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Poking the bear: Feminist online activism disrupting conservative power
No full textThis is the time for a critical digital pedagogy that simultaneously recognizes the potential inherent in social media to challenge power and build movements alongside the dangers lurking in a fake news era that spreads hate, division and distraction. This paper explores how Canadian digital feminist activists challenged conservative power over three federal elections with innovative creativity using what I have termed, critical pedagogical humour, resulting in a spontaneous online social movement that helped oust the Prime Minister. Using a social-justice qualitative mixed-methods approach, this study informs online political practice and pedagogy drawing three conclusions: 1) Social media makes responsive activism possible, lifting most barriers, and enabling risk-taking; 2) Social justice struggles rely on informal education based on truth-telling, rooted in values and deliberately using humour for its innocuous delivery that disarms and opens doors and; 3) Social media provides unique opportunities to respond to events in real-time while creating a historical record documenting government activity and resistance
Social Media Freaks: Digital Identity in the Network Society
No full textSocial media has made its way into our everyday interactions via Facebook, Snapchat, email, Google, Twitter, Instagram. Internet users can create personal social media identities as well as virtual spaces which can be categorized cultural objects. Social Media Freaks draws from virtual ethnography methodology to explore eight case studies. Kidd argues social media as a tool to push back against oppression as a platform that provides a voice, especially to marginalized peoples; and social media as art connected to human action. This book is a significant contribution for scholars who seek other social justice perspectives in addition to understanding how to use social media as a tool for social justice. Kidd reflects on the positive and negative side of technology, networks, and social media platform corporate ownership. 
Inclusive and Culturally Responsive Comprehensive Sex Education in the United States: Current Disparities, Pedagogy, and Public Policy Implications
No full textAs of 2017, only 22 states and the District of Columbia mandate education about both sex and HIV. Two states mandate sex education only and 12 others mandate only HIV education (Guttmacher Institute, 2017). Even in those states providing sex education, students often only receive a standard curriculum that does not consider the intersection of geography, political economy, individual and cultural differences, and level of sexual activity. While funded inclusive education and resources are greatly needed, there are few policies that require support and advocate for national sex-education standards. In response to this crisis, inclusive sex education programs have emerged in local communities throughout the nation. This conceptual paper will review the current literature on sex education programs for urban youth and minorities, spotlight pedagogy efficacy, current policies, and advocacy that address these disparities in sex education for urban youth and minorities. Implications for future research are also discussed.
Keywords: inclusive sex education, urban culture, policy reform, pedagogy efficac
Promoting Self-Regulation in Early Childhood Education: Teachers’ Knowledge of Self -Regulation
No full textThis study used data collected from in-service early childhood teachers enrolled in a summer pre-kindergarten endorsement program hosted at a large urban university in Middle Tennessee. Data were also collected from pre-service teachers enrolled in three different courses in an Education Preparation Program, at the same institution. The independent variables included the participants’ characteristics (i.e., number of years of teaching experience and amount of professional development), and the teachers’ attitudes and their personal beliefs exhibited in the classroom. The dependent variable was the teachers’ knowledge of self-regulation. The results suggested that the level of the teachers’ knowledge of self-regulation was impacted by the number of years of teaching experience and the amount of relevant professional development/training. The level of knowledge of self-regulation, however, had no impact on teachers’ attitudes and personal beliefs in the classroom.
Keywords: self-regulation, early childhood education, early childhood pre-service in-service teachers, problem behavior, socio-emotional skill
School Counselors and African American Students: Counseling within the Psychology of the Black Experience
No full textIn the contemporary age of ‘proposed culturally competent practices and pedagogy’, issues in urban educational settings remain somewhat prevalent in today’s K-12 learning environments. This paper provides auto-ethnographic perspectives and relevant literature to assist education professionals and stakeholders in promoting student success, academic achievement, and increasing access to higher education. In this article, the terms African American male and Black male are used interchangeably.
Keywords: black (urban) education, school counselor, student success, black male
You Win Some, You Lose Some: How Demographic Factors Interact with the Ubiquity of the Framing Effect
No full textThe current literature review is a compilation of research that addresses the ubiquity of the framing effect and presents examples of demographic features that hinder or facilitate the susceptibility to it. The framing effect, which was initially empirically studied through the exploration of gain vs. loss frames (Tversky & Kahneman, 1981), is a phenomenon in which discrepancies in the phrasing of the same content can elicit significantly different responses. A variety of frames, contexts, and demographics are discussed to reveal examples where the framing effect is present. Although our susceptibility to the framing effect emerges from underlying cognitive processes, the purpose of the current literature review is to promote awareness of the framing effect by explaining how it is utilized so that we can consciously decrease our susceptibility to our own cognitive biases
Current Early Educator Knowledge, Practice, and Needs Regarding Informal Assessment
No full textEarly educators are urged to use authentic assessments which assess young children\u27s development using systematic observation of real-life experiences and activities (Susman-Stillman, Bailey, & Webb, 2014). However, only a limited number of studies are available regarding early educators\u27 current practices and needs associated with systematic informal assessment (Early et al., 2007; Madaus, Rinaldi, Bigaj, & Chafouleas, 2009; Pretti-Frontczak, Kowalski, & Brown, 2002). Researchers provide a framework for this study by dividing the DEC recommended assessment practices (2014), and NAEYC assessment indicators of effectiveness (2003) into four themes: choosing assessment methods, collecting data, collaborating with families, and analyzing data. The framework was then used to design the survey instrument for the purpose of determining early educators\u27 current: (a) use of informal assessment methods, (b) knowledge and beliefs about the effectiveness of informal assessment methods, and (c) needs for training related to using informal assessment methods. Results indicate that early educators working in settings other than Head Start revert to using two informal assessment methods (i.e., anecdotal notes, event/frequency) which match most teachers\u27 self-rating of their knowledge regarding anecdotal notes. Finally, early educators in the current study reported needing additional training related to all informal assessment methods except for anecdotal notes
Strategies and Barriers: Career Advancement for Women Administrators
No full textOnly 24% of superintendents are women in K-12 districts in the United States, though women outnumber men in these settings. There are barriers that prevent career advancement and equal rewards for women. These barriers can be internal, such as low aspirations or duties in the home and/or external barriers such as systems and structures of society. The purpose of this study was to examine survey data on 88 women administrators (i.e., assistant principals, principals, central office administrators) regarding the internal and external barriers and for strategies and career advancement that would lead to a superintendency in a Midwestern state
