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Articles 1 - 11 of 11
Full-Text Articles in Humane Education
Illuminating Two Secondary Schoolteachers’ Praxes On A ‘Terrain Of Freedom:’ Lessons For Teacher Education, Paul Tarc, Nicholas Ng-A-Fook, Tasha Ausman, Catherine James
Illuminating Two Secondary Schoolteachers’ Praxes On A ‘Terrain Of Freedom:’ Lessons For Teacher Education, Paul Tarc, Nicholas Ng-A-Fook, Tasha Ausman, Catherine James
Northwest Journal of Teacher Education
This paper attunes to the stated focus of this special issue—teacher subjectivities on a terrain of freedom—to consider the qualities, possibilities and limits of teachers’ praxes and development upon this ‘terrain.’ In response to the call, we explore three critical questions: 1) Where does the teacher’s freedom lie amidst required protocols and standardization?; 2) Can teachers transcend how they have been conceived and conditioned?; and 3) How can teachers engage in transformative development? Through a "poetics of teaching," inspired by Hansen (2004), we frame teaching as a curricular and pedagogical art form that melds interdisciplinary, intellectual, aesthetic, and …
Preservice Teachers Learning To Teach In An Anti-Racist/Climate-Justice Program: Challenges And Promises, Richard Sawyer
Preservice Teachers Learning To Teach In An Anti-Racist/Climate-Justice Program: Challenges And Promises, Richard Sawyer
Northwest Journal of Teacher Education
The global climate crisis represents the most urgent problem facing the planet, impacting social, cultural, political, economic, and environmental dimensions of life. Alarmingly, it has impacted communities of color in disproportionate ways (Goddell, 2023; Pellow, 2013). The climate crisis, along with the intertwined context of racism, places a profound responsibility on social justice teacher educators to prioritize addressing these issues in teacher preparation. The intent of the following two case studies is to explore the impact of a project based teacher preparation program focused on cultural and environmental justice on the pedagogical knowledge and practice of teaching interns at the …
Cultivating Joy: Play, Rest, And Connection In Regenerative Cycles, Tim D. Howe
Cultivating Joy: Play, Rest, And Connection In Regenerative Cycles, Tim D. Howe
Leadership for Sustainability Education Comprehensive Papers
As dominant systems continue to lean towards unsustainable patterns, fueled by models of white supremacy and capitalism, these paradigms can be challenged by prioritizing joy and wonder as essential inputs rather than measurable outcomes. This paper seeks to imagine the ways in which failing systems that promise eternal growth and insatiable power dynamics can be in part dismantled through creating the conditions necessary for joy to take precedence over productivity.
Towards A Healing Curriculum: Addressing Cultural Inclusion For The Indigenous Sadri Community In Bangladesh, Jurana Aziz
Towards A Healing Curriculum: Addressing Cultural Inclusion For The Indigenous Sadri Community In Bangladesh, Jurana Aziz
Northwest Journal of Teacher Education
Bangladesh is a Southeast Asian country where the indigenous people of the northern and southeastern region speak a variety of native languages. But none of their languages is included in the main curriculum for teaching or learning. As a result, these people are often not motivated to send their children to school. The language policy of the country does not include these indigenous languages in the core curriculum. Though the government of Bangladesh has started an initial plan to introduce education in mother tongues of five major indigenous languages in the country, they are not yet implemented. A large number …
Introduction To Confronting Teacher Preparation Epistemicide: Art, Poetry, And Teacher Resistance, Richard D. Sawyer, Daniel Ness
Introduction To Confronting Teacher Preparation Epistemicide: Art, Poetry, And Teacher Resistance, Richard D. Sawyer, Daniel Ness
Northwest Journal of Teacher Education
In this special issue, we present different perspectives from a documentary project on curricular epistemicide. We view curriculum epistemicide —the annihilation of curriculum—as an embodied process. It limits ways of knowing, questioning, and envisioning the world, and it constricts multiplicity and erases identity and culture. Authors within this volume responded to two requests: 1) they examined some form of epistemicide; and 2) they did not reinforce current systems of power and inequity. Throughout the issue, poetry and photography weave through theoretical papers and empirical studies. A range of methodologies are considered within the articles.
Of Course, My Own Teacher Education Impacts Others: The Quest Toward Erasing "Erasure", Thomas S. Poetter
Of Course, My Own Teacher Education Impacts Others: The Quest Toward Erasing "Erasure", Thomas S. Poetter
Northwest Journal of Teacher Education
The author uses an autobiographical approach in this article to discuss and reflect on his own past, that is of course filled with acts of erasure (by sitting still, living in ignorance, and remaining “neutral,” all acts of erasure that we routinely commit), by revealing a set of turning points in his life and life’s work. One particular recent experience has helped the author to recognize past mistakes, and to continue a significant amount of personal and professional movement that has been ongoing for several decades and has challenged many of his past assumptions about teacher education, public education, and …
Are You A Spare Part, Morna Mcdermott
Are You A Spare Part, Morna Mcdermott
Northwest Journal of Teacher Education
No abstract provided.
Scholarship, Morna Mcdermott Mcnulty
Scholarship, Morna Mcdermott Mcnulty
Northwest Journal of Teacher Education
No abstract provided.
Black Liberation In Teacher Education: (Re)Envisioning Educator Preparation To Defend Black Life And Possibility, Justin A. Coles, Darrius Stanley
Black Liberation In Teacher Education: (Re)Envisioning Educator Preparation To Defend Black Life And Possibility, Justin A. Coles, Darrius Stanley
Northwest Journal of Teacher Education
Current configurations of teacher education programs are insufficient in attracting and producing teachers equipped to teach through the permanence of antiblackness, instead still relying on race-neutral or color-evasive pedagogies that perpetuate the misrecognition of antiblackness. As evident by the sustained inequities experienced by Black children and the routine marginalization of Black (teacher) educators in the field, we recognize that teacher education programs, and subsequently P-12 classrooms, are not designed nor equipped to reduce the harm caused by persistent anti-Black racism. Despite the ways Blackness is derided and invisibilized in educator preparation, Black students, families, and communities have long countered anti-Black …
Zero Tolerance Policies Are Anti-Black: Protecting Racially Profiled Students From Educational Injustice, Jonathan Lightfoot
Zero Tolerance Policies Are Anti-Black: Protecting Racially Profiled Students From Educational Injustice, Jonathan Lightfoot
Northwest Journal of Teacher Education
When students are tracked from their schools into the juvenile and adult criminal justice system, primarily because of zero-tolerance policies, they fall victim to a practice that is now widely known as the school-to-prison pipeline. President Obama urged educators to abandon severe disciplinary policies that criminalize students for offenses that could be handled without law enforcement (Du, 2015). A review of the literature indicates a disproportionate number of Black students are at a greater risk of being adversely impacted by such policies thus increasing their chances of having a negative educational experience. Research shows that Black students receive higher rates …
Developing A Common Language Of Ethical Engagement In Teaching: Lessons For And From A Time Of Crisis, Richard D. Sawyer
Developing A Common Language Of Ethical Engagement In Teaching: Lessons For And From A Time Of Crisis, Richard D. Sawyer
Northwest Journal of Teacher Education
This article explores how educators may develop and contribute to a common language of ethical engagement, a language that rises above specific actions but is grounded in ethical practice and scholarship. Questions are raised about how online education may further the patterns educational inequities in the United States. An ethics framework is explored through a comparison. The author explores the educational principles--not standards—that educators can surface in their teaching practice. A discussion is included of recent dilemmas and problems with online teaching environments, underscoring the need for ethical principles helping to frame practice.