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Nourishing Wholehearted Faculty Professional Living through Co-Creative Play 通过共同创造的游戏滋养全心全意的教师职业生活
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-04-30 DOI: 10.1080/00131725.2021.1912869
A. Samaras, Kathleen Pithouse-Morgan
{"title":"Nourishing Wholehearted Faculty Professional Living through Co-Creative Play","authors":"A. Samaras, Kathleen Pithouse-Morgan","doi":"10.1080/00131725.2021.1912869","DOIUrl":"https://doi.org/10.1080/00131725.2021.1912869","url":null,"abstract":"Abstract This study explores the value of co-creative play spaces for faculty professional learning and development. Data are drawn from the researchers’ coauthored publications, which utilized arts-inspired data generation modes. The pluralist methodological route and analysis results in design elements for professional learning captured through rich pictures, poetry, and dialogue. Resonances are shown between what has emerged from polyvocal self-study design elements and Brown’s guideposts for wholehearted living. Implications for faculty wholehearted professional living are offered.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1912869","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47439648","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: 3
If Not Now, Then When? Wellbeing and Wholeheartedness in Education 如果不是现在，那又是何时?幸福和全心全意的教育
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-04-30 DOI: 10.1080/00131725.2021.1912231
N. Lemon, Sharon McDonough
{"title":"If Not Now, Then When? Wellbeing and Wholeheartedness in Education","authors":"N. Lemon, Sharon McDonough","doi":"10.1080/00131725.2021.1912231","DOIUrl":"https://doi.org/10.1080/00131725.2021.1912231","url":null,"abstract":"Abstract The COVID-19 pandemic, natural disasters, and political and social movements have required each of us to pause. Collectively they signal a unique moment in our history, and we argue that they provide us with an opportunity to consider what matters most as we move forward. Using poetic representation and Brené Brown’s guideposts for wholehearted living as a framework, we offer a series of provocation for readers to consider the role of wholeheartedness and wellbeing in education.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1912231","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44588592","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: 3
Compassion Science: Embracing and Cultivating Compassionate Minds in Early Childhood Classrooms 慈悲科学:在幼儿课堂中拥抱和培养慈悲心
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-04-30 DOI: 10.1080/00131725.2021.1912232
N. Nguyen, W. Garnett, N. Balsamo, M. Brady
{"title":"Compassion Science: Embracing and Cultivating Compassionate Minds in Early Childhood Classrooms","authors":"N. Nguyen, W. Garnett, N. Balsamo, M. Brady","doi":"10.1080/00131725.2021.1912232","DOIUrl":"https://doi.org/10.1080/00131725.2021.1912232","url":null,"abstract":"Abstract The critical and persistent impact of violence, abuse, and social injustice on the overall development of young children has necessitated a global discourse on the importance of cultivating compassion during children’s formative years. This article links the defining elements of compassion to the discipline of early childhood education and calls upon stakeholders to integrate more concerted and systematic knowledge from compassion science research into contemporary early childhood classroom practices.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1912232","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44984812","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
Alternative Education and Wholehearted Teaching: Revolutionizing How We Learn and Love 另类教育和全心全意的教学:彻底改变我们学习和爱的方式
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-04-27 DOI: 10.1080/00131725.2021.1908465
Anne Marie Venezia
{"title":"Alternative Education and Wholehearted Teaching: Revolutionizing How We Learn and Love","authors":"Anne Marie Venezia","doi":"10.1080/00131725.2021.1908465","DOIUrl":"https://doi.org/10.1080/00131725.2021.1908465","url":null,"abstract":"Abstract Following a circuitous and diverse journey through a nonnormative education that spanned the gamut of our education system—from being tracked into advanced and Gifted and Talented courses, to being labeled Emotionally Disturbed in my teen years and placed into an alternative high school setting—I have discovered the concept of wholehearted teaching and learning to be the key that both saved and altered my life and education.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1908465","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49248932","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
Inviting Joy into Classroom Writing Instruction: An Exploration of the Use of Creative Writing within the Neoliberal Context of Standardization 邀请快乐进入课堂写作教学:在标准化的新自由主义背景下探索创造性写作的使用
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-04-19 DOI: 10.1080/00131725.2021.1908467
D. Sheeler
{"title":"Inviting Joy into Classroom Writing Instruction: An Exploration of the Use of Creative Writing within the Neoliberal Context of Standardization","authors":"D. Sheeler","doi":"10.1080/00131725.2021.1908467","DOIUrl":"https://doi.org/10.1080/00131725.2021.1908467","url":null,"abstract":"Abstract This paper focuses on the partnership between Writopia Lab and PS 89, a K-8, Title 1 School in the Bronx, to explore concrete ways of inviting joy and play into the classroom while interacting with the embedded obstacles within our education culture.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1908467","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42459302","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
Becoming Untamed Educators 成为不驯服的教育者
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-04-19 DOI: 10.1080/00131725.2021.1908469
E. Yomantas
{"title":"Becoming Untamed Educators","authors":"E. Yomantas","doi":"10.1080/00131725.2021.1908469","DOIUrl":"https://doi.org/10.1080/00131725.2021.1908469","url":null,"abstract":"Abstract This interactive conceptual essay analyzes Glennon Doyle’s memoir Untamed (2020) to open new possibilities for transformation of the self and consequently as a vehicle to embrace wholehearted living in educational spaces. This article is designed to be read and discussed alongside a trusted educator ally in order to arrive at new understandings, open new dialogues, and unlock new possibilities for wholehearted teaching and learning through a radical togetherness in educational spaces and beyond.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1908469","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47872602","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
Women Teachers and the Fight to Be “Good Enough”: A Call for a Pedagogy of Authenticity 女教师与“足够好”的斗争:呼唤一种真实的教育学
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-04-19 DOI: 10.1080/00131725.2021.1908468
C. Gillespie, Kali Thompson
{"title":"Women Teachers and the Fight to Be “Good Enough”: A Call for a Pedagogy of Authenticity","authors":"C. Gillespie, Kali Thompson","doi":"10.1080/00131725.2021.1908468","DOIUrl":"https://doi.org/10.1080/00131725.2021.1908468","url":null,"abstract":"Abstract Women teachers often endure trauma and shame as a result of systems of oppression that permeate schools. In this article, we share our stories as white women teachers in the U.S. to illustrate how systems of domination prevent us from enacting authentic teaching and offer a way forward via a pedagogy of authenticity. This three-part approach aims to foster authentic living and teaching and potentially counteract trauma enacted upon women teachers’ bodies.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1908468","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43616931","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: 4
In Search of Hope and Healing: Guideposts for Whole-Hearted Living, Loving, and Teaching after Loss 寻找希望和治愈:迷失后全心全意生活、爱和教学的指南
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-04-16 DOI: 10.1080/00131725.2021.1908466
Katie Cunningham
{"title":"In Search of Hope and Healing: Guideposts for Whole-Hearted Living, Loving, and Teaching after Loss","authors":"Katie Cunningham","doi":"10.1080/00131725.2021.1908466","DOIUrl":"https://doi.org/10.1080/00131725.2021.1908466","url":null,"abstract":"Abstract This autoethnography investigation used guideposts for whole-hearted living as a means of processing grief as a teacher educator during the COVID-19 pandemic. Life stories were drawn upon to understand the social, cultural, and political dimensions of the mental health crisis facing teachers and students. I conclude by asserting that centering stories and trauma as powerful pedagogy offers a path forward for humanizing education following a global pandemic.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1908466","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42716810","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
Teacher Candidate Tensions with the edTPA: A Neoliberal Policy Analysis 新自由主义的政策分析
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-04-03 DOI: 10.1080/00131725.2020.1790705
Alexis Jones, Stacey Korson, Natasha C. Murray-Everett, Meghan A. Kessler, Dorian L. Harrison, S. Cronenberg, Michael Parrish, M. Parsons
{"title":"Teacher Candidate Tensions with the edTPA: A Neoliberal Policy Analysis","authors":"Alexis Jones, Stacey Korson, Natasha C. Murray-Everett, Meghan A. Kessler, Dorian L. Harrison, S. Cronenberg, Michael Parrish, M. Parsons","doi":"10.1080/00131725.2020.1790705","DOIUrl":"https://doi.org/10.1080/00131725.2020.1790705","url":null,"abstract":"Abstract The edTPA, a recent example of a teacher candidate assessment, has influenced how teacher education classes are taught and how teacher candidates are learning. We describe three tensions present in candidate narratives during two separate years of edTPA implementation: attention to the edTPA rubrics vs. the student teachers’ real teaching, a focus on Pearson vs. the teacher education program, and candidates’ feelings of being monitored during the process rather than mentored.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2020.1790705","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46732200","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: 4
The Education Trap: Schools and the Remaking of Inequality in Boston 教育陷阱:波士顿的学校和不平等的重塑
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-04-03 DOI: 10.1080/00131725.2021.1894068
L. Kenny
{"title":"The Education Trap: Schools and the Remaking of Inequality in Boston","authors":"L. Kenny","doi":"10.1080/00131725.2021.1894068","DOIUrl":"https://doi.org/10.1080/00131725.2021.1894068","url":null,"abstract":"preferred sports and fraternities rather than wearing bell-bottom jeans or trying LSD. And in addition to more social history, The Lost Promise could have explored what happened in professional schools. Protests in colleges of education? MBA programs? Medical schools? Law schools beyond Yale? (Laura Kalman’s excellent 2006 Yale Law School and the Sixties described substantial dissent over race, governance, teaching methods, and courses.) A full defense of Schrecker’s title would also take more space. The post-World War II “promise”—higher education deserves to expand rapidly because it offers upward mobility at a reasonable cost—faded quickly after the 1960s, she claims. To make the case that higher education faltered—and to connect that decline with the late 1960s— would take several chapters. As she acknowledged during a Roosevelt House panel discussion on December 17, 2021, “the real title of the book is A Political History of American Higher Education during the Long 1960s.” Her epilogue is too brief to clinch the case that public confidence and policy support plunged, permanently, as a result of a few stormy years. Whatever the need to say more, Schrecker packs a great deal of important information in this well-written book. Instructors of survey courses will find it essential preparation for their week on the 1960s—this book will jog the memory and fill gaps. For graduate seminars, faculty could assign The Lost Promise along with John Thelin’s shorter but broader Going to College in the Sixties (2018) and, for a case study, Donald Alexander Downs’s Cornell ’69 (2014). Rather than quarrel about which one is best, the instructor can remind the seminar that one legacy of the 1960s is greater tolerance.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00131725.2021.1894068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41332501","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: 6
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