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Articles 1 - 30 of 40
Full-Text Articles in Education
An Autoethnography On Teaching Antiracism In The Current Sociopolitical Environment, Taylor M. Jacobson
An Autoethnography On Teaching Antiracism In The Current Sociopolitical Environment, Taylor M. Jacobson
Teaching & Learning Theses & Dissertations
In the course of American history, students from historically marginalized and underrepresented communities have been left out of the educational conversation. This has created an era of undereducated citizens who have historically used privilege to oppress students from these communities. Teachers must use their privilege to teach antiracist education that specifically encourages students to stand up for the justice needed to make a better world. Although this education is important, politicians, parents, and school board administrators are consistently putting teachers in an awkward position when they work towards implementing antiracist education by enacting policies that force them to stop or …
Investigating Influences On Intercultural Sensitivity Through Undergraduate And Graduate Students’ Reflections On Identities, Daphne Fauber, Kathryn Mueller
Investigating Influences On Intercultural Sensitivity Through Undergraduate And Graduate Students’ Reflections On Identities, Daphne Fauber, Kathryn Mueller
The Journal of Purdue Undergraduate Research
Due to a shifting global environment and unique personal circumstances, traditional in-person learning experiences that foster cross-cultural interactions and learning, including study abroad programs, have become unavailable to many. In light of this issue, we investigated how a virtual cross-cultural course, such as Global Social Justice in Education (GSJE), could allow undergraduate and graduate students to explore their cultural identities and enhance their intercultural sensitivity. Data for this study was collected via three distinct GSJE reflections completed by a single cohort of 11 Purdue graduate and undergraduate students who interacted with international participants. Purdue participant reflections were analyzed and coded …
The Effect Of Antiracist Children’S Literature On Developing Racial Awareness In Early Childhood, Brittany L.M. Ladd
The Effect Of Antiracist Children’S Literature On Developing Racial Awareness In Early Childhood, Brittany L.M. Ladd
Masters of Arts in Education Action Research Papers
In this study, I asked the question, “What effect will antiracist children’s literature have on a white, homeschooled, 5-year-old child’s developing awareness of race and racial issues?” Over the course of four weeks, my child and I read and discussed antiracist children’s literature, and then I recorded my child’s signs of developing racial awareness using qualitative and quantitative data tools. In analysis of this data, I discovered that my child’s developing awareness focused more heavily on race and the understanding of skin tones than on racial issues such as a sense of equality. This finding aligns with early child developmental …
A Novel Approach To Social Justice Education, Jennifer R. Banas, Sara Gershon
A Novel Approach To Social Justice Education, Jennifer R. Banas, Sara Gershon
Health Sciences and Physical Education Faculty Publications
Singular efforts in PK-12 settings to instill a social justice mindset will not achieve the same outcomes as social justice education infused throughout content area instruction. In collaboration with 10th -grade teachers, we developed and implemented a biblioguidance curriculum to develop students’ social justice and content area competency. Evaluation findings from the pilot implementation indicate there was a significant impact on some social justice competencies and all targeted content area competencies. Also, students appeared to recognize the benefits of a biblioguidance approach. In light of the outcomes, we celebrate the curriculum's successes and offer suggestions for ongoing improvement.
Just Trauma-Informed Schools: Theoretical Gaps, Practice Considerations And New Directions, Stacy A. Gherardi, Myra Garcia, Allison Stoner
Just Trauma-Informed Schools: Theoretical Gaps, Practice Considerations And New Directions, Stacy A. Gherardi, Myra Garcia, Allison Stoner
International Journal of School Social Work
Trauma-informed practices in schools have proliferated over the last decade and are often framed as social justice-oriented practices. This article assesses the theoretical and empirically supported basis for the proposed relationship between trauma-informed practices and social justice. It concludes the current theory of impact linking trauma-informed practices and social justice work is not supported by evidence. In response, we document theoretical gaps which limit the potential reach of trauma-informed practices in responding to social justice issues in schools and identify potential ways in which research and practice can respond to these gaps. We also highlight critical considerations for developing and …
Enacting An Equity Framework With A Teacher And Students In An Urban Elementary Classroom: A Qualitative Study, Samantha J. Haraf
Enacting An Equity Framework With A Teacher And Students In An Urban Elementary Classroom: A Qualitative Study, Samantha J. Haraf
USF Tampa Graduate Theses and Dissertations
This purpose of this study was to engage a fifth grade teacher and students in the exploration and application of the EFE (Education for Equity) conceptual framework, and to develop understandings of how EFE functioned in this context. This framework, developed around a decade of equity-focused research in elementary contexts, outlines research-based categories of practices for equity work in elementary schools, and it draws attention to areas lacking attention in the literature. Using and extending from case study methods and participatory methods, I worked with a teacher and her students in this urban classroom for approximately six months in both …
"Side By Side With A Ruinous, Ever-Present Past": Trauma-Informed Teaching And The Eighteenth Century, Clarissa, And Fantomina, Kate Parker, Bryan M. Kopp, Lindsay Steiner
"Side By Side With A Ruinous, Ever-Present Past": Trauma-Informed Teaching And The Eighteenth Century, Clarissa, And Fantomina, Kate Parker, Bryan M. Kopp, Lindsay Steiner
ABO: Interactive Journal for Women in the Arts, 1640-1830
This article explores the need for and applications of trauma-informed teaching in eighteenth-century studies, particularly around representations of sexual trauma (rape) and consent. The prevalence of trauma guarantees its presence in our classrooms, even and especially in its absences. As the field of eighteenth-century studies continues to reframe its white, Eurocentric, male-dominated past through more intentionally inclusive research and teaching methods, particularly those that explore the intersections of eighteenth-century studies and social justice approaches to education, the presence of trauma in our classrooms will become only more significant. Keeping in mind those students of marginalized identities who are most likely …
Overcoming The Void: Obstacles To Authentic Culturally Relevant Teaching, Lindsay Rowe
Overcoming The Void: Obstacles To Authentic Culturally Relevant Teaching, Lindsay Rowe
Education | Master's Theses
This study explored how teacher perceptions of professional development (PD) on culturally relevant teaching (CRT) and a lack of student voice impede authentic implementation of CRT. Culturally relevant teaching involves utilizing student backgrounds and voices to shape curriculum and pedagogy. However, a review of the literature revealed that student voice is largely missing in CRT research. Additionally, teacher responses to PD were not frequently discussed in studies exploring implementation of CRT. The purpose of the study was to better understand student desires for education and teacher responses to PD on CRT. Research was conducted at a 7-12 public school in …
Social Justice Education & Implementation Of First-Year Seminar Course: "Social Issues - Think Global, Act Local", Alexa L. Bannon
Social Justice Education & Implementation Of First-Year Seminar Course: "Social Issues - Think Global, Act Local", Alexa L. Bannon
HON499 projects
La Salle University is an institution that prides itself on its commitment to service, justice, and the common good. This project provides a literature review of social justice education, and a possible way to implement additional social justice education into the Lasallian curriculum through a new First-Year Seminar Course. Throughout this project, I have developed a comprehensive syllabus and pedagogical teaching guide to provide a valuable addition to the First-Year Seminar courses currently offered. The main purpose of this project and this new First-Year Seminar course, titled “Social Issues: Think Global, Act Local,” is to expose students to social justice …
Critical Media Literacy Approaches To Violence Prevention: A Research Note, Emily A. Moorhouse, Hayley Brooks
Critical Media Literacy Approaches To Violence Prevention: A Research Note, Emily A. Moorhouse, Hayley Brooks
Journal of Media Literacy Education
Sexual violence is a global phenomenon needing sustainable interventions. The article extends findings from media literacy scholars by exploring ways that critical media literacy (CML) pedagogies can be used to teach affirmative consent education for the purposes of violence prevention. The article is not a curriculum blue-print, as the pedagogies are still being piloted for adolescents in Ontario. However, the rationales for bridging consent education and critical media literacy apply transnationally. Engaging educators and students with critical analysis of media and creative media production is key to transformative learning about consent, within and beyond the classroom. The article ends by …
Counter Narratives Of Black Female Educators In Exurban Schools, Monisha Douglas Moore
Counter Narratives Of Black Female Educators In Exurban Schools, Monisha Douglas Moore
All ETDs from UAB
This study explored how three Black female educators characterized their personal narratives regarding their teaching experiences. Guided by a social justice framework, this study attempted to show how Black women’s identities have been co-created, how their perceptions of success have been formulated, and how perceptions of academic success have helped them frame their pedagogy for diverse students. Because limited research has examined how Black female educators in exurban areas situated their perceptions and pedagogy to facilitate the needs of diverse students, this study added to the limited knowledge. Purposeful sampling was conducted at the site and participant level. The research …
Social Justice Teaching In The Elementary General Education Classroom, Chandra Turner
Social Justice Teaching In The Elementary General Education Classroom, Chandra Turner
School of Education and Leadership Student Capstone Projects
The research question addressed in this project was: what are effective strategies for teaching social justice to elementary students and how will using them affect elementary students’ attitudes toward and knowledge of social justice? This capstone describes the research behind, development of, and the results of using a toolkit for elementary teachers looking to implement social justice education in an effective way. The toolkit includes web resources, lesson plans, children’s literature regarding social justice, teacher reference books, ideas for active service learning projects, and potential journal prompts for students about social justice. The research behind the project included research into …
Transformative Learning Through University And Prison Partnerships: Reflections From ‘Learning Together’ Pedagogical Practice, Natalie Gray Ms, Jennifer R. Ward Dr., Jenny Fogarty Ms
Transformative Learning Through University And Prison Partnerships: Reflections From ‘Learning Together’ Pedagogical Practice, Natalie Gray Ms, Jennifer R. Ward Dr., Jenny Fogarty Ms
Journal of Prison Education and Reentry (2014-2023)
This paper critically discusses two London-based ‘Learning Together’ prison university partnerships - Middlesex University with Her Majesty’s Prison (HMP) Wandsworth and London South Bank University (LSBU) with HMP Pentonville. The paper documents how students experienced the shared classroom learning approach designed on principles of ‘transformative pedagogy’, and how students interpret their personal development and the knowledge and skills gained as a result. We share the steps taken to bring the Learning Together pedagogical philosophy to life and use evidence from module evaluation findings and critical reflections to demonstrate the transformations that happen. We interpret our findings through the lens of …
Exploring Opportunities On A Liberal Arts Campus To Develop Students’ Critical Consciousness: A Qualitative Study, Tanden Lee Brekke
Exploring Opportunities On A Liberal Arts Campus To Develop Students’ Critical Consciousness: A Qualitative Study, Tanden Lee Brekke
All Electronic Theses and Dissertations
This qualitative study explores the critical consciousness development of students enrolled in a liberal arts institution. Two hundred seventy-seven students at Bethel University completed the Critical Consciousness Scale (Diemer, Rapa, Park, & Perry, 2017) and Measure of Adolescent Critical Consciousness (McWhiter & McWhirter, 2016). Based on the results of these two scales, 12 students took part in group interviews. These students identified educational experiences that engaged with the socio-political environment of the campus, created space for expression and exploration of emotions, nurtured identify development, fostered crossing of social boundaries, and created space for students to exercise their voice were key …
Theorizing Social Justice: Funds Of Knowledge As Praxis, Heidi R. Bacon, Lavern Byfield
Theorizing Social Justice: Funds Of Knowledge As Praxis, Heidi R. Bacon, Lavern Byfield
Journal of Curriculum, Teaching, Learning and Leadership in Education
The current socio-political landscape and proliferation of hate speak is fueling a growing sense of urgency to redress educational inequities and reclaim education. In this reflective article, we discuss our experiences as teacher educators in the rural Midwest who incorporate critical approaches to language and literacy into our repertories of practice. We aim to advance the conversation beyond the notion of social justice in theory to what social justice can look like in praxis. We argue for social justice education grounded in a funds of knowledge approach to untether social justice from overly broad or narrow representations and to locate …
Education For Social Transformation (Est) In The Caribbean: A Postcolonial Perspective, Nigel O.M. Brissett
Education For Social Transformation (Est) In The Caribbean: A Postcolonial Perspective, Nigel O.M. Brissett
Sustainability and Social Justice
This paper critically examines the possibilities of education for social transformation (EST) in the context of the Caribbean Community (CARICOM). This is a region with a history of colonialism and embodies some of the central dilemmas of globalization, such as inequality and environmental precarity. Thus, conceptually, EST holds great promise for social justice and environmental sustainability. The paper argues, however, that EST can be relevant to the region only if it takes account of the enduring deep-seated legacy of asymmetries of power, exploitation and inequality in the broader society and within the education system resulting from colonialism and now exacerbated …
Factors That Shape Arab American College Student Identity, Abdul Rahman F. Jaradat
Factors That Shape Arab American College Student Identity, Abdul Rahman F. Jaradat
Doctoral Dissertations
Arab American identity has not yet received the research attention and scholarship that it deserves. In this dissertation, I have qualitatively studied the narratives of young Arab American college students and recent graduates. The research questions that I explored include what makes them Arab Americans, and what are the factors that help them identify as such. By focusing on Arab Americans and their identity factors, I have presented the narratives of those women and men who self-identify as Arab American and quoted their accounts of how they navigate this undervalued, misunderstood, and stereotyped identity. I have used ethnic and racial …
Teacher Perceptions Of Indigenous Representations In History: A Phenomenological Study, Joshua C. Tipton
Teacher Perceptions Of Indigenous Representations In History: A Phenomenological Study, Joshua C. Tipton
Electronic Theses and Dissertations
This qualitative study addresses teacher perceptions of indigenous peoples representation in United States history. This phenomenological study was conducted within a school district in East Tennessee. For the purpose of this study, teacher perceptions of indigenous representations in history were defined as teacher beliefs towards the inclusion and representation of indigenous peoples in United States history. To gather data, both one-on-one and focus group interviews were conducted from a purposeful sample of United States history teachers from the high schools in the school district. Through an analysis of data derived from interviews and qualitative documents the researcher was able to …
Toward A Theory Of Teacher Education For Justice-Oriented Stem, Beth Leah Sondel 7722095, Joanna Koch, Sarah Carrier, Temple A. Walkowiak
Toward A Theory Of Teacher Education For Justice-Oriented Stem, Beth Leah Sondel 7722095, Joanna Koch, Sarah Carrier, Temple A. Walkowiak
Catalyst: A Social Justice Forum
Among the multiple perspectives as to the focus of education policy, there has been much recent attention paid to both STEM and social justice education. While these approaches are often seen in opposition with each other, in this paper we explore the possibility of combining these two aims as we begin to develop a theory of teacher education for justice-oriented STEM education.
Experiences Of Former Participants In Teen Advocates For Sexual Health (Tash), Celeste Nicholas
Experiences Of Former Participants In Teen Advocates For Sexual Health (Tash), Celeste Nicholas
Dissertations
This qualitative study explores the experiences of former participants in a Planned Parenthood youth development and sex education program, Teen Advocates for Sexual Health (TASH). Phenomenologically-based interviews centered the question, “What did it mean to participate in TASH?” Chapter 1 introduces the study context and synthesizes foundational literature from the fields of sex education, public health, critical pedagogy, civic engagement, youth development, and youth organizing. Chapters 2-4 each contain complete manuscripts, representing three complementary analytic approaches to a common data set and inviting multiple audiences. Chapter 2 addresses sex educators in describing TASH’s “rights-based” sex education model. Research questions included: …
The Role Of Community Benefits Agreements For Community Development, Social Justice Adult Education, And Program Planning, Kayla Savage, Susan Yelich Biniecki
The Role Of Community Benefits Agreements For Community Development, Social Justice Adult Education, And Program Planning, Kayla Savage, Susan Yelich Biniecki
Adult Education Research Conference
The purpose of this roundtable is to facilitate discussion and debate about the role of community benefits agreements in community development, social justice education, and program planning within community development contexts.
Talking The Walk: Incorporating Intergroup Dialogue Processes Into A Critical Service-Learning Program, David Neely
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 …
Inclusive Teaching Circles : Mechanisms For Creating Welcoming Classrooms., Sharon E. Moore, Sherri L. Wallace, Gina Schack, M. Shelley Thomas, Linda Lewis, Linda Wilson, Shawnise Miller, Joan D'Antoni
Inclusive Teaching Circles : Mechanisms For Creating Welcoming Classrooms., Sharon E. Moore, Sherri L. Wallace, Gina Schack, M. Shelley Thomas, Linda Lewis, Linda Wilson, Shawnise Miller, Joan D'Antoni
Sharon E. Moore
This essay examines the Inclusive Teaching Circle (ITC) as a mechanism for faculty development in creating instructional tools that embrace an inclusive pedagogy reflecting diversity, cultural competence and social justice. We describe one group’s year-long participation in an ITC at a large, metropolitan research university in the south. Next, we share several members’ strategies for promoting more inclusive and equitable learning for students in our classrooms. Finally, we consider the implications of ITCs for its group participants and the professorate at large.
Inclusive Teaching Circles : Mechanisms For Creating Welcoming Classrooms., Sharon E. Moore, Sherri L. Wallace, Gina Schack, M. Shelley Thomas, Linda Lewis, Linda Wilson, Shawnise Miller, Joan D'Antoni
Inclusive Teaching Circles : Mechanisms For Creating Welcoming Classrooms., Sharon E. Moore, Sherri L. Wallace, Gina Schack, M. Shelley Thomas, Linda Lewis, Linda Wilson, Shawnise Miller, Joan D'Antoni
Sherri L. Wallace
This essay examines the Inclusive Teaching Circle (ITC) as a mechanism for faculty development in creating instructional tools that embrace an inclusive pedagogy reflecting diversity, cultural competence and social justice. We describe one group’s year-long participation in an ITC at a large, metropolitan research university in the south. Next, we share several members’ strategies for promoting more inclusive and equitable learning for students in our classrooms. Finally, we consider the implications of ITCs for its group participants and the professorate at large.
Of All Days: Critical Pedagogy Outside The Classroom, Lisa M. Tillmann Ph.D.
Of All Days: Critical Pedagogy Outside The Classroom, Lisa M. Tillmann Ph.D.
Faculty Publications
A student at the author’s college pens a racist column on immigration for the school newspaper. Two departments, including the author’s, send campus-wide emails denouncing the rhetoric. A firestorm erupts, as much over the emails as over the op-ed. Years later, the student visits the author unannounced.
Voices Of The Invisible: A Critical Ethnography Of Youth Put At Risk In An Age Of Disposability, Lena Boraggina-Ballard
Voices Of The Invisible: A Critical Ethnography Of Youth Put At Risk In An Age Of Disposability, Lena Boraggina-Ballard
Master's Theses and Doctoral Dissertations
The original intent of this study was an endeavor to learn from the experiences of youth put at risk who created and engaged in a social justice-oriented civic engagement project that speaks to the context of their lives. More specifically, the objective was to gain an understanding about the qualitative meanings the youth ascribed to their experiences both inside and outside of school; how they experienced resistance; and how a critical pedagogical approach to learning and participating in a social justice-oriented civic engagement project impacted their learning experience. However, as the study unfolded the circumstances were such that the study …
Social Justice Education: Using Communication Activism Pedagogy To Help University Cultural Centers Increase Campus Diversity & Inclusivity, Sophia T. Vu
Journalism
This study examined how student affairs professionals, especially those in cultural centers, could increase campus diversity and inclusivity. More specifically, it sought to find a theoretical basis for social justice education programs that could increase campus climate. It was performed as a single site case study at California Polytechnic State University, San Luis Obispo. Three Cal Poly student affairs professionals were interviewed for qualitative data which were then compared and analyzed with the literature surrounding campus diversity and inclusivity. The study concludes that student affairs professionals can increase campus diversity and inclusivity by developing social justice education programs that not …
Journey Into Shame: Implications For Justice Pedagogies, Roger C. Bergman
Journey Into Shame: Implications For Justice Pedagogies, Roger C. Bergman
Engaging Pedagogies in Catholic Higher Education (EPiCHE)
Being formed for justice can be a painful experience. Sometimes that pain takes the form of shame and contributes to the formation and exercise of conscience. But shame in other forms can be opposed to human flourishing and social justice. Psychologist James Fowler provides a spectrum of two forms of healthy shame and four forms of unhealthy shame, to which the author adds four other varieties, strategic shame and spiritual shame, at one end of the spectrum, and murderous shame and genocidal shame, at the other. Various experiences of shame are dramatically illustrated in Black Like Me, John Howard …
From Awareness To Action In The Elementary Classroom: Developing Culturally Relevant Content And Pedagogy, Rita Jarvis
From Awareness To Action In The Elementary Classroom: Developing Culturally Relevant Content And Pedagogy, Rita Jarvis
Educational Studies Dissertations
Educational literature suggests an increasingly diverse student population could benefit from culturally responsive teaching practices to ameliorate gaps in educational opportunity, yet teachers face challenges given the developmental and contextual factors necessary for success with this approach. To gain insight into how teachers may be supported implementing equitable instruction, this dissertation investigates the experiential and educational factors that may foster the development of teaching philosophies and practices for a pluralistic and democratic society. Three major bodies of research place this research within a theoretical context including critical pedagogy, culturally relevant pedagogy, and transformative learning theory. This study addressed the following …
Hold That Thought! A Response To "Respect Differences? Challenging The Common Guidelines In Social Justice Education", Barbara Applebaum
Hold That Thought! A Response To "Respect Differences? Challenging The Common Guidelines In Social Justice Education", Barbara Applebaum
Democracy and Education
This is a response to Sensoy and DiAngelo's (2014) critique of common guidelines used in social justice education and their justification for the use of silencing the voice of systemically privileged students. I expand their argument by posing some questions about the risks of silencing and also suggesting an alternative strategy to the one Sensoy and DiAngelo recommend.