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Cultivating Racial Solidarity Among Mathematics Education Scholars of Color to Resist White Supremacy
Get PDFIn this paper, we propose a racial solidarity praxis in mathematics education grounded in Black-, Latinx-, and Indigenous-led scholarship and their respective communities’ joining efforts to combat White supremacy. Increased solidarity across racial groups in mathematics education could illuminate new ways of nourishing and affirming Indigenous, Latinx, and Black students’ racial identities and cultural strengths. We leverage four frameworks: (1) Whiteness as property (a tenet of Critical race theory) and (2) Tribal Critical Race Theory; (3) Latino Critical Theory; and (4) pedagogy of solidarity, to conceptualize the interdependence required for solidarity work and to expose how White supremacy is maintained overtly and covertly in mathematics curriculum, policies and practices. This study outlines the nuances across each community of scholars, drawing on their strengths to combat oppressive educational structures for students. The authors conclude in solidarity, focusing on the ways our communities have sought to challenge White supremacy and deficit framings of our students, families, and communities. Our hope in bringing these bodies of literature together is to invite others within (and outside of) the field of mathematics education to co-imagine how we might engage our work synergistically. It is through a collectivizing of efforts that we imagine a racial solidarity praxis that begins to erode the power of White supremacy in math education because of the unique and unassimilable strengths and priorities of each community engaged
Critical Pedagogies of Place: Some Considerations for Early Childhood Care and Education in a Superdiverse ‘Bicultural’ Aotearoa (New Zealand)
Get PDFNational education policy must respond to demographic changes. In Aotearoa (New Zealand), recent immigration policy changes have resulted in the new challenge of superdiversity, which is overlaid in a bicultural context of the longstanding impacts of the colonisation of the Indigenous Māori. The lack of equity in this ‘bicultural’ arrangement remains to be fully resolved due to the dominance of the settler culture. The early childhood care and education sector requires of its teachers a deep cultural understandings of and engagement with all those children and families present in the education settings. This article provides a discussion of the dilemma of superdiversity faced by a ‘bicultural’ education policy environment. It then describes the results of a study that utilised a process of documentary analysis to critically examine the macro- and micro-level policy statements and reports with regard to bicultural and cultural diversity matters in early childhood care and education settings in Aotearoa (New Zealand). The implications of the findings point to challenges faced by teachers when translating policy commitments into pedagogical enactment. The findings suggest that it is important for teachers to not only engage deeply with the Indigenous Māori language, culture, and local histories of connectedness with place, but that this engagement should also be made available to immigrant children and families. Teachers can engage with immigrant families’ important stories and histories of connectedness to the special places of their homelands. The paper concludes with discussion of recommendations regarding the need for both pre-service and in-service education for teachers in relation to these important issues of equity, social justice, culture, diversity and place-connectedness
The Master’s Tools: Critical Pedagogy in Independent Schools as a Means of Battling Educational Determinism
Get PDFThe majority of student bodies in U.S. independent schools come from the elite, wealthier members of society, and the goals of institutions called ‘independent schools’ are largely combinations of elite college admissions success and fostering social connections with other cultural elites. Primitively, the goals of critical pedagogy in the classroom-- using critical pedagogical practices to encourage the transforming of oppressive relations of power in a variety of domains—seem inimical to the objectives of most independent schools. Yet, critical educators working at independent schools are as equally mandated as their public school counterparts to embrace and adapt critical pedagogical methodology in our classrooms, requiring the students belonging to the power group to debate and engage with all students in the classroom. This process limits the power of schools to see students as cultural capital, but rather creates a non-stratified community, so that “social mobility” becomes unnecessary, thus resisting the idea of the role of private school education as a means of becoming more social and economically mobile. Critical pedagogy in independent schools allows for a unique type of praxis that removes all students from the cycle of having to exist as cultural capital
The Expectations of Adulting: Developing Soft Skills through Active Learning Classrooms
Get PDFThe technologically enhanced classroom assists students in developing their interpersonal, or soft skills, and helps them strengthen needed competencies as they move into their careers. This may be particularly helpful for millennial students, who have grown up interacting with others electronically, via text message, Instagram, and the like. Once on campus, students must adapt to increasing expectations of adulthood: along with becoming more responsible and independent critical thinkers, they must also be able to speak effectively with others face-to-face and to negotiate relationships in groups, skills that they often noticeably lack
“I didn’t realize that I needed books that often:” Demonstrating library value during the temporary closure of an academic branch library
Get PDFDemonstrating academic library value is crucial in this era of budget cuts and freely available online resources. This article provides a unique complement to existing research on library value. The author uses a qualitative approach known as narrative inquiry to evaluate patron experiences during the temporary closure of an academic branch library. The findings suggest that losing the branch library greatly disrupted students’ routine and compromised their scholarly effectiveness. The loss of branch library services allowed patrons to recognize the importance of their library, thereby providing compelling support for the value of libraries.
Alphabet-Board Display as part of the classroom learning space
Get PDFAbstractAlphabet-boards are commonplace in lower grade classrooms in elementary-schools. If designed correctly, alphabet-boards can help internalize letters into memory. The purpose of this study was to examine alphabet-board characteristics that should be considered by teachers for providing a clear, readable, and applicable pedagogical tool.The research is a mixed qualitative and quantitative study. The former provides a definition of alphabet-board readability characteristics and a scale for analyzing this readability. The latter provides a readability evaluation using a survey (n=399) and statistical analyses.This article provides practical recommendations for implementation of clear and effective alphabet-board pedagogy
Nova Southeastern University’s Write from the Start Writing and Communication Center
No full textNSU’s Writing and Communication Center is a student-centered, co-curricular, academic program that helps students achieve academic excellence. Students at all levels can receive one-on-one assistance from peer and professional consultants. The WCC provides faculty and students with innovative teaching, learning, and scholarship opportunities, in and out of the classroom
Building a Service Corps: Using Capacity Building Strategies to Promote Service-Learning and Social Entrepreneurship Within a Higher Education Consortium
Get PDFThis article entails a case analysis of a sample of schools from a higher education network or consortium in partnership with The Algernon Sydney Sullivan Foundation. The Foundation seeks to empower students and communities through civic engagement and social entrepreneurship. A primary mechanism for doing so is by developing and cultivating a network of 70 colleges and universities, thereby enabling the Foundation’s capacity to educate and prepare nearly 250,000 collegians for life-long and intentional careers in social change-making. To assist with this endeavor, the Foundation commissioned this study to assess the existing service corps and social entrepreneurship framework of its partner institutions. Using a capacity-building framework, the study includes findings from a survey of existing service-learning and social entrepreneurship programs and initiatives as well as recommendations for strengthening the Sullivan network or higher education consortium to provide more formal service-learning and social entrepreneurial experiences for collegians.