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“Well, I’m thinking about horse poverty”: Teaching and Learning about Social Justice and the Arts with Elementary School Students
Get PDFThis paper analyzes a social justice arts program that I developed and taught to third, fourth, and fifth grade students at one school in the Poughkeepsie, NY area. I begin this project by considering my own experiences in art class as an elementary school student, and analyzing the strengths and weaknesses of my school’s art curriculum. Next, I take a multidisciplinary approach to evaluate the current literature on social justice arts education. In this section, I define the characteristics of a high-quality social justice arts program and analyze commonly-available arts education resources for teachers. I continue with an outline of the development of my particular curriculum, as well as my methods for selecting schools and evaluating my program. Finally, I analyze the impact of this project on both myself and my students. I ultimately argue that social justice education of any form takes time, strong relationships, communication, and support from multiple actors
Students’ Perceptions of Positive School Experiences: An Investigation on the Similarities and Differences Over Time
No full textThis study aimed to understand the factors of positive school experiences from children’s own perspectives. The foundation of this research depended on school satisfaction, school connectedness, and academic self-perception. Overall, these terms encompassed general feelings about enjoying school, engaging with the rules and content, and thinking of oneself as smart. I wondered how these variables individually and cohesively contributed to positive school experiences and how these relationships changed depending on students’ ages. Based on previous literature, I predicted that students would feel less positively about their school experiences as their grade level increased. My methodology was based on interviews with students between the ages of four and ten years old. I constructed a semi-structured interview about their experiences at school and conversed with participants individually for about ten minutes each. After completing interviews, I analyzed all the responses and created six codes, or themes, based on participants’ sentiments - liking school, having time for play, socializing with peers, appreciating learning, feeling smart, and having agency. These six codes were the ultimate contributors to students’ positive school experiences. Participants were divided into three groups for analysis, and reports for students in the youngest age group were compared to responses on teacher questionnaires. After analysis, it was revealed that students in the youngest age group had the most positive school experiences. Students rated play and social factors of school as most important, independent of age. In contrast, students in the oldest age group reported the highest scores for smart and agency. Future research has been proposed to investigate differentiations of play between grade levels and the possible benefits to socioemotional development and academic achievement
Homecoming. An exploration into the meaning of \u27belonging\u27 and examination of transnational adoption as a means of the neo-colonization of the female Chinese American adoptee body
No full textAl-khatun and artifact: Gertrude Bell and imperial archaeology in the colonization of “The Orient
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Transgressional paradise: gender and dichotomy in the illustrations and text of the 1688 edition of Paradise Lost
Get PDFCultivating Children for the Common Good: (De)-Constructing Citizenship in Danish Child Care Institutions
Get PDFUgly Food for Thought: Ripple Effects from a New Food Movement
Get PDFIn 2015, the Ugly Food Movement started by companies and campaigns to market and sell aesthetically suboptimal fruits and vegetables. The movement began in response to an increasingly visual culture in which many customers and retailers reject produce on the basis of visual cues and unrealistic expectations influenced by the media. In order to reestablish the value of imperfect produce, ugly food start-ups including Misfits Market, Imperfect Foods, and Hungry Harvest emerged to promote the fruits and vegetables others ignore and now deliver to many major metropolitan areas throughout the United States. These companies partner with growers and customers to expand access to fresh food at affordable prices, conveniently ship produce boxes to doorsteps, and reduce “ugly” food waste. However, the ripple effects of this millennial movement are far-reaching and complex. Food-justice advocates argue that these profit-based solutions are disingenuous and ill-equipped to combat food waste and inaccessibility. Instead, they may take away from local services such as Community-Supported Agriculture (CSA) programs. This thesis unpacks the context in which the movement sprouted and its national positionality. It argues that while the Ugly Food Movement has benefitted some farmers, executed exemplary marketing, and performed effective social outreach, it is limited. However, through fruitful and noncompetitive collaboration between local food communities and ugly food efforts, imperfection could feed more communities