Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Accessibility (1)
- Bilingual, Multilingual, and Multicultural Education (1)
- Civic and Community Engagement (1)
- Community-Based Learning (1)
- Criminology (1)
-
- Criminology and Criminal Justice (1)
- Curriculum and Instruction (1)
- Curriculum and Social Inquiry (1)
- Disability and Equity in Education (1)
- Educational Methods (1)
- Epistemology (1)
- Ethics and Political Philosophy (1)
- Feminist Philosophy (1)
- Feminist, Gender, and Sexuality Studies (1)
- Gender and Sexuality (1)
- Inequality and Stratification (1)
- Legal Studies (1)
- Music (1)
- Music Education (1)
- Philosophy (1)
- Race and Ethnicity (1)
- Race, Ethnicity and Post-Colonial Studies (1)
- Service Learning (1)
- Social Control, Law, Crime, and Deviance (1)
- Social Psychology and Interaction (1)
- Social and Behavioral Sciences (1)
- Social and Philosophical Foundations of Education (1)
- Sociology (1)
- Publication
- Publication Type
Articles 1 - 2 of 2
Full-Text Articles in Arts and Humanities
Music Education Within An Autism Support Classroom: Building Community And Educational Skills, Emma Lamberti
Music Education Within An Autism Support Classroom: Building Community And Educational Skills, Emma Lamberti
Honors Theses
The purpose of this action research study was to explore how music education might provide a sense of community, develop educational skills, and discuss general best practices for teaching students with Autism Spectrum Disorder (ASD) in a middle school autism support classroom. To examine community, educational skills, and best practices, this study completed two cycles of action research. The curriculum in Cycle 1 consisted of typical music lessons for a general music classroom. Interviews with teachers and students, video observations, and researcher reflections after each lesson were used to inform the development of Cycle 2. Cycle 2 retained the overall …
How Porous Are The Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, And The Unsettled Self, Coralynn V. Davis
How Porous Are The Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, And The Unsettled Self, Coralynn V. Davis
Faculty Journal Articles
In this article, we refine a politics of thinking from the margins by exploring a pedagogical model that advances transformative notions of service learning as social justice teaching. Drawing on a recent course we taught involving both incarcerated women and traditional college students, we contend that when communication among differentiated and stratified parties occurs, one possible result is not just a view of the other but also a transformation of the self and other. More specifically, we suggest that an engaged feminist praxis of teaching incarcerated women together with college students helps illuminate the porous nature of fixed markers that …