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Full-Text Articles in Education
Whose Story, Whose Politics, Whose Pedagogy? Using Critical Social Justice Praxis To Reimagine The U.S. History Curriculum, Julie M. Thoma
Whose Story, Whose Politics, Whose Pedagogy? Using Critical Social Justice Praxis To Reimagine The U.S. History Curriculum, Julie M. Thoma
Open Access Theses & Dissertations
In this paper, I argue that the current U.S. history curriculum, its narratives, and common pedagogical practices are harmful to U.S. society and all students, but most especially harmful to Othered students. I outlined the basic tenets and arguments of education-related social justice-based theoretical frameworks including Critical social justice, Critical Race Theory, and anti-racist, anti-oppressive, abolitionist, and decolonizing pedagogies. I use their theoretical frameworks as a guide towards a critical praxis that restructures and reimagines a more humanizing U.S. history curriculum that is inclusive of all people, cultures, and ways of thinking.
Systematization Of Central Office Support For Schools In Need Of Improvement In A South Texas School District, Louisa Aguirre-Baeza
Systematization Of Central Office Support For Schools In Need Of Improvement In A South Texas School District, Louisa Aguirre-Baeza
Open Access Theses & Dissertations
Independent school district central office administrators were challenged with defining, detailing and disseminating systems of support and structure during the unprecedented times of the COVID-19 pandemic. To maintain focus on instruction during a pandemic that caused needed attention on quarantined environments and remote learning structures, campus administrators were tasked with making school happen without being in their school building environments that were structured for instruction. This research presents an intentional production of knowledge through actions and experiences of one Texas school district that provided effective instruction that earned them an A-rating from the Texas Education Agency. Through the leadership and …