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Configuring the “Contemporary” in Indian Dance Through the Development Discourse: The Influence of Max Mueller Bhavan’s 1984 “East-West Dance Encounter”
No full textArushi Singh questions the politics behind the institutional coinage of the \u27contemporary\u27 in the Indian context. Evaluating the discursive and aesthetic negotiations across institutions and nationalities, Singh presents a critical discussion of a historically situated phenomenon
Hypnagogia (Film)
No full textIn this film, the tenacity and breaking-point of the human body are investigated in practice and performance
Creating Inclusive Multilingual Spaces: A Literature-Based Framework for Supporting Young Emergent Bilinguals
No full textThis manuscript describes a summer literacy program designed to support emergent bilingual children ages 4 through 8 through a focus on culturally and linguistically diverse practices. Children engaged in literature-based activities, including read-alouds, art, music, and play, within an inclusive environment that celebrated bilingualism as an asset. The program used high-quality picturebooks to implement a three-pronged approach: interactive read-alouds, culturally relevant small-group re-engagements, and hands-on explorations. Findings underscore the importance of sensory-rich, play-based experiences, intentional collaboration among educators, and the strategic use of bilingual and translanguage picturebooks to foster meaningful connections and language development
Does a Decade Make a Difference? Changes in Pre- and In-service Preschool Teachers’ Knowledge of Early Mathematical Development
No full textThis study examines whether, in the wake of considerable research since 2007 on the importance of supporting early mathematical development, teacher education programs have improved instruction over the intervening ten years on this essential area of development. The analysis compares data on pre- and in-service teachers’ knowledge of mathematical development gathered during 2008 as measured by the Knowledge of Mathematical Development Survey (KMDS) and compares it to data gathered in 2017-2018. The results showed that while the KMDS mean scores of students in each of the education groups (beginning versus seniors versus math course) statistically differed for each collection year, there was no statistically significant difference between 2008 and 2017-2018 collection years for beginners. However, there was a statistically significant difference between 2008 and 2017-2018 collection years in average scores in the seniors and math course groups, resulting in lower mean scores in 2017-2018 than those in 2008
Breaching the Walls: Military Strategy in the Babylonian Seige of Jerusalem
No full text
The city of Jerusalem fell to a Babylonian siege in 586 B.C. Historians recognize the validity of the siege but put little effort into an analysis of the siege tactics utilized by the Babylonians. Most historical knowledge of the sieges comes from biblical accounts within the books of Ezekiel, Jeremiah, and 2 Kings. However, in 2019, University of North Carolina at Charlotte students uncovered artifacts confirming accounts of the siege at UNCC’s dig site in Jerusalem. Among the artifacts, UNCC students discovered a Scythian arrowhead and a golden earring in an ashen layer. The implications of this finding further validate the biblical accounts. This discovery allows historians to revisit the siege with a clearer view of the events of theconquest. This paper analyzes biblical accounts, prior historical research, and newfound artifacts, alongside a historical understanding of the siege methodology of the time, to establish a picture of the two years Jerusalem spent under siege. This paper uses these sources to paint a portrait of the methodology employed by King Nebuchadnezzar of Babylon during the siege. Such as, what wall the Babylonians breached the city from, what tools they used to breach the wall, and why the Babylonians “hesitated” following the breach. This paper proposes a theory of exact methods used by the Babylonians to conduct the siege that led to the destruction of one of the mosthistorically significant cities in the world
A Framework for Modifying Mathematics Tasks for Accessibility
No full textFor our work in Language in Mathematics, we developed a framework for analyzing mathematics tasks along lines of mathematics concepts, mathematics practices, contexts, and language demands. By referencing these features, we worked across our distinct academic specializations of mathematics education and language/literacy education more easily. They also helped us to draw important distinctions between task characteristics (concepts and practices) that cannot be modified without changing what is being assessed mathematically; and those that can be changed (context and language demands) as long as the changes are done with care. We share our framework, which can be used for curricular and instructional purposes, in hopes it can help other educators to work cross disciplinary areas for improving the accessibility of mathematics tasks more generally
The Original Scam: A Critical Race Policy Discourse Analysis of the School Choice Debate in Texas
No full textThis study applies a Critical Race Policy Discourse Analysis to examine the rhetoric and ideological underpinnings of Texas’s 2023 school choice debates, particularly the proposed Education Savings Account (ESA) program. Grounded in Critical Race Theory (CRT), the research analyzes the discourse surrounding House Bill 1 (88(4) HB 1) using data from legislative texts, gubernatorial press releases, public testimony, and media narratives. Findings reveal that despite race-neutral framing, the discourse both for and against the ESA program is deeply racialized, drawing on historical legacies of segregation and white supremacy. The study identifies three dominant themes: the racial origins of voucher programs as a tool to resist desegregation, the misleading rhetoric of parental empowerment, and the rebranding of school choice as a defense against liberal "indoctrination." Importantly, it highlights the role of white male Republican lawmakers from rural districts who opposed the bill, not necessarily from an anti-racist standpoint, but to protect local public schools from defunding. This research contributes to policy analysis by uncovering how school choice narratives obscure racial inequities while advancing neoliberal agendas, and underscores the need for equity-focused public education policies
Unearthing the disenfranchisement of Black voters: : Preparing adult learners for critical consciousness and political resistance
No full textThis paper examines voting laws that have been enacted in Florida, Georgia, and Colorado within the last decade to determine the extent to which they promote enfranchisement or disenfranchisement of eligible voters. The findings show that following Shelby County v. Holder Supreme Court ruling in 2013, Florida, Georgia, and several other “battleground” states have enacted voting laws that disproportionately prevent eligible Black voters from registering to vote and from voting. As the implication of the study, the authors extoll the virtue of educating citizens about the sacrosanctity of an electoral process that is inclusive and free from voter suppression. They recommend an adult education curriculum that encompasses a robust civic and citizenship education as well as critical literacy in two-year and four-year colleges as well as in the informal and non-formal adult education sector to raise adult learners’ critical consciousness on oppressive electoral laws and ways to resist them
Poetic Mathematical Knowledge, Cultural Connections and Challenging Epistemic Injustice
No full textThis article focuses on poetry as a shared point of mathematical reflection, connection, and culture while discussing the importance of the driving force behind liberatory action. Specifically, a math-inspired poetry template will be discussed across multiple learning contexts to highlight the richness of poetry and math. We put forth the idea of Poetic Mathematical Knowledge to provide an entry toward transformational mathematical teaching and learning rooted in resistance, healing, and liberation. Insofar to say that antiracist mathematics must move beyond superficial activities and must focus on the wholeness of students and their communities
Choosing and disusing educational technology: Examining parents’ decision making about math and literacy apps for their young children
No full textMany parents are interested in using educational apps for their young children. Evidence indicates that well designed apps can promote children’s literacy and math skills. However, many commercially available apps are poorly designed. This highlights the importance of understanding how parents decide which educational apps they make available for their child and also why they may disuse them. Sixty-five Canadian parents (58 mothers) completed a survey assessing literacy and math knowledge, and decisions about literacy and math apps. Parents’ naturally self-generated features for app selection yielded similarities e.g., (ease of use, age appropriateness) and differences (e.g., advertisements, games) to rubrics typically generated by researchers. Highly endorsed features were similar across app types. App quality and potential for independent use were key reasons for disuse. Parental knowledge of foundational literacy and math concepts such as phonological awareness and cardinality was low, which could pose a challenge for their assessments of apps.