Education Commons^™

Implementing Undercover Anti-Bullying Teams; A Restorative Intervention Program To Address Bullying Relationships In Schools, Dorry Lillard

Journal of Critical Issues in Educational Practice

Abstract

School bullying negatively impacts the lives of children, including the bullies, the victims and the bystanders. This project investigated the implementation process and perceived effectiveness of Undercover Anti-Bullying Teams. The "no blame" approach idea to healing bullying relationships originated by Bill Hubbard, was modified with a narrative perspective by Michael Williams, a counselor at a high school in Auckland, New Zealand. The purpose of this qualitative project was to gain insight from four practitioners, two in New Zealand and two in California, about their personal experiences with the implementation of this approach. The study found that Undercover Anti-Bullying Teams …

Conceptualizing A Future For Library Classification, Risa M. Lumley

Journal of Critical Issues in Educational Practice

This paper traces the roots of the positivist epistemology of librarianship; its ideals of neutrality and access as they intersect in the classification and assignment of library subject headings; and the notion of the author as it relates to the creation of library authority files. By legitimizing their own professional neutrality, librarians have wielded tremendous power over what libraries collect as well as how those works are represented, but have done so with little self-reflection. The act of classifying works and assigning subject headings is not a neutral process. It is time for librarians to use new tools such as …

Double Listening And The Danger Of A Single Story, Sally Ab Meyer

Journal of Critical Issues in Educational Practice

This paper describes the roots of double listening and its role in avoiding the danger of a single story. Double listening is defined. Additional topics include background information, suggestions for the practice of double listening, and practical examples. Also discussed is the relationship of double listening to active listening, narrative therapy, and solution-focused therapy.

Deconstructing Dominant Discourse Using Self-Deprecating Humor: A Discourse Analysis Of A Consulting With Japanese Female About Hikikomori And Neet, Hatsuho Ayashiro

Journal of Critical Issues in Educational Practice

This study examines how dominant discourses are deconstructed in a consulting, particularly focusing on self-deprecating humor. Data were collected from a session with a Japanese client whose son was in hikikomori or NEET state, and a transcript of the session was analyzed using positioning theory. Examining several extracts shows how the client’s positioning of her son and herself is influenced by some dominant discourses, such as deficit discourse and so on. These dominant discourses are deconstructed by self-deprecating humor, because such ironical self-positioning makes these discourses visible, and defeats the self made by society. We discuss the findings with the …

Learning From Finland: A Book Review, John M. Winslade

Journal of Critical Issues in Educational Practice

A review of Pasi Sahlberg’s (2015) Finnish Lessons 2.0: What can the world learn from educational change in Finland (2^nd Edn.).

Ronald K. Pendleton- A Tribute To A Colleague, Exceptional Educator, And Friend, Joseph Scarcella Dr.

Journal of Critical Issues in Educational Practice

A tribute to Professor Ronald K. Pendleton who died on January 29, 2015.

Appreciative Inquiry: A Path To Change In Education, Pamela L. Buchanan

Journal of Critical Issues in Educational Practice

Appreciative Inquiry (AI) introduces a new approach to educational change. Most state and federal initiatives for educational change grow out of a deficit model determined to fix problems. The emphasis of AI is upon what is right with the organization and forms the basis for new initiatives and further change. This model proposes a cycle of inquiry used by leaders who distribute leadership across their constituents. Organizational learning is a process of individual and collective inquiry that modifies or constructs organizational theories-in-use and changes practice.

The study explored the relationship of AI, distributed leadership, and organizational learning qualities that exist …

What Is Social Justice? Opening A Discussion, John M. Winslade

Journal of Critical Issues in Educational Practice

This paper is a record of a discussion on social justice that took place at California State University San Bernardino on January 23, 2013. It addresses the definition of what social justice is, what injustice is, and the significance of a concern for social justice for educators. Multiple viewpoints are included.

How Foucault’S Panopticon Governs Special Education In California, Gail Angus, John M. Winslade

Journal of Critical Issues in Educational Practice

Special education laws in California function to create compliance by creating an environment of constant surveillance and monitoring from a range of perspectives. Even those who do the monitoring are themselves subject to this surveillance. This process is explained with reference to Bentham’s design of the panopticon and analyzed in relation to Foucault’s concept of governmentality. The intent here is to show how professionals’ and laypersons’ actions are governed by seeking to avoid being seen to behave incorrectly or getting caught behaving inappropriately. The governing of people’s lives is thus dispersed through professional decision-making and reporting. The intent of this …

Randall Lynn Wright—A Tribute To A Colleague And Friend, Carolyn Eggleston, Thom Gehring

Journal of Critical Issues in Educational Practice

A tribute to Professor Randall Lynn Wright who died in October 2014.

Why Wisdom?, Dr. Richard Ashcroft

Journal of Critical Issues in Educational Practice

To be wise I think it is important for educators to at least have some conceptualization of the roles both gnosis and episteme have played in human history and further consider a wisdom context broad enough to contain both. Current definitions of wisdom range from advanced practical “know how” (Sternberg, 1990) to “cosmic enlightenment” (Alexander & Langer, 1990). I suggest that to have a deep understanding of “wisdom” (or for that matter, any field of study) it is “wise” to define the “space” bracketed by its contrastingly extreme positions. This dialectic process could establish a context within which wisdom might …

Imparting Practical Wisdom And Resilience To Our Students, Charles (Derrick) Lawson

Journal of Critical Issues in Educational Practice

The powerful impact of communicating a teacher’s belief in a student is presented. By sharing trade books and novels with metaphoric messages, teachers can impart practical wisdom and enable students to develop resilience when facing challenges.