Educational Sociology Commons^™

Environmental And Climate Change Dictionary, Fozia Parveen

Books

The idea of creating a dictionary was conceived after AKU-IED launched the climate change and environmental sustainability module in 2022 for parents, teachers, and students. As a follow-up to the launch, under the ismaili civic banner, over 100 teachers and youth educators were oriented about the module. It was realized that several words that we presume teachers would know are not as common in their vocabulary as we had thought, especially considering that head teachers come from diverse background.
Working on the principle of creating more scholarship for climate change education and education for sustainable development, this dictionary was initiated …

Divergent Representations Of Africa: A Qualitative Analysis Of Georgia Social Studies Textbooks, Bailey A. Brown, Amber R. Reed

Georgia Educational Researcher

The Georgia Department of Education has clearly defined standards for learning about Africa in the seventh grade. However, there exists great variation in how textbooks present this material and address these standards. Using a qualitative content analysis approach, we assess the presentation of Africa in three widely used Georgia social studies textbooks. We document and analyze coverage of Africa across Georgia’s seventh grade world studies learning domains. Our research demonstrates: 1) that, despite widespread calls for decolonization of education and strengthening of multicultural education, Euro-American perspectives on Africa are still prevalent; 2) textbooks vary widely on how they choose to …

Let's Not Do Anything Drastic: Processes Of Reproducing Rural Marginalization In Education Policy Decision-Making, Julia M. Miller

Theses and Dissertations--Sociology

At a school board meeting in micropolitan Athens County, parents of children attending the district’s smallest elementary school, Chauncey Elementary, packed in to defend the school against consolidation. They made calls for a levy to cover the impending budget shortfall and offered to reduce their classrooms by half if other schools would also bear some of the costs. They spent their holiday season defending their school, a source of vibrancy in the small town, from being closed. In the meeting, someone advocating for alternatives to closure suggested cutting administrator positions. The board response, according to one parent-leader? “Let’s not do …

Depersonalizing Troubles In Institutional Interaction: Routinizing In Parent-Teacher Conferences, Danielle M. Pillet-Shore

Faculty Publications

This article advances our understanding of institutional interaction by showing when and how it can be advantageous for professionals to treat addressed-recipients as non-unique. Examining how teachers talk about children-as-students during parent-teacher conferences, this investigation illuminates several specific interactional methods that teachers use to depersonalize the focal student’s trouble, delineating as among these the novel practice of “routinizing”—citing firsthand experience with other similar cases. Analysis demonstrates how teachers use routinizing to enact their expertise, both responsively as a vehicle for attenuating and credentialing their advice-giving to parents/caregivers, and proactively to preempt parent/caregiver resistance to their student-assessments/evaluations. This research …

An Arbitrary Aesthetic: Cultural Reproduction And Hegemonic Canonical Formations In The Western Theatrical Academy, Sim C. Rivers

Theses and Dissertations

Theatre as an artistic practice has often been celebrated as an art of and for the people, being a modality that in theory the common person has access to learn, explore and experience. In recent years I have become preoccupied with the growing rarification and privileging of this art form, particularly in how it is cognized and taught in the academic world. As such, I set out to investigate the mechanisms at work at levels structural, artistic, and personal that determine how theatre is taught and understood within the western academy.

This thesis seeks to examine and unpack the perceived …

Herstory 101: Examining The Representation Gap Of Bipoc Women Educational Leaders, Kinasha Brown

Graduate Research Theses & Dissertations

Background/Purpose: The purpose of this study was to examine how lived experiences influenced perceptions of leadership self-efficacy amongst Black, Indigenous, or Person of Color (BIPOC) women educational leaders in order to minimize future representation gaps in educational leadership. Methods: Qualitative interviews were conducted with 14 BIPOC cis-gender female leaders who worked in a large school district in the southwestern region of the United States. Results: Examining the social constructs of race, gender, leadership makes clear how BIPOC women are socially constructed as inferior and how that played out in this educational leadership settings. The interconnectedness of both approaches contributes to …

Uruguayan Parents' Perceptions About Educational Segregation In Uruguayan Public Elementary Schools: A Case Study, Natalia Fernández

Graduate Research Theses & Dissertations

Educational segregation has been increasing across public elementary schools in Uruguay producing negative effects on students’ outcomes, performance, and opportunities. It also affects social cohesion. Previous studies detect the presence of educational segregation in Uruguay, identify the predominance of socioeconomic segregation in education in the country, and study the relationships between public and private institutions. A review of the extant literature demonstrates there is a gap in the exploration of the possible factors that contribute to the phenomenon. Moreover, there is a need to know the perceptions and experiences of Uruguayan families about the influence of these factors in their …

Triumph After Trauma: A Phenomenological Exploration Into Women Survivor’S Perceptions Of The Influence Of Trauma On Their Leadership, Natalya R. Bannister Roby

UNF Graduate Theses and Dissertations

Most research around trauma is focused on negative life consequences. Although limited, there is research that explores the influence of resilience and how some survivors may experience growth after trauma (Kirschman, 2004). Furthermore, research is limited on how trauma influences the leadership style and career trajectories of women who have overcome trauma. A qualitative phenomenological approach was used as the methodological framework to explore the perspectives of women leaders who identify as survivors or overcomers of trauma. The study participants are women leaders in middle management positions to senior-level executives in educational organizations serving middle and high school students.

In-depth …