Education Commons^™

Exploring Art Student Teachers’ Fictions Of Teaching: Strategies For Teacher Educators, Laura J. Hetrick

Journal of Social Theory in Art Education

Using portions of my research involving three art student teachers, I provide suggestions for strategies to examine preservice art student teachers’ fictions about teaching (art). First, I begin by briefly introducing my three participants and listing my research methods. Next, I describe three of the most common teaching fictions I found through analyzation of the data. I discuss the productive usefulness, as well as a few procedures, of employing visual culture as a catalyst for unfolding student teachers’ (un)conscious pedagogical fictions. Then, I describe how creating illustrations of the self as art teacher can further help explore fictions of teaching. …

Fictive Kinship In The Aspirations, Agency, And (Im)Possible Selves Of The Black American Art Teacher, Gloria Wilson

Journal of Social Theory in Art Education

In this paper, I explore the pairing of the concepts of fictive kinship and agency in order to explore racial identity narratives of the Black American art teacher. Expanding on the anthropological concept of fictive kinship, where bonds of connectedness between people help to shape selfhood, I consider the powerful impact that visual culture has on shaping identity narratives and the professional aspirations of Black American art teachers. I identify fictive kinship connections as salient in creating spaces which affect agency in the conceptualization and achievement of the self as an artist. I further use the concept of fictive kinship …

Professional Friction: Racialized Discourse And The Practice Of Teaching Art, Jessica Kirker

Journal of Social Theory in Art Education

Language is crucial in situating our selves and others. Discursive patterns create alliances or factions, establish hierarchies, and subjugate individuals or groups. In this autoethnographic study, I consider how I, as a White woman teaching art, participate in, maneuver, and manipulate spoken and unspoken racialized discourses within the context of a high school with a diverse population of students. Through the data collection process of journaling over one school year, I recorded reflections on conversations, speeches, and written communication with, between, and regarding teachers, students, parents, and school administrators.

I employed discourse analysis on these texts and draw upon Critical …

Expanding Approaches To Teaching For Diversity And Social Justice In K-12 Education: Fostering Global Citizenship Across The Content Areas, Ariel Tichnor-Wagner, Hillary Parkhouse, Jocelyn Glazier, Jessie Montana Cain

Teaching and Learning Publications

Educators today must be able to respond to the needs of an increasingly diverse student body and to teach all students the knowledge, skills, and attitudes needed for civic participation in a globalized, pluralist society. While state departments of education and national teacher organizations have begun to adopt global awareness in their teaching standards and evaluation tools, there is a Fostering global citizenship across content areas2need for educators to understand what globally competent teachers actually do in classrooms across subject areas and grade levels. This qualitative, multiple case study explores the signature pedagogies (Shulman, 2005) of 10 in-service teachers in …

Lessons On Citizenship And Democratic Power Literacy From Undocumented Youth, Hillary Parkhouse

Teaching and Learning Publications

To create a society in which power is more equally accessible, we must teach our youth not only about civics and government, but also how to use political tools in order to effect social change. In this essay, I argue for teaching power literacy in place of traditional citizenship education on the grounds that the former has greater potential for increasing students’ political efficacy and their abilities to apply knowledge of civics to the real-world issues that affect them. To illustrate the concept of power literacy, I draw on a case study of a grassroots, undocumented youth activist organization fighting …

How Master Teachers Conceptualize Student Engagement: A Comparison Of Theoretical And Practitioner Perspectives, Andrew D. Baker

Theses and Dissertations

Over the past twenty years, an increasing amount of research has been devoted to the study of student engagement within the field of educational psychology. This led to a growing body of research touting the benefits of engaged learning—from increased student achievement to more positive school experiences for learners. However, the literature is characterized by competing theoretical frameworks and multiple definitions of the construct of student engagement. Additionally, few works seek to capitalized on the expertise of classroom teachers to hone and develop what is known about engagement from the theoretical perspective.

The current study used qualitative methodology to observe …

Identity Politics, State Standards, And On The Ground Realities: A Critical Policy Analysis Of Teaching/Learning Gender/Sexuality In A Virginia Elementary School, Stefanie Hudson

Theses and Dissertations

Even though America has seen an increase in the level of acceptance for people who identify as LGBTQ and/or gender non-conforming, certain aspects within society continue to hinder their rights, especially within public education. Specifically, there are insufficiencies regarding content of and attitudes toward including LGBTQ issues in teaching and leadership training programs. Add to that, the deficits in most Family Life Education (FLE) programs in elementary schools as they lack adequate coverage of developmentally appropriate teaching and learning about gender and sexuality. Taken together, it remains questionable whether the needs of LGBTQ and/or gender non-conforming children can truly be …

Addressing Laterality To Prevent Injury In Dance Education: Teaching Methods To Compensate For The Right Bias And Asymmetry, Olivia M. Alsamadi

Undergraduate Research Posters

Despite the vast knowledge available about proper alignment and safe dance training, the growing demands for university dancers have plagued them with increasing rates of overuse injuries stemming from an imbalance in their practice often influenced by their professors. The purpose of this review is to study teaching methods in dance education and the right bias in university dance classes to learn how unbalanced teaching methods and dancers’ asymmetric physicalities cause injuries. This research will help professors understand how to effectively communicate with their students to promote safe, injury preventing practice. The research explores the various roles present in the …