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1 Ascending the Shadows of my Past: A Collection of Female Led Fantasy Novels Sammy Schwindt University of Puget Sound March 24, 2023
Full text linkRace and the Holocaust: Giving Voice to Diverse Learners
Full text linkAs American student populations grow increasingly more diverse, educators must find ways to promote Holocaust relevancy and honor the voice and experience of learners. While some scholars and educators continue to make a case for a particularist approach to teaching about the Holocaust, a universalist approach is the only of the two to intentionally provide space for diverse groups to find relevancy. This article explores how racial diversity in American classrooms call for teaching that honors the uniqueness of the Holocaust while acknowledging a teacher’s own positioning and the experiences of learners. It explains the author\u27s race and connection to Holocaust history and presents a short reflection from a three-week study in Israel. The chapter concludes with considerations for how we might leverage the power of racial diversity to reach greater audiences
Conversations about Race between Educators and K-12 Students
Full text linkConversations about race between teachers and K-12 students have been found to improve racial attitudes for students of all races and to serve as a protective factor for students of color. This study examines perspectives of educators and youth in regard to these conversations, obstacles that impede them and factors that increase positive outcomes. Eighty-nine educators and 130 youth completed questionnaires that included multiple choice and open response questions. Samples were diverse in regard to race and geographic region within the US. Using descriptive statistics and thematic analysis, researchers found that these conversations generally have positive outcomes and often strengthen relationships. Obstacles include educators’ lack of preparedness, discomfort due to insufficient practice, and premature interruptions. Youth report that conversations are more beneficial when trust is already established and the topic is connected to their lived experiences. Participants offer recommendations to improve frequency, increase positive outcomes and minimize obstacles
Gender, Self-Identity, and Vocal Music Education: Student Experiences at the University of Puget Sound in the 1990s
Full text linkVocalists are the only music students whose instruments are their bodies. As a result, “finding a voice” is an incredibly sensitive process shaped by systems of education. Based on twelve semi-structured interviews with University of Puget Sound choir and voice alumni from the 1990s, this research examines the effects of collegiate music education on the musical identity negotiation of undergraduate vocalists, specifically concerning the effects of gender conceptions embedded in classical music cultures. Interview analysis revealed the salience of gender in mediating choral belonging, the importance of body image in shaping singer identities, the impact of masculine music theory education on vocalists, and the effects of gendered musical hierarchies. Educational discourses in the Puget Sound School of Music in the 1990s reinforced female sexualization, gender binarism, and heteronormativity, valuing masculine-coded traits and activities over those coded as feminine and devaluing the embodied musicianship of vocalists, especially those who did not fit into hierarchical gender expectations
Points, Lines, and Bodies: The Mereological Problem in Leibniz
No full textPoints, Lines, and Bodies: The Mereological Problem in Leibniz
Jackson Hawkins (Brigham Young University)
Comments by Ember Reed (Puget Sound)
Chair: Ari Zansber
Ubuntu and the Struggle for Reason: Humaneness Beyond Humanism
Full text linkUbuntu and the Struggle for Reason: Humaneness Beyond Humanism
Andrew Shaw (University of Washington)
Comments by Ismael Gutierrez (Puget Sound)
Chair: Emma Cole
This paper examines how modern societies might begin to live by the African philosophy of ubuntu through the prominent example of the Truth and Reconciliation Commission in South Africa. Following the work of philosophers from perspectives of race and disability, I contend that the liberal conception of rational personhood continues to grapple with problems of exclusion and demonstrate the exigency of theorizing alternative modes of personhood. I then argue in support of ubuntu as a moral system and compare ubuntu with the liberal Kantian tradition. In particular, I hold that ubuntu presents a promising solution to the exclusion problem by viewing personhood as a flexible designation that must be earned through upstanding moral character. I thus find that ubuntu’s central notion of “be-ing becoming” presents a fundamental ontological difference with contemporary liberalism’s emphasis on rationality and autonomy
The Trail, 2023-09-27
Full text linkhttps://soundideas.pugetsound.edu/the_trail_2023-24/1000/thumbnail.jp
We Need More Than \u27Luck\u27: How Students Learn About Pleasure
Full text linkSex education primarily focuses on reducing the negative consequences associated with sex. Pleasure is often left unaddressed despite the impact it has on sexual and overall health. The present study investigated how people learn about sexual pleasure. Nine female and fem-identifying participants aged 20-24 completed interviews about their experiences learning about sex and sexual pleasure. Grounded theory was used to code interview transcripts. Participants identified flaws in learning from a variety of sources, including sex education, parents, friends, partners, and media. These flaws indicate a need for improvements to sex education, such as promoting communication and media literacy skills
Factors that Influence Handwriting Legibility for School-Aged Children
Full text linkFour occupational therapy students collaborated with 360 Pediatric Therapy, a Seattle based pediatric occupational therapy practice. The collaborating practitioners, Catherine (Cate), Heather, and Miriam, were interested in the current and relevant evidence surrounding factors impacting handwriting legibility with children. Student researchers systematically reviewed the literature from 2007-2023 to address the question, What are the main factors that affect or correlate with handwriting legibility for school- aged children K-5?” Out of the 936 articles screened, researchers found 36 articles that met the inclusion criteria. Research demonstrates that handwriting interventions (in and out of the classroom) involving multiple skills (cognition, visual motor, fine motor, etc.) have been shown to be, in general, effective for improving handwriting legibility. Selecting an intervention may be dependent upon specific circumstances and client needs; so the researchers advise practitioners to use clinical reasoning in addition to the evidence-based research when making handwriting legibility intervention decisions.
A Handwriting Education Packet was created to synthesize information surrounding factors associated with legibility, populations at high risk for poor legibility, curricular and non-curricular legibility interventions, as well as a condensed presentation on developmental patterns and pencil-grasp styles. The packet was designed to be a simple, evidence-based resource for occupational therapists to use in practice to better support their clients needs. Outcomes were monitored through in-depth feedback in the form of a meeting after several drafts were exchanged and edited. Future resources targeted toward families, educators, and administrators could be beneficial and should be explored through additional research. Subsequent topics such as fatigue, endurance, handwriting speed, and specific diagnoses should also be addressed