9820 research outputs found
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Suzanne Chamlin: Studies in Color - Intro Vinyl Wall Panel
Get PDFhttps://digitalcommons.fairfield.edu/suzannechamlin-ephemera/1008/thumbnail.jp
Streaming: Sculpture by Christy Rupp - Wall Label 6x7
Get PDFhttps://digitalcommons.fairfield.edu/christyrupp-ephemera/1020/thumbnail.jp
Installation image of the exhibition Ink & Time: European Prints from the Wetmore Collection
No full texthttps://digitalcommons.fairfield.edu/ink-and-time-images/1015/thumbnail.jp
Installation image of the exhibition Ink & Time: European Prints from the Wetmore Collection
No full texthttps://digitalcommons.fairfield.edu/ink-and-time-images/1025/thumbnail.jp
Installation image of the exhibition Ink & Time: European Prints from the Wetmore Collection
No full texthttps://digitalcommons.fairfield.edu/ink-and-time-images/1033/thumbnail.jp
Installation image of the exhibition Sacred Space: A Brandywine Workshop and Archives Print Exhibition
No full texthttps://digitalcommons.fairfield.edu/sacredspace-images/1003/thumbnail.jp
Ink and Time: European Prints from the Wetmore Collection - wall lables 6x6
Get PDFhttps://digitalcommons.fairfield.edu/ink-and-time-ephemera/1012/thumbnail.jp
Ink and Time: European Prints from the Wetmore Collection - wall lables 6x11
Get PDFhttps://digitalcommons.fairfield.edu/ink-and-time-ephemera/1021/thumbnail.jp
Building Communities of Care for Equity, Justice, and Culturally Responsive Practice in Mathematics Education
No full textTeaching is widely considered one of the “caring professions,” but conceptualizations of care and how care is put into practice in education are not universal. In this article, we draw from a range of perspectives on care that integrate supportive interpersonal relationships, high expectations, and culturally relevant theories of critical care, as well as Queer Theory and Disability Justice, to explore the application of these ideas in mathematics education. We identify key elements for building communities of care in mathematics education contexts: co-constructing community agreements, redefining participation, shifting traditional power structures, collaborative problem solving, and building networks of care beyond the classroom. We share our experiences implementing these elements of communities of care and propose that the integration of these elements can serve as the starting point for a framework for building communities of care for equity, justice, and culturally responsive practice in mathematics education
Installation image from the exhibition Helen Glazer: Walking in Antarctica
No full texthttps://digitalcommons.fairfield.edu/helenglazer-images/1035/thumbnail.jp