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Northwest Journal of Teacher Education最新文献

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Who Lives, Who Dies, Who Sings Which Story?: Narrative Production and Race in the Curriculum of Film Musicals 谁生、谁死、谁唱哪个故事？电影音乐剧课程中的叙事制作与种族问题
Northwest Journal of Teacher Education Pub Date : 2022-11-22 DOI: 10.15760/nwjte.2022.17.3.20
J. Batt, Michael Joseph
{"title":"Who Lives, Who Dies, Who Sings Which Story?: Narrative Production and Race in the Curriculum of Film Musicals","authors":"J. Batt, Michael Joseph","doi":"10.15760/nwjte.2022.17.3.20","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.20","url":null,"abstract":"Abstract Film musicals serve as a tool to infuse historical and cultural content into social studies curricula towards greater student engagement—for example, Lin Manuel-Miranda's Hamilton has become a celebrated classroom piece due to its ability to blend history with hip-hop and pop culture. Yet beyond language and content scans, teachers rarely examine or utilize musicals for how their narratives (mis)represent racial communities. This critical film analysis of three film musicals, using the theoretical framework of history production, reveals themes of historical morality, romantic relationship and race, and implicit/explicit racial messaging. Although troubling in their overall contribution to racial projects, film musicals can in fact be an opportune way to engage in the complexities of teaching race and racism in educational spaces when treated as critical curriculums.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131340485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Critical Arts-Based Projects for Equitable Emergent Teacher Education Researcher Preparation 公平的紧急教师教育研究人员准备的关键艺术基础项目
Northwest Journal of Teacher Education Pub Date : 2022-11-22 DOI: 10.15760/nwjte.2022.17.3.23
Lauren Jaramillo, Marc North, Christian Valdez, Camea L. Davis, Luiz Claudio Barcellos
{"title":"Critical Arts-Based Projects for Equitable Emergent Teacher Education Researcher Preparation","authors":"Lauren Jaramillo, Marc North, Christian Valdez, Camea L. Davis, Luiz Claudio Barcellos","doi":"10.15760/nwjte.2022.17.3.23","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.23","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123301547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Confronting Curriculum Epistemicide: A Conversation with Editors Dan Ness & Rick Sawyer 面对课程知识毁灭:与编辑丹·内斯和里克·索耶的对话
Northwest Journal of Teacher Education Pub Date : 2022-11-22 DOI: 10.15760/nwjte.2022.17.3.33
Maika J. Yeigh, Richard D. Sawyer, D. Ness
{"title":"Confronting Curriculum Epistemicide: A Conversation with Editors Dan Ness & Rick Sawyer","authors":"Maika J. Yeigh, Richard D. Sawyer, D. Ness","doi":"10.15760/nwjte.2022.17.3.33","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.33","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127399576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Why Arts Education, At All?: An A/r/tographic Inquiry 为什么要进行艺术教育?: A/r/地理查询
Northwest Journal of Teacher Education Pub Date : 2022-11-22 DOI: 10.15760/nwjte.2022.17.3.19
Darshana Devarajan, Britt Brewer, Karenanna Boyle Creps, Reyila Hadeer
{"title":"Why Arts Education, At All?: An A/r/tographic Inquiry","authors":"Darshana Devarajan, Britt Brewer, Karenanna Boyle Creps, Reyila Hadeer","doi":"10.15760/nwjte.2022.17.3.19","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.19","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133497530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Sonnet from the Future 来自未来的十四行诗
Northwest Journal of Teacher Education Pub Date : 2022-11-22 DOI: 10.15760/nwjte.2022.17.3.34
M. Cerqueira
{"title":"Sonnet from the Future","authors":"M. Cerqueira","doi":"10.15760/nwjte.2022.17.3.34","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.34","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132586553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Of Course, My Own Teacher Education Impacts Others: The Quest Toward Erasing "Erasure" 当然，我自己的教师教育也会影响他人:对抹去“抹去”的追求
Northwest Journal of Teacher Education Pub Date : 2022-11-22 DOI: 10.15760/nwjte.2022.17.3.5
T. Poetter
{"title":"Of Course, My Own Teacher Education Impacts Others: The Quest Toward Erasing \"Erasure\"","authors":"T. Poetter","doi":"10.15760/nwjte.2022.17.3.5","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.5","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"83 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120920446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Are You A Spare Part? 你是备件吗?
Northwest Journal of Teacher Education Pub Date : 2022-11-22 DOI: 10.15760/nwjte.2022.17.3.17
Morna McDermott
{"title":"Are You A Spare Part?","authors":"Morna McDermott","doi":"10.15760/nwjte.2022.17.3.17","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.17","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125670605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Towards a Healing Curriculum: Addressing Cultural Inclusion for the Indigenous Sadri Community in Bangladesh 迈向治愈课程:解决孟加拉国土著萨德里社区的文化包容问题
Northwest Journal of Teacher Education Pub Date : 2022-11-22 DOI: 10.15760/nwjte.2022.17.3.13
Jurana Aziz
{"title":"Towards a Healing Curriculum: Addressing Cultural Inclusion for the Indigenous Sadri Community in Bangladesh","authors":"Jurana Aziz","doi":"10.15760/nwjte.2022.17.3.13","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.13","url":null,"abstract":"Abstract 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 of studies have emphasized the need of curriculum inclusion through using the indigenous/minority languages to improve literacy for the deprived people, but no step has been officially taken to include any of these languages as a mode of classroom instruction in Bangladesh. Thus my paper investigates the impact of a mother-tongue based intervention adopted in a research study to expand possibilities of the cultural inclusion approach for the indigenous Sadri community in Bangladesh. While working with the research participants I felt the need of a healing curriculum that will help the indigenous people to cope with learning struggles. My paper proposes a healing curriculum to reduce cultural differences and maintain a cultural ecology (Cajete, 2000; Cardoso & Jimenez, 2015) within communities through cultural inclusion. I also advocate for a healing curriculum concept to foster cultural inclusion (Richardson, 2011) to counter identify dysfunction of curriculum design in a settler-colony context.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127324280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Climate Change Curricula in Alberta, Canada: An Intersectional Framing Analysis 加拿大艾伯塔省气候变化课程:交叉框架分析
Northwest Journal of Teacher Education Pub Date : 2022-11-22 DOI: 10.15760/nwjte.2022.17.3.10
Gregory Lowan-Trudeau
{"title":"Climate Change Curricula in Alberta, Canada: An Intersectional Framing Analysis","authors":"Gregory Lowan-Trudeau","doi":"10.15760/nwjte.2022.17.3.10","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.10","url":null,"abstract":"Abstract This article is comprised of a climate change-focused framing analysis of proposed revisions to Alberta, Canada’s K-6 curriculum as an ideologically motivated manifestation of curricular epistemicide. Eisner’s three curricula—the explicit, implicit, and null—and scholarship related to intersectional climate and environmental justice, education, and communication provide the theoretical framework. This inquiry concludes with a critical discussion of and possible alternatives to the revised curriculum with further consideration of the implications for those involved with similar endeavours in other jurisdictions across Canada and around the world.","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"2011 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127371378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Challenging epistemologies of objectivity through collaborative pedagogy: Centering identity, power, emotions, and place in teacher education 通过合作教学法挑战客观性的认识论:以教师教育中的身份、权力、情感和位置为中心
Northwest Journal of Teacher Education Pub Date : 2022-11-22 DOI: 10.15760/nwjte.2022.17.3.29
Camille Ungco, Rachel Snyder Bhansari
{"title":"Challenging epistemologies of objectivity through collaborative pedagogy: Centering identity, power, emotions, and place in teacher education","authors":"Camille Ungco, Rachel Snyder Bhansari","doi":"10.15760/nwjte.2022.17.3.29","DOIUrl":"https://doi.org/10.15760/nwjte.2022.17.3.29","url":null,"abstract":"","PeriodicalId":298118,"journal":{"name":"Northwest Journal of Teacher Education","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116716393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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