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Counternarratives in Art Education: Portraitures of Underrepresented Students a Decade after Graduation
Get PDFThe research sought to better understand and advocate for underserved and underrepresented art students in public education through the utilization of counternarratives. How can we effectively resolve social justice issues in art education if we do not listen to the voices and perspectives of the students these issues directly impact? Foundational theory for this research has been the works by Paulo Freire (1970/2017), Antonia Darder (2012), and bell hooks (1994). Through the lens of critical theory, the research provided an overview of academic socio-political issues and oppressive systems in place perpetuating the stigma around underserved and underrepresented students. The research shared five (5) counternarratives from former students who graduated a decade ago from the same underserved school. A series of semi-structured interviews (Seidman, 2019) were conducted, and stories were collected from participants who self-identified as being marginalized in high school. Participants spoke of their identities, communities, and academic experiences. The findings amplified the voices of students’ who provided dynamic and nuanced counternarratives to their education in a Title I public school. Grounded theory from Glaser & Strauss (2017) was employed to analyze the interview data within each interview. Common themes emerged and are discussed. Art educators who teach and support underserved students are provided with tools to advocate for their students, including pedagogies centering student agency and community empowerment
Inclusion of Suicide Education and Prevention in Counselor Education
Get PDFSuicide is a frequent crisis that counselors encounter in the field. Despite this concern, several studies over the last two decades indicate inadequate preparation in training programs. This article includes a discussion on possible ways to integrate suicide education throughout the curriculum using the CACREP core areas
The Mindful Studio
No full textTHESE EBOOKS ARE LICENSED FOR USE BY STUDENTS AND FACULTY OF KUTZTOWN UNIVERSITY ONLY. Access will require you enter your KU email address and password to open them. This is required by copyright and licensing laws for titles which are not open access.https://research.library.kutztown.edu/ebooks/1014/thumbnail.jp
Chasing Butterflies
No full textPart of the session titled Fables, Fantasy and Morality: How the Unreal Can Teach Us About Ourselves
Playing the Player
No full textPart of the Session titled Reclaiming Home: Gender, Violence, and Visibility
How Capitalism and Patriarchy Fails Foxfire
No full textPart of the Session titled Feminist Futures in Fictio
Culturally-Affirming Service-Learning for Counselors-in-Training: Child-Parent Relationship Therapy Training with Spanish-Speaking Families
Get PDFThe Spanish-speaking community is the largest underserved language group in the United States. To advance social justice advocacy and multicultural humility for this language group, the field of counselor education needs to create pedagogical scaffolding for non-Spanish-speaking counselors-in-training to work with interpreters to support Spanish-speaking families, while also enhancing language-concordant training for Spanish-English bilingual counselors-in-training. We utilized a critical race research design to explore six counselors-in-training’s experience participating in service-learning through online facilitation of Child-Parent Relationship Therapy with Spanish-speaking families. Interpretative phenomenological analysis of qualitative data yielded four major themes: (a) collaboration, (b) improved awareness, (c) growth and strength, and (d) the need for more resources. Findings highlight the importance of iterative pedagogical and service-learning opportunities and supervision to enhance counselors-in-training’s culturally affirming interventions, knowledge, and social justice advocacy skills. Limitations and future directions are discussed
“Woman at Point Zero” Challenges Faulty Person Schemas
Get PDFThis paper explores how literature can challenge faulty-person schemas as defined by Mark Bracher through an analysis of Woman at Point Zero by Nawal El Saadawi. The paper outlines how Saadawi pushes her readers to question faulty-person schemas and biases and also question the impact these schemas have on institutions and structures that are rooted in bias to oppress and control minorities. The main character in the novel, Firdaus, is a woman who fights against oppressive structures for her protection and freedom, and through humanizing such a character, Saadawi demonstrates how faulty-person schemas place inaccurate judgements on people and encourage dangerous structures to thrive
The use of evidence-based behavior practices in the general education classroom: A comparison of teacher perception and implementation
Get PDFThis study investigated the perceptions and beliefs of four general education kindergarten teachers regarding their use of evidence-based behavior practices compared to their observed implementation of those practices. Classroom observations were conducted to collect data regarding teachers use of “honey” (positive, evidence-based practices) as compared to their use of “vinegar” (negative comments, redirections, etc.). Teacher interviews were also conducted to examine teacher perceptions, and the data was compared to determine if perceptions matched reality. Teachers reported being familiar with almost all 20 behavior practices included in the study and stated they used more than half. However, teachers were directly observed to use a limited number of the practices. During the interviews, teachers were also asked about their training and experience with positive, evidence-based behavior techniques to gain insight into methods and frequency of training and support. Teachers reported limited opportunities related to their specific areas of need. This information was utilized to develop suggestions for professional development including follow up consultation with the goal of enhancing their use of evidence-based behavior management practices in their classrooms, practices which have been shown through research to benefit all students in the classroom. The current school policies were reviewed to examine their role in promoting a culture of honey or vinegar in the school. This study provides actionable recommendations for modifying district policies and enhancing professional development to align classroom management strategies with evidence-based best practices