Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Centering Equity In Stem Teaching: Stem Ideas That Change The World, Ileana Vasu
Centering Equity In Stem Teaching: Stem Ideas That Change The World, Ileana Vasu
Feminist Pedagogy
No discussion on equity/inequity makes sense without bringing power into that discussion. As instructors we need to ask questions such as “who decides and controls what knowledge is”, “whose identities are empowered and whose are erased”, “who has access and opportunity and who doesn’t”. Traditional teaching in STEM, including mathematics, assumes knowledge is objective, transmittable, repeatable to everyone. When educators follow a traditional curriculum, just like their teachers before them, they do so thinking their methods ensure equality and objectivity. These practices not only deny the role that Western patriarchal cultures have played in creating these so-called equitable practices, but …
Caste And The Classroom: A Review Of Wilkerson's Work, Evans-Amalu Kelsey
Caste And The Classroom: A Review Of Wilkerson's Work, Evans-Amalu Kelsey
Feminist Pedagogy
Isabel Wilkerson’s (2020) Caste is a useful book to integrate into introductory courses in education training programs to discuss the sociological context of where the education system in the United States of America is situated. This book review suggests how preservice teacher programs may use Wilkerson’s work to bolster theoretical understanding in the inequitable structures education is built on, and what actionable steps can be taken both in and outside of the classroom.
“I Can’T Learn When I’M Hungry”: Responding To U.S. College Student Basic Needs Insecurity In Pedagogy And Praxis, Jasmine R. Linabary, Rebecca Rodriguez Carey
“I Can’T Learn When I’M Hungry”: Responding To U.S. College Student Basic Needs Insecurity In Pedagogy And Praxis, Jasmine R. Linabary, Rebecca Rodriguez Carey
Feminist Pedagogy
Food insecurity and other basic needs insecurities were pressing concerns for U.S. college students prior to the COVID-19 crisis and are even more so now. These issues disproportionately impact minoritized students, making addressing basic needs an issue of educational equity. As feminist teacher-scholars, we reflect in this essay on what it means to teach in the context of student basic needs insecurities, drawing on our experiences from launching an interdisciplinary initiative dedicated to combatting food insecurity on our campus. In doing so, we seek to catalyze changes within and beyond the classroom to better support students.