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Motherwork Post-Displacement: Love, Trust, and Kinship through Freirean Culture Circles 流离失所后的母亲工作:自由文化圈中的爱、信任和亲属关系
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-08-09 DOI: 10.1080/00131725.2022.2101822
Astrid N. Sambolín Morales
{"title":"Motherwork Post-Displacement: Love, Trust, and Kinship through Freirean Culture Circles","authors":"Astrid N. Sambolín Morales","doi":"10.1080/00131725.2022.2101822","DOIUrl":"https://doi.org/10.1080/00131725.2022.2101822","url":null,"abstract":"Abstract This study, guided by Woman of Color feminist epistemologies, implements culture circles to highlight the agency of displaced Puerto Rican mothers. Participants expanded their social/kin networks and shared resources from which they drew to meet their family’s needs. Our space provided support for each participants’ reality based on their positionalities while centering love and trust. This work can inform how schools envision engaging with families for their own and children’s success in schools.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48088630","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
Reimagining Black and Latinx Student Success Efforts: An Instrumental Case Study Analysis to Inform Intersectional Justice 重塑黑人和拉丁裔学生的成功努力：为跨部门司法提供信息的工具性案例分析
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-08-09 DOI: 10.1080/00131725.2022.2101811
Sohyeon Bae, G. Boss
{"title":"Reimagining Black and Latinx Student Success Efforts: An Instrumental Case Study Analysis to Inform Intersectional Justice","authors":"Sohyeon Bae, G. Boss","doi":"10.1080/00131725.2022.2101811","DOIUrl":"https://doi.org/10.1080/00131725.2022.2101811","url":null,"abstract":"Abstract This instrumental case study examined why institutional diversity efforts on US campuses gained limited success through a case of a predominantly white research university in the Midwest. Through the lens of reimagined organizational behavior theories for intersectional justice, we analyzed the lived experiences of Black and Latinx students and staff members, as well as institutional practices of the case university. The findings suggest that change-oriented leadership and a consciousness of intersectionality are essential for changes.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49325970","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
Intersectional(ity) Pedagogy: Conceptualizing Soul Work toward Solidarity and Resistance 跨学科教育学：将灵魂工作概念化以实现团结和抵抗
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-07-28 DOI: 10.1080/00131725.2022.2101826
V. Gill
{"title":"Intersectional(ity) Pedagogy: Conceptualizing Soul Work toward Solidarity and Resistance","authors":"V. Gill","doi":"10.1080/00131725.2022.2101826","DOIUrl":"https://doi.org/10.1080/00131725.2022.2101826","url":null,"abstract":"Abstract This research explored an intersectional pedagogy framework through a yearlong inquiry as a 6th grade English teacher in a charter school for racially and economically marginalized and first-generation students. My study revealed that an intersectional(ity) pedagogy means doing soul work which involves an analysis of self and society toward solidarity and healing in response to the systemic oppression and dehumanization in educational communities, classrooms, and curriculum. Engaging in soul work can build solidarity and community for humanization and resistance.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46146624","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
We See the Stars: Young Black Girls’ Creative Imaginings of Intersectional STEM Futures through Art 我们看到了星星:年轻的黑人女孩通过艺术对交叉STEM未来的创造性想象
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-07-28 DOI: 10.1080/00131725.2022.2101827
Jennifer D. Turner
{"title":"We See the Stars: Young Black Girls’ Creative Imaginings of Intersectional STEM Futures through Art","authors":"Jennifer D. Turner","doi":"10.1080/00131725.2022.2101827","DOIUrl":"https://doi.org/10.1080/00131725.2022.2101827","url":null,"abstract":"Abstract Inspired by Dr. Mae C. Jemison, the first African American woman astronaut, this essay employs an intersectional framework to illuminate how young Black girls, eight to ten years old, created visual artwork that foregrounded their embodied STEM knowledge, creativity, values, and innovation. For these girls, visual art served as sites of refusal where they rejected white male-centric visions of STEM and (re)claimed their rightful science and math futures through the knowledge, confidence, and passion within their BlackGirl bodies. Implications for improving STEM education for and nurturing the intersectional STEM aspirations and futures of young Black girls are discussed.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41963637","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
Breaking the Silence Using AsianCrit: Arts-Based Autoethnography of an Asian Immigrant Teacher Educator 用亚洲精神打破沉默：一位亚洲移民教师教育者基于艺术的民族志
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-07-26 DOI: 10.1080/00131725.2022.2101816
MinSoo Kim-Bossard
{"title":"Breaking the Silence Using AsianCrit: Arts-Based Autoethnography of an Asian Immigrant Teacher Educator","authors":"MinSoo Kim-Bossard","doi":"10.1080/00131725.2022.2101816","DOIUrl":"https://doi.org/10.1080/00131725.2022.2101816","url":null,"abstract":"Abstract This paper uses autoethnographic storytelling to examine the perpetually silenced space I occupy as an Asian immigrant teacher educator in the United States. Guided by four tenets of AsianCrit, I weave together fragments of my lifeworld that both fuel and challenge my position as a teacher educator in the hope of establishing fragile connectivities with other Asian American teachers and expanding the limited presence of Asian American voices in the field of teacher education.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46349523","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
Tapestries of Epistemologies: Intersectional and Transnational Feminist Understandings of Caribbean and African Women Faculty’s Influence as Researchers 认识论挂毯：跨部门和跨国女权主义者对加勒比和非洲女教师作为研究人员的影响的理解
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-07-26 DOI: 10.1080/00131725.2022.2101813
Christine W. Nganga, Kimberly Williams Brown, Makini Beck, Joyanne De Four-Babb
{"title":"Tapestries of Epistemologies: Intersectional and Transnational Feminist Understandings of Caribbean and African Women Faculty’s Influence as Researchers","authors":"Christine W. Nganga, Kimberly Williams Brown, Makini Beck, Joyanne De Four-Babb","doi":"10.1080/00131725.2022.2101813","DOIUrl":"https://doi.org/10.1080/00131725.2022.2101813","url":null,"abstract":"Abstract In this article, the authors explore how their intersectional identities as Black immigrant/immigrant descendent women academics inform their research epistemologies in relation to who they are, what they research, and how they perform research. Through the intersections of race, migration, gender, and class they explore four key themes: (1) crossing borders (2) body as text (3) living with and between the contradictions and (4) working in community as researchers.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46233378","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
There’s a Shooting at the Middle School 中学里发生了枪击案
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-05-19 DOI: 10.1080/00131725.2022.2065712
Carleton H. Brown, David E. DeMatthews
{"title":"There’s a Shooting at the Middle School","authors":"Carleton H. Brown, David E. DeMatthews","doi":"10.1080/00131725.2022.2065712","DOIUrl":"https://doi.org/10.1080/00131725.2022.2065712","url":null,"abstract":"Abstract The Federal Bureau of Investigation (FBI) has indicated that schools are vulnerable to school shootings. Understanding the experience of school members who have experienced such tragedies provides important context for further developing much-needed preventive and responsive measures. Using narrative inquiry, we explored the experience of a teacher who provided critical assistance in helping her school district survive a school shooting. Practical recommendations and insights for school members, communities, and policymakers are provided.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45139711","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
“It Kind of Takes over the Life of the Building:” The Influence of Standardized Testing on Coaches’ Daily Work 标准化考试对教练员日常工作的影响:“它几乎占据了大楼的生命”
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-05-16 DOI: 10.1080/00131725.2022.2065713
E. Saclarides, B. Kane
{"title":"“It Kind of Takes over the Life of the Building:” The Influence of Standardized Testing on Coaches’ Daily Work","authors":"E. Saclarides, B. Kane","doi":"10.1080/00131725.2022.2065713","DOIUrl":"https://doi.org/10.1080/00131725.2022.2065713","url":null,"abstract":"Abstract Through this retrospective interview study, we explored the ways in which coaches described how their daily work with teachers was impacted by a pervasive culture of pressure surrounding standardized assessment and achievement in one school district. Ultimately, we identified five ways in which coaches’ work with teachers was impacted as a result of the assessment culture. Implications for administrators and coaches in school districts, as well as researchers are provided.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42075162","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
Disability, Race, and Immigration Intersectionality: Disempowering the Disabled through Institutionalized Ableism in American Higher Education 残疾、种族和移民的交叉性：通过美国高等教育中的制度化消融剥夺残疾人的权力
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-05-12 DOI: 10.1080/00131725.2022.2065711
Theodoto W. Ressa
{"title":"Disability, Race, and Immigration Intersectionality: Disempowering the Disabled through Institutionalized Ableism in American Higher Education","authors":"Theodoto W. Ressa","doi":"10.1080/00131725.2022.2065711","DOIUrl":"https://doi.org/10.1080/00131725.2022.2065711","url":null,"abstract":"Abstract A systematic and comparative review of the literature and lived experience of a disabled Black African immigrant scholar in America reveals institutionalized ableism as a form of today’s immigration restrictions. As long as the perspectives of immigrant disabled scholars remain outside universities, scholars are likely to continue with “academic incest” and higher education is unlikely to achieve its purposes of decentering the individual and democratizing the society.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48971353","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 M in STEM: Using Mathematics Methods Courses to Support Preservice P-5 Teachers’ Understanding and Use of STEM Integration Practices STEM中的M:使用数学方法课程支持职前P-5教师对STEM整合实践的理解和使用
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-05-06 DOI: 10.1080/00131725.2022.2067928
Natasha N. Ramsay-Jordan
{"title":"The M in STEM: Using Mathematics Methods Courses to Support Preservice P-5 Teachers’ Understanding and Use of STEM Integration Practices","authors":"Natasha N. Ramsay-Jordan","doi":"10.1080/00131725.2022.2067928","DOIUrl":"https://doi.org/10.1080/00131725.2022.2067928","url":null,"abstract":"Abstract This article describes how mathematics method courses could become opportunities for integrating preservice P-5 teachers’ mathematics learning experiences to science, technology, engineering, and mathematics (STEM). I explore varying dynamics that impact preservice P-5 teachers’ mathematics-STEM experiences and highlight how teacher educators could use mathematics method courses to develop STEM integration. Informed by these important dynamics, I share recommendations.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48530025","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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