2580 research outputs found
Sort by
Decolonizing my Classroom During the COVID-19 Pandemic: An Autoethnographic Study
Get PDFAmerican schooling is a colonized construct that seeks to maintain white patriarchal hegemony (Battiste, 2013). As a critical educator whose personal epistemologies are shaped by Indo-Caribbean feminism and Coolie feminism, I continually grapple with a large bureaucratic system that thrives on the perpetual dehumanization of teachers, families, and students. The sudden shift to remote learning surfaced the particular cognitive dissonance I navigate, both within myself and in my professional spaces, as I work to decolonize my classroom spaces while inadvertently perpetuating them.
As a high school English teacher serving a population of exclusively BIPOC students in a small urban school, I took the shift to remote learning as an opportunity to engage in an autoethnographic study aimed at examining the decolonization of virtual classroom spaces. Utilizing Smith\u27s concept of the line, the center, and the outside (2012), I interrogated the process of decolonizing schooling both in my English literature courses and in my leadership of the English department. Using Lyiscott\u27s fugitive literacies framework (2019) as a lens, I examined ideological, institutional, interpersonal, and internal manifestations of white supremacy in the decolonizing process. As a result, I crafted a unique tool for critical reflection and analysis called the decolonial compass. This tool was used to situate my personal identity within relevant socio-political and historical contexts. This was achieved by integrating the larger frameworks of decolonizing theory and critical constructivism with my personal epistemologies. This study documents my authentic decolonizing process during the tumult of the COVID-19 pandemic with two major findings: (1) relinquishing epistemological control is central to decolonizing classrooms and (2) critical love is a tool for combatting dehumanization. Recommendations for teacher education and professional development are included
Perceptions of Secondary Music Educators on the Transition to, and First Years of the Every Student Succeeds Act
Get PDFThe Every Student Succeeds Act (ESSA) of 2015 has the potential to be important for American music education. Unlike its predecessor, No Child Left Behind (NCLB), ESSA mentions music by name as one of the components of a “well-rounded education,” rather than including it under the arts. However, there is much that is unknown about ESSA and how it pertains to music education. The purpose of this qualitative case study was to better understand the perceptions of music educators on the transition to and the first years of ESSA. The primary source of data included 18 semi-structured interviews with secondary music educators working in Nassau County, New York. Most participants did not consider themselves knowledgeable about ESSA or the policy process in their schools. Similarly, the participants of this study felt they were uninvolved in the transition from NCLB to ESSA. However, applying the theory of policy enactment as a framework showed that the participants were more involved than they realized due to how they responded to the consequences of ESSA and other policies. Many music educators in this study were also concerned about the effects of educational policy on equity and the civil rights of students. Additionally, participants noted numerous contextual factors that influenced the manifestations of educational policies in schools and their impacts on music education. These findings have implications for music educators, policy makers, administrators, and all those who hope to advocate for equitable music education, as well as music’s important role in the curriculum
A Thematic Analysis of the Clinician\u27s Experience of Individual Music Therapy in Skilled Nursing Facilities with Older Adults
Get PDFThis qualitative research study explored the music therapist’s experience of conducting individual music therapy sessions with older adult clients residing in skilled nursing facilities. Three music therapists partook in semi-structured interviews discussing their individual experiences conducting individual music therapy sessions with older adult clients in skilled nursing facilities. Participant interview transcripts were the primary data source and thematic analysis was used to elicit themes in the data. Five themes emerged: (a) theoretical framework, (b) client preferred music used in individual music therapy sessions (c) flexibility in individual sessions, (d) structured sessions for group work, and (e) advocacy for music therapy in skilled nursing facilities. The findings indicate individual music therapy sessions provide more flexibility within the session space while group sessions provide more structure and are more for community wellness. Individual sessions target the client’s emotional needs on a deeper level and give more opportunities for clients who are unable to participate in groups to the best of their abilities
The Experience of Music Therapists Working with the Parents of Premature Infants in the Neonatal Intensive Care Unit (NICU)
Get PDFThis study explored the lived experience of music therapists working with parents of premature infants in the neonatal intensive care unit (NICU). While there are many studies regarding the effects of music therapy on parents and premature infants in the NICU, few in-depth qualitative studies focus on the experiences and perspectives of music therapists working in the NICU. The present study aims to explore music therapists’ experiences of working with the parents of premature infants in the NICU and their perspectives on how music therapy can meet the needs of these parents. Data were collected through audio-video recording and transcription of semistructured interviews. The data were analyzed using Moustakas’ (1994) modification of van Kaam’s method of Interpretative Phenomenological Analysis (IPA). The findings consisted of six common themes across participants: (a) witnessing parents’ difficulties and providing support, (b) music therapy advocacy, (c) serving as a bridge between parents and their babies, (d) utilizing various interventions, (e) mediating between parents and medical staff, and (f) setting boundaries. These common themes explored music therapists’ experiences and supported the need to recognize the roles and challenges of music therapists working in the NICU
The Role of Affinity Group Membership For Marginalized Music Therapy Students and Professionals
Get PDFLittle research has been done exploring the significance of affinity group membership in the profession of music therapy. In this study, 48 music therapy students and professionals who identified as a part of an affinity group connected to their marginalized identities were surveyed, answering open- and closed-ended questions related to their experiences of a sense of belongingness, acculturative stress, and burnout in professional environments. Quantitative data were analyzed using cross-tabulation descriptive statistics through Google Forms and qualitative data were analyzed through thematic analysis. The quantitative data highlighted how affinity group membership plays a significant role in the sense of belongingness for marginalized music therapy students and professionals. They also suggested that many participants experienced similar challenges and feelings in differing spaces (e.g., work, school) related to their marginalized identities. Thematic findings revealed that affinity group membership promoted feelings of belongingness, confidence in expressing one’s marginalized identity, increased comfort in advocacy for self and others, reduced inclination to assimilate to dominant societal norms, and increased cultural sensitivity in music therapy practice. This research suggests that music therapy educational and professional environments should be more intentional about providing affinity spaces and access to resources for marginalized students and professionals. More research can be done to explore the relationship between the sense of belongingness among marginalized music therapy students and professionals and job satisfaction, higher education, burnout levels, and sociocultural location
Hail to the King[s], Baby Arthur vs Army of Darkness
Get PDFGiven the current penchant for “medieval misappropriation” among white supremacists, neo-Nazis, and political pundits, medievalists are clearly justified in directing their critical attention toward debunking the overly popular neomedieval misrepresentations portrayed in so much serious modern Arthuriana. Yet, it is worth remembering that comedy also played an essential role in medieval Arthurian storytelling, and that neomedieval comic representations of King Arthur (and his silly English kuh-nigguts) remain worthy of critical attention as well, perhaps especially so during times of modern “darkness.” Two major strains of neomedieval Arthurian comedy remain perennially present in modern media: those following Mark Twain’s time-traveling Connecticut Yankee (wherein a cocky modern hero replaces an ineffective King Arthur as the new “boss”) and those echoing Monty Python’s satiric Holy Grail (wherein King Arthur is a self-important, dim-witted authority figure worthy of ridicule). These two comic strains find an unexpected hybrid representation in Sam Raimi’s horror-adventure-comedy, Army of Darkness, which presents fans with a cocky, dim-witted, and modern replacement for Arthur: Ashley J. Williams, the modern buffoon king we deserve . . . if not the one we want. As an escapist fantasy, a critique of modern hyper-masculine heroism, and a self-conscious distortion of medieval film tropes, Army of Darkness exemplifies how comic neomedieval Arthuriana can offer audiences solace during times of hardship, critique modern cultural concerns within a distant medieval construction, and remind viewers that the “real Middle Ages” was not a uniformly dour, shit-laden time of pestilence, violence, and ethnocentrism but—like our own time period—an age capable of self-reflection, criticism, and comedy
High School Counselors as Social Capital for Low-Income Students in a Career Academy High School Model: A Case Study
Get PDFWithin this qualitative study, we explored the idea that high school counselors, acting as a form of social capital, could influence the postsecondary opportunities of low socioeconomic students. We used a case study design to analyze freshman academy counselors and their influence in the career pathway selection process within one district to answer two research questions: (1) Using the knowledge available regarding college and career opportunities, how do freshman academy counselors influence low socioeconomic students’ career pathway selections? (2) How do freshman academy counselors’ perceptions of college and career opportunities for low socioeconomic students influence low socioeconomic students’ career pathway selections? We collected data through interviews, archival records, and document analysis, and analyzed the data using initial coding, leading to themes to explain the case. We found that high school counselors’ social capital was influenced by (a) the person behind the position, (b) the importance of context at specific schools, and (c) the access to resources at their school and how those resources meet student needs. We close with a discussion of the findings and the implications for practice and future research
JETstream Volume 4 Issue 1
Get PDFThe arrival of spring generally brings to mind thoughts and images of new beginnings, op-timism and a sense of resili-ence after a long winter’s sea-son. This current issue of JETstream seems to reflect similar sentiments. Although the JET Library continued to seamlessly provide its services to the Molloy Community throughout the pandemic, be-ing able to interact and en-gage with our students in per-son has been beyond com-pare! One of our most exciting new ventures has been the intro-duction of the Learning Com-mons into the JET Library as part of a pilot program. As ex-plained by Courtney Dalfanso, Writing Center Director, “the Learning Commons is for those who want to work on their studies in a space where peer and professional tutors standby ready to help. Stu-dents will be immersed in an open learning area within the JET Library and afforded ac-cess to materials, profession-als, information, and peers in a space that enhances their academic experience at the college.” The JET Library’s Head of Reference, Nikki Pa-lumbo adds, “We are very ex-cited to be able to work more closely with our colleagues to offer integrated tutoring, re-search, and writing help in one convenient location.” On another note, although we had to bid farewell to two of our amazing staff members, Ellen King and Joyce Vaaler, as they embarked on their re-spective journeys as new retir-ees, we are so pleased to wel-come several new members to the JET team who you will get to know about in this issue. Wishing you all a successful Finals Week and a safe, restful and enjoyable summer
Women in the Superintendency: A Phenomenological Study of Women Superintendents’ Perceptions of Social Capital
Get PDFPublic schools are faced with a shortage of women superintendents in the United States. Although women dominate the teaching profession and outnumber men in educational leadership and doctoral programs in education, there is a disproportionate number of men compared to women leading the nation’s public schools. Using feminist theory and social capital theory, this qualitative phenomenological study examined how nine women superintendents perceived gender-based obstacles, as well as the support of social capital during their ascent to the superintendency. The findings revealed that women in the study faced sex-role stereotyping and gender bias from men and women as they aspired to leadership. They also revealed that social capital career supports of mentoring, formal and informal networks, and relationship building were necessary to advance to the superintendency. There was also evidence that professional preparedness through their expertise in curriculum and instruction, additional skill development, and transformational leadership styles were additional factors that supported their ascent into district leadership. Women of color in the study displayed resiliency, despite the image of the superintendent being stereotypically that of a White male. The findings of this study can lead to professional--development opportunities for women by highlighting the voices of women superintendents who successfully navigated the pathway to district leadership. The findings have implications for increased gender-based sensitivity training for school boards, hiring committees, and leadership--preparation programs. In addition, a reimagined university leadership program should include additional skills-based instruction, partnerships with school districts, and sponsorships for women aspiring to the superintendency. Representation matters: only when people share leadership equally will women be able to achieve equitable access to the superintendent position
Enrollments in a Tobacco Dependence Treatment Program during the Covid-19 Pandemic: A Case Study
Get PDFDuring the pandemic, Covid-19 mortality rates were higher in those who smoke. Smokers reported relapse to tobacco use during the pandemic and /or an increase in the numbers of cigarettes smoked. Individuals reported working from home with more opportunity to smoke without restrictions, increased stress, anxiety, boredom, and isolation as their reasons for relapse or increased cigarette consumption. A health system tobacco cessation program was offered remotely with individual telephone or telehealth sessions and weekly virtual support groups. There was a significant increase in program enrollments and quit rates during the pandemic compared to the previous year. As individuals return to in-person work, tobacco control measures, such as tobacco-free indoor and outdoor environments as well as tobacco cessation programs will be important factors in reducing smoking and encouraging cessation