Open Access. Powered by Scholars. Published by Universities.®
- Institution
Articles 1 - 6 of 6
Full-Text Articles in Education
Buying A Better World: Students As Conscious Consumers, Sean Murray
Buying A Better World: Students As Conscious Consumers, Sean Murray
Journal of Vincentian Social Action
Conscious consumer movements have given people opportunities to “vote with their dollars” – that is, buy from companies with values matching their own, and forgo products from businesses with questionable policies and practices. After providing brief context about consumerism and conscious consumption, I focus on a Conscious Consumer Project that I teach in my First Year Writing courses at St. John’s University. Excerpts of student writing emphasizing labor issues, as well as student reflections on the project, are shared as I discuss possibilities for revising and improving the assignment. The possibilities discussed include increasing opportunities for students to do academic …
It’S Not All About Climbing Rocks: Reorienting Outdoor Educators Toward Social Justice, Sarah J. Clement
It’S Not All About Climbing Rocks: Reorienting Outdoor Educators Toward Social Justice, Sarah J. Clement
Summit to Salish Sea: Inquiries and Essays
The field of outdoor adventure education was born in the Western world in the twentieth century because of several specific factors. These factors include, but are not limited to: changing Euro-American attitudes toward wilderness, Kurt Hahn’s character education schools and the pervasiveness of white supremacy. Today, outdoor adventure education is widely popular among the white middle class. According to current instructors in the field, outdoor education is for the purpose of individual development, learning in a wilderness setting and teaching students how to be environmental stewards for wild places. These purposes result from underlying, sometimes false, assumptions about the nature …
Critical Mathematical Inquiry
Occasional Paper Series
Welcome to Issue 41 of Bank Street’s Occasional Paper Series. The issue features a collection of papers by authors with a shared affinity for the work of critical mathematical inquiry (CMI). In what follows, we present our framing of mathematics education as a participatory venue for CMI and situate it in the context of another, perhaps more familiar approach to teaching mathematics for social justice (TMfSJ).
Collaboration And Critical Mathematical Inquiry: Negotiating Mathematics Engagement, Identity, And Agency, Frances K. Harper
Collaboration And Critical Mathematical Inquiry: Negotiating Mathematics Engagement, Identity, And Agency, Frances K. Harper
Occasional Paper Series
When faced with the challenge of supporting students to do the “messy” mathematical work necessary for exploring social justice problems through critical mathematical inquiry, teachers might rely on more procedural or direct instruction. Because how students learn matters as much as what they learn, this can inadvertently limit students’ engagement with mathematics. Instructional strategies designed to foster equitable collaboration can support critical mathematical inquiry by promoting norms for equitable student engagement and mathematics identity development. As teachers and students negotiate what counts as mathematics engagement and who has access to mathematics, students’ authority over mathematics and social justice issues increases.
Cultivating A Space For Critical Mathematical Inquiry Through Knowledge-Eliciting Mathematical Activity, Debasmita Basu, Steven Greenstein
Cultivating A Space For Critical Mathematical Inquiry Through Knowledge-Eliciting Mathematical Activity, Debasmita Basu, Steven Greenstein
Occasional Paper Series
Learning mathematics becomes more effective when teachers leverage their students' mathematical and everyday knowledge as resources for instruction. Thus, tasks that reveal these forms of knowledge would be especially useful to teachers. Unfortunately, such tasks are hard to find and even harder to create. Consequently, we developed a collection of mathematical tasks that we hoped would elicit “children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including children’s mathematical thinking, and children’s cultural, home, and community-based knowledge)” (Turner et al., 2012, p. 68). These tasks proved to be productive …
Reflections On A Pedagogical Shift: A Public Speaking For Social Justice Model, Angela L. Putman
Reflections On A Pedagogical Shift: A Public Speaking For Social Justice Model, Angela L. Putman
Journal of Communication Pedagogy
While the basic content of the public speaking course has changed little, the method and manner in which these skills are taught can, and should, reflect the dynamic socio-political contexts in which we live and teach. This reflection essay addresses a struggle to keep the public speaking course relevant, innovative, and practical while also incorporating necessary learning outcomes. As a potential solution, I introduce a Public Speaking for Social Justice Model for the introductory course. The model requires that students thoroughly examine a timely social justice issue; situate themselves and their classmates within the issue while featuring marginalized voices and …