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Future-Proof Transformational School Design for the New Era 面向未来的新时代转型学校设计
Cases on Academic Program Redesign for Greater Racial and Social Justice Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8463-7.ch015
Mara Simmons, M. Wiltshire
{"title":"Future-Proof Transformational School Design for the New Era","authors":"Mara Simmons, M. Wiltshire","doi":"10.4018/978-1-7998-8463-7.ch015","DOIUrl":"https://doi.org/10.4018/978-1-7998-8463-7.ch015","url":null,"abstract":"The ‘New Era' defined as post pandemic has opened up a conversation for more opportunities to transform school design in order to create a more functional, engaged democratic society premised on a social responsibility reflecting a multicultural, empowered workforce. This chapter is a product of the collaboration of a UK and a US educator looking at two case studies of secondary education and one higher education that serve as examples of success for transforming schools. Using Bolman and Deal's Four Frames for Organizational Design, the authors make the case for school designs that take into account diverse learner groups and diverse pathways leading to an educated and skilled workforce. A result from this analysis includes a specific, short list of components to consider for transforming schools.","PeriodicalId":417226,"journal":{"name":"Cases on Academic Program Redesign for Greater Racial and Social Justice","volume":"83 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":"129856318","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
Building Racial Justice Into a Master's Program 将种族正义纳入硕士课程
Cases on Academic Program Redesign for Greater Racial and Social Justice Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8463-7.ch005
Jenifer Crawford, E. Cain, E. Hamilton
{"title":"Building Racial Justice Into a Master's Program","authors":"Jenifer Crawford, E. Cain, E. Hamilton","doi":"10.4018/978-1-7998-8463-7.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-8463-7.ch005","url":null,"abstract":"This chapter describes a five-year equity initiative to transform a language teacher education professional master's program into one that cultivates racial justice and equity-minded practices in graduates. This chapter will review program work over the last five years on two critical efforts involved in the ongoing five-year equity-minded initiatives. The program activities include data review and planning from 2017 to 2018 and equity curricular re-design from 2018 to 2020, where faculty revised program goals, curriculum, and syllabi. Critical race theory and equity-mindedness frameworks guided this equity initiative's process, goals, and content. The authors argue that building racial justice into a professional master's program requires applying a critical race analysis to the normative assumptions about academic program redesign. Individual and institutional challenges are discussed, and recommendations for building racial justice into the curriculum, instruction, and program policies are provided.","PeriodicalId":417226,"journal":{"name":"Cases on Academic Program Redesign for Greater Racial and Social Justice","volume":"33 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":"127470503","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
Teaching Collective Action: Strategies for Fostering Racial and Social Justice 教学集体行动:促进种族和社会正义的策略
Cases on Academic Program Redesign for Greater Racial and Social Justice Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8463-7.ch004
A. Schutz
{"title":"Teaching Collective Action: Strategies for Fostering Racial and Social Justice","authors":"A. Schutz","doi":"10.4018/978-1-7998-8463-7.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-8463-7.ch004","url":null,"abstract":"Universities teach students about social problems but provide few concrete tools for acting to promote social change. Teaching about challenges but not about possible solutions can be potentially disempowering and may reduce civic agency. This chapter discusses the development of a required class on community organizing and civil resistance that provides students with specific strategies for engaging in collective action. The author explores a range of tensions involved in teaching this class: making it experiential without forcing students to work on issues or take steps they might not agree with, providing multiple traditions of social action so they do not get the sense that there is one “right” way, working with students whose perspectives might differ from ones he sees as legitimate, and teaching a class that some outside the institution might see as beyond the purview of a university. Ultimately, he argues that it is incumbent upon universities to provide concrete skills for social action, because failing to do so restricts their capacity to become effective civic actors in our democracy.","PeriodicalId":417226,"journal":{"name":"Cases on Academic Program Redesign for Greater Racial and Social Justice","volume":"118 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":"114592505","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
Redesigning GE Language 重新设计GE语言
Cases on Academic Program Redesign for Greater Racial and Social Justice Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8463-7.ch002
P. Cronovich, Jacqueline K. Mitchell
{"title":"Redesigning GE Language","authors":"P. Cronovich, Jacqueline K. Mitchell","doi":"10.4018/978-1-7998-8463-7.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-8463-7.ch002","url":null,"abstract":"This case study delineates changes enacted in the cultural program for beginning-level Spanish language students at a private, faith-based university. Given the restrictions of the pandemic insofar as virtual teaching and learning, as well as the national and international context of racial strife and inequities, the instructors took the opportunity to utilize antiracist pedagogy in order to reach the goals of meaningful content and measurable student outcomes. One of the General Education learning outcomes demonstrates how well students understand the “complex issues faced by diverse groups in global and/or cross-cultural contexts.” Within the context of Latin America and the Latina/Latino experience in the United States, the assignments focus on the intersections of race and gender as they relate to cultural expressions, ensuring that the approach does not obfuscate contributions nor realities of people of color.","PeriodicalId":417226,"journal":{"name":"Cases on Academic Program Redesign for Greater Racial and Social Justice","volume":"47 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":"127215806","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
Make Space, Take Space 创造空间，占领空间
Cases on Academic Program Redesign for Greater Racial and Social Justice Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8463-7.ch001
M. Beasley, J. Tunstall, S. Blackmon, M. Smith
{"title":"Make Space, Take Space","authors":"M. Beasley, J. Tunstall, S. Blackmon, M. Smith","doi":"10.4018/978-1-7998-8463-7.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-8463-7.ch001","url":null,"abstract":"This chapter focuses on the impact of a culturally relevant course centering the experiences of Black women attending a Historically White Institution (HWI). This chapter will provide an overview of the course creation, implementation, and positive implications of a gender-specific course steeped in the African Diaspora. Using Black feminist thought, the authors examine how Black female students experience community, self-discovery, and academic success. The chapter highlights student voices and discusses the lasting impact of the case design on the students and collegiate community. In addition, the co-creators share the impact of the course on their own well-being and its larger impact on the collegiate campus.","PeriodicalId":417226,"journal":{"name":"Cases on Academic Program Redesign for Greater Racial and Social Justice","volume":"68 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":"123384046","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
Integrating Service Learning With Systemic Change 整合服务学习与系统变革
Cases on Academic Program Redesign for Greater Racial and Social Justice Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8463-7.ch014
Alison Badgett
{"title":"Integrating Service Learning With Systemic Change","authors":"Alison Badgett","doi":"10.4018/978-1-7998-8463-7.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-8463-7.ch014","url":null,"abstract":"This chapter examines the redesign of the Petey Greene Program (the PGP), which prepares undergraduate and graduate student volunteers at 30 higher education institutions to tutor people in prison. Through a redesign process, the PGP shifted from a service learning organization that only supplements existing prison education programs with volunteer tutors to one that also pursues systemic improvement in educational access for justice-impacted people and facilitates volunteer activism. The chapter explores how service learning programs may perpetuate unjust systems if they are not integrated into systemic change initiatives and offers a guide for using service learning programs as a platform for pursuing systemic change. The case study illustrates how higher education institutions can partner with external organizations to educate justice-oriented citizens who understand and address the structural root causes of injustice.","PeriodicalId":417226,"journal":{"name":"Cases on Academic Program Redesign for Greater Racial and Social Justice","volume":"3 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":"124029528","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
Implementing a Critical Community of Practice Within a University-Based Teacher Induction Program 在以大学为基础的教师入职计划中实施关键的实践社区
Cases on Academic Program Redesign for Greater Racial and Social Justice Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8463-7.ch006
E. Hamilton, Ebony Cain-Sanschagrin, Jenifer Crawford
{"title":"Implementing a Critical Community of Practice Within a University-Based Teacher Induction Program","authors":"E. Hamilton, Ebony Cain-Sanschagrin, Jenifer Crawford","doi":"10.4018/978-1-7998-8463-7.ch006","DOIUrl":"https://doi.org/10.4018/978-1-7998-8463-7.ch006","url":null,"abstract":"This chapter describes the initial stage of implementing a critical community of practice within a university-based teacher induction program in Southern California. This case highlights how novice critical teachers work together to support one another, engage in problem-solving, and bridge theories to action to address challenges they face in their teaching. Implications for using critical community of practice in academic programs and professional programs to bridge critical theories to equitable practice are presented.","PeriodicalId":417226,"journal":{"name":"Cases on Academic Program Redesign for Greater Racial and Social Justice","volume":"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":"123303913","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
Cultural Humility as a Path to Equity in Higher Education 文化谦逊:通往高等教育公平之路
Cases on Academic Program Redesign for Greater Racial and Social Justice Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8463-7.ch013
Veronica Keiffer-Lewis
{"title":"Cultural Humility as a Path to Equity in Higher Education","authors":"Veronica Keiffer-Lewis","doi":"10.4018/978-1-7998-8463-7.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-8463-7.ch013","url":null,"abstract":"Achieving equity in higher education involves more than just closing achievement gaps and mitigating the impact of historic oppression and underrepresentation. In this chapter, the author presents a framework for cultural humility as a pathway to equity for institutions of education, as well as an approach for the professional development of cultural humility practitioners. The cultural humility framework comprises four core principles as well as five transformational skills (i.e., dialogue, inquiry, self-reflection, conflict transformation, and identity negotiation). The chapter concludes with a discussion about how to implement this framework at both the classroom and institutional levels, as well as the implications of such training for achieving greater equity in higher education.","PeriodicalId":417226,"journal":{"name":"Cases on Academic Program Redesign for Greater Racial and Social Justice","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":"130917497","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
Transforming Educator Practice Through a Culturally Responsive and Sustaining Pedagogies Rubric 通过文化响应和可持续的教育学准则转变教育工作者的实践
Cases on Academic Program Redesign for Greater Racial and Social Justice Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8463-7.ch009
Betina Hsieh, E. Achola, Leslie Reese, Tim Keirn, Shametrice Davis, Oscar Navarro, J. Moreno
{"title":"Transforming Educator Practice Through a Culturally Responsive and Sustaining Pedagogies Rubric","authors":"Betina Hsieh, E. Achola, Leslie Reese, Tim Keirn, Shametrice Davis, Oscar Navarro, J. Moreno","doi":"10.4018/978-1-7998-8463-7.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-8463-7.ch009","url":null,"abstract":"While the value of culturally responsive and sustaining pedagogies in education is largely accepted, how to equip educators to integrate these pedagogies in their practice is far less understood. In this chapter, the authors discuss how teacher education faculty's understanding and implementation of culturally responsive and sustaining pedagogies were strengthened through an iterative and co-constructed process of tenet and rubric development, scaffolded implementation, peer feedback, and collaborative reflection. Drawing from four years of faculty inquiry group work in ongoing professional learning settings, the authors discuss the importance of a localized, evolving central framework which both informed practice and was grounded in praxis. The authors argue for the importance of systematic approaches, including both self-work and engagement with structural inequities, using shared understandings to affect enduring, multi-layered transformation across a large and diverse set of teacher education programs.","PeriodicalId":417226,"journal":{"name":"Cases on Academic Program Redesign for Greater Racial and Social Justice","volume":"35 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":"116615470","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 Post-Secondary Writing Bridge Program for Incarcerated Learners 为被监禁的学习者提供的中学后写作桥梁项目
Cases on Academic Program Redesign for Greater Racial and Social Justice Pub Date : 1900-01-01 DOI: 10.4018/978-1-7998-8463-7.ch011
Chiara Benetollo
{"title":"A Post-Secondary Writing Bridge Program for Incarcerated Learners","authors":"Chiara Benetollo","doi":"10.4018/978-1-7998-8463-7.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-8463-7.ch011","url":null,"abstract":"This chapter discusses a College Bridge Writing Program piloted by the Petey Greene Program inside the Washington D.C. Department of Corrections (DOC) Jail. The program is designed to foster racial and social justice by addressing some of the barriers that prevent incarcerated students from accessing higher education, from succeeding in college-level courses, and more generally, from finding meaningful employment. After providing an overview of the structure and the objectives of the course, the author focuses on the challenges posed by the pandemic and on two of the main features that contributed to the success of the program – the use of learning technology and the role of volunteer tutors, who provided one-on-one support to incarcerated students.","PeriodicalId":417226,"journal":{"name":"Cases on Academic Program Redesign for Greater Racial and Social Justice","volume":"87 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":"123243891","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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