UNCG Hosted Online Journals (The University of North Carolina at Greensboro)
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Book Review: Public Speaking: Concepts and Skills for a Diverse Society
No full textThe author offers a review of Public Speaking: Concepts and Skills for a Diverse Society.
Disrupting the commonplace: Critical literacy practices in the ESL reading classroom
Get PDFThis critical qualitative research study explored the possibility of drawing on critical literacy in the Intensive English Program (IEP) classroom, specifically using ESL reading texts as learning materials for its practices. Five ESL participants recruited from the IEP at a major US Midwestern university engaged in critical literacy practices, which consisted of eight group discussion sessions about the content and points of view of selected ESL texts. Audio and video recorded discussion data were analyzed through the four dimensions model, used as both conceptual and analytical frameworks for this study. Based on the findings, this research study offers ESL/IEP educators a variety of effective strategies to promote ESL students’ critical engagement with their texts, specifically to help them disrupt the commonplace
Mathematics for the Future of Humanity: A Radical Onto-epistemological approach
Get PDFIn this paper, the authors utilize a Freirean utopian pedagogy to envision a mathematics education for the future of humanity. To begin, the authors investigate how mathematics and its education correlate to particular dominate social norms and institutions that play a significant role in perpetuating our present shared social reality. Utilizing the work of ecofeminist and ecojustice scholars, the authors explain how mathematics’ and its education perpetuates a “logic of domination.” Next, the authors explore how mathematics and its education could be envisioned and practiced in ways that directly counteract its previous uses and offer alternative pedagogy and curricula choices for fostering a utopian vision where the human race that live in balance with the ecosystem. Drawing from the work of Bateson and philosophers of mathematics, aesthetic aspects of mathematics are shown to be essential aspects of a new form of mathematics. Last, the authors turn to the work of Bookchin to help understand how mathematics can be envisioned to better serve a utopian world marked by anarchist concepts of usufruct, complementarity and “irreducible minimum.” The authors conclude with suggestions to implement an onto-epistemological mathematics education curricula and pedagogy in the classroom
How Do Makerspaces Communicate Who Belongs? Examining Gender Inclusion through the Analysis of User Journey Maps in a Makerspace
Get PDFThe tension between cultivating inclusive library makerspaces and the gender biases rooted in the spatial configurations of makerspaces are examined in this article. This case study outlines a pilot study that investigated the relationship between gender identity and the decisions that study participants made regarding how and why they navigated a library makerspace in a certain way. Specifically, the guiding research question asked: “How does gender identity potentially impact the creation processes and behaviors of students in tech-centric environments such as makerspaces?” The study yielded three preliminary findings: men-identified users were more mobile in the makerspace than women-identified users; conventional makerspace technologies were readily coded as being either associated with men or women; participants pointed to gender identity as a factor informing their decisioning during their collaborative making experience
Connecting with the Community College Student In First Year Seminar: An Appreciative Advising Approach
Get PDFAt Quincy College -- a two-year open-access, community college -- the First Year Seminar (FYS) program is a required, three-credit course that incorporates an Appreciative Advising approach to working with new students. As part of the newly redesigned FYS model, all FYS instructors who are full-time faculty and staff, serve as their assigned FYS students’ advisor after the FYS course is complete. All FYS instructors are trained to apply the Appreciative Advising theory to practice in their FYS classrooms. This article will provide readers with a detailed look at the ways this framework is applied to the community college classroom and the impact it has had on new students
Enhancing Conversations with English Language Learners in Communication Centers
Get PDFCommunication centers often focus on supporting students’ communicative competencies in public speaking but some centers have expanded this focus to include support for English language learners (ELLs). Armed with research on the value of conversation in language acquisition, the University Speaking Center has incorporated peer consulting of ELLs, known as conversation consultations, into its offered services and evolved over time through a collaborative process with student staff, English language instructors, and ELLs in efforts to be both effective and responsive to those who we seek to support. The motivation to support speakers in their ongoing process of becoming more confident and competent oral communicators has allowed for the development of a multifaceted model of service for ELLs at each level of language acquisition
How Colonization Fostered Public Mass Gun Violence in the US (and what Education and Society can do about it)
Get PDFThis paper positions public mass gun violence (PMGV) asan intergenerational consequence of the violence of colonization,coloniality, and slavery in the United States. I map how the shooter’swhite privilege, alongside his white/male fragility, combined with anational consciousness built on an ethos of colonization and coloniality,leads him to believe he has unearned “rights” to the social riches ofthe center. I proffer that most of us who benefit from capitalist, neo-liberal,patriarchal state and social institutions are complicit in co-creating theconditions that produce PMGV’s gunboys and gunmen because in order to benefit from these institutions, we perpetuate a system of insiders andoutsiders. As illustrated, some possibilities for allaying violence aregrounded in practicing critical self-reflection and pedagogies ofdiscomfort
Forming and Sustaining a Learning Community and Developing Implicit Collective Goals in an Open Future Learning Space
Get PDFThis study investigates the role of space, material, and affect in undergraduate and graduate students’ lived experiences within an open Future Learning Space (FLS) and speaks to the call for research on learning communities in learning spaces, as described in Hod, Bielaczyc, and Ben-Zvi (2018). The methodological approach consists of semi-structured phenomenological interviews with thirteen users of the FLS and thematic analysis to uncover themes. Findings suggest the FLS was able to: (1) bring together individuals by producing individual and shared affective responses; (2) hold community together and inform perceptions; and (3) move the community together and shape practices. This study indicates that open FLSs are complex systems constructed by users and can meet some of the criteria for a learning community (LC), especially if we broaden the definitions to take into account implicit versions of an LC