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Rooted in Belonging: Critical Place-Based Learning in Early Childhood and Elementary Teacher Education. Early Childhood Education Series
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Sherfinski, Melissa – Teachers College Press, 2023
Most practitioners and scholars agree that critical and reflective early childhood and elementary teachers are foundational for children's holistic growth and development. Yet current policies focused on elevating testing and performativity are contributing to student and teacher anxiety and alienation. This book offers a counternarrative to…
Descriptors: Early Childhood Education, Place Based Education, Preschool Teachers, Elementary School Teachers
The Emancipatory Potential of Transformative Mixed Methods Designs: Informing Youth Participatory Action Research and Restorative Practices within a District-Wide School Transformation Project
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Garnett, Bernice Raveche; Smith, Lance C.; Kervick, Colby T.; Ballysingh, Tracy A.; Moore, Mika; Gonell, Eliaquin – International Journal of Research & Method in Education, 2019
This paper considers the emancipatory potential of incorporating youth participatory action research (YPAR) and restorative practices (RP) implementation into a transformative mixed methods study design as a means to create equitable and caring school systems for marginalized youth. The utilization of "transformative mixed methods"…
Descriptors: Action Research, Participatory Research, School Districts, Equal Education
Culturally Responsive Teaching: Examining Teachers' Understandings and Perspectives
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Ebersole, Michele; Kanahele-Mossman, Huihui; Kawakami, Alice – Journal of Education and Training Studies, 2016
This action research study examines a graduate level course on Ethnicity and Education. Eighteen teacher participants enrolled in a Master of Education program. Course instructors analyzed teacher participants' perceptions of culturally responsive teaching. A teaching plan, a post-course questionnaire, a focus group interview, and a follow up…
Descriptors: Culturally Relevant Education, Teacher Attitudes, Action Research, Teacher Education
Faculty Learning at Boundaries to Broker Racial Equity
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Liera, Román; Dowd, Alicia C. – Journal of Higher Education, 2019
On many college campuses, faculty are being called on to act as change agents for racial equity. Through narrative inquiry analysis using the theoretical constructs of boundary crossing and boundary objects, this case study examined learning among faculty (n = 12) who attempted to broker structural changes at their universities through…
Descriptors: Equal Education, College Faculty, Action Research, Race
Cope, Conform, or Resist? Functions of a Black American Identity at a Predominantly White University
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Payne, Yasser Arafat; Suddler, Carl – Equity & Excellence in Education, 2014
This study organized five black American undergraduate students into a participatory action research (PAR) team to examine Cross and Strauss' (1998) and Cross, Smith, and Payne's (2002) functions of blackness theory (i.e., bonding, code switching, and individualism) within a sample of black American students, frontline staff (i.e., janitors), and…
Descriptors: Whites, Institutional Characteristics, African American Students, Undergraduate Students
Even the Janitor Is White: Educating for Cultural Diversity in Small Colleges and Universities. Critical Education and Ethics. Volume 4
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Hickey, M. Gail, Ed.; Lanahan, Brian K., Ed. – Peter Lang New York, 2012
"Even the Janitor Is White" addresses challenges faced by teacher educators who are committed to diversity education. The chapters in this volume invite readers to reflect on their own practice as teacher educators as well as consider ways in which that practice might be improved. More than forty percent of students in U.S. schools are…
Descriptors: Small Colleges, Preservice Teacher Education, Multicultural Education, Education Majors