Charlotte Journals
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Forging New Terrain in Critical Mathematics Teacher Education: The Role of Collaborative Reflective Practice
No full textDespite symbolic declarations by leading mathematics education organizations, critical mathematics educators have questioned whether we are serious about preparing teachers to provide equitable mathematics opportunities for children of color. This collaborative self-study of two mathematics teacher educators aimed to examine their own histories, perspectives, and priorities in preparing future mathematics teachers. Our analysis and resulting framework are guided by documents put forth by the National Board of Professional Teaching Standards (NBPTS). We conclude that self-study, or critical interrogation of self, can serve as a model to sharpen a pedagogical focus to serve student groups who have experienced neglect
Why Recreate the Wheel when Collaboration is Key? Implementing Strategies for Success across Student Groups
No full textThis paper explores strategies used in diverse K-12 mathematics classrooms to meet the needs of emergent bilinguals and students with learning disabilities. We do not assume that all students have the same needs but recognize that there is some overlap in research. All students can benefit from a collaborative approach between teachers and specialists, and we explore three strategies that we use in our classrooms. We hope that this paper reduces teachers’ stress by demonstrating how some strategies can be implemented to teach mathematics to all students regardless of different learning needs
Reimagining Preparation for Early Intervention Providers
Get PDFPreparing highly qualified Part C early intervention providers to serve eligible infants and toddlers and their families is crucial. Currently, there is no licensure for early childhood special education in the state of New Mexico, leaving many Part C providers without the necessary preparation. Project RISE, Reimagining Intervention to Support Early Childhood, a grant funded through the Office of Special Education Programs, will create a Multicultural Early Intervention Concentration within the existing Early Childhood Education Birth-Four non-licensure program. The aim of this project is to reimagine the preparation of early intervention providers through the infusion of culturally sustaining practices, strengths-based practices, and Yosso\u27s community cultural wealth model. This manuscript will describe Project RISE, including the relevant New Mexico context; the development of Project RISE competencies, courses, and practicum experiences; the development of and collaboration with our affiliated faculty team and advisory board; scholar recruitment; and lessons learned thus far
Feminist re-imaginings of a Victorian brothel: Using a dialogic method between practitioners and academics
Get PDFMiss Laura’s Social Club is a former Victorian brothel that is the Visitors Center for Fort Smith, Arkansas. While the building has been a popular tourist attraction for the city since the 1990s, the exhibits in the site portray an inaccurately sanitized image of prostitution. A recent change in city leadership prompted a re-evaluation of Miss Laura’s and opened an opportunity to re-imagine the space in ways that would continue to appeal to tourists yet reflect a realistic portrait of the lives of the women workers. Through semi-structured dialogue, two practitioners working at Miss Laura’s and two university researchers imagined the exhibit space in the Front Parlor into a restructured historically accurate narrative. Explorations of feminism, glamorization of prostitution, elitism and the conflict between heritage sites’ roles offer a model for other feminist researchers and practitioners to transform these sites by addressing critically their histories of whitewashing inconvenient gendered truths.
 
Curating a Feminist Exhibition: Purpose, Process and Presentation
No full textIn January 2023, we curated the feminist exhibition titled Cultures of Head Coverings in the Wilfrid Johns Art Gallery, University of Victoria, Canada. The exhibition included a range of historical and contemporary stories by women about the head coverings and un-coverings they wear. The exhibition was a response firstly to global sexist xenophobia and secondly, to the province of Quebec’s recent ban on wearing ‘religious’ headwear in the public sector. The exhibition offered a visual and storied space for women to tell their stories through what is often viewed as a simple piece of cloth (or hair) but which is very complicated. Reflecting on our curatorial practice from conception to materialization as feminist adult educators who use exhibitions as spaces of gender justice we discuss the social and pedagogical potentials and challenges and how our principles of plurality, collaboration, subjectivity, identity, and responsibility to change informed all we did.
 
Fostering Inclusivity and Social Justice: Insights from Sentiment Analysis on Asian Hate Speech for Educational Transformation
Get PDFThe COVID-19 pandemic has impacted the prevalence of anti-Asian hate speech on social media, particularly against the Chinese community. This study aims to explore the dominant themes within this hate speech and examine its implications for transformative adult education. Using artificial intelligence and sentiment analysis, we analyze social media content from 2020 to 2023, tracking anti-Asian language\u27s evolution and sentiment trends. Our focus on anti-Chinese sentiments within the broader context of anti-Asian hate highlights the shared and unique challenges faced by Asian communities. This research contributes to developing transformative adult learning that promotes social justice and inclusivity in an increasingly digitalized and diverse society by linking these insights to educational practices
Honoring Identity and Building Community in the Mathematics Classroom
Get PDFIdentity is a vital aspect of consideration within the mathematics classroom. This article describes the identity frameworks of figured worlds and rightful presence to help educators make sense of what identity looks like in the mathematics classroom, and how it can be utilized to improve the experience of mathematics learning for all students. By synthesizing these two frameworks, we propose a set of questions to help educators challenge the status quo of what mathematics teaching often is and build towards a classroom community of empowered learners
A Magical Moment Counting Tires: A Counterstory About Missed Opportunities
Get PDFA Magical Moment Counting Tires: A Counterstory About Missed Opportunitie
