Journal of Culture and Values in Education (JCVE)
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Teaching as a career choice: A case study on the perceptions of emerging teachers
Get PDFAs fewer and fewer students choose teaching as a career, the teaching profession struggles to understand how to recruit more students into the field, and prevent current teachers from leaving. Data shows the need for new teachers will continue to increase (Sutcher, Darling-Hammond and Carver-Thomas (2016), while almost 70% of schools reported at least one unfilled vacancy to begin the 2011-12 school year (Malkus, Hoyer, & Sparks, 2015). Teacher preparation programs are also graduating fewer students into teaching (2016). This qualitative case study investigated the perceptions and beliefs of undergraduate students enrolled in an introductory course on teaching. Data from this case study is expected to confirm prior research on the reasons why students choose teaching as a profession, and help teacher preparation programs investigate if students’ perceptions about becoming a teacher have changed. Results from this study support prior research on why students choose to become teachers, but also explores students views on how society views teaching, the continued salary gap with other professions, and the future of teaching
Rewriting Teacher Education: Food, Love, and Community
Get PDFIn this article, we present the intertwining stories of a teacher education learning community who are (re) writing the current dehumanizing narrative of standardization, crisis mongering, and survival of the fittest ethos that continue to harm our learners, teachers, and communities. We argue that when teacher education candidates are repositioned from consumers of theory and methods to inquirers of practice, their collectively constructed knowledge not only illuminates locally significant issues but also disrupts institutional hierarchies. Drawing from narrative inquiry theory and a collaborative methodical approach, we—a professor and students—share our personal stories of learning together in a required teacher education course and practicum placement at a local high school. Bringing together conceptions of voice, human capability, and “place”, we provide a layered framework to understand pedagogical practices that operate to unravel systems of standardization and hyper-individualism. Our inquiry approach, public narration, and our democratization of knowledge serve as an example of teacher education pedagogy with a disruptive agenda
Against Reactionary Populism: Opening a Needed Conversation in Education
Get PDFIn the early throes of the U.S. counter-cultural movement of the 1960s, Bob Dylan sang, “You don’t need a weatherman to know which way the wind blows.” Less a critique of experts than a commentary on the observable cross-currents in U.S. (and global) politics and culture at the time, Dylan slyly paid homage to the capacities of average citizens to find their own way through the mess, while indicting a heavy-handed government consolidating power in a world gone wrong. Like then, we find ourselves in a world that is seemingly going wrong at every turn and with no dearth of heavy-handed governments. We see this each time we compulsively reach for our phones or turn on our computers, get our daily drip of division, distraction, or news (a 24/7 version of the two minutes of hate in Orwell’s 1984 coupled with a steady supply of soma from A Brave New World), check our feeds, or resend someone’s 150 characters of revelation. If these things fail to satiate one’s penchant for pain or desire to confirm the end times, then we can get a concentrated version of the malaise when the person in the position of president of the U.S. tweets, often multiple times per day, an alphabet soup of very rarely coded nativism, isolationism, conspiracy theories, and wounded white male entitlement. Unlike the time in which the young Dylan briefly railed, it seems we would not trust the insight of a meteorologist (or any expert, for that matter) even when we need it, much less have a basic hope in the capacities of others to help us through the thicket that is the current political and cultural landscape. Or, so we are instructed: Be afraid, be distrustful and, most of all, be aggrieved. Outside of an insightful run of books by Giroux over the past two decades, very little has been said about the role of schooling and education, more broadly, in challenging the great fracture and regression. This special issue seeks, admittedly in a modest way, to begin broader conversations about the role of schooling and education in enriching democracy and challenging reactionary populisms
Historical Fiction Picture Books
Get PDFHistorical fiction picture books represent a small subset of titles in the broader scope of the format. However, these books are important to both readers and educators. As books are used in educational settings it is critical to assess their effectiveness in helping teach children. This is especially true of historical fiction which generates its own unique challenges. To deeply assess historical fiction picture books we gathered and analyzed a sampling of 126 titles to assess trends in the genre. We found that there were multiple conflicts between the genre and format. There were many books in the sample that struggled with directing the content to a young audience, giving a accurate portrayal of race issues, and maintaining general authenticity and accuracy in the writing. There were also some notable examples of historical picture books that did not display these faults, showing that with the right content and approach, historical fiction picture books have the potential to be invaluable tools for teaching children
Disability and Higher Education in Palestine
No full textDisability in Palestine and the experiences and practices of professors and administrators on accommodating disabled students in Palestinian higher education institutions are captured through critical ethnography mode. Disability in Palestine is discussed within the context of what I, as the researcher, call “segregating democracy.” The term segregating democracy refers to the political bonds between Israel and the United States of America that often lead to exclusion of the indigenous Palestinian community from the rest of the world. Segregating democracy and its consequences on disability in Palestine are the context in which the experiences of the Palestinian faculty and administrators are analyzed. Using critical disability studies, while also drawing from elements of teacher development theories, this paper identifies transformational ways of thinking about disability as well as the unique role of educators in promoting/adopting inclusive pedagogical practices towards accommodating disabled students in higher education
Dewey and Political Communication in the Age of Mediation
Get PDFThe present sociopolitical environment in the United States is perpetually mediated and beset with information from innumerable sources. This paper argues that Dewey’s conception of communication as a mutual act of meaning-making holds insights for explaining the connections between pervasive mediation and political polarization, in addition to understanding why political discourse has become more degrading in recent years. It also points the way toward viable solutions by arguing for the reorientation of schools toward valuable living experiences that are becoming less pronounced in the broader culture, such as sustained face to face engagement on matters of social import
Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools
Get PDFThis review provides a broad discussion related to how the authors of Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schoolsspeaks to ongoing institutional practices that limit and oppress learner’s leadership, imagination, and self-exploration. The book’s focus on the biodiversity of learning is highlighted within the review as a necessary strength to the humanization of students and to seeing the value of student-driven learning
Editorial 2019: (2)2
Get PDFAs the Journal of Culture and Values in Education (JCVE), we are excited to be with you through the second issue of 2019. We would like to extend our appreciations to all who contributes by submitting or reviewing manuscripts or have been readers of JCVE. This is an international, peer-reviewed, open-access academic e-journal for cultural and educational research. The journal is published regular issues twice a year (June & December) in online versions. The overarching goal of the journal is to disseminate origianl research findings that make significant contributions to different areas of education, culture and values of different societies. The aim of the journal is to promote the work of academic researchers in the humanities, cultural studies and education. In addition to our goal of providing free on-line access to the new journal, we also feel strongly about the necessity of its being very high quality
The Challenge with Educational Transformation
Get PDFThe digital culture is a challenge for a sustainable future because it adopts the same values embraced by proponents of the Industrial Period of the 18th century. The digital culture, in the same way as the industrial culture, promote the values of consumerism, progress, change, innovation and individualism, all of which contribute to a decline in the conversations, and collaborative problem solving that comprise the pool of collective ideas and sources of intergenerational knowledge of local self-sustaining communities.. In order for this conversation to begin, educators must first engage themselves in understanding the metaphors that are carried forward by words such as progress, change, innovation and individualism and the advantages of encouraging the revitilaztion of the local cultural commons
Using Dewey's Conception of Democracy to Problematize the Notion of Disability in Public Education
Get PDFIn this paper I examine ways in which students with disabilities have the capacity to be full, contributing citizens within a participatory, communicative, and pluralistic democracy. In many instances, institutions such as schools provide barriers that disallow and dissuade students with disabilities from full participation in society and their education, which prevents them from becoming co-creators of their educational experience. I argue that in a Deweyan democracy, all students must have not just the right, but be allowed to grow in their capacity to develop into fully participating, contributing citizens. My hope is that by situating disability and special education within the Deweyan democratic discourse it will be possible to render that discourse more genuinely inclusive of all students, so that the needs of all are met and the unique contributions of each become a part of the educational process