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Research Anthology on Instilling Social Justice in the Classroom最新文献

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Service-Learning Field Experiences to Build Intercultural Competence 建立跨文化能力的服务学习领域经验
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7706-6.ch065
J. Munter, Beverley Calvo, Laura Irene Dino Morales, Andres A. Oroz
{"title":"Service-Learning Field Experiences to Build Intercultural Competence","authors":"J. Munter, Beverley Calvo, Laura Irene Dino Morales, Andres A. Oroz","doi":"10.4018/978-1-7998-7706-6.ch065","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch065","url":null,"abstract":"There is a call today for preparing teachers to reflect on their role as agents for global change, as engaged citizens responsible for helping to create a more equitable society. This chapter explores the transformative potential for the integration of service-learning into field experiences through examination of a bi-national teacher education project located on the U.S.-México border. A primary purpose of this chapter was to examine the ways in which service-learning field experiences enrich and deepen intercultural competence of teacher candidates. Qualitative data, including interview transcripts, reflective essays, and reports were analyzed to determine the extent to which U.S. and Mexican master teachers, graduate students, and teacher candidates' perceptions of their work with transnational learners changed as a result of bicultural, bi-national service-learning field experiences. The findings demonstrate the potential of service-learning for developing intercultural competence in current and future teachers.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"11 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116205176","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
Maintaining a Socially Just Classroom 维持社会公平的课堂
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-7582-5.CH011
Jose W. Lalas, J. Lalas
{"title":"Maintaining a Socially Just Classroom","authors":"Jose W. Lalas, J. Lalas","doi":"10.4018/978-1-5225-7582-5.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-7582-5.CH011","url":null,"abstract":"This chapter presents an ethical decision-making for student engagement from a social justice perspective. It discusses what social justice means by presenting some principles gathered from existing related research literature supported by teacher voices that are gathered from written survey. Student engagement and the factors that influence it are discussed highlighting them from a socially and culturally situated perspective. Motivational and sociocultural factors such as funds of knowledge, race, social capital, and cultural capital are presented to demonstrate why mere access is not enough as an ethical and equitable way of engaging student to achieve positive outcomes. Access must be activated by providing students ample opportunities to experience a sense of belonging, teacher trust that they are competent learners, recognition of their identities and interests, and meaningful engagements.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114782138","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
A Reimagined EdD 一个重新想象的EdD
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7706-6.ch059
Matthew Militello, L. Tredway, Karen D. Jones
{"title":"A Reimagined EdD","authors":"Matthew Militello, L. Tredway, Karen D. Jones","doi":"10.4018/978-1-7998-7706-6.ch059","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch059","url":null,"abstract":"This chapter provides an overview of an innovative design for an online doctoral program in educational leadership. The authors begin with an outline of the participatory, progressive pedagogy framework that guides their work with students. They analyze the use of two illustrations that exemplify their pedagogy in an online environment: digital storytelling and Flip Grid, a video-based online discussion forum. The chapter demonstrates the importance of relationships prior to engagement in critical dialogue and pedagogies both online and in person and identifies key principles for online teaching and learning.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131983923","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
Parent Engagement Through Abriendo Caminos/Opening Pathways 通过Abriendo Caminos/ open Pathways的家长参与
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7706-6.ch033
Mónica Hernández-Johnson, Rosemary Q. Flores
{"title":"Parent Engagement Through Abriendo Caminos/Opening Pathways","authors":"Mónica Hernández-Johnson, Rosemary Q. Flores","doi":"10.4018/978-1-7998-7706-6.ch033","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch033","url":null,"abstract":"“Abriendo Caminos/Opening Pathways for Students of Color Into the Teaching Profession: Giving Back to the Community Through Teaching,” funded by an educational improvement grant, was designed to address the teacher shortage and demographic diversity gap between students and teachers in a largely urban public school district in the Southwestern United States. The research team at a large, minority-serving public research institution set to address the teacher shortage and diversity gap in three distinct ways—research, recruitment, and registration/retention—with a strong parental engagement component in every stage. Research shows that the engagement of multicultural families/families of color in schools and surrounding community initiatives may more expediently and reliably translate into improved student educational outcomes than does that involvement focused largely on their children's performance in school. This chapter delineates practical hands-on methods to develop stronger parent partnerships using a social justice lens.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131468301","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
Pedagogical Approaches and Service-Learning in Teacher Preparation 教师培训中的教学方法和服务学习
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-4041-0.CH001
Margaret-Mary Sulentic Dowell, Tynisha D. Meidl
{"title":"Pedagogical Approaches and Service-Learning in Teacher Preparation","authors":"Margaret-Mary Sulentic Dowell, Tynisha D. Meidl","doi":"10.4018/978-1-5225-4041-0.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-4041-0.CH001","url":null,"abstract":"As the initial chapter in this volume, the authors set the tone by inviting service-learning practitioners who are situated within teacher education into dialogue regarding the foundational aspects of service-learning as an effective pedagogical approach for preparing pre-service teachers to teach from a culturally responsive stance. In this chapter, practitioners from across the field of teacher education's spectrum, from emerging scholars to veteran service-learning researchers, are encouraged to reflect on the ways they envision and position service-learning. Overall, service-learning is presented as a pedagogical approach involving various partners, including faculty, staff, students, community members, and agencies. This chapter foreshadows the varied methods and approaches contributors to this edited volume employ to strengthen and extend traditional field experiences and, thus, teacher preparation.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"42 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131645925","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
Social Ecology of Engaged Learning 参与式学习的社会生态
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7706-6.ch040
J. Arches, Chi-kan Richard Hung, A. Patel
{"title":"Social Ecology of Engaged Learning","authors":"J. Arches, Chi-kan Richard Hung, A. Patel","doi":"10.4018/978-1-7998-7706-6.ch040","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch040","url":null,"abstract":"This chapter presents a community-university partnership model of service-learning with urban, low income, middle school youth of color focused on promoting agency and efficacy through an All Star Anti-violence Youth Summit. The summit combined basketball and small group activities to define, analyze, and address the issue of gun violence in the community. The approach is intergenerational and intercultural, and was implemented through a semester long Civic Engagement service-learning class. The diverse group of students at a large, urban, public University applied the concepts of critical service-learning, British Social Action, positive youth development, and civic engagement.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128193699","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
A Pedagogy of Promise 承诺教学法
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7706-6.ch039
Eva M. Zygmunt, Kristin Cipollone
{"title":"A Pedagogy of Promise","authors":"Eva M. Zygmunt, Kristin Cipollone","doi":"10.4018/978-1-7998-7706-6.ch039","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch039","url":null,"abstract":"This chapter details an innovative teacher education paradigm that privileges community-engagement and critical service-learning in the development of culturally responsive teachers. Candidates are removed from campus and immersed in a low-income, African-American neighborhood for an entire semester's coursework, where they participate in critical service-learning alongside community mentors and members of the neighborhood community council. Differentiated from more traditional models of university service learning characterized by “doing for,” and which tend to favor those who serve over those being served, candidates participate with and alongside residents in projects identified by members of the neighborhood as integral to community vitality. The chapter details examples of critical service-learning that have been co-enacted in the eight-year history in the neighborhood. Candidate and community member reflections on their co-participation are privileged in the rich description of how this partnership is instrumental in the development of culturally responsive teachers.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130950515","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
Moving Urban Students Beyond Online Public Voices to Digital Participatory Politics 将城市学生从网络公共声音转移到数字参与政治
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-7706-6.ch075
Nicholas Lawrence, Joseph O'Brien, Brian Bechard, Ed Finney, Kimberly Gilman
{"title":"Moving Urban Students Beyond Online Public Voices to Digital Participatory Politics","authors":"Nicholas Lawrence, Joseph O'Brien, Brian Bechard, Ed Finney, Kimberly Gilman","doi":"10.4018/978-1-7998-7706-6.ch075","DOIUrl":"https://doi.org/10.4018/978-1-7998-7706-6.ch075","url":null,"abstract":"The authors explore a teacher's 10-year journey to foster his urban middle school students' public voice and then their ability to engage in participatory politics. The authors first provide a conceptual and experiential context for how the teacher came to question whether cultivating 8th grade students' online public voice in a U.S. history was enough. Second, they discuss how two teachers created online interschool deliberations about contemporary issues and how a third teacher used low and high tech to enable her students to take civic action. Third, they discuss the essential elements of an online participatory learning space. Fourth, they address the challenges of integrating digital deliberations about contemporary public issues and online civic action into a U.S. history curriculum. Finally, they present how they adapted a site devoted to deliberations about just war in the context of U.S. history to a focus on just action in a contemporary setting.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130227335","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
Inclusive Pedagogical Practices in Online Courses 网络课程的包容性教学实践
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8009-6.CH019
Christina M. Nash
{"title":"Inclusive Pedagogical Practices in Online Courses","authors":"Christina M. Nash","doi":"10.4018/978-1-5225-8009-6.CH019","DOIUrl":"https://doi.org/10.4018/978-1-5225-8009-6.CH019","url":null,"abstract":"This chapter examines the best practices for creating inclusive online courses, focused at the K–12 level. It presents a theoretical framework that is rooted in teacher reflectivity and social justice in the classroom. Teachers should not only present voices from a diverse population, but also ask students to evaluate the dominant voices still left in the curriculum and how those voices shape societal institutions. Strategies recommended include, but are not limited to, being aware of cultural differences through both information gathering and experience; providing opportunities for communication that honor both students cultural and learning preferences; providing explicit course guidelines, expectations, and extended descriptions of course assignments; addressing the implementation of collaborative work with students of diverse backgrounds; and promoting students' cultural awareness through the critique of content.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126280489","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
The Aotearoa New Zealand Curriculum Te Whāriki as a Basis for Developing Dispositions of Inclusion 新西兰奥特罗亚课程(Whāriki)作为发展包容倾向的基础
Research Anthology on Instilling Social Justice in the Classroom Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-7703-4.CH011
M. Gaffney, Kate McAnelly
{"title":"The Aotearoa New Zealand Curriculum Te Whāriki as a Basis for Developing Dispositions of Inclusion","authors":"M. Gaffney, Kate McAnelly","doi":"10.4018/978-1-5225-7703-4.CH011","DOIUrl":"https://doi.org/10.4018/978-1-5225-7703-4.CH011","url":null,"abstract":"Over the last 20 years Aotearoa New Zealand's early childhood curriculum, Te Whāriki, has required and supported inclusive approaches to the active participation of disabled children and their families in everyday early childhood settings. The revised Te Whāriki, released in 2017, further places an onus of responsibility on teachers to resist inequity and exclusion experienced by disabled children through its focus on nurturing respectful, responsive relationships with families and honoring the knowledge parents bring with them as experts on their children. This chapter explores how Te Whāriki and initial teacher education (ITE) programs in Aotearoa New Zealand can act on each other to produce student teacher practice that is inclusive of family perspectives. Te Whāriki is a bicultural curriculum and recognizes the Crown's earlier commitment to the indigenous people of New Zealand. This also acknowledges the role of families in early childhood settings as equal partners in establishing aspirations for their children's learning.","PeriodicalId":414808,"journal":{"name":"Research Anthology on Instilling Social Justice in the Classroom","volume":"168 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121708986","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
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