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Parents’, teachers’, and administrators’ views on children’s transitions to kindergarten: A research-to-practice summary
Get PDFThis study documented perspectives from parents, teachers and administrators involved in children’s transitions from public pre-K into kindergarten within a large, diverse county. The purpose was to better understand how these stakeholders experience transitions and how they view their roles in the transition process. Qualitative results indicated a wide range of transition practices were in use, although use of specific practices varied from program to program. Thematic analysis indicated areas of agreement and points of divergence in how stakeholders viewed transitions. Results are discussed in relation to considerations for teachers and administrators interested in streamlining the transition from pre-K to kindergarten
A Program-wide Look at Early Identification of Socioemotional and Behavioral Needs in Head Start Programs to Better Serve Children
Get PDFEarly childhood programs, such as Head Start, that serve children at risk can implement programmatic screening procedures to ensure equitable identification of children displaying a range of socioemotional and behavioral needs. We examined administrative records linked to a program-wide mental health screening tool to examine patterns of special needs referral and identification for children within the Head Start program (N=7,301 children). Findings showed that male, Hispanic, and Spanish-speaking Dual Language Learner (DLL) children were identified with a disability at a higher rate compared to female, non-Hispanic, and non-DLL children. Children displaying challenging behaviors such as aggressive, oppositional, or disruptive behavior were identified at higher rates than children displaying shy or socially withdrawn behaviors
Adult Education in Racialized Spaces: How White Supremacy and White Privilege Hinder Social Justice in Adult Education
Get PDFAdult education practice is informed by the geographic spaces in which learning centers are located and in which outreach activities take place. Throughout American history practices such as redlining, lynching, zoning, and police brutality have been used to enforce racial segregation (Loewen, 2005; Rothstein, 2018). Thus, segregated spaces are products of white supremacy which complicate the work of adult education. The purpose of this paper is to explore how white supremacies shaping of spaces in the Midwest effects adult educators working for social justice
Building the Movement in Fragile City: Creative Responses to Hyper-Development
Get PDFGentrification is an economic, cultural and physical expression of white privilege that displaces those with limited financial resources, especially people of color. As the USA’s most rapidly developing neighborhood,1 Long Island City (L.I.C.), Queens is transforming from industrial/residential to shiny towers with skyrocketing property values, amplified further with Amazon’s recent announcement of their proposed new headquarters, already driving prices even higher.2 As both an artist and worker in L.I.C., I am a community stakeholder. Four of my recent art projects center this contested landscape, and invite others to join me in exploring and questioning it. My work, which includes social practice projects as well as objects such as installations and paintings, can provide opportunities for those who engage with it to learn about the causes and effects of displacement due to profit-driven real estate. There will be 12 15 images from these projects with descriptive captions
Book Review of Stamped from the Beginning: The Definitive History of Racist Ideas in America
Get PDFKendi, I. X. (2017). Stamped from the Beginning: The Definitive History of Racist ideas in America. New York, NY: Nation Books. (Original work published 2016). ISBN-978-1-56858-598-7 (paperback
Decolonizing Pedagogy by Appropriating Yoga. The Role of White Women in the Search for Social Justice within Higher Education
Get PDFHigher education in North America replicates cultural and psychological values that are distinctive of its colonialist roots. Within this system some educators seek to challenge the status quo by introducing new pedagogical practices with the potential to evoke transformation and change. This mixed methods study sought to understand the use of yoga as pedagogy in undergraduate courses across North America. Participants integrating yoga as a teaching tool verbalized hopes of uprooting the hierarchies of privilege that exist within higher education; simultaneously, secularizing yoga necessitated removing the discipline from its historical context, replicating colonialist values of appropriation. The role of white women in seeking social justice, and replicating colonialist values is discussed within the context of higher education
Family and Friends in Uniform: Effect of Close Relationships on CJ Major Selection Among Diverse Students in Urban Colleges
Get PDFThis article investigates the complexity of the relationships criminal justice (CJ) students from two large, diverse urban colleges (N=371) have with family and friends who are both work within CJ institutions as professionals, but also with family and friends who are adversely impacted by the criminal justice system. In particular, the impact of having a family or friend in a CJ profession on motivations to enter the CJ are probed. A survey consisting of quantitative and qualitative questions was administered, and descriptive and inferential statistics obtained. Findings showed 40% of students both had family and friends affected by the CJ major and who had family and friends who worked in a CJ profession. There was a high degree of correlation between those with CJ connections and the influence those connections exert towards the choice of CJ as a college major. Implications for adult educators of these students is discussed
