Education Commons^™

Black Feminism And Me/Maine Webinar, University Of Maine Alumni Association

Social Justice: Diversity, Equity, & Inclusion

Video of the University of Maine Alumni Association's Black Feminism and Me/Maine Webinar.

The conversation was facilitated by Laren Babb who pursued a graduate degree in chemistry from the University of Maine. Around the table will be: Dr. Samaa Abdurraqib, Associate Director, Maine Humanities Council; Dr. Lori Banks, Assistant Professor of Biology, Bates College; Dr. Leslie Hill, Professor Emerita of Politics, Bates College; Amara Ifeji, Director of Youth Engagement and Policy, Maine Environmental Association and National Geographic Young Explorer; and Kosi Ifeji, Bangor High School student and Youth Hub Coordinator, Maine Environmental Education Association.

The event was made possible with …

University Libraries Faculty Assembly - Racism Impact Statement & Dean's Response, Maya Hobscheid, Samantha Minnis, Annie Bélanger

Library Reports and Communication

Racism and white supremacy culture have a profound impact on nonwhite faculty in higher education and throughout the tenure and promotion process. This document is intended to acknowledge the impact of racism on the tenure and promotion process in general as well as in our specific context of Grand Valley State University (GVSU) Libraries. It is not intended to be comprehensive of everyone’s lived experiences or of the effects of racism on all.

Ouachita Expands Part-Time Campus Police Force, Mandy Halbert, Felley Lawson, Ouachita News Bureau

Press Releases

Ouachita Baptist University’s Office of Campus Safety & Emergency Management has expanded its part-time police force to include members of the Ouachita community committed to building positive relationships with students and serving in a manner consistent with the Christ-centered principles of the university.

The new officers are graduates of Ouachita’s law enforcement training course, developed by Jeff Crow, director of Safety & Emergency Management at Ouachita, and certified by the Arkansas Commission on Law Enforcement Standards and Training. They are Ouachita graduates Cori Gooseberry, Devin Price and Quantel Williams; current student Hayden Reedy, a senior communications & media/communications studies major …

Dr. Myra Houser Presents At Baptist International Scholars Roundtable, Julie Shands, Ouachita News Bureau

Press Releases

Dr. Myra Houser, associate professor of history at Ouachita Baptist University, presented her paper, “Baptists and Social Concern.” during the Baptist International Scholars Roundtable in August 2021.

"Dr. Houser has become one of the most prolific scholars at Ouachita,” said Dr. Chris Mortenson, chair of the Department of History at Ouachita. “Myra's ability to relate research interests to her faith—while also producing yet another presentation and book chapter—reflects very well on the Department of History. We are proud to call Dr. Houser a colleague and friend."

Houser chose to write on the subject after her work on the anti-apartheid movement …

What Covid-19 Taught Us About Pedagogy And Social Justice—Pandemic Or Not, Brandi Lawless, Yea-Wen Chen

Journal of Communication Pedagogy

The COVID-19 pandemic (in conjunction with the Black Lives Matter Movement) exposed pervasive inequities, challenges, and opportunities to explore and implement “best” pedagogical practices to improve how we address social justice issues. Moreover, the COVID-19 pandemic intensified intergenerational gaps for the already vulnerable, under-resourced, and marginalized in our society. In response, we propose four “best practices” to embrace in our classrooms. These are: (a) fostering flexibility to bridge equity gaps; (b) rethinking the pedagogical panopticon; (c) emphasizing listening to and affirming students’ struggles; and (d) employing student-centered accountability. The authors detail some specific inequalities that were brought to the surface …

Social Justice Through Service-Learning In Parks & Recreation Management Education, Anne L. Demartini

Experiential Learning & Teaching in Higher Education

This practice-based approach argues service learning can teach social justice in parks & recreation management education. The US parks system creation and history is rooted in injustice. Use of US parks and park service employment remain inequitable today. Significant work must be done in the provision of recreation and park services to all members of the community, including those who have been traditionally marginalized or underserved. The industry requires recreation and parks professionals at all levels who are informed and intentional about inclusion and social justice, which starts with parks and recreation management education.

Service-learning, a form of experiential learning …

Reimagining Scripts For Human And Environmental Justice In Experiential Learning, William F. Heinrich, Benjamin Lauren, Sandra Logan

Experiential Learning & Teaching in Higher Education

This article shares a case study of an experiential learning framework designed specifically for supporting learning in courses focused on human and environmental justice. We argue that our educational practices must substantially change to be accountable to each other as we address social issues and explore societal solutions. Findings from qualitative analyses of student reflective writing led us to a new framework and repeatable pattern for planning and implementing courses with justice-oriented outcomes. Implications for the ways we engage and empower students are considered in light of dominant scripts of power and control in classrooms.

Fundamentals Of Anthropology As Effective Experiential Learning Strategy To Promote Social Justice, Chelsea G. Abbas

Experiential Learning & Teaching in Higher Education

Experiential learning (EL) as it relates to the social sciences, involves going out into the community to conduct field studies or work with different groups who provide new approaches and collaborative perspectives to student learning. EL relies on the fact that students can communicate with distinct populations and oftentimes bridge cultural, linguistic, racial, generational, or geographical divides. As we emerge from a pandemic-induced social isolation into an increasingly siloed and divided political world, creating generative dialogue and skill sets to promote social activism and empathy for the common good is of utmost importance, especially for college students. Two EL experiences, …

Justice Isn’T One-Size-Fits-All: Working Toward Justice In Service-Learning Courses, Chelsea Lauder, Becca Berkey

Experiential Learning & Teaching in Higher Education

Service-Learning is a form of experiential education and a teaching tool that can both enhance student learning outcomes and contribute to community goals. When this type of learning intersects with social justice education, or liberatory education, different types of student outcomes may arise; specifically, those contributing to the development of social and critical consciousness. In this thought piece on praxis, we conduct a content analysis of multiple first- and second- year service-learning courses to determine if there is an observable difference in the development of student social consciousness and commitment as it pertains to the extent to which justice is …

Implementing An Experiential Learning Program Focused On Civic Leadership To Produce Social Justice Outcomes, Glenn A. Bowen, Courtney A. Berrien

Experiential Learning & Teaching in Higher Education

This article describes a civic learning and leadership development program aimed at cultivating civic mindedness and preparing students for social change roles in community settings. Participating students tackle social issues as viewed through a systemic change lens; they explore the root causes of specific social issues and then work collaboratively with community partners to address those issues. The program’s student learning outcomes assessment has shown that participants generally become civic-minded graduates, with the demonstrable capacity and desire to work with others for social change. The authors explain the practice-based approach to the program, summarize social justice outcomes, and delineate program …

Hispanic Heritage Month Continues, Lgbtq+ History Month Begins!, Robert Jackson

Social Justice: Diversity, Equity, & Inclusion

The Office for Diversity and Inclusion weekly email newsletter announcing activities planned for the observance of Hispanic/Latinx Heritage Month and LGBTQ+ History Month, 2021.

Constructivism In Action: A Dynamic Group Process In Defining And Applying Principles Of Social Justice, Tanupreet Suri, Leslie Woolson, Arianna Trott, Marty Apodaca, M. Kathryn Brammer, Dèsa Karye Daniel, Diane Lacen, Thomas A. Chávez

Teaching and Supervision in Counseling

As a part of a Multicultural course, students in a doctoral program at a university in the Southwest worked together to synthesize a definition of social justice. The constructivist process implemented in this educational experience represented social justice in action, through co-construction of shared meaning. This definition, centered on Iris Young’s (2004) Five Faces of Oppression, resulted in the following: Social justice is addressing oppression, violence, exploitation, marginalization, powerlessness, and cultural imperialism through counselors’ efforts and advocacy, while promoting a critical perspective of the culture of silence. Social Justice is an active, effective change on micro- and macro-levels to alter …

Sukkot, Bisexual Visibility Day, And More!, Robert Jackson

Social Justice: Diversity, Equity, & Inclusion

The Office for Diversity and Inclusion weekly email newsletter announcing activities planned for the observance of Sukkot and Bisexual Visibility Day at UMaine.

Happy Hispanic/Latinx Heritage Month!, Robert Jackson

Social Justice: Diversity, Equity, & Inclusion

The Office for Diversity and Inclusion weekly email newsletter announcing activities planned for the observance of Hispanic/Latinx Heritage Month, Yom Kippur, and LGBTQ+ History Month, 2021.

Celebrate Our Joy. Share In Our Pain., Robert Jackson

Social Justice: Diversity, Equity, & Inclusion

The Office for Diversity and Inclusion weekly email newsletter announcing activities planned for the observance of Rosh Hashanah, National Recovery Month, and the Autumn Art Show Fundraiser, 2021.

Decolonizing & Indigenizing Lis, Heather Hill, Marni Harrington, Paulette Rothbauer, Danica Pawlick Potts

FIMS Publications

What does it mean to Indigenize and decolonize a Master of Library and Information Science (MLIS) program? This paper outlines the process by which one Canadian MLIS program responded to the reports from the Truth and Reconciliation Commission of Canada and the Canadian Federation of Library Association Indigenous Matters Committee that specify the implications and provide guidelines for best practices for librarianship and the information professions across Canada. In outlining the challenges of re-engineering our standard procedures, practices, and pedagogies, this paper provides a path forward for other MLIS programs looking to critically evaluate and develop their own programs.

The Robert Talbot Civil Rights Speaker Series Flyer_2021, University Of Maine Alumni Association, Greater Bangor Area Branch Naacp

Social Justice: Diversity, Equity, & Inclusion

Flyer for the inauguration of The Robert Talbot Civil Rights Speaker Series featuring "Fighting Times" coauthors Amy Banks and Isaac Knapper.

Reframing Behaviour To Foster Safe And Supporting Schools, Shannon L. Cassidy-Rouleau

The Dissertation in Practice at Western University

This Organizational Improvement Plan (OIP) examines educator support to students who present with chronically challenging behaviours. Educators are experiencing an increase in the frequency and severity of interfering student behaviours affecting classroom learning, school climate, and educator mental well-being (RRDSB, 2018a, 2019b; Santor et al., 2019). Educators frequently disengage from these students and their discipline is managed by administration (RRDSB, 2019b). These students, often already members of marginalized communities (Bailey, 2015), are further marginalized by the use of exclusionary, punitive measures. This mandates a social justice framework that benefits from the moral dialogue evoked by transformative leadership (Shields, 2018). In …

Improving Stem Graduate Students' Mental Health And Wellbeing, Aneesa Khan

The Dissertation in Practice at Western University

An emerging problem with graduate education is the unprecedented rise in mental health and wellbeing concerns across higher education institutions in Canada. Graduate education is widely associated with emotional, physical, and psychological stress. Graduate students are at risk of the onset of mental health illnesses due to a culture of acceptance that graduate studies is synonymous with stress and anxiety. This Organizational Improvement Plan (OIP) explores approaches to improve the mental health and wellness of Science, Technology, Engineering, and Math (STEM) graduate students to promote their personal wellbeing and academic success. The goal of my Problem of Practice (PoP) is …

Equity, Diversity, And Inclusion In Alberta Accredited International Schools: Bridging Modern And Traditional Societal Perspectives In Educational Practice, Krista J. Schultz

The Dissertation in Practice at Western University

International schools accredited by Western-based educational paradigms encounter specific challenges within the theoretical framework of equity, diversity, and inclusion (EDI), as perceived through the lens of social justice in education. This Organizational Improvement Plan (OIP) considers, from the context of modern and traditional societies, the change readiness of the Alberta Accredited International Schools program (AAIS) surrounding the practice of EDI. Generalized expectations of universal application present with factors that may provide educational leaders with the framework to deliberate critical theory motivating practice. Modernist and traditionalist societal views of EDI, and the translation of pedagogical frameworks through educational reform, are considered. …

An Issue Of Equity And Inclusion: Disproportionate Suspension And Expulsion Rates Of Black And Indigenous Students, Elizabeth M. Leeson

The Dissertation in Practice at Western University

This Organizational Improvement Plan (OIP) is based on a problem of practice (PoP) in the Laoshi District School Board (LDSB), a central Ontario public school board, that champions equity and inclusion. Despite the emphasis on these values, the LDSB is witnessing disproportionately high suspension and expulsion rates of Black and Indigenous students. This PoP, when viewed through the anti-oppressive (AO) and critical race theoretical frameworks (CRT), is a problem of social justice and equity. This work is undertaken in a time of growing societal awareness of the issues faced by marginalized and vulnerable communities. This OIP examines the impact of …

Renovations For Beryl Warner Williams Hall Email, Joan Ferrini-Mundy

Social Justice: Diversity, Equity, & Inclusion

Email from University of Maine President Joan Ferrini-Mundy to the University of Maine community regarding funding raising to support renovations of Beryl Warner Williams Hall with an additional $75,000 to raise.

Shifting Individuals And An Organization Towards Social Justice: A Teacher Education Program Imperative, Jennifer L. Skelding

The Dissertation in Practice at Western University

Globalization is the interconnected national and international forces that shape and define nations, economies, and peoples and that extend to schools. Higher education institutions, and kindergarten to Grade 12 school systems, are impacted by the internationalization of teaching, research, and service in response to market- and ethically driven discourses of targeted international admissions policies. Teacher education programs are positioned to respond to the internationalized teaching and learning context to support nondominant teacher candidates and prepare future teachers for diverse classrooms post-graduation. This OIP problematizes an inconsistent strategic direction to prioritize culturally sustaining pedagogies in a diverse teacher education program located …

Campus Recreation Call For Artists, University Of Maine Campus Recreation

Social Justice: Diversity, Equity, & Inclusion

Screenshot of University of Maine Campus Recreation webpage with a call for artists to design a banner to showcase Campus Recreation’s statement for Equity, Diversity, and Inclusion for the New Balance Recreation Center and/or Maine Bound Adventure Center.

Chancellor Messages_An Important Update For Ums Employees, Dannel P. Malloy

Social Justice: Diversity, Equity, & Inclusion

Email from University of Maine Chancellor Dannel P. Malloy regarding Maine's recognition of June Juneteenth as an official holiday for the first time in June 2022. UMS.

"Side By Side With A Ruinous, Ever-Present Past": Trauma-Informed Teaching And The Eighteenth Century, Clarissa, And Fantomina, Kate Parker, Bryan M. Kopp, Lindsay Steiner

ABO: Interactive Journal for Women in the Arts, 1640-1830

This article explores the need for and applications of trauma-informed teaching in eighteenth-century studies, particularly around representations of sexual trauma (rape) and consent. The prevalence of trauma guarantees its presence in our classrooms, even and especially in its absences. As the field of eighteenth-century studies continues to reframe its white, Eurocentric, male-dominated past through more intentionally inclusive research and teaching methods, particularly those that explore the intersections of eighteenth-century studies and social justice approaches to education, the presence of trauma in our classrooms will become only more significant. Keeping in mind those students of marginalized identities who are most likely …

Campus Free Speech In The Mirror Of Rising Anti-Semitism, Harry G. Hutchison

St. Mary's Law Journal

Abstract forthcoming.

New Name Announced For Umaine's Little Hall, University Of Maine Office Of President, Kenda Scheele

Social Justice: Diversity, Equity, & Inclusion

Email message from the University of Maine Office of the President regarding the Finance, Facilities, and Technology Committee, part of the University of Maine System Board of Trustees, receiving a request from President Joan Ferrini-Mundy to change the name of C.C. Little Hall to Beryl Warner Williams Hall.

Chancellor Messages Our Work Must Go On, Dannel P. Malloy

Social Justice: Diversity, Equity, & Inclusion

Message to the University of Maine System community from Chancellor Dannel P. Malloy regarding the conviction of former police officer Derek Chauvin for the death of George Floyd on the streets of Minneapolis and the work that still needs to be done regarding racial justice.

The Activations Of Activism: An Ethnography Of Emotional Management, Gerson Sanchez

FIU Electronic Theses and Dissertations

The purpose of this ethnography is to explore cultural context of college student activism, especially as it relates to identity. Much has been said about student activism in the higher education literature, but this literature has two major problems: first, it presupposes a pre-cursive existence of identity, and, second, it disconnects meaning-making from action. With regard to the first problem, activism scholars tend to take categories such as race, class, gender, and sexuality as given, thus reducing individuals to biological differences for the purposes of study. Instead of questioning how identities are created and constructed, such studies presuppose markers of …