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Full-Text Articles in Education
Fighting Back Against Anti-Asian Xenophobia: Addressing Global Issues In A Distance Learning Classroom, Dara Nix-Stevenson, Laura Shelton, Jennifer Smith
Fighting Back Against Anti-Asian Xenophobia: Addressing Global Issues In A Distance Learning Classroom, Dara Nix-Stevenson, Laura Shelton, Jennifer Smith
Middle Grades Review
This practitioner essay will outline a project designed by a team of three critical educators at The Experiential School of Greensboro (TESG), a new grassroots charter school in Greensboro, North Carolina. In this essay, we will describe the social context of TESG, discuss how we built towards addressing complicated topics related to systemic racism, and outline the ways we addressed anti-Asian racism and xenophobia in a remote learning context during the COVID-19 pandemic.
The Pandemic As Pedagogical Provender: A Response To “The Global Pandemic As Learning Opportunities About The World: Extending School Curriculum”, Mary Beth Schaefer
The Pandemic As Pedagogical Provender: A Response To “The Global Pandemic As Learning Opportunities About The World: Extending School Curriculum”, Mary Beth Schaefer
Middle Grades Review
In this article, Mary Beth Schaefer responds to Bogum Yoon’s essay, “The Global Pandemic as Learning Opportunities about the World: Extending School Curriculum,” published in Middle Grades Review (2020). Schaefer situates Yoon’s ideas for integrative curriculum within core philosophies of the middle grades movement and challenges the field to take up Yoon’s suggestions to engage all middle grades students in integrative global investigations of the pandemic; furthermore, Schaefer suggests that educators might use these investigations as a way to initiate conversations with middle grades students and educators in other countries to facilitate international discourses and global perspectives.
Do We Need Global Education In The Middle?, Kathleen Malu
Do We Need Global Education In The Middle?, Kathleen Malu
Middle Grades Review
Do we need global education in the middle? This essay explores the answer to this question using various lenses. A brief overview of the history of global education within the middle school movement is presented as are the relevant goals from This We Believe (NMSA, 2010) and definitions of related terms. Using four dimensions of development—physical, intellectual, moral, and social-emotional—readers are asked to reflect as members of the middle level community and as individuals on their own understandings about the need for global education. The essay ends with recommendations for advancing global education, the author’s response to the question, and …