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Social Justice Education as Anti-Poverty Work: Undergraduates Facilitating Culturally Relevant Learning Among Local Youth
Get PDFThis research studies social justice education as a critical instrument in anti-poverty work. The project specifically calls attention to how social justice can be implemented through literacy based lessons that engage students with hands-on activities as well as one another. Congruently, the project seeks to understand community partnerships by examining how experiential learning within college classrooms better connects undergraduate students to nearby towns and schools. Based on previous social justice research, there is a rising commitment to make education more universally accessible and applicable to all students. By grounding lesson plans in methods more culturally relevant (Ladson-Billings 1995; Gay 2010) to student life, studies (O’Meara 2017) have found that students are more likely to have long-term positive outcomes. Literacy based activities, in particular, have proven to yield higher rates of classroom participation at all ages by providing a platform for student expression at a personal comfort level (Cairney & Breen 2017). Across all social justice research, there is a call for experiential learning as a channel for critical reflexivity and identity awareness raising (Akella 2010). Experiential learning has been deemed especially crucial for future educators as the demand for field experience (Coffey 2010) grows. This research aims to further understand the impact of culturally relevant pedagogy and how it deviates from what we currently know about traditional education practices. This project looks to illuminate how educator-to-student relationships emerge when curriculum shifts to have a more student-centered foundation. Finally, this research hopes to further unravel the correlation between literacy-based activities and student expression as well as discover how these particular social justice based lessons contribute to the fight against poverty
The Shaker Meetinghouse: 230 Years of Worship, Tourism, and Preservation
Get PDFThis article traces the construction, use, and ultimate fates, of the first generation of Shaker meetinghouses in New England and eastern New York State. Of eighteen documented structures six survive, only four in situ. Over the years, three temporarily vanished, and then reappeared—one sadly to vanish again. Most have vanished completely, but their influence and legacy loom large in New England’s built heritage.
The Shakers were iconoclasts, both spiritually and architecturally. It is ironic therefore that their meetinghouses, which were deliberately designed and built to be as different as possible from those of their non-Shaker contemporaries, became icons for both non-Shakers and the Shakers themselves. The history of these buildings reveals much about the Shakers and how the sect changed over time. Additionally, the buildings serve as a nexus for examining how the Shakers were viewed by “the World,” and how “the World” came to value Shaker meetinghouses as much, or in some cases more, than the Shakers did
Document: “The Ora Labora Colony”
Get PDFThis account of the history of Ora et Labora was written by the community’s founder. It is contained in one of Baur’s manuscript copybooks in the Brumm Collection, Communal Societies Collection, Burke Library, Hamilton College. It was transcribed for publication by Mark Evans Tillson Jr
The Gendered Challenges of At-Home Learning during the COVID-19 Pandemic
Get PDFIn mid-March of 2020, schools across New York state faced closures due to the outbreak of the COVID-19 pandemic. Coupled with closures of many workplaces and a general move towards remote work, this unprecedented situation forced families to adapt to the new normal: school, home, and work were now all happening in the same space, at the same time. Parents could no longer rely on schools or outside childcare options to keep their children occupied. While each school district developed its own strategies of teaching children remotely, a common experience was an increased need for parental involvement in children’s everyday schooling, which was particularly true for families with younger children. This paper discusses the ways in which families have navigated at-home learning during the COVID-19 pandemic. I focus on the ways in which families divide at-home learning responsibilities and how they explain those divisions. In particular, I focus on the experiences of working mothers and the challenges they face when trying to balance their employment with at-home learning responsibilities. I argue that explaining the gendered division of parenting responsibilities primarily through employment and convenience does not account for the experiences of most working mothers in the sample. Rather, essentialist gender ideas around caregiving and parenting remain salient, suggesting that gender remains the primary means of stratification in the family. Further, engaging with literature on intensive mothering and emotion work, I argue that women are disproportionately affected by the challenges of at-home learning and are held to higher parenting standards than men, which further exposes gendered inequalities in the family
“The Price of Blood”: Shaker Revolutionary War Veterans and Military Pensions
Get PDFMany Shakers fought in the Revolutionary War. Research for this article has yielded the names of more than one hundred individuals (see Appendix 1). There are surely more to be discovered. Future Shakers were present from the first battles of the war through to the last. Autobiographical narratives given later in life as evidence for pension applications, as well as stories passed down by communities, allow for the reconstruction of the Revolutionary War service of many Shaker veterans