Education Commons^™

Community Engagement In Art & Design Colleges, Mah Rukh Raja

Masters Theses

This thesis titled ‘Community Engagement in Art & Design Colleges: Case Studies from Pakistan’ highlights the importance of community-engaged practices in education, specifically within the realm of art and design, and examines the effect of community engagement on student learning. It focuses on the importance of creating opportunities for reciprocal, community-engaged learning where responsibilities, roles and credit are shared equally among students, community partners, and educational institutions to develop projects that are in the best interest of communities.

This research coincides with the introduction of community and civic engagement in undergraduate education in Pakistan. Its primary objective is to serve …

Seeking The Masculine With The Feminine: P-6 Pre-Service Teachers’ Views On Teaching About The 2020 Us Presidential Election, Tom Lucey, Xiaoying Zhao

Faculty Publications - College of Education

As democracies have deteriorated worldwide, understanding preservice teachers’ perceptions regarding teaching about the 2020 US presidential election helps teacher educators better guide them to make informed and intentional pedagogical decisions for democratic education. Through a survey study, we found that early childhood and elementary preservice social studies teachers did not express a strong degree of comfort teaching about the presidential election and were most comfortable teaching about matters of literacy and of political agreement.

Engaged Pedagogies In The Middle Grades: A Case Study Of Justice-Oriented Teachers In Covid Times, Hilary E. Hughes, Rachel Ranschaert, Kelsey L. Benson

Middle Grades Review

Much of the extant literature regarding middle grades teachers centers on interventions to improve the quality or effectiveness of their teaching: studies that identify a particular instructional strategy, curricular support, or disposition, and conclude with recommendations that teachers improve their practice by adopting said thing. In contrast, the qualitative case study we present here contributes to the rising tide of research illustrating the powerful, transformative work that middle grades teachers oriented toward justice and equity are already doing in the classroom. Specifically, we draw on eight months of data to illuminate how teachers in a Title I middle school located …

What Do You Want Your Teachers To Know? Using Intergenerational Reflections In Education Research, Catherine Vanner

Education Publications

The Intergenerational Reflections technique was developed to bring together the voices of connected stakeholders of different ages and positions—in this case, students and teachers—to create recommendations that build on both groups’ perspectives. This article describes its use and results as piloted in the Time to Teach about Gender-Based Violence in Canada project. The project gathered 11 teacher participants in a participatory workshop to mobilize teachers’ reflections on student-produced cellphilms responding to the prompt: “What do you want your teachers to know when teaching about gender-based violence?” Framed using hooks’ engaged pedagogy, analysis describes teachers’ identification of potential pedagogical adaptations responding …

Transforming Learning Spaces: Decentering Whiteness To Dream Of A Liberatory Education, Kimberly Booker

Ed.D. Dissertations in Practice

The educational system in the United States claims to be a neutral system in which each child has equal opportunity to learn. Rather, it is a system that is constructed from a white epistemology (Ladson-Billings, 1998) that teaches a white worldview (Sleeter & Stillman, 2005) while simultaneously disregarding epistemologies, including knowledge bases, from Communities of Color. This dissonance creates dehumanizing and harmful experiences for Black, Indigenous, and People of Color who are made to participate in an educational system that denies their worldview and way of being. The study is grounded in Critical Race Theory to acknowledge the permanence of …

Lms Problem-Posing Academic Relationships Between Faculty And Students: A Post-Intentional Phenomenological Study Of Dialogical Relationships In Asynchronous Online Courses, Sheri L. Prupis

Educational Leadership & Workforce Development Theses & Dissertations

Drawing on Freire’s Engaged Pedagogy as a theoretical framework, I investigated the manifestation of dialogical relationships between faculty and students in fully asynchronous online courses. Employing a post-intentional phenomenological methodology, I examined how students and faculty held varying expectations for relationships in asynchronous online courses. The findings revealed that while students preferred transactional exchanges, faculty aspired to foster more profound and more enduring relationships with their students. This divergence can be partly attributed to the transactional exchange structure of Learning Management Systems (LMS), which heavily influences how faculty design and deliver courses and how students participate.

Editor’S Introduction – Getting The Language, Tools, And Love Of Bell Hooks, Qiana Cutts

Feminist Pedagogy

No abstract provided.

Teaching As A Political Act: Critical Pedagogy In Library Instruction, Melia Erin Fritch

Educational Considerations

This article establishes a theoretical framework for critical library instruction (and thereby critical information literacy) that is built upon critical feminist theory, critical race theory, and engaged pedagogy, among others. Using the ideas and work of theorists to create a path linking the ideas of critical analyses together, the author demonstrates the importance and need for critical information literacy within library instruction to empower students, creating opportunities for lifelong learning. Noted within the article are the obstacles for librarians who focus on feminist engaged pedagogy in their teaching; however, the author shares with readers that the challenge is in fact …

Talking The Walk: Incorporating Intergroup Dialogue Processes Into A Critical Service-Learning Program, David Neely

Doctoral Dissertations

Service-learning, particularly critical service-learning, is relational work that endeavors to create and maintain more just relationships among students and community members within and across social identity groups (Mitchell, 2008). It is essential that students in service-learning courses learn how to talk, listen and collaborate with community members in ways that acknowledge and explore how social identities, privilege, and oppression impact people’s life experiences and relationships. However, in our socially-segregated society, in which schools and neighborhoods are as divided by race and income as they were half a century ago (Reardon & Bischoff, 2011; Reardon & Owens, 2014), many college students …