Education Commons^™

Whiteness 101: Racial Identity Work For White Educators To Advance Antiracist Pedagogy, Meghan W. Slan

Master's Projects and Capstones

Whiteness, White privilege, and racial inequality are pervasive in K-12 schools and universities. Recognizing that race is a human invented classification construct that has had and continues to have a direct causal effect on the historical and present inequality of the United States, White educators must reckon with their own racial identities as White people in a White supremacist society. White educators are complicit in reproducing White supremacist societal structures through K-12 schooling and in universities, thus bearing responsibility to disrupt, dismantle and rebuild a more just and equitable education system. This field project incorporates my experiences as facilitator of …

The Role Of Community Building In Second Language Acquisition In The Mainstream Classroom, Alejandro Clemente Fernandez

Doctoral Dissertations

The world is currently suffering from population displacement due to climate change, war, and economic instability which force many people to migrate in search of a better life, and many of these immigrants include school-age children. This mixed-methods research study sought to establish the association between community building, emotion, and second language acquisition by administering a survey to second language learners in the Napa Valley north of San Francisco in the spring of 2020. The participants were fourteen sixth grade students who had been enrolled in the same English and Spanish dual language immersion program since kindergarten.

The theoretical framework …

Indigenous Assessment Developers On Elements Of The Disjuncture-Response Dialectic: A Critical Comparative Case Study, David A. Sul

Doctoral Dissertations

The disjuncture-response dialectic proposes that the assessment development practices of Indigenous assessment developers exist within a broader environment where attention to broader themes such as settler colonialism (Wolfe, 2006) and Indigenous sovereignty is incorporated. To understand this dialectic, this study sought insight from Indigenous assessment developers about the issues they face when developing culturally specific assessments for use within their environments and settings.This study used a critical (Giroux, 1979; Horkheimer, 2018; McKenzie, 2012) comparative case study approach (Bartlett & Vavrus, 2017) with a convenience sample of three Indigenous assessment developers representing a cross-section of culturally specific assessment development projects across …