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Articles 1 - 6 of 6
Full-Text Articles in Education
Leave No Trace, Willful Unknowing, And Implications From The Ethics Of Sustainability For Solution-Focused Practice Outdoors, Stephan Natynczuk, Will W. Dobud
Leave No Trace, Willful Unknowing, And Implications From The Ethics Of Sustainability For Solution-Focused Practice Outdoors, Stephan Natynczuk, Will W. Dobud
Journal of Solution Focused Practices
Taking talking therapy outdoors is becoming increasingly popular, especially gaining traction in response to COVID restrictions on what can be done face-to-face indoors, and with increasing awareness of benefits from being outdoors in nature (Ewert & Davidson, 2021). In this paper, we draw on ethics of sustainability from the outdoor activity sector to look for metaphors for therapeutic practice outdoors, especially solution-focused brief therapy. We start with what is currently regarded as good practice for the preservation and conservation of the environments and habitats we frequent. We then develop these tenets of ethics, such as Leave No Trace, as metaphors …
"#Mustfall–Theevent: Rights, Student Activism And The Transformation Of South African Universities" In University On The Border: Crisis Of Authority And Precarity, Sahar D. Sattarzadeh, André Keet, Willy Nel
"#Mustfall–Theevent: Rights, Student Activism And The Transformation Of South African Universities" In University On The Border: Crisis Of Authority And Precarity, Sahar D. Sattarzadeh, André Keet, Willy Nel
Education Studies Faculty publications
In this chapter, we read the 2015-2016 #MustFall movement as an “event” in Badiou’s sense of the word. Employing Badiou’s (2005, 2013) interpretive scheme, we suggest that the #MustFall movement fractured the appearance of regularity of the South African higher education landscape to such an extent that it can be considered the kind of ‘event’ that Badiou defines as “something that brings to light a possibility that was invisible or even unthinkable. [It] is, in a certain way, merely a proposition. It proposes something to us” (Badiou, 2013:9-10). Reflecting on a long-term research project on ‘transformative student citizenship’ that started …
Decolonizing Teaching In Online English For Academic Purpose Environments, Simone Hengen
Decolonizing Teaching In Online English For Academic Purpose Environments, Simone Hengen
Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium
Continued revelations of the systemic racism and violence in past and present Canadian society underscore the importance for EAP educators to understand our situatedness in a settler society as the foundation of decolonizing classroom practices. This theoretical exploration advocates for the continuing to decolonize English for Academic Purposes (EAP) classrooms during the post-covid transition to online learning environments. This exploration draws on post-structural theories of identity (Butler, 2002; Foucault, 1980, 1991; Weedon, 1987), and Morgan’s (2004) conceptualization of identity as pedagogy, as contributions to decolonizing EAP classrooms in face-to-face or online environments.
A Student Led Assessment Of Diversity, Equity, And Inclusion In The Environmental Science And Management Department At Portland State University, Aneesha Gharpurey
A Student Led Assessment Of Diversity, Equity, And Inclusion In The Environmental Science And Management Department At Portland State University, Aneesha Gharpurey
University Honors Theses
In the summer of 2020, the world watched as Black communities and allies responded to the murder of George Floyd and Breonna Taylor. An intensification of social and racial justice awareness provoked many entities like higher education institutions (HEI) to evaluate how they support marginalized people and update their diversity, equity, and inclusion (DEI) plans. In an attempt to maintain excellence, many HEIs implement DEI plans through top-down methods where high-level administrators target recruitment and retention, campus climate, community engagement, and curriculum. These plans rarely incorporate students as co-collaborators and administer DEI changes that have little effect on students' self-belonging, …
The Need For Spanish In Mainstream Classrooms: A Celebratory Reclamation Of Linguistic Identity, Keila Torres
The Need For Spanish In Mainstream Classrooms: A Celebratory Reclamation Of Linguistic Identity, Keila Torres
Art of Teaching Thesis - Written
This paper is a testament to the sociocultural importance of bilingualism in mainstream U.S. classrooms, specifically pertaining to the Spanish language and communities in which there is a large percentage of Spanish speakers. Approximately 13% of Americans are native Spanish speakers, this is equivalent to 40 million people. States like Arizona, California, Colorado, Florida, Georgia, Illinois, New Jersey, New Mexico, New York, and Texas can boast populations that include over 1 million Hispanic people (United States Census Bureau, 2019). However, our school curriculums do not reflect the large percentage of Spanish-speaking students who roam their hallways. I argue that traditional …
The Trickiness Of Settler Colonialism: Indigenous Women Administrators’ Experiences Of Policy In Canadian Universities, Candace Brunette-Debassige
The Trickiness Of Settler Colonialism: Indigenous Women Administrators’ Experiences Of Policy In Canadian Universities, Candace Brunette-Debassige
Electronic Thesis and Dissertation Repository
Since the release in 2015 of the report of the Truth and Reconciliation Commission of Canada, a plethora of new administrative policies has emerged in universities. A variety of interconnecting Indigenous administrative roles has also arisen, many of which have been taken up by Indigenous women who find themselves working in challenging and complex contexts steeped in settler colonialism. Studies of the challenges these women face—indeed of Indigenous educational leadership and policies in higher education in general—are, however, sorely lacking. The present study is a qualitative exploration of the embodied experiences of twelve Indigenous women administrators (including the primary researcher) …