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Articles 1 - 5 of 5
Full-Text Articles in Education
A Comparative Analysis Of Chinese And American Cinematic Depictions Of The Female Adolescent Life Transition, Lily Li
Honors Theses
The thesis examines the representation through film of the ways social systems in Western and Eastern societies impact female adolescents’ growth. My study focuses on the transition from childhood to adolescence, from a relatively "naive" state to a reflective state of mind, filled with uncertainty about oneself and the future. In this process, there are emotions of confusion, insecurity, struggle, anxiety, and intergenerational conflicts. Some crucial factors such as friendships, family relationships, and societal pressures are influential in adolescents' formation of their personalities. This transformational process is universal across all cultures, as every adolescent experiences the transition from youth to …
First-Generation Etc: Agency, Inequality, Practice, Habitus, And Reflection, Jon Hunsberger
First-Generation Etc: Agency, Inequality, Practice, Habitus, And Reflection, Jon Hunsberger
Master’s Theses
This autoethnography explores the author’s first two years transitioning and acclimating to a selective college as a first-generation student from a working-class background who attended rural public schools. Grounding itself in post-structural theory, this thesis first explores how the author experienced upward social mobility in contrast with structuralist theories that suggest he would reproduce his social-class origins. Second this thesis concludes that the relative degree of legitimization the author’s agency received is itself informed by structural inequality and a world that advantages certain cultural embodiments, dispositions, actions, and ways of being over others. Agency is seldom explicitly acknowledged in literature …
Movement Rhythms, Motley Knowledges, D. Bret Leraul
Movement Rhythms, Motley Knowledges, D. Bret Leraul
Faculty Journal Articles
This article introduces a special issue of LÁPIZ, The Pedagogies of Social Justice Movements in the Americas which contains articles by Bruno Baronnet on the politico-pedagogical practices of the Zapatistas; Vanessa Andreotti on radical education as a practice of collective ontogenesis that subverts the abstract domination of colonial, capitalist modernity; and Lia Barabosa Pinheiro on the sentipensante (feeling-thinking) pedagogies of the Landless Rural Workers Movement (MST), Vía Campesina Internacional, and other struggles. I frame the intervention of the issue as an inquiry into the possibility of an equal encounter between colonial, university knowledges and the knowledges authored by social …
Inclusive Pedagogy: Beyond Simple Content, Sheila Lintott, Lissa Skitolsky
Inclusive Pedagogy: Beyond Simple Content, Sheila Lintott, Lissa Skitolsky
Faculty Journal Articles
We have learned from feminist philosophy and critical theory that neutrality is a myth; this applies also to the seemingly neutral ways we structure our courses, design our assignments, and assess student achievement and mastery of material. Despite efforts to diversify the content of philosophy classes by ensuring that philosophy written by a diverse and representative selection of philosophers is studied, students still may be alienated when required to participate in a discourse that is not their own. We explore and argue the need for decentering playfulness in philosophy classrooms.
How Porous Are The Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, And The Unsettled Self, Coralynn V. Davis
How Porous Are The Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, And The Unsettled Self, Coralynn V. Davis
Faculty Journal Articles
In this article, we refine a politics of thinking from the margins by exploring a pedagogical model that advances transformative notions of service learning as social justice teaching. Drawing on a recent course we taught involving both incarcerated women and traditional college students, we contend that when communication among differentiated and stratified parties occurs, one possible result is not just a view of the other but also a transformation of the self and other. More specifically, we suggest that an engaged feminist praxis of teaching incarcerated women together with college students helps illuminate the porous nature of fixed markers that …