Education Commons^™

Critical Pedagogy In The Time Of Covid-19: Lessons Learned, Carol Christine Hordatt Gentles

Journal of Multicultural Affairs

The abrupt closure of universities due to the coronavirus pandemic caused unprecedented challenges for educators. They struggled to transition to online teaching almost overnight. This has raised questions about the readiness of Higher Education for digitalisation and hybridization of learning environments and focused attention on the renewal of teaching and learning models. It is incumbent upon those who practise critical pedagogy to join this conversation; the mandatory transition has raised difficult questions around how to ensure continuity of an agenda to offer students humanistic and democratic learning experiences in the new virtual reality. In this paper I offer a critical …

Listen To The Voices: A Reflection On How 2020 And Covid-19 Have Affected Lives, Sara Abi Villanueva, Alexandra C. Daub, Alejandra Y. Martinez

Journal of Multicultural Affairs

Throughout the last few months of 2019, stories of a new and deadly virus were on every news channel around the world. Many Americans saw it as foreign news, others worried about the virus’ spread, and some felt that it would be contained quickly never making it past the Atlantic or Pacific. By March of 2020, COVID-19 made its way to the United States, forcing a new normal of quarantining, remote-learning/teaching, and teleworking. Graduate students and educators of Professional Opportunities Supporting Scholarly Engagement (POSSE), a College of Education program focused on research and contributing to the educational field of discourse, …

Social Justice Approaches To Cognitive, Emotional, And Language Development During Childhood And Adolescence, Angélique M. Blackburn

Journal of Multicultural Affairs

With contemporary events that have spotlighted social injustices, including the Black Lives Matter movement in the United States and the COVID-19 pandemic, any discussion of child development should take into account the diverse experiences of children facing injustice. In this article, I focus on social justice as it pertains to child development and how this topic has been addressed in literature targeted at students of child development theory. I focus on the contribution of two recent books (Anthis, 2020; De Houwer, 2021) within the greater context of reviewing literature regarding social inequities in cognitive, emotional, and language development. Anthis (2020) …

Seeking A Healthy Balance As An Educator During Covid: A Look At Dr. Edith Trevino’S Social Emotional Toolkits For Teachers, Sara Abi Villanueva

Journal of Multicultural Affairs

This is a review of two social-emotional toolkits and guidebooks by Dr. Edith Trevino, affectionately known as Dr. ET. She is a self-published author who provides an easy-to-follow guidebook for those in the education field who might be struggling with the demands and pressures experienced during COVID-19. An interview with the author allows for a deeper understanding of her purpose for providing teachers with interactive toolkits and workbooks.

Book Review: The Death Project: An Anthology For These Times, Ted D. Ayres

Journal of Multicultural Affairs

A book review of The Death Project: An Anthology for These Times.

Ted Ayres, Social Justice And Education Advocate: "Making It Count" With Book Reviews, Kristen P. Erdem

Journal of Multicultural Affairs

This is an interview article with a prolific reviewer of books seen on public television and in print. Ted Ayres had an inspired legal career, and his advocacy continues to this day. The year 2020, like no other year in our recent U.S. history, was a raucous reckoning for an array of social justice issues. As this theme continues in 2021, it is heartwarming getting to know a quiet advocate in our midst. Meet Ted Ayres. Ayres will be a contributor to the journal with book reviews. This is an introduction to the person, Ted Ayres as social justice and …

Still Waiting For A Cure, Uchenna Emenaha

Journal of Multicultural Affairs

Poetry elicits emotions and imagery, which can capture the sentiments of the collective experiences that educators and our society are experiencing during this moment in history. This poem calls to attention the way in which the COVID-19 pandemic has affected our country through social distancing precautions put into place to curb the spread of the virus. The verses in the poem speak to the loss of community and celebrations that occurred during this time. The poem concludes by addressing the racial awakening that has also taken place during these unprecedented times. The pandemic reduced many of life’s distractions allowing a …

Silence., Mychelle H. Smith

Journal of Multicultural Affairs

Teaching in the COVID-19 pandemic has been a challenge for many reasons. In addition to personal fears and worrying about survival, educators like myself wonder if what we are doing for our students is enough. This same worry is mixed with an existential backlash. What is enough? Why are we even trying? This poem reflects my lived experience with the emotional journey of working virtually during the pandemic.

We Didn’T Return To Campus: Covid-19 Pandemic As An Opportunity For Critical Reflection On The Essence Of Education, Marisol Diaz

Journal of Multicultural Affairs

For many students across the United States, their last day on school campuses was the week before spring break of 2020. Due to the rising concern over COVID-19, most schools across PK to higher education moved to remote learning. This article is a critical reflection by the author in which she shares her experiences as a professor in higher education at the start of the COVID-19 pandemic. The author questions the role of education, using a critical framework and a Marxist analysis of capitalism, to center the function of the education system during COVID-19. From the author’s perspective, economic interests …

In The Shadows Of Covid-19: Challenges That Plagued Teachers Amidst A Pandemic, Alexis M. Segura

Journal of Multicultural Affairs

In the midst of the COVID-19 pandemic, some teachers have been struggling to maintain their morale, passion, and love for their profession. They are juggling a myriad of tasks and expectations whilst simultaneously attempting to heal from an ongoing shared trauma. Additionally, the pressure to maintain the same level of rigor, eagerness, and success that existed before COVID-19 is immense, resulting in teachers feeling powerless, voiceless, and invisible. Not only has this pandemic forced teachers to place their own lives and health at risk, but in the rush to return to traditional schooling, it has pushed teachers to their limit—often …

The Show Must Go On: Challenges, Questions, And Pedagogical Pivots In Response To Covid-19, Patrick S. De Walt

Journal of Multicultural Affairs

On March 18, 2020, many universities and university systems had or were in their initial stages of transitioning to virtual teaching as a result of COVID-19. This transition had varied effects on all aspects of the university community. This paper explores this transition through the teaching experiences of a tenure-track professor during the pandemic. The examination of six sections of a capstone undergraduate course over the course of three semesters was conducted. Through self-reflection, many of the challenges faced shifting from face-to-face to a virtual environment were discussed. Among some of the challenges and limitations experienced when teaching nontraditional and/or …

Pivoting Rural Community-Based Fine Arts Programs For Youth Due To A Global Pandemic, Heather Olson Beal, Cc Conn, Lauren Burrow, Amber Wagnon, Chrissy Cross Ph.D.

Journal of Multicultural Affairs

This personal experience essay features five women professors who, as engaged scholars, seek to continuously respond to the needs of their local community by volunteering their time and expertise to offer educational programs that focus on creative arts and academic assistance for K–12 students. This piece explores the opportunities and obstacles we experienced in using virtual platforms, during the 2020 global pandemic, in order to re-envision our civic responsibilities to engage communities beyond our previous place-based programs.

Trending With Tiktok: Bridging The Educational And Digital Divide During Covid Times, Selina Peña

Journal of Multicultural Affairs

The following is a reflective narrative of one teacher’s stumble onto TikTok and seeing its potential in the classroom. It allowed the opportunity to engage with her students during COVID. It brought about learning opportunities with new technology. The use of the app provides laughter during hard times and fosters a community among teachers outside of her norm.

How The Common School Has Failed Hispanic Children—Witnessing The Severe Regression Of Language English Proficient Learners During A Pandemic: Teaching During Covid-19, Yvonne S. Herrera

Journal of Multicultural Affairs

Personal reflection on the impacts of the common school on Hispanic children during the COVID-19 pandemic, when Hispanic children experienced less opportunities in becoming educated due to lack of accessible technology.

Creating Communities Virtually: Educators Cross-Cultural And Multidisciplinary Reflections Of Covid-19, Alankrita Chhikara, Michael Lolkus

Journal of Multicultural Affairs

As a result of the global COVID-19 pandemic, personal relationships and professional communities were instantaneously transformed and thrust into virtual and hybrid settings. In light of these, amongst many, strains on people’s daily lives, teachers and teacher educators have worked tirelessly to provide equitable educational opportunities for their students. We highlight a multidisciplinary effort from curriculum studies and mathematics education to explore the similarities and differences between our personal experiences teaching during a pandemic without a manual or warning from our cross-cultural perspectives. To capture our unique personal experiences working with prospective teachers in multicultural- and social justice-focused courses, we …

Educators In The Time Of Covid: Metamorphosis Of A Profession And Of A People, Sara Abi Villanueva, Brett S. Nickerson, Mayra A. Garcia, Claire Murillo, Regina J. Bustillos, Qiana S. O’Leary

Journal of Multicultural Affairs

The following is a collection of reflections written by six educators ranging from K–Higher Education. In this feature, these educators share their experiences of living and educating during the 2020–2021 COVID-19 pandemic. Once compartmentalized and only used when needed, their separate roles and identities had to merge to meet educator, spousal, and parental demands. The first text by Brett Nickerson shows how his life as husband and father collided with his profession as an assistant professor at a university when his wife, a dedicated nurse, was called to help others in need. The second testimonial is by Mayra Garcia, a …

Brilla: Shining On Through A Pandemic, Tracey R. Jones, Erica Silva

Journal of Multicultural Affairs

This article highlights the community partnership between a primary school Dual Language program and university Spanish students. In this submission related to personal experience during the COVID-19 pandemic, the impact of classroom teachers within the BRILLA (Bilingual Readiness through Interaction, Language, Literacy and Alliances) program is explored. Teachers are the light bearers who make human connection and authentic learning happen in-person and over screens; pandemic, or no pandemic, they shine.

Covid And Curriculum: Elementary Teachers Report On The Challenges Of Teaching And Learning Mathematics Remotely, Kristin Giorgio-Doherty, Mona Baniahmadi, Jill Newton, Amy M. Olson, Kristen Ferguson, Kaitlyn Sammons, Marcy M. Wood, Corey Drake

Journal of Multicultural Affairs

This article reports on findings from a survey administered to 524 elementary teachers across 46 states that asked about their experiences with mathematics teaching, learning, and curriculum use before and during the COVID-19 pandemic. The purpose of this article is to report on the challenges teachers experienced with mathematics teaching, learning, and curriculum use during the pandemic and to explore educational inequities faced by students of families with lower income backgrounds. In particular, we discuss differences across high- and low-income schools regarding teachers’ perceived preparedness for online teaching, teachers’ use and decisions about mathematics curriculum, and their students’ remote resources …

Educators' Experiences With Teaching During Covid-19: Journey Of A Participatory Action Research Inquiry Team, Alexandra C. Daub, Sara Villanueva, Maricruz Flores Vasquez, Maria Cristina Soares, Kristen Erdem, Tonya Huber

Journal of Multicultural Affairs

In 2015, the United Nations (UN) issued 17 Sustainable Development Goals (SDGs, 2030) for everyone in this world to address. The need to act on these goals was intensified in 2020 when the world faced the COVID-19 pandemic spotlighting inequitable infrastructures and systems throughout many countries. The UN, in SDG4, urges us to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UN, 2015, p. 21). To address this crisis, the International Council on Education for Teaching (ICET) and MESHGuides sent out a call for research to scholars across the globe to capture teacher voices and …

Overview: From The Desk Of The Guest Editor, Tonya Huber

Journal of Multicultural Affairs

Overview from the Guest Editor on this special issue on the impacts of Covid-19 in educational settings. One theme explored in the contents of this issue is the powerlessness many educators felt as the editors set out to hear, comprehend, represent, and amplify their experiences. Other themes include: appreciation and empathy, focusing on what matters, and new ways of teaching with technology.

Microaggression: My Story As A Higher Education Professional, Osaro Airen, James Gambrell, Janet Isbell, Lakia M. Scott, Nina M. Ellis-Hervey, Matthew Mcparker

Journal of Multicultural Affairs

The purpose of the Special Issue, Microaggression: My Story as a Higher Education Professional, is to share the personal microaggression experiences of higher education professionals (i.e. faculty, administrators, and staff). Microaggressions are negative, unintentional or intentional, statements and/or actions towards a member or members of a historically underrepresented group (Sue, 2010). The statement or action may be unintentional but nonetheless causes a negative emotional reaction by the recipient of the statement/action.

Microaggressions In Academia: One Black Woman’S Story, Victoria Carter Jones

Journal of Multicultural Affairs

Abstract

As a Black instructor in higher education, I know all about the challenges that marginalized people face on a regular basis. After all, racism is deeply rooted in the foundation of our American culture and society. So, I guess I should not have been surprised when two senior professors made assumptions about who I am as a Black American woman and my intelligence in academia. This paper gives a subtle and brief look into my experiences of microaggressions as a new Black woman instructor at a predominantly White institution.

Microaggressions In The Academy: One Black Professor’S Narrative, Kevin L. Jones

Journal of Multicultural Affairs

For many Black men in academia, predominantly White institutions are the epicenter of racism and hindered success. My first year as an instructor at a predominantly White institution proved to be an experience I will never forget. I had some expectations of what I would encounter, but what actually happened far exceeded anything I could have imagined. Through the lens of a racial microaggressions framework, my personal narrative describes my lived experiences as a Black male preparing for the academy at a predominantly White institution in the south. Consequently, these experiences had a long-term emotional, physiological, and psychological impact. These …

Déjà Vu Or The Repetitive Nature Of Microaggressions: An Account Of Two Life Changing Experiences, 10 Years Apart, Nina M. Ellis-Hervey

Journal of Multicultural Affairs

According to American Psychologist Angela Lee Duckworth (2016), grit is often described as passion and perseverance for very long-term goals, while encompassing courage, conscientiousness, perseverance, resilience, and passion. Embodying such characteristics has supported me in thriving in various conditions and situations as an African American girl, then a woman. Grit further assisted in me overcoming many obstacles while remaining resilient, open-minded, and inquisitive. At various points in my education, more specifically my time in undergraduate and graduate schooling, and further in my pursuit of tenure as a young professor, I was met with overt and covert exposures to microaggressions of …

Hard Work Through Heart Work: Life Lessons Learned Through My Lens Of Microaggressions, Sean E. Harness

Journal of Multicultural Affairs

According to a study by Johnson-Ahorlu’s (2013), African American students experienced racial stereotypes, which were presented to them as attacks on their academic capabilities. Many of the “attacks” included shock from faculty and peers when they achieved in the classroom and inquiries about their abilities to handle the course workload. I began my life as one of the statistics we read about. More specifically, the “poor Black kid” in inner-city Detroit Michigan who aspired to live a much better life. Although I grew up with very limited financial resources, my support system taught me to remain confident in the face …

Gender Microaggressions: Experiences From A Doctoral Student, Marlana R. Smith

Journal of Multicultural Affairs

Microaggressions make individuals feel excluded and ostracized every day. Oftentimes, these microaggressions go unnoticed and unreported. In higher education, microaggressions can be especially difficult to prove and frequently covert. This article is a reflection on my personal experiences with gender microaggressions as a doctoral student. Since transitioning to being a full-time student and research graduate assistant, I have frequently experienced microaggressions based on my gender. As a female in a male-dominated work environment, my achievements and abilities are often devalued and undermined. Though my faculty and advisors have been nothing but supportive, my interactions with my fellow graduate assistants have …

Being Triggered As Faculty Of Color: Reflections On Teaching Diversity During The Trump Era, Lakia M. Scott

Journal of Multicultural Affairs

Much has been written about the Black academic’s experiences of teaching in predominately White spaces. However, less has been shared about being triggered, especially when teaching during the time of the Trump administration. This essay discusses an email encounter with a White female student who was enrolled in a graduate diversity issues course. As articulated in her email response, after declining an informal conferencing opportunity with the instructor, the student critiqued the tenets of the course because of her own conceptions of Whiteness. Many of the comments made were similar to the onslaught of hate-speech and racial bias and intimidation …

On Calling In And Becoming: Our Microaggression Story, Ashley N. Gibson, Brooke Blevins

Journal of Multicultural Affairs

This paper is a joint account of an experience with a microaggression between a doctoral candidate, Ashley, and her doctoral advisor Dr. Blevins in Baylor’s EdD Learning and Organizational Change program ( EdD LOC). The microaggression took place in a virtual learning setting during the COVID-19 pandemic. This story recounts the moment of the offense, how the harm was repaired, and what each felt and learned from the exchange. Ashley and Dr. Blevins partnered to share their perspectives, and both authors hope this paper will shed light on the topic of microaggressions, by raising awareness, cultivating dialogue on the topics …

Ecologies Of Hope: Understanding Educational Success Among Black Males In An Urban Midwestern City, Willie C. Harmon, Marlon C. James, Rasheedah Farooq

Journal of Multicultural Affairs

The American Psychological Association's Task Force on Resilience and Strength in Black Children and Adolescents (2008) called for resilience frameworks particularly designed to understand African American development. Thus, the present study explores the lives of seven academically successful Black males in an urban midwestern city. Using a Critical Race Theory framework, the researchers center the counterstories of men of color who matriculated through college from a "failing" high school in a challenging urban community. Using constant comparative analysis, two critical themes emerged: extended family and extended kinship support networks. A synthesis of these themes resulted in an emergent framework entitled …

Perceptions Of Family Engagement Between African American Families And Schools: A Review Of Literature, Salandra Grice

Journal of Multicultural Affairs

The purpose of this review of parental involvement scholarship was to examine epistemologies and existent research pertaining to family engagement in the African American community. Particular attention is paid to the discrepancies between how African American families typically engage versus what teachers have been socialized to recognize and value as engagement. These discrepancies are evaluated and solutions to rectify this disconnect are discussed. Searches of major electronic databases were used yielding over a thousand results, yet only 20 pieces of literature proved substantive due to their specific focus on how African American families show involvement in their child’s education. Findings …