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Creating spaces to shift the power dynamics: Counter-storytelling through the Voices of Empowerment Conference
Get PDFThis qualitative study explores the transformative potential of counterstory as a method for promoting educational equity through the lens of racial literacy and the Archeology of Self framework. Rooted in critical race theory, counterstory enables marginalized voices to challenge and reshape dominant narratives within educational research and practice (Delgado & Stefancic, 1996; Delgado, Stefancic, & Harris, 2012; Ladson-Billings, 2013; Ladson-Billings, 2021; Martinez, 2020). The community-based study using a counter-storytelling approach draws on data from a focus group held during the 2024 Voices of Empowerment Conference, part of the Institute for Critical Race and Ethnic Studies (CRES) at St. John\u27s University. The focus group discussed systemic barriers, the undervaluation of educators, and the need for culturally responsive teaching methods. Key themes include the importance of professional development, the impact of administrative decisions, and advocacy for diverse student needs. By engaging in deep self-reflection and embracing shared humanity, educators can create inclusive, healing spaces that foster mutual understanding and support. From this study emerged the Educator Empower Theory. The findings underscore the necessity of reimagining educational environments to address inequities and support the holistic development of all students. Through counterstories, the article advocates for a paradigm shift towards collective healing and the reconstruction of educational spaces that honor diverse ways of knowing and being
A Study Abroad Immersion and Reflection of American Liberal Arts Students in Cyprus
Get PDFEnsemble tours abroad, with a liberal arts focus, provide a rich, unique, and highly educational opportunity to make music while experiencing the history, people, language, and culture of another country. Pre-tour preparation, however, requires research and a trusted relationship between the director and the host to ensure that the musicians in both countries enjoy the same degree of excitement and desire to learn from one another. The following article is research that was conducted for an American college wind ensemble tour to Cyprus. In addition to reviewing several books and journals, the authors listened to hours of classical, folk, and popular Cypriot music that provided a wealth of historical knowledge in addition to a comprehensive introduction to the aural history of Cyprus. The article includes a brief history of Cyprus, the history and development of music, song, dance, and music education in Cyprus, a brief history of wind bands in Cyprus, and the reflections of the students who participated in the tour
DECODABLE DELIBERATIONS IN EARLY READING INSTRUCTION: A MIXED-METHODS STUDY OF FIRST-GRADE TEACHERS’ PERCEPTIONS, SELECTION, AND USE OF DECODABLE TEXTS
Get PDFThe fundamental significance of literacy achievement cannot be overstated. However, the 2022 National Assessment for Educational Progress (NAEP) divulges alarming findings, with a mere 33 percent of the nation’s fourth graders performing at or above proficiency in reading (NAEP, 2022). Exploring the nexus of research-informed pedagogy and practice is imperative to disrupt this deleterious trajectory. This mixed-method study will examine how first-grade teachers select and use texts for beginning reading instruction with a critical lens on teachers\u27 perceptions of decodable text to fully understand the complex intersection of intentionality and attitude when choosing texts for early reading instruction. This study will deploy a parallel convergent design to merge the results from quantifiable data, such as Likert-based survey results, and qualitative data, such as open-ended question responses, to understand better teachers’ perceptions and subsequent text selection. The findings from this study present implications for teachers, students, administrators, and policymakers and broaden the landscape to pave the way for future research that foregrounds the voices and perspectives of the teachers within a research-informed paradigm
THE IMPACT OF CATHOLIC EDUCATION ON NON-CATHOLIC CHINESE IMMIGRANT STUDENTS
Get PDFThis study investigated teachers’ and parents’ perspectives on the impact of Catholic education on non-Catholic Chinese immigrant students. The research attempted to answer three questions: How did teachers and parents perceive the impact of Catholic education on non-Catholic Chinese immigrant students’ academic achievement? How did teachers and parents perceive the impact of Catholic education on non-Catholic Chinese immigrant students’ personal moral values? And what are non-Catholic immigrant parents’ perceptions of Catholic education? The study is framed by moral development (Kohlberg & Hersh, 1977) and sensemaking (Weick, 1995) two frameworks. The methodology chosen for the research was a single case study, that used a sample of non-Catholic Chinese immigrant families and their K-8 children who study at Catholic schools to address the impact of Catholic education. The researcher conducted interviews with three administrators, seven teachers, and four parents from one single Catholic school that involved 59% Asian and 72% non-Catholic of the entire school population. The findings present three major themes with the impact of Catholic schools on non-believer immigrant students: the reason for sending children to Catholic schools; the impact of Catholic education; and parents’ perceptions of Catholic education. The study provides some guidance with respect to Catholic school leaders and teachers to relate Catholic education\u27s values to those of other cultures, faiths, and communities as it expands to educate students from a wide range of backgrounds, especially non-Catholic immigrant students
THE POWER OF LAW CODES, LEGAL TRADITION, AND ADMINISTRATIVE INSTITUTIONS AND THE RISE OF THE KINGDOM OF SICILY FROM NORMAN TO ARAGONESE RULE
Get PDFThe Kingdom of Sicily, founded in 1130 by Roger II de Hauteville, is an example of a medieval European kingdom with an advanced understanding of law, judicial processes, and administrative offices that developed from its creation by the Norman kings to its incorporation into the Crown of Aragon. A state rarely focused on in medieval European studies, its advanced understanding of law is reflected through the law codes of Roger II, the Holy Roman Emperor Frederick II, and the Aragonese kings James II, Frederick III, and Peter II of Sicily. These kings knew that in order to effectively grow the power of their kingdom, the kingdom needed to establish laws that were fair and observed all of its subjects as equal, whether they were a nobleman or a peasant, Christian or Muslim, also while maintaining their status in society. In addition, the establishment of councils that administered the law, managed the land, and assisted the king in his duties were also set up and would prove to be crucial to the management of the kingdom. Through the close reading of Arabic and Christian primary sources, the purpose of this study seeks to accomplish three things. First, to recognize that the Kingdom of Sicily had a diverse population and was not strictly Latin, or Catholic, and practiced religious toleration to a degree. Second, it seeks to increase awareness in academic and non-academic audiences the Kingdom of Sicily as a vibrant and diverse area of medieval Europe outside the traditional areas of France, England, Germany, and Spain. Finally, the study seeks to consider legal texts as cultural phenomena and as a record of both court and legal culture in a diverse kingdom experimenting with tolerance as the rest of Europe is increasingly becoming more intolerant. This study is significant because the legal history reveals how the Kingdom of Sicily was not static, that it was adaptive and experimented with new laws and administrations to consider non-Christian subjects of the kingdom as equals to the Christian subjects, according to the law, allowing the early monarchs to create a powerful kingdom in the Mediterranean
PROSPECTIVE NURSING STUDENTS’ PERCEPTIONS OF THE IMPORTANCE OF NUTRITION LITERACY: A TRANSCENDENTAL PHENOMENOLOGICAL STUDY
Get PDFProper nutrition is essential to the prevention of chronic diseases such as cancer, heart disease, and diabetes. It is also important during the recovery period from disease as well as in the maintenance of general good health. In many health care settings, nurses are the initial health care provider with whom patients have contact. All forms of literacy require a solid foundation in fundamental literacy concepts that must be reinforced to fully develop content-specific literacy, such as nutrition literacy. Nutrition literacy is defined as the extent to which nutrition information is acquired, processed, comprehended, and applied in ways that benefit human health. Nurses are integral members of the health care team and should receive proper nutrition education. In light of the key role nutrition plays in health and disease, it is imperative during the early assessment of patients to properly evaluate them with consideration of their nutritional health. Accordingly, nurses should have a solid foundation in fundamental literacy concepts as well as nutrition literacy and possess and understand both fundamental and advanced nutrition concepts and be able to communicate this information to patients. The purpose of this qualitative transcendental phenomenological study was to explore prospective nursing students’ perceptions of the importance of nutrition literacy related to the field of nursing and whether they would be sufficiently prepared to address nutrition issues in a clinical setting. All participants were seeking admission to a Bachelor of Science in Nursing (BSN) program that would result in eligibility for registered nurse (RN) certification. A semi-structured interview protocol involving the incorporation of open-ended questions was employed to collect information regarding the participants’ life experiences with nutrition and nursing. Additionally, a questionnaire was used to collect participant demographic information. The findings of the study indicate prospective nursing students believe nutrition is a vital component of health care delivery and should be an integral part of nutrition education to prepare nutritionally-literate nurses for clinical practice