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Editors Notes - Moving Beyond Awareness: Exploring Social Justice, the Power of Education and Solidarity in the Context of Racism against AAPI Communities
Get PDFGuest Editors for DSJ Vol.9, No. 2, WINTER 2024
Dr. Qi Sun & Dr. Haijun Kang
Promoting Social Justice Through Professional Development Workshops: Integrating Asian American History in K-12 Education
Get PDFThe underrepresentation of Asian Americans in the K-12 history curriculum remains a significant issue (An, 2020; Kiang, 2004; Kim, 2022; Rodríguez, 2018, 2020; Zhang et al., 2023), with limited coverage beyond WWII incarceration and early Chinese immigrant experiences (An, 2020, Noboa, 2012). This narrow portrayal neglects the diversity and contributions of Asian Americans, perpetuating stereotypes and anti-Asian hate, especially post-pandemic (Choy, 2022). This professional development workshop aims to raise awareness among K-12 history teachers about these deficiencies and provide strategies to teach Asian American history effectively. Using Vella’s (2002) principles of dialogue education and following the 4-A learning sequence, this article demonstrates how to design a workshop session that promotes a more inclusive and accurate historical representation of Asian Americans for K-12 history teachers
Mayan Mathematics: Connecting History and Culture in the Classroom
Get PDFThis paper discusses incorporating historical and cultural connections into one’s teaching to bridge cultural gaps, foster appreciation for diversity, and promote sound understanding of mathematics and other cultures’ contributions to mathematics. Studying civilizations such as the Maya helps many young learners appreciate their heritage and the evolution and logic of today’s mathematics
Pre-service Teachers’ Assumptions about Latino/a English Language Learners in Mathematics
Get PDFWe share data collected from 51 pre-service elementary mathematics teachers who were asked about teaching mathematics to English Language Learners (ELLs) who moved to the U.S. from Central America and China. We describe three critical misconceptions held by pre-service teachers (e.g., differential treatment of ELLs based on country of origin, isolation rather than community, and outsourcing to meet ELL needs) and discuss implications for teacher preparation and professional development to better equip teachers to teach mathematics to Latino/a students
A Framework for Connecting Natural Language and Symbol Sense in Mathematical Word Problems for English Language Learners
Get PDFWorking fluently within the multiple semiotic systems of the language of mathematics requires developing strong symbol sense and connecting meaning of symbols to meanings in natural language. Challenges can exist for English language learners (ELLs) when connecting natural language and symbolic representations, particularly in the context of a mathematical word problem. This article presents a framework that connects mathematical word problem solving stages to multiple semiotic systems while providing elements of symbol sense that ELLs can develop in order to work with mathematical word problems
Best Blends Forever: Rethinking Inclusive Early Childhood and Special Education Teacher Preparation at One University
Get PDFThe University of Vermont’s (UVM) blended undergraduate early childhood education (ECE) and early intervention/early childhood special education (EI/ECSE) program originated as a model to dually prepare and license future educators to teach young children with and without disabilities from birth through age 6. However, strains on the university’s budget, intersecting with the COVID-19 pandemic, led university administrators to recommend deactivating the program in 2020 and prompted program faculty to reconceptualize what the “blending” of the two fields of study could look like in the reality of contemporary contexts. The article begins by highlighting the evolving identity of UVM’s blended ECE/EI/ECSE program. Next, using a social foundations perspective, we explore several key influences that have shaped our current collaborative approach to preparing early childhood educators for inclusive environments and how our ECE and EI/ECSE programs can be officially parted, yet still be blended, in its goals to prepare all future teachers of young children for inclusive settings. It concludes with recommendations for ECE and EI/ECSE faculty who may find themselves in need of reimagining their conceptions of blended teacher preparation for inclusive early childhood settings
Teacher Licensure Exams and Teacher Effectiveness: Do edTPA scores predict beginning teacher effectiveness?
No full textEvaluating pre-service teachers is a common and integral part of every Teacher Preparation Program. Recently, some states have implemented evaluation and performance criteria to assess these programs\u27 effectiveness and value-added. North Carolina has committed to using the educative teacher performance assessment (edTPA) as the sole pre-service licensure examination for teachers entering the profession who currently lack a certificate. Concomitantly, North Carolina uses a teacher evaluation process that includes a teacher effectiveness measure, Educator Valued-Added Assessment System (EVAAS), as a value-added measure for schools and teachers. This study used administrative data and examined the association between pre-service teacher edTPA scores and EVAAS data for first-year teachers. The study found no meaningful relationships between the three constructs of edTPA and the rubrics used to evaluate pre-service teachers when controlling for teacher demographics and school characteristics. The outcomes are discussed in terms of practical implications and suggestions for policy.
 
This strange flower….Changing the past and imagining feminist futures:: Letters between a museum curator and an artist
Get PDFThrough a series of letters written in summer 2023 between Hilde Herming, manager of the Women’s Museum Norway, and artist Thale Blix Fastvold, we explore in this article how we collaborated to imagine more feminist futures for the museum. With reference to a variety of the artists’ feminist projects, concepts, and investigative practices we explored how to bring new perspectives to the museum to change the patriarchal structures which continue to dominate both society and its institutions. As the Women’s Museum Norway is based in the childhood home of Dagny Juel (1867 – 1901), we illustrate how she became a pivotal figure, a third voice in our explorations. We argue that writing for us built bridges across our different positions as manger and artist in the interests of gender justice and provides a new model of how museums can become safe platforms and facilitators of and for feminist adult education
Historical Roots in Positioning Chinese International Students in the US: Race and Culture from 1872-1949
Get PDFChinese international students (CIS) have been entangled in a complex narrative of anti-Asian sentiments that dates back to their early interactions in the United States. Yet, a lack of research has focused on the historical roots and racial dynamics of CIS have encountered. This study will focus on the first two waves (1872-1949) to examine CIS experiences, history, and roots of anti-Chinese sentiment. Positioning theory is used as the conceptual lens to examine how CIS located themselves and were positioned by others, delineating duties, rights, expectations, and obligations in the first two waves. Critical discourse analysis serves as the methodology, allowing an in-depth analysis of textual language to uncover patterns of dominance, and power dynamics, and identify the inclusion and exclusion based on language use. The findings contribute insights into the historical aspects of anti-Chinese sentiment, elucidating the multifaceted positionings of CIS within the American socio-cultural landscape.