Journal of Culture and Values in Education (JCVE)
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Language Ideologies, Language Policies and their Translation into Fiscal Policies in the U.S. Perspectives of Language Education Community Stakeholders
Get PDFThis study explored the potential effects of the Trump administration’s proposed budget cuts through the lens of language ideologies in the language education community. This community includes English as a second language (ESL), dual language bilingual programs, and world/foreign language education. The Trump administration proposed cuts totaling $4 billion by eliminating or reducing major language education programs. Through semi-structured interviews, the researchers explored the perspectives of stakeholders who would be impacted. Six participants who are actively involved in the language education community at different levels including ESL, dual language bilingual, and world language educators, administrators and coordinators of language education programs in the U.S. participated in this study. Thematic analysis of the interview data indicated that all participants from different stakeholder groups were ideologically aligned with the pluralist views. The budget cuts were perceived as representative of broader assimilationist ideology. The negative impacts of eliminations on teacher professional development programs, K-12 public education, post-secondary language education, and world language education in America were expressed by the participants. The participants’ counter arguments to the proposed budget eliminations are presented. This study has implications for the language education community, language policy makers, and educational policy planners in the U.S
A Value and Character Educational Model: Repercussions for Students, Teachers, and Families
Get PDFThe aim of this article is to provide some insight on the implementation of a series of values in the educational system. The approach sought is holistic, considering that we weigh the effects of those values not only related to students and teachers, but also to families, government, and school administrators. This approach is new since many values and character education studies are centered on either students or teachers, or both. Also, this article tackles the concept of values and character education, adding the review of several related studies, providing valuable information about the benefits and advantages that this educational model offers based on the expectation that those values must be present in all factors of the learning process. Finally, this article delivers a reflection on those same elements with the goal to use it as a thought-provoking tool to consider more solutions to help students face academic challenges and those related to life
Intercultural Experiences Prior to the Educational Program: Occupational Therapy and Social Work Students
Get PDFIn the health and social professions, including occupational therapy and social work, interactions and exchanges with people are essential. Populations encountered by professionals in these fields are becoming increasingly diverse in terms of age, origin, language, health status, and socio-economic background. Sometimes, professionals can have potential misinterpretations regarding intentions and actions, health beliefs and practices, or verbal and non-verbal communication. To overcome obstacles related to practice in a context of diversity, universities must develop students’ intercultural competence. Scientific literature stresses the importance of encountering diversity to improve awareness and sensitivity and to bring attention to biases and prejudices. Considering students’ intercultural experiences before their formation could be a basis to achieve this educational goal. The present study aims to document this topic. Semi-structured interviews with 51 first-year students from two educational institutions in French-speaking Switzerland were conducted to capture the participants’ descriptions of these experiences in private or professional contexts. The interviews were transcribed and submitted to a thematic analysis approach. A thematic map was generated and three main themes emerged: (1) perception of diversity; (2) communication challenges; and (3) transformation of attitudes toward the “Other.” They are described and discussed in terms of developing intercultural competence. Recommendations regarding intercultural education emerge from these findings
Culture, cognition, and college: How do cultural values and theories of intelligence predict students’ intrinsic value for learning?
Get PDFThis research explored the cultural and cognitive factors that promoted college students’ intrinsic value for academic learning, which has been shown to be an important correlate of college students’ GPA. Cultural values and theories of intelligence were both hypothesized to predict students’ intrinsic value, but only cultural values were shown to be an important predictor in these relationships. Explanations and implications for these findings are explored
Critical Self-Reflection as Disruption: A Black Feminist Self-Study
Get PDFAs the PK-12 student population grows more diverse, the teaching population steadfastly continues to be white middle-class women (NCES, 2016). Critical teacher educators understand the importance of preparing pre-service teachers to become culturally responsive and sustaining (CR/S) practitioners by engaging in culturally relevant education (CRE). Critical teacher educators, particularly those of color from historically marginalized groups, can be important advocates in the struggle to strengthen the teaching candidate pool of CR/S practitioners. Building a cadre of teachers, who are poised to decolonize minds and spaces, sustains the work of many teacher educators of color. However, the acts of teaching and learning in most institutions of education are inundated with oppressive norms such as white privilege, xenophobia and anti-blackness. It is this reality in which I, a Black female junior teacher educator, attempt to disrupt normative teaching practices within a special education course. This self-study examined insight derived from a focus group as well as from my self-reflections conducted over the course of two semesters (Spring 2018 to Fall 2018). Using a qualitative methodological approach, the findings indicated tensions between my vulnerable position of being a junior faculty member and my desire to dismantle normative deficit practices through critical self-reflection.
 
Obstacles facing rural women development in the Palestinian society: Nablus Governorate as a Case Study
Get PDFWomen constitute 49 percent of the Palestinian population, but the participation of Palestinian women in economic and social development in Palestinian society is low. The low participation of women is due to many obstacles and constraints preventing them from contributing to the economic and social development of Palestinian society. This study aims to address the most important obstacles facing Palestinian women in achieving development, focusing on the problems and constraints facing rural women in Nablus Governorate. The study used the descriptive, analytical, inductive, and historical approach based on references, books, periodicals, and field work. The data were collected through personal interviews and questionnaires. One hundred questionnaires were distributed to obtain scientific results in an objective manner. The study found that there are a number of factors preventing Palestinian women from contributing to the development process, most importantly social, economic, political, security, media, and personal factors. The study concluded with a number of important recommendations and proposals necessary to increase the role of rural women as well as the economic and social development of Palestinian society.
 
Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning Practices
Get PDFThe main purpose of this paper is to respond to the call to re-envision higher education and to share experiences of hope that provide concrete examples about possibilities of enacting liberatory education in higher education. This article focuses on the work of one junior faculty member and four doctoral students who participate in a critical inquiry group and research collective called the “Critical Education Research Collective,” (CERC). As social justice educators, in this shared space we engage in meaningful teaching and inquiry practices that involve teaching and research methodologies, education theory, dialogue, reflection and praxis. While research has highlighted the ways in which inquiry groups can be used as an intentional and systematic examination into teaching practice, this essay describes the structure, functioning, theoretical standpoints and the process of becoming a doctoral student and professor-led critical inquiry group. The group came together as a way to sustain the work and research development of both the doctoral students and the junior faculty in the collective
Serious with the Wordplay: Battle Rap as a Critical Literacy Site and Model
Get PDFCritical scholars contend it must be the duty of those who are marginalized to create pedagogy that will empower themselves. As such, researchers continue to explore ways and means by which Black male students can engage with and enact literacy. While a significant amount of research has been conducted on hip-hop pedagogies and literacy, there lacks examination into how the specific element of battle rap functions as a location to cultivate the critical consciousness of students. This research seeks to highlight how the genre of battle rap can be a pedagogical tool of literary expression, while simultaneously shedding traditional standards of instruction which have constrained learning opportunities, particularly for Black male students. Critical literacy as a theoretical framework and critical discourse analysis (CDA) as a methodology are employed to advance battle rap as an effective instructional tool. Ultimately, this study seeks to privilege the educational experiences of Black male students and complex our interpretations of how language, literacy, and culture intersect and can be exercised in US classrooms
Narratives of Racial Reckoning: Oppression, Resistance, and Inspiration in English Classrooms
Get PDFThis narrative inquiry traces the experiences of five racially and ethnically diverse English Language Arts teachers as they move from their university coursework in a teacher education program to their student teaching and then into their first years teaching in a large urban school district in the Southeast. Through narrative inquiry, these teachers describe how language was/is used as a tool of racial oppression in their professional lives, how language served as resistance to racist discourses in their classrooms, and furthermore how language functioned to inspire through the disruption of racist discourse. These narratives illuminate the intersections of race, ethnicity, language, education, and power and how teachers can both disrupt and sustain canonical narratives and discourses
Increasing Civic Engagement Through Civic Education: A Critical Consciousness Theory Perspective
Get PDFThere is a growing need for increased civic engagement in developing countries. We argue that civic education has not met this need in Nigeria because it is uncritical, but it can be reformed through critical consciousness theory emphasizing knowledge and critical thinking. However, for civic education reforms, we need to understand the relationship between sociodemographic factors and civic engagement. Therefore, we investigated the influence of six sociodemographic factors (gender, location, age, income, education, and ethnicity) on two civic engagement constructs—environmental civility and community volunteering—using the responses of 372 respondents on the Civic Engagement Scale. Results revealed that community volunteerism is mainly influenced by age, gender, and location, while environmental civility is mainly influenced by location and education, and there is a generally low level of civic engagement. The implications of these findings for a critical civic education aimed at increasing critical consciousness and civic action are discussed