Language, Life, And Indigenous Knowledge: Cultural Contexts In Advanced Kaqchikel Maya Language Education Approaches To Indigenous Language Revitalization In Kik'aslemal Ri Kaqchikela': An Advanced Kaqchikel Maya Language Textbook,
2026
Universidad Autónoma de Campeche
Language, Life, And Indigenous Knowledge: Cultural Contexts In Advanced Kaqchikel Maya Language Education Approaches To Indigenous Language Revitalization In Kik'aslemal Ri Kaqchikela': An Advanced Kaqchikel Maya Language Textbook, José Israel Herrera
Journal of Maya Heritage
Abstract. This article examines the relationship between Indigenous language revitalization and the continuity of socially embedded systems of knowledge through the case of advanced Kaqchikel Maya language education. Drawing upon scholarship on Indigenous pedagogies, linguistic anthropology, and Indigenous epistemologies, the article explores how culturally grounded approaches to language learning contribute not only to the development of linguistic competence but also to the reproduction of memories, values, and intellectual traditions. Particular attention is devoted to Kik'aslemal ri Kaqchikela': An Advanced Kaqchikel Maya Language Textbook, whose thematic organization and collaborative development illustrate broader processes of knowledge production and cultural continuity. Rather than …
‘It’S A Win-Win Situation’— Cultivating University & School Partnerships,
2026
Kennett High School and West Chester University
‘It’S A Win-Win Situation’— Cultivating University & School Partnerships, Emily Wisniewski, Kelly Virgin, Pauline Skowron Schmidt
Teaching/Writing: The Journal of Writing Teacher Education
This qualitative case study examines Writing Zones, a fifteen-year university–high school partnership that embeds preservice English teachers in secondary classrooms as writing mentors. Drawing on surveys from 20 preservice teachers and eight high school teachers, along with follow-up interviews, the study explores perceptions of preparation, support, and program impact. Findings highlight Writing Zones as a mutually beneficial model that enhances student writing through individualized support while providing authentic, field-based learning for preservice teachers. However, effectiveness was conditional, shaped by mentor preparedness, clarity of roles, communication, and scheduling. The study underscores the importance of intentional training, sustained relationships, and institutional alignment …
Dismantling Future Writing Teachers’ English-Only Assumptions: Composing Videos To Learn The Value Of Linguistic And Cultural Inclusion,
2026
University of Colorado, Colorado Springs
Dismantling Future Writing Teachers’ English-Only Assumptions: Composing Videos To Learn The Value Of Linguistic And Cultural Inclusion, Ann N. Amicucci
Teaching/Writing: The Journal of Writing Teacher Education
This article presents the results of a study of 12 students’ video composing assignments and accompanying reflections in which students, all of whom were future writing teachers enrolled in an undergraduate TESOL course, examined how well public spaces acknowledged and included multilingual individuals. Students’ videos and reflections demonstrated that the assignment dismantled these future writing teachers’ assumptions that multilingual writers learn best in an English-only environment but perpetuated perceptions of languages as discrete rather than intertwined. Findings are discussed within the context of scholarship on writing teacher education and English-only policy and practice in the U.S.
Who We Are, How We Teach: Writing Teacher Identity In The Secondary Ela Classroom,
2026
Oakland University
Who We Are, How We Teach: Writing Teacher Identity In The Secondary Ela Classroom, Danielle Alexander
Teaching/Writing: The Journal of Writing Teacher Education
The journal submission guidelines stated not to include an abstract.
Cognitive Autonomy In The Age Of Ai: A First-Year University Writing Teacher’S Case For Embodied Learning,
2026
Brigham Young University
Cognitive Autonomy In The Age Of Ai: A First-Year University Writing Teacher’S Case For Embodied Learning, Rachel M. Terry
Essays in Education
Cognitive autonomy in the age of AI is becoming an urgent concern in higher education. This article argues that first-year writing instruction should recover cognitive autonomy and embodied learning as correctives to technocratic habits shaped by generative AI, digital convenience, and an overreliance on optimization. Drawing on the author’s positionality as a first-year university writing teacher, it examines how students increasingly treat knowledge as detachable information rather than as something formed through disciplined engagement. The article includes examples of handwritten note-taking and annotation as embodied learning that slows thought, deepens synthesis, and supports student agency. It concludes that education should …
Metacognition As Disciplinary Infrastructure In Ai-Mediated Learning,
2026
UCLA
Metacognition As Disciplinary Infrastructure In Ai-Mediated Learning, Tina R. Austin, Jason Gulya, Nick Potkalitsky
International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM
Metacognition is often presented as a response to generative AI’s disruption of teaching and learning, yet the term has become too generalized to guide practice. In AI-mediated environments, asking students merely to “reflect on your thinking” is insufficient. Because AI tools can redistribute cognitive labor, their educational value depends on how students use them and whether that use supports disciplinary forms of reasoning. This essay argues that metacognition must be understood as disciplinary infrastructure: students cannot effectively monitor their thinking without understanding the epistemological and ontological demands of the field in which they are working. Classrooms therefore become sites where …
Beyond The Prompt: Coding The Magis In The Age Of Ai,
2026
Fordham University
Beyond The Prompt: Coding The Magis In The Age Of Ai, Vanessa Rotondo
Jesuit Higher Education: A Journal
As a scholar-practitioner in Jesuit higher education, I’ve witnessed how generative AI is not merely a tool students use—it’s a formative force that shapes how they reflect, imagine, and even pray. Drawing on the Catholic imagination, Ignatian pedagogy, and sociological frameworks like liquid modernity, I argue that Jesuit institutions must respond not just technologically and reactively, but actively anticipate methods of integrating AI both theologically and pedagogically. I introduce the concept of Imaginative Intelligence as a formative goal—an embodied, sacramental way of knowing that invites depth, wonder, and resistance to automation. This is not a call to reject AI, but …
Social Identity And Language Learning/Teaching Trajectories: Egyptian English Teachers’ Reflections On Being Taught By Native English- Speaking Instructors,
2026
American University of Cairo
Social Identity And Language Learning/Teaching Trajectories: Egyptian English Teachers’ Reflections On Being Taught By Native English- Speaking Instructors, Asmaa Mohamed Badawy
Theses and Dissertations
This study explores how teacher social identity is shaped by Egyptian English teachers’ past learning experiences, particularly in relation to native and non-native English-speaking teachers. It seeks to understand how these experiences influence teachers’ perceptions of themselves within English-speaking contexts and how they make sense of dominant language ideologies surrounding nativeness. The study is guided by the following research questions: how participants perceive their sense of social belonging within English-speaking contexts; how ‘native’ and ‘non-native’ English teachers understand and interpret nativeness; and how past educational and social experiences shape teachers’ sense of ownership and legitimacy. Situated within the framework of …
Transforming Equity: A Systemic Analysis Of The Equity Model Of Social Justice Education Through The Lens Of Conflict Transformation Theory,
2026
Portland State University
Transforming Equity: A Systemic Analysis Of The Equity Model Of Social Justice Education Through The Lens Of Conflict Transformation Theory, Precious J. Golden
University Honors Theses
Current pedagogical theory and practices grounded in social justice aim to rectify systemic barriers to equity, yet despite decades of teaching through a social justice lens, social inequality and cultural division are on the rise. "Justice," as a noun, has several meanings (Cambridge Dictionary). It can mean "judge", "law," or "fairness," and justice, no matter its meaning or its need, is achieved through methods of conflict resolution and conflict transformation. This inquiry seeks to present conflict transformation as a radical means of achieving transformative social justice, bringing voice to the voiceless and oppressed, and rectifying the contradictions in the current …
Mycelial Modeling: Teaching Biology Students Statistical Modeling With Mushrooms,
2026
Portland State University
Mycelial Modeling: Teaching Biology Students Statistical Modeling With Mushrooms, Colette Wolf
University Honors Theses
This paper summarizes and describes the development of a set of learning materials that were created to educate students and professionals from other fields in statistical modeling techniques. These materials are primarily aimed at biology students, but are still intended to be useful for anyone who is interested in incorporating decision trees and random forest models into their personal research in the future. By directing the reader towards the JMP software, these materials navigate around the statistical knowledge base and coding implementation practices that otherwise would serve as a barrier to learning statistical modeling techniques, and instead focus on the …
Educator Perceptions Of Human-Ai Co-Creativity: A Mixed Methods Study,
2026
University of Denver
Educator Perceptions Of Human-Ai Co-Creativity: A Mixed Methods Study, Wendy L. Jensen
Electronic Theses and Dissertations
Educators play a critical role in navigating the intersection of creativity and artificial intelligence in the work of teaching and learning. As frontline implementers of daily instruction and decision-makers around the use of technology tools, teachers determine, in practice, how creativity and artificial intelligence converge in learning environments. Because teachers play this central role, examining their perceptions is critical for fostering the effective use of AI in educational contexts in ways that preserve and advance creative teaching and learning. In this convergent mixed methods study, I investigated educators’ perceptions of human-AI co-creativity, with particular attention to how these perceptions inform …
Drawing As Continuance: What Insists On Being Heard,
2026
University of Lethbridge
Drawing As Continuance: What Insists On Being Heard, Darlene St. Georges
Artizein: Arts and Teaching Journal
This article extends She-Hero through an inquiry into drawing as a creation-centred practice of continuance. Five drawings are engaged as aesthetic encounters through which relational and perceptual shifts become perceptible, allowing inner authority to emerge as a cultivated capacity to remain responsive to what is unfolding. Drawing is approached as a site of metramorphic reconfiguration where imagination, memory, and embodied sensing participate in the decolonizing of perceptual habits and the restoration of relational ways of knowing.
Showing It! Art Matters. But Why? How?,
2026
Williams College
Showing It! Art Matters. But Why? How?, Holly Edwards
Artizein: Arts and Teaching Journal
This article addresses the agency of art with reference to an exhibition entitled “The Nature of Spirit”. That show appeared in the local public library, resonating strongly with notions of “heartwork”. My first Artizein publication was written in response to 9/11, and this one maintains comparable urgency, seeking solace in art precisely when the world seems to be sliding into lunacy. The prose explores the powers of art in traumatizing times with words, while the images offer the reader insight and support energetically.
Text/Ures,
2026
Nipissing University
Text/Ures, Kathy Mantas
Artizein: Arts and Teaching Journal
By entwining the voices of other co-creators, text and images, I share a brief site-specific photo-reverie of my life-long allure to trees—in this instance, by attending to the trees near my home. This offering is rooted in peripatetic aesthetic practices that embrace a slower creative approach and more spellbinding ways of living, learning and knowing. In essence, this is an invitation to have an artful encounter with text/ures of trees.
Attending The Way Of The Crane: Centring Our Lives Through Creative-Centred Work,
2026
University of Alberta
Attending The Way Of The Crane: Centring Our Lives Through Creative-Centred Work, Alexandra Fidyk
Artizein: Arts and Teaching Journal
A dreamscape using pastiche is used for reflecting upon the value of creative-centred practice and research. Attending to the image through reflection and circumambulation offers entry to a centring practice. In holding both, a new image emerged. The dreamscape—an unexpected scene of cranes in joyous dance—unfolds as actual dream and offers a metaphor for understanding an arc within the dreamer’s life. 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 relational pedagogy and testimonial teaching for our times—while touching the pulse …
The Verge, Reconsidered: Love, Salt, Seed, Time, Origin, Interweave––Triptychs In Conversation Across Time,
2026
Southwestern College
The Verge, Reconsidered: Love, Salt, Seed, Time, Origin, Interweave––Triptychs In Conversation Across Time, Marna Hauk
Artizein: Arts and Teaching Journal
Sparked particularly by the poetic and the emergent data conversation analysis from an earlier Artizein: Arts and Teaching Journal article (Hauk & Kippen, 2020) piece, which discussed data from 2016, the author creates a contemporary “conversation” from visual and poetic material, in 2026, and imagines forward a further 10 years to 2036. The three-plated visual-poetic artworkings speak also back and forth across the verges of spacetimemattering, riding the dip and wave, tide and weave, of deeper time and meaning sensing, with visual and poetic material. The original article proposed collaborative workings with other researchers. This work imagines the artworkings and …
Mapping The Legacy Of Cinnabar Mining In California's Santa Ynez River,
2026
Concordia University
Mapping The Legacy Of Cinnabar Mining In California's Santa Ynez River, Lorrie Blair
Artizein: Arts and Teaching Journal
This essay is a reflection of an artist residency focused on the environmental legacy of California’s cinnabar mining. The mineral cinnabar is a primary source of mercury that was used to mine gold in California in the 1800s, and is still used globally. For this residency, I asked, “How can I creatively map the emotional and sensory landscapes of Cinnabar mining sites?” “How can art making serve to expose elements of an ecological crisis?” To answer these questions, I created cyanotypes made in and with the Santa Ynez River, which flowed through two abandoned cinnabar mines. Cyanotypes are made by …
Teaching The Eye To Slow Down: Attentive Noticing As Ecological Practice,
2026
University of Victoria
Teaching The Eye To Slow Down: Attentive Noticing As Ecological Practice, Sara Ko
Artizein: Arts and Teaching Journal
This visual essay unfolds through acts of careful noticing. Drawing from materials encountered through repeated walks across forested landscapes on Vancouver Island, it translates moss, soil, plant matter, and animal traces into immersive digital environments. Working through atmosphere, texture, and shifting forms rather than fixed representation, the project explores how perception is shaped by time spent with what is often overlooked. Digital processes are used not to stabilize or explain, but to hold uncertainty, fragility, and partial presence. The work invites readers to slow their looking and consider how learning, relation, and meaning can emerge through sustained attention.
Red Thread Projects For Placentary Peace,
2026
The University of British Columbia
Red Thread Projects For Placentary Peace, Nané Jordan
Artizein: Arts and Teaching Journal
Red Thread Projects are aesthetic expressions of my placental, eco-birthing philosophies as an artisteducator- scholar with lifelong roots reclaiming midwifery, and compassionate mother-centred birth care. Uplifting “birth” within embodied, feminist epistemologies, I aim to re-vision with the Mother, writ large and small. Since 1997, I have been creating textile artworks with red thread, activating these through performances in nature, where artwork, body, and place become interwoven texts, gifting gratitude to and with Mother Earth. My arts-centred research contributes to community education that empowers birth-givers, while advocating for the embodied, love-infused potentials of birth for human thriving.
Moving Forward: The Pulse Of Arts-Centred Research [Editorial],
2026
University of Lethbridge
Moving Forward: The Pulse Of Arts-Centred Research [Editorial], Darlene St. Georges
Artizein: Arts and Teaching Journal
Editorial
