Indigenous Sadri Community In Bangladesh,
2022
University of Minnesota, Twin Cities
Towards A Healing Curriculum: Addressing Cultural Inclusion For The Indigenous Sadri Community In Bangladesh, Jurana Aziz
Northwest Journal of Teacher Education
Bangladesh is a Southeast Asian country where the indigenous people of the northern and southeastern region speak a variety of native languages. But none of their languages is included in the main curriculum for teaching or learning. As a result, these people are often not motivated to send their children to school. The language policy of the country does not include these indigenous languages in the core curriculum. Though the government of Bangladesh has started an initial plan to introduce education in mother tongues of five major indigenous languages in the country, they are not yet implemented. A large number …
Cordel Corrido: What Are The Implications Of Creating A New Narrative Voice For Education?,
2022
Washington State University
Cordel Corrido: What Are The Implications Of Creating A New Narrative Voice For Education?, Marco Ag Cerqueira
Northwest Journal of Teacher Education
In this article the author proposes queering the teaching of Brazilian and Mexican popular poetry, cordel and corrido, for students in high school or freshmen in college engaging with a curriculum of the brown bodies and aesthetic currere. The author criticizes the teaching of canonic literature in classrooms usually written by white, straight, and middle-class men, and proposes teaching popular poetry from Latin America as a project to interrupt that canon. Teaching and encouraging students to write poetry is a way to oppose the epistemicide in classrooms, and students of color (African descendants, Native peoples, and with roots in Latin …
(Im)Possibilities,
2022
Texas Christian University
(Im)Possibilities, M. Francyne Huckaby
Northwest Journal of Teacher Education
No abstract provided.
Reviving Knowledges Through Play And Resistance: The Case Of Navajo Conceptions Of Space,
2022
St. John's University
Reviving Knowledges Through Play And Resistance: The Case Of Navajo Conceptions Of Space, Daniel Ness, Richard D. Sawyer
Northwest Journal of Teacher Education
The authors explore a possible cause of epistemicidal predispositions of the dominant Eurocentric curricula. They posit that one way to determine a plausible contributing factor of this increasing devastation is to consider epistemicide through the lens of intellectual development. To do this, the authors examine parallel patterns of behavior in the domains of developmental and cognitive psychology. The authors then discuss an alternative framework to the Western conception of space within formal K-12 education by presenting the Navajo conception of space and play. Throughout the paper, the authors argue that all students—and especially those living in poverty in commercially constructed, …
Two Poem Chimera,
2022
Texas Christian University
Two Poem Chimera, M. Francyne Huckaby
Northwest Journal of Teacher Education
No abstract provided.
Introduction To Confronting Teacher Preparation Epistemicide: Art, Poetry, And Teacher Resistance,
2022
Washington State University
Introduction To Confronting Teacher Preparation Epistemicide: Art, Poetry, And Teacher Resistance, Richard D. Sawyer, Daniel Ness
Northwest Journal of Teacher Education
In this special issue, we present different perspectives from a documentary project on curricular epistemicide. We view curriculum epistemicide —the annihilation of curriculum—as an embodied process. It limits ways of knowing, questioning, and envisioning the world, and it constricts multiplicity and erases identity and culture. Authors within this volume responded to two requests: 1) they examined some form of epistemicide; and 2) they did not reinforce current systems of power and inequity. Throughout the issue, poetry and photography weave through theoretical papers and empirical studies. A range of methodologies are considered within the articles.
Death To Curriculum,
2022
Texas Christian University
Death To Curriculum, M. Francyne Huckaby
Northwest Journal of Teacher Education
No abstract provided.
Of Course, My Own Teacher Education Impacts Others: The Quest Toward Erasing "Erasure",
2022
Miami University
Of Course, My Own Teacher Education Impacts Others: The Quest Toward Erasing "Erasure", Thomas S. Poetter
Northwest Journal of Teacher Education
The author uses an autobiographical approach in this article to discuss and reflect on his own past, that is of course filled with acts of erasure (by sitting still, living in ignorance, and remaining “neutral,” all acts of erasure that we routinely commit), by revealing a set of turning points in his life and life’s work. One particular recent experience has helped the author to recognize past mistakes, and to continue a significant amount of personal and professional movement that has been ongoing for several decades and has challenged many of his past assumptions about teacher education, public education, and …
Using Currere And Lens-Switching As Critical Inquiry - The Case Study Of Voices Of Baltimore: Life Under Segregation,
2022
Towson University
Using Currere And Lens-Switching As Critical Inquiry - The Case Study Of Voices Of Baltimore: Life Under Segregation, Morna Mcdermott Mcnulty
Northwest Journal of Teacher Education
This paper explores how experiencing the film Voices of Baltimore: Life Under Segregation (Homana, et al., 2017) becomes an avenue for practicing anti-racist critical self- exploration. The author considers how an experience of “lens-switching” in tandem with the process of currere (Pinar, 1978) creates nodes, or intersections, between the two where the narrative framework of the film viewer is interrupted by a different (and disruptive) narrative framework. Lens-switching becomes self-interrogation, through the four phases of currere, providing opportunity for historical dislocation; a process that alters self-perception -- or, “decolonizing the mind” (Baszile, 2015, p. 124) -- and then integrates an …
Confronting Curriculum Epistemicide: A Conversation With Editors Dan Ness & Rick Sawyer,
2022
Portland State University
Confronting Curriculum Epistemicide: A Conversation With Editors Dan Ness & Rick Sawyer, Maika Yeigh, Richard D. Sawyer, Daniel Ness
Northwest Journal of Teacher Education
As an entree into the Special Issue "Confronting Curriculum Epistemicide", NWJTE co-editor Maika Yeigh talk with editors Daniel Ness and Richard Sawyer to learn about their inspiration and goals of the Special Issue.
Of Back Stories, Byways & Entangled Aesthetics Of Epistemology: Teaching Art, Poetic Protest And Curricular Alterity In A Time Of Ethicide,
2022
Louisiana State University
Of Back Stories, Byways & Entangled Aesthetics Of Epistemology: Teaching Art, Poetic Protest And Curricular Alterity In A Time Of Ethicide, Molly Quinn
Northwest Journal of Teacher Education
Of Back Stories, Byways & Entangled Aesthetics of Epistemology: Teaching Art, Poetic Protest and Curricular Alterity in a Time of Ethicide engages autobiographical analysis to illumine and offer examples of what art and poetry may offer as forms of nonviolent resistance and protest for teachers and teacher educators in challenging curricular epistemicide and advancing educational ethics and justice.
Reading The Word, Not The World: A Critical Analysis Of Close Reading,
2022
Washington State University Vancouver
Reading The Word, Not The World: A Critical Analysis Of Close Reading, Jessica E. Masterson
Northwest Journal of Teacher Education
This article critically analyzes a Common Core-aligned English Language Arts curriculum with particular attention paid to the ways in which it constructs docile subjects in and through literate practices. Through a critical reading and content analysis of this textbook--one that the author was required to teach to her eighth grade students--this paper argues that under the guise of “college and career readiness,” the curriculum contained within the textbook represents a neoliberal approach to literary criticism, one whose ideology is evident through the material practices of “close reading” and in the disciplinary methods it employs in teaching students the “correct” way …
Are You A Spare Part,
2022
Towson University
Are You A Spare Part, Morna Mcdermott
Northwest Journal of Teacher Education
No abstract provided.
Critical Arts-Based Projects For Equitable Emergent Teacher Education Researcher Preparation,
2022
Georgia State University
Critical Arts-Based Projects For Equitable Emergent Teacher Education Researcher Preparation, Lauren Jaramillo, Marcus North, Christian Valdez, Camea Davis, Luiz Claudio Barcellos
Northwest Journal of Teacher Education
This paper captures how four BIPOC student researchers and their Black woman professor used critical arts-based research methods to resist the policies and systems predisposed to BIPOC’s dispossession in academia. The arts utilized for our purpose were: songwriting, art collage, theater, and podcast. We determined these methods to be in tune with our researcher selves, which allowed for a more equitable approach preparing teacher education researchers. This work has implications for teacher educators, graduate research programs, and graduate students.
Disrupting The Hegemonic Practices Way Of Knowing: Moving Toward A Posthuman Perspective,
2022
St. John's University
Disrupting The Hegemonic Practices Way Of Knowing: Moving Toward A Posthuman Perspective, Jordan Gonzalez, Brett Elizabeth Blake
Northwest Journal of Teacher Education
No abstract provided.
Who Lives, Who Dies, Who Sings Which Story?: Narrative Production And Race In The Curriculum Of Film Musicals,
2022
University of Texas at Austin
Who Lives, Who Dies, Who Sings Which Story?: Narrative Production And Race In The Curriculum Of Film Musicals, Joanna Batt, Michael Joseph
Northwest Journal of Teacher Education
Film musicals serve as a tool to infuse historical and cultural content into social studies curricula towards greater student engagement—for example, Lin Manuel-Miranda's Hamilton has become a celebrated classroom piece due to its ability to blend history with hip-hop and pop culture. Yet beyond language and content scans, teachers rarely examine or utilize musicals for how their narratives (mis)represent racial communities. This critical film analysis of three film musicals, using the theoretical framework of history production, reveals themes of historical morality, romantic relationship and race, and implicit/explicit racial messaging. Although troubling in their overall contribution to racial projects, film musicals …
Paradox,
2022
Texas Christian University
Paradox, M. Francyne Huckaby
Northwest Journal of Teacher Education
No abstract provided.
Comic Literature And Graphic Novel Uses In History, Literature, Math, And Science,
2022
Indiana University East
Comic Literature And Graphic Novel Uses In History, Literature, Math, And Science, James O. Barbre Iii, Justin Carroll, Joshua Tolbert
SANE journal: Sequential Art Narrative in Education
Graphic novels and comics have a rich history and have long served as a medium for both education and entertainment. Although we live in an increasingly technology-rich era which offers abundant visual stimulation to compete with comics, graphic literature is arguably a more immediate and robust resource than ever before. The following paper highlights specific applications of graphic literature to pedagogical purposes, including implications for the use of comics in teaching history, world languages, English as a new language, science, and mathematics. Across these areas, a wide degree of application exists for teachers, in both K-12 and post-secondary settings. In …
Pushing Boundaries: Peter Mclaren On The Importance Of Critical Pedagogy Inside And Outside The Classroom,
2022
Chapman University
Pushing Boundaries: Peter Mclaren On The Importance Of Critical Pedagogy Inside And Outside The Classroom, Peter Mclaren
Education Faculty Articles and Research
Peter McLaren is Distinguished Professor in Critical Studies and Co-Director and International Ambassador for Global Ethics and Social Justice of the Paulo Freire Democratic Project at Chapman University in the USA. Regarded as one of the leading architects of critical pedagogy, McLaren re-envisions the philosophy of Freire in the context of contemporary issues, including the struggle of the LGBTQ community, racism, and economic inequalities. Research Outreach spoke with McLaren about how critical pedagogy evolved and what he imagines its future to be.
