Radical Teacher最新文献_第2页

Navigating Borders During the Pandemic: A Collaborative Multi-Sited Approach 大流行病期间的边境导航：多地点协作方法

IF 0.3

Radical Teacher Pub Date : 2023-12-08 DOI: 10.5195/rt.2023.1029

Paloma Villegas, Francisco Villegas

{"title":"Navigating Borders During the Pandemic: A Collaborative Multi-Sited Approach","authors":"Paloma Villegas, Francisco Villegas","doi":"10.5195/rt.2023.1029","DOIUrl":"https://doi.org/10.5195/rt.2023.1029","url":null,"abstract":"In this contribution, we examine a virtual, cross-campus collaboration during the fall of 2020. Our goal was for students to develop deeper knowledge of the materiality of borders through course content as well as getting to know each other and their different contexts in iterative ways. We approached this goal by intentionally seeking to engage our students, who were facing virtual classes for the second or third time given the Covid-19 pandemic. We knew students struggled with online platforms in previous terms and aimed to provide a classroom experience that recognized the limits of screen-based interaction and the multitude of precarities accentuated by the pandemic. While attending our classes, students were also facing the interlocking effects of Covid-19 including illness and death in their families, effects on their employment and mobility, and associated mental health struggles. Thus, community building within and across these classes was key as we navigated teaching online. Finally, we address our social location regarding course content given our complicated histories of migration and identities as undocuscholars: growing up and attending higher education undocumented in the U.S. (though no longer undocumented).","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"35 21","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138588971","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

Un/Commoning Pedagogies: Moving To/Gather in Difference 非/共鸣教学法：在差异中前进/聚集

IF 0.3

Radical Teacher Pub Date : 2023-12-08 DOI: 10.5195/rt.2023.1002

D. Chapman, J. Dellecave, Adanna Kai Jones, S. Kivenko, Mario LaMothe, Queen Lailye Weidman, Meccasia Zabriskie

引用次数: 0

Critical Collaboration 关键合作

IF 0.3

Radical Teacher Pub Date : 2023-12-08 DOI: 10.5195/rt.2023.1201

Neil Meyer

引用次数: 0

Constructing College-Level Diversity, Equity, and Inclusion (DEI) Minors—Moving from Performative to Transformative DEI 构建学院级多元化、平等与包容（DEI）辅修课程--从表演性 DEI 到变革性 DEI

IF 0.3

Radical Teacher Pub Date : 2023-12-08 DOI: 10.5195/rt.2023.977

Carole Gibbs, Nwando Achebe, Brian Johnson, Chioma Nwaiche, Daniel Velez Ortiz

引用次数: 0

Hegemonic Wellness: A Post-Covid Assault on Teachers and Teaching 霸权健康:后covid对教师和教学的攻击

IF 0.3

Radical Teacher Pub Date : 2023-08-23 DOI: 10.5195/rt.2023.1176

R. Saul

引用次数: 0

Teaching About Democratic Socialism, American Style 美式民主社会主义教学

IF 0.3

Radical Teacher Pub Date : 2023-08-23 DOI: 10.5195/rt.2023.1155

P. Dreier

引用次数: 0

Two Poems 两首诗

IF 0.3

Radical Teacher Pub Date : 2023-08-23 DOI: 10.5195/rt.2023.1144

Adnan Adam Onart

引用次数: 0

A Student-Initiated Course in Socialism 学生发起的社会主义课程

IF 0.3

Radical Teacher Pub Date : 2023-08-23 DOI: 10.5195/rt.2023.1165

E. Arnesen, David T. W Ebb, Stephen Rome, S. Ward

引用次数: 0

A Radical Culture for Children of the Working Class: The Young Socialists' Magazine, 1908-1920 工人阶级儿童的激进文化:青年社会主义者杂志，1908-1920

Radical Teacher Pub Date : 2023-08-23 DOI: 10.5195/rt.2023.1181

Florence Tager

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引用次数: 0

Using Storytelling and Histories to Create Inclusive Spaces 用故事和历史创造包容的空间

IF 0.3

Radical Teacher Pub Date : 2023-08-23 DOI: 10.5195/rt.2023.1109

Marlee Bunch

{"title":"Using Storytelling and Histories to Create Inclusive Spaces","authors":"Marlee Bunch","doi":"10.5195/rt.2023.1109","DOIUrl":"https://doi.org/10.5195/rt.2023.1109","url":null,"abstract":"Teaching involves the responsibility of ensuring that learning spaces are both inclusive and equitable for all students, specifically marginalized groups. With the many issues that we as educators face in the current day, it is overwhelming at times to consider best practices to ensure that cultural competency and inclusion are actionable and apparent in the classroom. However, now more than ever, there is an urgency to begin actionable steps that move our schools and classrooms towards true inclusion with equitable practices. This suggests questions we can consider to help us recognize and act on this urgency: Are educators equipped with the necessary tools and support to implement lessons that mirror the growing diversity of students? What affects what they do? Are educators equipped with planning tools that also emphasize the importance and necessity of self-reflection as leaders in classrooms and learning spaces? Lastly, how can we use stories and histories to advance student knowledge and celebrate perspectives and inclusion? To address these questions I provide a four-dimensional framework which can be used to plan, analyze, and evaluate the content we present and implement in our classrooms. Such a framework allows a simplified, yet effective method of building and sustaining a truly inclusive and culturally minded learning space.","PeriodicalId":42678,"journal":{"name":"Radical Teacher","volume":"3 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84341297","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