Social and Philosophical Foundations of Education Commons^™

Chapter 2 - Publications In Journals, Books, Reports, Julie A. Carlson

The Collective Works of Lloyd Burgess Sharp: Pioneer of the Outdoor Education Movement in the United States

Chapter 2 of the book The Collective Works of Lloyd Burgess Sharp: Pioneer of the Outdoor Education Movement contains publications of L.B. Sharp found in journals, books, and reports.

Of All Days: Critical Pedagogy Outside The Classroom, Lisa M. Tillmann Ph.D.

Faculty Publications

A student at the author’s college pens a racist column on immigration for the school newspaper. Two departments, including the author’s, send campus-wide emails denouncing the rhetoric. A firestorm erupts, as much over the emails as over the op-ed. Years later, the student visits the author unannounced.

Living Divided No More: An Exploration Of Authenticity In Philosophically Inspired Schools, Melanie Reiser

Electronic Theses and Dissertations

This study explores school authenticity (SA) by conducting research at three philosophically inspired schools. The study investigates consciousness to identity, integrity to that identity, and ascertains characteristics of authenticity across settings through an investigation of the school's congruence between the philosophy and the school ecology. Two frameworks are utilized to explore school congruence. The first framework addresses establishment of identity--the school's attention to and congruence between the philosophy and their identified core educational principles. The second investigates integrity by exploring adherence to identity--in other words, the school's attention to and congruence between educational principles and the school ecology. I explore …

Lingering Colonialities As Blockades To Peace Education: School Violence In Trinidad, Hakim Mohandas Amani Williams

Africana Studies Faculty Publications

Book Summary: Bringing together the voices of scholars and practitioners on challenges and possibilities of implementing peace education in diverse global sites, this book addresses key questions for students seeking to deepen their understanding of the field. The book not only highlights ground-breaking and rich qualitative studies from around the globe, but also analyses the limits and possibilities of peace education in diverse contexts of conflict and post-conflict societies. Contributing authors address how educators and learners can make meaning of international peace education efforts, how various forms of peace and violence interact in and around schools, and how the field …

Empowered To Name, Inspired To Act: Social Responsibility And Diversity As Calls To Action In The Lis Context, Sarah T. Roberts, Safiya Umoja Noble

FIMS Publications

Social responsibility and diversity are two principle tenets of the field of library and information science (LIS), as defined by the American Library Association’s Core Values of Librarianship document, yet often remain on the margins of LIS education, leading to limited student engagement with these concepts and to limited faculty modeling of socially responsible interventions. In this paper, we take up the need to increase the role of both in articulating the values of diversity and social responsibility in LIS education, and argue the field should broaden to put LIS students and faculty in dialog with contemporary social issues of …

Relational Social Justice Identity Development Among Chinese International High School Students, Christine J. Yeh, Suellen Lee, Leyla Pérez-Gualdrón

School of Education Faculty Research

This research explored the development of a social justice orientation and identity in a sample of high school students in Hong Kong. A sample of 12 students, four teachers, the Principal, and the School Counselor were interviewed in depth about the roles of community service, service learning, and social justice in their identities and school activities. Grounded theory was used to analyze the interview data and six main themes and several subcategories emerged: Six themes emerged from the interview data: (1) Community service as a social experience; (2) Service as a personally rewarding experience; (3) Appreciation of cultural differences; (4) …

What We Talk About When We Talk About Love: A Duoethnographic Exploration Of The Dissertation Relationship, Robert J. Helfenbein, Susan R. Adams

Scholarship and Professional Work – Education

In the aftermath and mop-up following a successful dissertation defense, an unintended and unexpected data source remained unexplored and unanalyzed: 32 audio-recorded discussions and work sessions documenting the processes, approaches, and decisions made by a dissertation director and his doctoral candidate. What might those conversations reveal about the dissertation relationship? Taking a page from Raymond Carver’s short story, “What We Talk about When We Talk about Love,” we wondered what we might have been talking about when we were talking about dissertation writing. Inspired and shaped by Norris, Sawyer, and Lund’s (2012. Duoethnography: Dialogic methods for social, health, and educational …

Constructing A Deconstruction: Reflections On Dismantling Racism, Bronwyn Cross-Denny, Ashleigh Betso, Emily Cusick, Caitlin Doyle, Mikaela Marbot, Shauna Santos-Dempsey

School of Social Work Faculty Publications

The article is a reflective narrative regarding the work I do as an ally for change and social justice as a white woman. In my class on Human Diversity and Social Justice, I often discuss how I can use my white privilege to advance social justice to address racism. Several students who have taken the class offer their own reflections on taking the class. Relevant information from the literature is provided to ground the discussion and includes cultural competence, racism, white privilege, and racial identity development. Strategies for deconstructing racism are discussed.

The Mediating Role Of Cognitive Flexibility On The Relationship Between Cross-Race Interactions And Psychological Well-Being, Robert D. Cardom

Theses and Dissertations--Educational, School, and Counseling Psychology

Counseling psychologists are tasked with understanding optimal psychological and cognitive functioning. Recent theoretical predictions (Crisp & Turner, 2011) and growing evidence suggest that cross-race interactions are important ways individuals might improve their cognitive and psychosocial functioning. However, the theoretical predictions from Crisp and Turner have not yet been tested in one model. Further, much of the empirical support for the theoretical predictions has been from studies using 1) undergraduate samples and 2) weak theory-measurement fit.

The present study used an online, community survey (N = 270) to test Crisp and Turner’s (2011) predictions that cognitive flexibility would mediate the …

Representing Teachers As Criminals In The News: A Multimodal Critical Discourse Analysis Of The Atlanta Schools’ “Cheating Scandal”, Theresa Catalano, Lauren Gatti

Department of Teaching, Learning, and Teacher Education: Faculty Publications

On April 1, 2015, 11 Atlanta teachers accused of changing answers on their students’ standardized tests were convicted of racketeering and sentenced to 5–20 years in prison. Despite ample news coverage, few sources investigated teachers’ motivations for altering students’ responses or explored what the consequences would have been if student scores had not been changed to passing. Moreover, the fact that the teachers’ actions resulted from systemic problems associated with working within a high-stakes testing environment is glossed over and all but lost in the reporting of the “Cheating Scandal” events. The authors conduct a critical multimodal analysis of how …

Language, Literacy And Dewey: "Experience" In The Language Arts Context, Jessica E. Masterson

The Nebraska Educator: A Student-Led Journal

Blending the Deweyan idea of “experience” with the work of contemporary literacy pedagogues and classroom examples, this paper explores the implications of Dewey’s principles upon today’s classroom contexts. If experience is a central component to education, how might Dewey’s ideas help to re-focus our scattered perceptions of what literacy learning “ought” to be in the 21st century? Furthermore, what possibilities are created therein for language arts teachers and students?

“I Can’T Relate”: Refusing Identification Demands In Teaching And Learning, Ian Barnard

English Faculty Articles and Research

In literature, composition, and other areas of English Studies, relateability can be an important tool to inscribe marginalized subjects as academic citizens. However, its larger arc reproduces ethnocentric and individualistic ideologies at the national and personal levels that foreclose the true understanding of and engagement with Otherness that defines learning. What are the particular intellectual and other challenges, pleasures, and rewards of refusing the pedagogical imperative to engage and understand through identification? I conclude the article by deploying theorists of difference to ask what it means to understand difference as difference, how this understanding might be facilitated, and what the …

Escolarización Y Clase Social En Los Estados Unidos, Jaime Grinberg, Jeremy Price, Fernando Naiditch

Department of Educational Foundations Scholarship and Creative Works

En este trabajo se discute la relación entre clase social y escolaridad y se presenta una definición compleja de clase social basado no solo en nivel de ingresos, sino que usando más criterios tales como temas culturales, sociales, geográficos, y otros aspectos que interactúan con la escolaridad. Mientras que una meta de la escolaridad en los Estado Unidos ha sido que esta institución pueda proveer igualdad de oportunidad, en este trabajo discutimos como la oportunidad no es igualitaria y como esta meta tiende a enfocarse en los aspectos individuales y no en los aspectos colectivos, estructurales, e institucionales, que en …

Cultivating Literacy And Relationships With Adolescent Scholars Of Color, Noah Asher Golden, Erica Womack

Education Faculty Articles and Research

The authors explore strength-based learning projects that value the lived realities and literacies of adolescent scholars of color, setting the stage for the powerful relationships through which meaningful learning happens.

Critical Pedagogy And Participatory Democracy: Creating Classroom Contexts That Challenge “Common Sense”, Lilia D. Monzó, P. Zitlali Morales

Education Faculty Articles and Research

In this response to “The Political Nuances of Narratives and an Urban Educator’s Response,” the authors applaud Pearman’s critical approach to deconstructing and challenging narratives of heroic figures who single-handedly change the world and agree with him that these narratives restrict the sense of agency that may propel citizens to become actively involved in social change efforts. We argue that it is important to question why these narratives exist and to understand them in light of the hegemonic capitalist structure that exploits the masses in service to the capitalist class. Although we agree with Pearman that democracy is best served …

Examining The Relationship Between School Climate And Peer Victimization Among Students In Military-Connected Public Schools, Kris T. De Pedro, Ron Avi Astor, Tamika D. Gilreath, Rami Benbenishty, Ruth Berkowitz

Education Faculty Articles and Research

In the Iraq and Afghanistan war context, studies have found that military-connected youth—youth with parents and/or siblings serving in the military—have higher rates of school victimization than their nonmilitary-connected peers. A positive school climate—where students perceive high levels of school connectedness, caring relationships and high expectations from adults, and meaningful participation—is associated with lower rates of victimization in secondary public schools. Based on a survey of 7th, 9th, and 11th grade students (n=14,493) enrolled in six military-connected school districts (districts that have a significant proportion of military-connected students), this study explores victimization rates and the role of school climate, deployment, …

Prefiguring Alternative Worlds: Organic Critical Literacies And Socio-Cultural Revolutions, Miguel Zavala, Noah Asher Golden

Education Faculty Articles and Research

This paper offers a vision of critical literacies that speak to education, revolution and the institutional arrangements of capitalism. We provide a path forward for educating within/against neoliberalism and for understanding the imperative to prefigure spaces and a language of possibility. Our aim is to situate the need for critical spaces in revolutionary struggles, and to delineate a theoretical framing of organic critical literacies while grounding them in generative exemplars. Drawing upon the concept of prefigurative politics, we demonstrate how mediation and place-based praxis must be at the core of critical literacies that challenge capitalism and its institutional arrangements, …

From Hallaj To Heer: Poetic Knowledge And The Muslim Tradition, Nosheen Ali

Institute for Educational Development, Karachi

How do we comprehend the poetic universe of Muslim South Asia, and why is it important to do so? This is the larger question — at once historical, sociological, literary, and political — which forms the heart of the inquiry in this paper. In my attempt to address this question, I attend particularly to the themes of language, time, love, spiritual subjectivity, key figures, and resistance in understanding the place of the poetic in Muslim tradition. I then offer glimpses of the Seraiki poetic landscape from southern Punjab in Pakistan, to illuminate the continued power and politics of poetic practice …

The Crisis Of Character In The 21st Century American University, Its Historical Counterparts, And Suggested Remedies, Tyler David Norton

Legacy Theses & Dissertations (2009 - 2024)

Higher education in the United States is in the midst of a crisis. Many administrators and faculty are grappling with the question, “what is the purpose of a college education?” In an attempt to resolve this crisis, some education leaders and policy makers have turned to false idols. They embraced student learning outcomes and quantifiable measurement metrics to justify the university’s raison d’etre. This occurred at the same time as institutions abandoned their religious heritage, they incidentally threw away moral elements as well.

Plugging Into Movement Work: White Racial Justice Action In The Era Of Colorblind Racism, Garrett Naiman

Doctoral Dissertations

This qualitative study explored the practices and consciousness of eight white identified participants, born 1970 or later, who are actively engaged in racial justice action. Although the field of critical whiteness studies has expanded markedly over the past couple of decades, little has been written specifically about white racial justice activists (and activism). This may be serving as a disconnect for white people who are trying to find their way in racial justice movement work.

Participants were involved in one or more of the following: community organizing, education, religious work and cultural arts. Research data was primarily generated/collected through qualitative …