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Full-Text Articles in Education
Mitigating Trauma In The Newcomer Classroom: A Commitment Beyond Borders, Laura Garriguez
Mitigating Trauma In The Newcomer Classroom: A Commitment Beyond Borders, Laura Garriguez
Master's Projects and Capstones
In this field project, you will observe a melding of macro-and micro-perspectives on the mitigation of trauma in the newcomer classroom. The central premise of the project is that without understanding the socio-political factors, socio-economic realities, and historical process of migration to the United States, it is nearly impossible to attempt to ameliorate the trauma of students new to the country. In other words, attempts to do so without this perspective can and often does leave students marginalized and/or feeling marginalized. Working from an anti-racist and anti-imperialist lens, the project’s framework is grounded in the scholarship and activism of abolitionist …
Using Graphic Novels To Teach English And American Culture In Japanese Middle Schools, Jenna Pollack
Using Graphic Novels To Teach English And American Culture In Japanese Middle Schools, Jenna Pollack
Master's Projects and Capstones
English proficiency in Japan has historically been lower than other Asian countries despite students learning English as a core subject beginning in elementary school. To help address this, Japan has brought thousands of assistant language teachers (ALTs) from native English-speaking countries through both government and private companies to help teach English and promote foreign cultural exchange. These teachers often experience cultural misunderstandings and microaggressions from both colleagues and students yet must continue to respectfully teach culture as cultural ambassadors. The purpose of this project is to design a handbook that guides ALTs working with middle school students in how to …
Intergroup Dialogue With High School Participants, Meaghan E. Kachadoorian
Intergroup Dialogue With High School Participants, Meaghan E. Kachadoorian
Master's Projects and Capstones
Liberatory education facilitates identity expression, promotes empathy and understanding across difference, and builds capacity for recognizing and resisting oppressive social structures. However, many students’ educational experiences lack intentional practices that subvert societal intolerance. Without these practices, education can perpetuate social group divide without empowering students to create social change. The practice of dialogue, specifically critical intergroup dialogue, brings together participants from various social group identities in facilitated conversations in pursuit of social transformation. This project is an exploration of intergroup dialogue with high school students. For the research, I carried out a phenomenological study by co-facilitating a dialogue group with …