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From Mandated Reporter to Community Supporter: Reimagining Schools and the Nexus to Address Intersectional Social Justice
Get PDFFrom Mandated Reporter to Community Supporter: Reimagining Schools and the Nexus to Address Intersectional Social Justice, explores the transition from mandated reporting to community support within schools, focusing on the implications for Black families and the broader goal of addressing intersectional social justice. The study critically examines the role of schools beyond their educational mandate, highlighting their potential as pivotal hubs for supporting vulnerable populations and addressing systemic issues such as racism, bias, and poverty. Through a mixed-methods approach, incorporating both quantitative surveys and qualitative interviews, the research delves into the impact of mandated reporting on Black families, the understanding and practices of mandated reporters, and the potential for educators to transition to roles of community supporters. Grounded in theoretical frameworks such as Critical Race Theory (CRT) and Critical Policy Analysis, and conceptual frameworks of Abolitionism and Culturally Responsive School Leadership, the study scrutinizes the historical and contemporary challenges posed by mandated reporting. It reveals the adverse effects of over-reporting, particularly on marginalized communities, and the perpetuation of systemic racism within the child welfare system. The research highlights the experiences of educators, parents, and former foster youth, underscoring the need for systemic reform and the abolition of practices that harm Black families. The dissertation proposes a reimagining of schools as community support systems, advocating for policy reevaluation, the adoption of an abolitionist approach, and the implementation of culturally responsive leadership. Recommendations include enhancing training for educators, fostering collaborative partnerships, and advocating for policy changes that prioritize family and community well-being over punitive measures. The study concludes with a call for continuous research and data-informed decisions to ensure the effective transition from mandated reporting to community supporting, ultimately redefining the role of schools in achieving intersectional social justice
Examination of How Integrating Ethnic Studies and the Transformative Student Voice Framework in a Voice-Based Program Reinvigorated a Sense of Community on a Middle School Campus
Get PDFThe middle school of study seeks to develop leaders in this world. However, the traditional oracy curricula and voice-based program the school originally adopted sought to develop students as future employees. Consequently, the problem at hand was how to connect the oracy curriculum to the principles of social justice to actualize the school’s mission. This qualitative study explored lessons from educators who have taught a voice-based course in an in-person and virtual environment. Specifically looking at the decisions middle school educators considered when integrating transformative student voice and ethnic studies into a voice-based course. From the lessons, decisions, and perspectives of the participants, the study outlined the essential training and resources needed to effectively integrate transformative student voice and ethnic studies into a voice-based course. The dissertation study primarily reviewed semistructured mid and post interviews and combined the data with supplemental classroom observations and limited curriculum review for a thorough examination of the findings. The findings indicated a significant impact on student voice and increases in student awareness and consciousness. In addition, the findings support the need for the middle school community to continue to engage in collaborative conversations and on-going professional development surrounding the best ways to teach students in a voice-based course through the integrated use of the transformative student voice framework and ethnic studies
“How Are We Refocusing Our Lives on God?”: Implementing the Lenten Vision of Sacrosanctum Concilium on a High School Campus
Get PDFIn many Catholic high schools, students discuss Lent with a focus on their actions associated with penance, fasting and almsgiving as a self-denial Olympics without understanding the true purpose. This causes students to robotically move through the motions of Lent instead of internalizing it as a period of preparation for Baptism and penance. This paper will propose a program, for the Catholic high school setting, on how to implement the Second Vatican Council’s vision of Lent, as outlined in Sacrosanctum Concilium. The paper begins by exploring the history and development of Lent throughout the centuries. It then examines the twofold characteristics of Lent as outlined in Sacrosanctum Concilium as preparation for Baptism as well as a period of penance. After analyzing the two characteristics in the constitution, I examine how they are operationalized in the Rite of Christian Initiation for Adults (RCIA) into the presentations and Scrutinies. Next, I propose a seven-week Lenten program on how to better implement the Council\u27s vision of Lent at a Catholic high school. This will be implemented by discussing a different theme every week based on the order and content of the presentations and Scrutinies as outlined by the RCIA. This program will refocus students’ Lenten observance as a period of preparation and calls for more research into how to bridge the program into the celebration of Easter. This will lead conversations in the classrooms and halls away from “What are you giving up?” to “How are we refocusing our lives on God?
No. 14, March 2024: Advancing Coherence: Aligning Educator Preparation with California’s English Learner Roadmap Policy
Get PDFThe purpose of this brief is to support English Learner success by encouraging stronger alignment between educator preparation efforts in IHEs and TK-12 policies and practices The current study explores the implementation and alignment of core concepts of the California English Learner Roadmap (ELR) in institutions of higher education (IHEs) – where the majority of California’s future educators are being prepared to serve our students. Researchers conducted a rigorous inquiry process to analyze the degree to which educator program expectations for teaching, school counseling, and administration/leadership are aligned to the ELR. Findings reveal that that there is currently insufficient alignment between the ELR and IHE educator preparation programs. Based upon these findings, the researchers put forth actionable state-level policy and practice recommendations to guide IHEs to better align to the ELR in their program design, implementation, and evaluation– including the use of the California English Learner Roadmap Toolkit for Institutes of Higher Education.https://digitalcommons.lmu.edu/ceel_education_policybriefs/1015/thumbnail.jp
Integrating Collective Art Healing Practices into Contemporary Art Therapy
Get PDFFive graduate students from the Marital and Family Art Therapy Program at Loyola Marymount University (LMU) conducted a research study to explore the characteristics and attributes of collective art practices and how they contribute to healing. A survey including quantitative measures and qualitative responses were administered on the Qualtrics platform, allowing for a wide geographic reach and rapid data collection. The subsequent qualitative analysis involved the creation of visual artworks by the researchers, utilizing the arts as data to identify additional common themes contributing to healing attributes. The data revealed three major themes, or characteristics, of how art contributes to healing: (1) shared collective experience, (2) validation and space for emotional expression, and (3) art as a conduit of healing. These three themes were recurrent throughout the responses and emerged from participants\u27 responses to three specific questions, driven by a curiosity about the attributes and experiences involving art and community. The results gathered not only provided parallel alignment with significant deviation from those gathered during the literature review, but also shed light on the profound impact of creative expression in fostering well-being, cultivating interpersonal connections, and promoting emotional healing within collective settings. This insight offers valuable guidance for future researchers and art therapists, emphasizing the importance of incorporating collective healing elements into their practice and theoretical frameworks
Institutional transformation to nurture restorative justice practitioners: a cross-sector exploration of a regional community practice in Southern California
No full textRestorative justice offers an interdisciplinary framework to create communities that nurture the emotional well-being of all. In recent decades, there has been a proliferation of research into the theoretical applications and concrete implementation of both restorative justice and practices across multiple professional sectors in a siloed nature. However, there is still room to study restorative practices implementation across sectors as a social movement. This study documented the experiences and shared challenges of restorative justice practitioners across the southern California region representing multiple sectors including higher education, K-12 (primary and secondary) education, and community-based organizations. This research was guided by the Empowerment Evaluation methodology to engage in restorative circle practice in combination with key tenets of empowerment. Fifteen practitioners engaged in four circles to discuss the state of restorative justice implementation at their respective institutions. Circle topics included (a) community-building, (b) mission development, (c) taking stock, and (d) determining next steps. The findings highlight the importance of institutional context to the well-being and sustainability of restorative justice practitioners. This work requires the practitioner to embrace a restorative state-of-being that demands they engage in constant states of tension, negotiations of self, and unlearning previous ways-of-being. Within the often fixed nature of educational and criminal institutions, the restorative state-of-being is often an unsustainable practice for practitioners with great negative impact on restorative justice as a social movement
Inflation Targeting, Output Stabilization, and Real Indeterminacy in Monetary Models With an Interest Rate Rule
Get PDFCentral banks set the nominal interest rate to target inflation and stabilize output. In monetary models, monetary policy affects output directly via the wealth effect. I show that in these models, the response of the central bank to fluctuations in output may induce real indeterminacy even if the Taylor principle is satisfied. I find that the determinacy conditions depend on the interest elasticity of output and generally, the Taylor principle is neither necessary nor sufficient for determinacy. This is in stark contrast with the New Keynesian model where a sufficiently strong policy response to inflation or output usually ensures determinacy
The Case of Dr. Anna Pou: Criminal or Hero?
Get PDFThis paper provides an analysis of the ethical and legal complexities of Dr. Anna Pou’s actions preceding Hurricane Katrina. Faced with the harsh reality that a handful of critically ill patients would not survive or be rescued from the hospital, Dr. Pou administered lethal doses of morphine in a desperate attempt to alleviate her patients\u27 suffering. Ethical dilemmas of palliative care during catastrophic emergencies are explored, as well as an examination of where Memorial Hospital’s executive board failed in its preparedness. One year after Hurricane Katrina, the grand jury refused to indict Dr. Anna Pou and she was exonerated from all homicide charges. It was consensually decided her actions were not rooted in gross negligence or intent
