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Journal

Curriculum and Social Inquiry

2014

Articles 1 - 10 of 10

Full-Text Articles in Education

Teaching Note - The Classroom As The World: Understanding The Value Of Experiential Learning, Lisa M. Litterio Nov 2014

Teaching Note - The Classroom As The World: Understanding The Value Of Experiential Learning, Lisa M. Litterio

Bridgewater Review

No abstract provided.

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A Testimony Of Hope. A Book Review Of Critical Consciousness In Curricular Research, Audrey Lingley Sep 2014

A Testimony Of Hope. A Book Review Of Critical Consciousness In Curricular Research, Audrey Lingley

Democracy and Education

The anthology Critical Consciousness in Curricular Research: Evidence from the Field (William-White, Muccular, D., Muccular, G., & Brown, 2013) contains a multilogical collection of strategies for establishing curriculum work as an integral part of what it means to be a teacher. Although the contributors represent a diverse range of backgrounds, perspectives, and years in education, a common manifesto emerges: Curriculum inquiry is a pathway for the enactment of democratic pedagogy and enfranchisement of marginalized students (and teachers). The editors provide a vibrant and engaging testimony of hope with which to revitalize the notion of curriculum work as part of what …

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Scrutiny Instead Of Silence. A Response To "Respect Differences? Challenging Common Guidelines In Social Justice Education", Barbara A. Peterson Dr. Sep 2014

Scrutiny Instead Of Silence. A Response To "Respect Differences? Challenging Common Guidelines In Social Justice Education", Barbara A. Peterson Dr.

Democracy and Education

Sensoy and DiAngelo (2014) argue for alternative behavioral guidelines than those currently being used in many social justice courses. Their alternative is to silence or constrain privileged voices so that marginalized voices have ample space to be heard and taken seriously. This raises the concern that silencing any group of persons runs too great a risk of alienating them to the point where their mistrust of the “other” is exacerbated rather than assuaged. This response suggests that, instead of silencing or even constraining privileged voices in the classroom, we may want to move toward developing in students the attitude that …

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Teaching Note - Toward Twenty-First-Century Teaching: Interdisciplinarity At Bridgewater And Beyond, John J. Kucich, Pamela J. Russell May 2014

Teaching Note - Toward Twenty-First-Century Teaching: Interdisciplinarity At Bridgewater And Beyond, John J. Kucich, Pamela J. Russell

Bridgewater Review

No abstract provided.

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Autoethnography And Teacher Education: Snapshot Stories Of Cultural Encounter, Maureen F. Legge May 2014

Autoethnography And Teacher Education: Snapshot Stories Of Cultural Encounter, Maureen F. Legge

Australian Journal of Teacher Education

In this paper I discuss how I framed and wrote an autoethnographic personal narrative of my lived experience as a New Zealand physical education teacher educator in the presence of two cultures, Māori and Pākehā. Central to my qualitative study was writing as a method of inquiry. Using this method I wrote a series of descriptive ‘snapshot stories’ derived from field experiences, over an 11 year period, that involved close and prolonged encounters with physical education teacher education (PETE) students in tertiary classrooms and 4 day marae stays. The storied accounts served as data for self-reflexivity about my role as …

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Moving Toward Equitable, Accessible, And Relevant Mathematics For All. A Book Review Of Rethinking Mathematics: Teaching Social Justice By The Numbers, Lauren Provost Apr 2014

Moving Toward Equitable, Accessible, And Relevant Mathematics For All. A Book Review Of Rethinking Mathematics: Teaching Social Justice By The Numbers, Lauren Provost

Democracy and Education

A book review of Rethinking Mathematics: Teaching Social Justice by the Numbers, edited by Eric Gutstein and Bob Peterson.

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Nonviolent Action As A Necessary Component In Educating For Democracy, Barbara A. Peterson Apr 2014

Nonviolent Action As A Necessary Component In Educating For Democracy, Barbara A. Peterson

Democracy and Education

Educating for democracy, seen within a liberal democratic framework, requires that students develop the requisite knowledge and skills to recognize injustice and work effectively to oppose it. Stitzlein’s notion of dissent is examined in conjunction with Kahne and Westheimer’s argument for teaching democratic capacities by actively engaging students in addressing real world problem. This paper further suggests that for active dissent to lead to real change, we must extend our notion of dissent to include the knowledge and skills to influence the balance of power. Teaching students for democracy requires teaching them theory, history, and techniques of nonviolent action so …

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Examining Elementary Teachers' Sense Of Efficacy In Three Settings In The Southeast, Steven Page, Beth Pendergraft, Judi Wilson Feb 2014

Examining Elementary Teachers' Sense Of Efficacy In Three Settings In The Southeast, Steven Page, Beth Pendergraft, Judi Wilson

Journal of Inquiry and Action in Education

This study was conducted to investigate if teachers at urban, rural and suburban elementary schools differ significantly in their sense of self efficacy. The schools utilized for this research are located in the southeastern United States. Along with being in different geographic areas the schools are also different in their socioeconomic make-up and status. The Teachers’ Sense of Efficacy (TSES) created by Tschannen-Moran and Woolfolk Hoy, was utilized. The authors found that, overall, the teachers at the urban elementary school displayed significantly lower scores on the TSES than did the suburban and rural schools. The implications for further research are …

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Learning To Lead Public Schools, Corrie Stone-Johnson, Kami Patrizio Feb 2014

Learning To Lead Public Schools, Corrie Stone-Johnson, Kami Patrizio

Journal of Inquiry and Action in Education

Engaging multiple publics calls for a skill set that “stand[s] in stark opposition to the typical types of managerial and administrative habits characteristic of public schools today” (Knight Abowitz, 2011, p. 477). As instructors in two graduate level leadership preparation programs, we grapple with the tension between developing “managerial and administrative habits” and developing leaders who help people “to mobilize around particular problems related to young people and their schools” (p. 467). In this self-study, we explore how these differing discourses influence the work that we do and our ability to help our students learn to engage with multiple publics. …

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Reconciling Dilemmas Of Social Justice In Literacy Lessons: A Case Study Of Preservice Primary Teachers, Beryl Exley, Annette Woods, Joanne Lunn, Sue Walker, Chrystal M. Whiteford Ms Jan 2014

Reconciling Dilemmas Of Social Justice In Literacy Lessons: A Case Study Of Preservice Primary Teachers, Beryl Exley, Annette Woods, Joanne Lunn, Sue Walker, Chrystal M. Whiteford Ms

Australian Journal of Teacher Education

Literacy is promoted as one factor in overcoming disadvantage. In this paper, we employ Fraser’s (1997 & 2008) framing of social justice in order to analyse the disparate agendas of literacy education for improved outcomes in national policy. We do this to better understand the dilemmas confronting preservice teachers as they prepare to become teachers in complex education contexts. We then examine what 20 preservice primary teachers say about social justice in interview responses to a scripted scenario. Our findings demonstrate that most preservice teachers are trying to demonstrate that they have a well-placed commitment to teaching for social justice, …

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