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Moving from Self to System: A Framework for Social Justice Centered on Issues and Action
Get PDFIn this article, authors propose a framework for social justice in preservice teacher education that differs from traditional approaches to diversity related courses. Rather than a sole focus on the ‘isms’, such as racism or classism, five distinct yet simultaneously occurring components are offered for the paradigm. First, this approach to social justice must continuously examine students’ autobiographical experiences. Learners interpret new information through their personal, socially constructed lenses, and it is thus crucial to help them identify and unpack their complex experiences. Second, we call for an organization by topics of concern for dismantling inequity, such as understanding systemic injustices within schools and outside of schools; the social construction of identity; and examining both how and what we teach. Third, we incorporate the critical analysis of media in order to better understand the ways issues are constructed and upheld in the dominant hegemonic culture. Fourth, our model encourages students to conceptualize social justice not only in pedagogical ways, but also as it relates to the content so as to address students’ struggles in connecting social justice to their discipline or grade level. Finally, this method includes the creation and implementation of social action projects. Too often we teach students ‘about’—about theories, about people, about schools without involving our students in the act of social justice. For each component, we provide a description and justification as well as tangible examples of its implementation from our own practice. We include further considerations for using the paradigm in discipline-specific ways and end with a call to action for continuing social justice education.
STEM as "Minority": A Phenomenological Case Study of How Students of Color Perceive Their Experience in a STEM Living-Learning Program
Get PDFThe future of the U.S. scientific workforce depends on graduating college students in science, technology, engineering, and math (STEM) fields. The completion rate of STEM students is a national concern, especially among students of color. This qualitative study examines the experiences of students of color in a living-learning program for STEM students. Five themes were discovered from students’ meaning-making. Four of the themes integrate well with existing literature. The fifth theme, STEM as Minority, was not found in the literature and is a new contribution to the field of knowledge on how environments can be purposed to support STEM students
The Linguistic Landscape as a learning space for Contextual Language Learning
Get PDFOne of the challenges of teaching and learning a foreign language is that students are not being sufficiently exposed to the target language. However, it is quite common to find linguistic and cultural exponents of different foreign languages in authentic contexts (termed the “Linguistic landscape"). Using the Linguistic landscape as a learning space, may facilitate language learning. This paper, describes an approach for contextual informal foreign language learning supported by mobile devices and social media. The findings suggest that this approach holds the potential to increase learner awareness of language learning opportunities, thus supplementing formal learning and encouraging continuous learning
The Shape of Japanese Music Before, During, and After the Meiji Restoration
No full textThis paper explores the musical history of Japan, emphasizing the Tokugawa and Meiji eras. While these are only two of Japan’s many eras, they had the most impact on the musical aspects of society. As the Tokugawa shogunate forced the isolation of Japan from the Western World, it was during this time period that the Western World was expanding. Tensions arose between Japan and the West during the 1850s and 1860s, eventually leading to the overthrow of the shogunate. The result was the beginning of the Meiji era.Why the Meiji era is highly critical to Japanese history is because once the Tokugawa shogunate was overthrown, the new government reversed Japan’s isolation, stating that it should embrace Western ideals and practices in order to avoid colonization. Not only did this change the fundamental aspects of Japanese society, but it also lead to many musical changes. Western instruments and a formal music education were introduced, and as Japan became an imperial power military bands played a role in the shaping of Japanese society.As the twentieth century progressed, so did the Westernization of Japanese music. What this paper argues is that once Japan re-opened itself, its music became more Western and less Japanese. In order to fully understand this argument, my paper includes a background of Japanese music history from its beginnings, so readers can examine how Japanese music has evolved over time. Japanese music today is very much Western-influenced, causing the line that defines Japanese music to become blurred. However, it is important not to make the assumption that all Japanese music is no longer Japanese in nature; there are still traditional elements that exist today, even though Western elements seem to have a stronghold
Kecak “Monkey Chant” and Authenticity in Balinese Culture
No full textThe kecak “monkey chant” is the most famous and popular art form presented to the Western world that has come out of the island of Bali in Southeast Asia. The synchronized dance movements of the pengecak-pengecak, the hundred or so men chanting in interlocking rhythms or kotekan, and the condensed story of the Ramayana has given Western tourists a taste of Balinese culture that many believe to be the most “traditional, real, and authentic” performances of Balinese culture out there. However, to the citizens of Bali, the kecak is mainly regarded as a means to produce income for their communities. Kecak in Bali has been a tool to impress Western tourists since the 1930s, and to some isn't considered a true embodiment of Balinese culture and entertainment. This may also have to do with the fact that many villages and communities (desa and banjar) that create kecak groups have little musician and dancer involvement in their renditions of kecak, and these performances are so standardized that they are not in line with the ideals of Balinese kreasi baru or “new music.” The goal of this paper is to find concrete evidence of whether the Balinese kecak “monkey chant” can be considered an authentic Balinese art form, or if it has been created solely for the entertainment of Western tourists with no cultural significance to the native population itself
Shaking Student's Cages: A Freirean pedagogy that influenced PETE students' beliefs about physical education
Get PDFThis paper reports on the findings of a study that explored the influence of a four-year physical education teacher education (PETE) programme on the beliefs about physical education of the graduating students. These students suggested that a single teacher educator (TE) with a Freirean pedagogy had strongly influenced their beliefs and understanding of physical education.The TE used problem posing and dialogue in his lectures to raise the critical consciousness of the PETE students. The TE challenged the students’ beliefs about the relationship between sport and physical education.This paper focuses on the pedagogy of the teacher educator and the students’ reading of the pedagogy. This study uses data from interviews with PETE students and the writing of the TE to describe the practice, and student ‘reading’ of, a Freirean pedagogy in a PETE programme
"Never in My Life Have I Learned to Teach to a Program and Not to the Kids Sitting in Front of Me:" Critical Pedagogy Meets Restrictive Educational Contexts
Get PDFThe need for critical pedagogy instruction in teacher education programs is unquestionable. However, what happens when teacher candidates do internalize and demonstrate a desire to enact socially just practices, and they are prevented from doing so because of their educational contexts? By using a single teacher candidate's narrative, this paper seeks to problematize the idea that effective critical pedagogy instruction is enough to change teachers' perceptions and practices. Because teacher candidates and novice candidates are positioned subversively, they are often unable to implement the critical pedagogy they may have come to value, which can lead to frustration, anger, loss of self-efficacy, and even a desire to leave the field. This article seeks to consider what steps teacher education programs can take to increase the teacher candidates' critical pedagogy sustainability within restrictive institutions and structures
What Drives Student Engagement: Is it Learning Space, Instructor Behavior or Teaching Philosophy?
Get PDFThis study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influences instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the ALC than the traditional classroom. In addition, we found that instructors with a more constructivist philosophy perceived that students were more engaged. On closer analysis, however, the difference in perceived student engagement was only significant between more versus less constructivist philosophy when in the ALC. Finally, we found that the relationship between teaching philosophy and student engagement in the ALC was mediated by instructor behavior
From Commons to Classroom: The Evolution of Learning Spaces in Academic Libraries
Get PDFOver the past two decades, academic library spaces have evolved to meet the changing teaching and learning needs of diverse campus communities. The Information Commons combines the physical and virtual in an informal library space, whereas the recent Active Learning Classroom creates a more formal setting for collaboration. As scholarship has become increasingly digital and interactive, commons and classroom environments in academic libraries promote experimentation with new technology and accommodate millennial learning behaviors. The library, a centrally located and academically neutral campus space, provides an ideal place for classrooms and encourages interdisciplinary scholarship unbounded by specific academic departments
Research-Informed Principles for (Re)designing Teaching and Learning Spaces
Get PDFDesigning physical learning environments that connect to indicators of effective educational practice reflects a university’s pedagogical commitment to student success. This article describes an approach to teaching and learning space design based on research-informed pedagogical principles implemented successfully at our university. It then articulates how those principles can be translated into classroom design features, with examples. These principles have had an operational and conceptual impact on campus, providing a framework for diverse audiences to think about spaces in a way that reflects shared goals, language and values