International and Comparative Education Commons^™

Maintaining Well-Being: Coping Strategies For Prolonged Traumatic Experiences From The Stories Of Ukrainian Educators During The Wartime, Natalya Rakevich

Educational Studies Dissertations

This qualitative, phenomenological study aimed to better understand how and whether educators can maintain well-being during prolonged trauma. This study examines the experiences of Ukrainian educators living in non-occupied territories during wartime. The following research questions guided the study: What coping strategies do educators use to take care of themselves? What coping strategies do educators use with their students? How do educators perceive mindfulness and storytelling? A conceptual framework was created to better understand the topics of stress, trauma, being, well-being, surviving, suffering, and coping mechanisms through a literature review. Data collection occurred in February and March 2024, two years …

International Students' Perceptions Of Challenges At Universities In The United States, Yiran Li

Lesley University Community of Scholars Day

The project supported by professor Summer Clark, Lesley University.

International students in the U.S. face many challenges. They face a variety of hurdles, including navigating and processing what are often drastic differences in language, culture, educational systems, and lifestyle. Existing surveys, and ethnographic research, and case studies (Hopnick, 2102; Li, et al, 2017; Serino, 2017; Suarez-Orozco, et al., 2008) unpack the variety of ways students from different countries navigate such changes. My project, a pilot study conducted in 2017, contributes to this body of work. I present the results of in-depth, qualitative interviews of two international students’ from Korea and …

Sonic Borderland Literacies: A Re/Mix Of Culturally Relevant Education, Cecilia A. Valenzuela

Journal of Pedagogy, Pluralism, and Practice

This paper describes the importance of everyday sounds and silences, and it explores how we might use critical listening practices within educational realms. It considers an arts-based approach that introduces a remix of methods grounded in borderland feminisms, cultural sound studies, and visceral literacies. I call this critical dissonance and I illustrate this methodology through dissonant borderland soundtracks that represent multidimensional, multitemporal and embodied ways of knowing. I also introduce conceptual tools and practices that feel and listen to and for marginalized narratives. When thinking about educational contexts, we must recognize that our lived experiences also include sonic and viscerally …

Between Two Worlds: Utilizing The Arts To Increase Engagement And Effectiveness In The Spanish For Heritage Learners Classroom, Kathryn E. Mostow

Journal of Pedagogy, Pluralism, and Practice

This article will address the need to increase positive attitudes toward Spanish in Spanish Language Heritage (SLH) classrooms and provide strategies to integrate the arts to support this goal. The primary goals of the contemporary SHL classroom are to maintain the language; to increase positive attitudes towards Spanish, including dialects; and to develop cultural awareness (Beaudrie, Ducal, & Potowsi, 2014). In many SHL classrooms the first two goals are accomplished by reading and writing in Spanish but the latter two goals are less prescriptive and in some classrooms, overlooked. However, it is essential to address students’ attitudes toward Spanish- in …

The Art Museum: A Site For Developing Second Language And Academic Discourse Processes, Rosalind Horowitz, Kristy Masten

Journal of Pedagogy, Pluralism, and Practice

This chapter presents the art museum as a socio-cultural learning site, where emergent bilingual students engage in multiple modes of expression to expand oral, written, and visual literacies for academic purposes An historical view of the art museum as an educational space is considered with past limitations and new directions. Theoretical considerations contributing to new conceptualizations of the museum as a contextual- space for development of academic discourses provide a backdrop for new museum approaches. After describing the situated perspective of the authors who work with students at a Hispanic Serving Institution, we offer three approaches for incorporating the museum …

Drama In Dialogic Read Alouds: Promoting Access And Opportunity For Emergent Bilinguals, James V. Hoffman, Doris Villarreal, Sam Dejulio, Laura Taylor, Jaran Shin

Journal of Pedagogy, Pluralism, and Practice

In this report, we explore the potential for drama pedagogy in the classroom to support the engagement and growth of emergent bilingual students in language and literacy. We are focused on the use of drama to promote dialogic interactions during teacher read alouds. This study was conducted as a collaborative, action research investigation involving classroom teachers and university-based researchers. Our goals focused on three areas. First, we were interested in the impact of the drama intervention on comprehension. Second, we were interested in the responses of students to drama in read alouds with attention to differences in responses related to …

Reach For The Stars: Restructuring Schooling For Emergent Bilinguals With A Whole-Child, Arts-Infused Curricular Approach, Amy Gooden

Journal of Pedagogy, Pluralism, and Practice

This qualitative case study describes a two-year, multi-pronged university-urban school district partnership in Massachusetts sponsored by former Governor Deval Patrick’s Gateways Cities agenda to support an innovative middle school summer enrichment academy for emergent bilingual (EB) learners. The partnership between Boston University and Malden Public Schools aimed at improving EB student success through a whole-child, inclusive, community-arts- infused, content-based curriculum with field trips, guest speakers, conversation classes with bilingual university graduate students, and performing arts, fitness and wellness workshops; a comprehensive teacher training/coaching model; and parent education and community engagement experiences. This chapter examines the impact of the whole-child, community-arts- …

An Examination Of Educators' Perceptions Of Host Country Cultural Dynamics In International Schools Abroad, Sharlene M. Fedorowicz

Educational Studies Dissertations

This research examines dynamics and challenges of relationships between international schools (IS) and host country cultures as perceived by educators. Cultural impacts that influence the capacity of educators to manage, lead, and navigate IS are investigated. A sample of 133 educators (administrators and teachers) employed in IS responded to the survey and 13 of those participants were interviewed using a Mixed Method Sequential Explanatory Design (Creswell, 2009). IS promote international-mindedness where adverse contact zones are minimized by providing opportunities for students of different races, genders, and nationalities to integrate and work together. Although IS provide a strong basis for cultural …

Letter From Executive Editor, Arlene Dallalfar

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Creating School Partnerships: Multilingual Family Engagement Through The Arts, Sarah Davila, Maura Mendoza

Journal of Pedagogy, Pluralism, and Practice

Music artist and School-based Family and Community Liaison, Maura Mendoza Quiroz from the Somerville Family Learning Collaborative (SFLC), shares her experiences of how mu-sic, visual arts and language workshops have served as the entry point for immigrant families in the Somerville Public Schools. The examples help teachers “read” their community of parents and create spaces responding to families’ needs instead of providing arts programs that are un-familiar to them. As parents participate in these activities, their “physical time” inside the school increased, home-school communications improved, and over all the welcoming efforts translated into better school attendance. Sarah Davila, director of …

Art As Voice: Summary Of Chapters, Amanda Claudia Wager, Vivian Maria Poey, Berta Rosa Berriz

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Book Review: Engaging Children In Social Emotional Learning, Frank Daniello

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Supporting Teachers In Arts Integration Strategies To Foster Foundational Literacy Skills Of Emergent Bilinguals, Christa Mulker Greenfader, Shelly Vanamburg, Liane Brouillette

Journal of Pedagogy, Pluralism, and Practice

Oral language skills are essential to the future literacy of students in kindergarten and first grade, especially emergent bilinguals (EBs). Yet, U.S. teachers receive few professional development opportunities that prepare them to use effective strategies for promoting oral language development. Since teacher education is compartmentalized into curricular silos, methods for literacy instruction are taught in one course, methods for arts instruction in another, and so on. This article argues that well-designed arts integration can meet a key need of young, linguistically diverse students by providing opportunities for oral language practice across content areas. Experimental evidence that arts-based instruction benefits the …

Glossary

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

“It Was Like Really Uncomfortable But Kind Of Comfortable”: An Ethnographically-Informed Radio Play Of Adult Esl Classes With Educational Drama, Won Kim

Journal of Pedagogy, Pluralism, and Practice

This chapter explores possibilities and challenges of educational drama-based second language instruction for adult emergent bilingual learners. A part of the key findings from an ethnographic multiple case study of four adult ESL classes with educational drama in Canada will be represented, using playwriting as a means to uncover diverse nuanced insights and reflexive understandings of the phenomenon under investigation. The primary purpose of this ethnographically-informed radio play script is to serve as reflexive, dynamic, and artistic expressions that speak (about and to) students’ voices concerning their learning experiences in the course as heard/felt/perceived by the researcher as a participant …

About The Contributors

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.

Diverse Experiences And Complex Identities: A Resource Archive Of Artists’ And Educators’ Works, Vivian Maria Poey, Berta Rosa Berriz, Amanda Claudia Wager

Journal of Pedagogy, Pluralism, and Practice

This concluding article builds on the ideas developed throughout this special issue by providing a wide range of resources to enrich arts-based work within the field of literacy development with families and communities of emergent bilinguals. We include a bank of resources that may serve as the beginning of an archive. Coming from three different fields, with varying professional experiences, the sources we find helpful intersect and diverge. To honor this range of possibilities, we have taken an expansive approach that includes poets, visual and performing artists, arts and cultural organizations, literary associations, language learning standards and anti-bias and critical …

Transcribing Arts And Identities: A Case Study On Literacies At Guadalupe Middle School, R. Joseph RodríGuez

Journal of Pedagogy, Pluralism, and Practice

Through single-case study research at a middle school site, students whose first language is Spanish gain instruction in an English language arts classroom using literary works with guided, close reading. Moreover, students’ background, cultural, and prior knowledge are consulted by the teacher as literature comes to life via socially responsible biliteracies, which value students’ identities and cultural and linguistic wealth in the presence of bilingual literary narratives. Through a teacher’s literary lesson planning that complements students’ social interests, students are able to communicate their developing and bridging biliteracies, increase critical literacy awareness, and practice bilingual abilities through interactive instructional lessons …

Introduction To Art As Voice: Creating Access For Emergent Bilingual Learners, Amanda Claudia Wager, Vivian Maria Poey, Berta Rosa Berriz

Journal of Pedagogy, Pluralism, and Practice

In this introductory chapter, we begin by introducing ourselves, so that you immediately know our positionalities—who we are and the lens we see the world through—and in the hope to provide you with knowledge of why this special issue is so close to our hearts. We then share current demographic information regarding emergent bilingual learners to further explain the importance of this work today. In the current political context, the topic of displaced populations, immigration policies (such as The Deferred Action for Childhood Arrivals [DACA]), refugees, as well as those who are undocumented is very alive in classrooms and relevant …

Americans Teaching English: Reflections On Experience As Sojourners In Another Country, Catherine Nameth

Educational Studies Dissertations

Sojourners are visitors to another country for a defined period of time where occupation is the primary reason for the visit. Study participants spent at least one academic year teaching English as a Foreign Language at a university in another country. Working in the context of a university in another country means teaching in a system predicated upon the local culture’s values and assumptions. Though all returned sojourners in this study attended a pre-departure orientation which included information about teaching in the assigned host culture, this kind of pre-departure preparation does not mean sojourner adjustment to the host culture will …

The Process Of Implementing Health-Promoting Schools In Zhejiang Province, China: A Dissertation, Carmen E. Aldinger

Educational Studies Dissertations

This study describes in detail the processes, interventions, challenges, and self-reported changes associated with implementing the Health-Promoting Schools (HPS) project in Zhejiang Province, China. It is a descriptive study, based on a case study model, using illustrative examples from nine schools. Grounded theory analysis revealed detailed pre-implementation, implementation, and monitoring and evaluation processes; classroom-based, school-wide and outreach activities; and modifications to the physical and psycho-social school environment. Schools faced a number of challenges related to understanding and integrating the HPS concept and a lack of professional development and support. Yet. participants reported many health-conducive changes in their attitudes, conceptual knowledge, …

Traveling Spark: Alice Yardley And Child-Centered Education: The Development Of Her Educational Thought, 1913-2002: A Dissertation, Pebble Baker Brooks

Educational Studies Dissertations

The British author and educator Alice Yardley (1913-2002) worked in Nottingham City Schools (UK) as a teacher and headteacher between 1934 and 1961, and was instrumental in the evolution of the English Infant School for five to seven year olds as a model of progressive theory and practice in action... Based on information gathered from interviews with Alice Yardley over a three year period (1999-2002) and incorporating a number of primary sources, including her memoir, notebooks, archival documents and records, visits to places where she lived and taught, and conversations with her colleagues and students, the dissertation draws on historical …

Journal Of Pedagogy, Pluralism And Practice, Volume 1 (4), Fall 1999 (Full Issue), Journal Staff

Journal of Pedagogy, Pluralism, and Practice

The theme of this issue is deconstructing the concept of human rights, legal elements of bilingual education, and the relationship between language development and education

Journal Of Pedagogy, Pluralism And Practice, Volume I (3), Fall 1998 (Full Issue), Journal Staff

Journal of Pedagogy, Pluralism, and Practice

No abstract provided.