ethanporcaro/eric-fulltext-meta huggingface dataset:
The Gendered and Heterosexist Evolution of the Teacher Exemplar in the United States: Equity Implications for LGBTQ and Gender Nonconforming Teachers
Author: Kahn, Michele
Date: 2016-00-00
Type: Journal Articles
Subjects: Gender Issues,Homosexuality,Gender Bias,Public School Teachers,Sexual Orientation,Social Bias,Professional Identity,Legal Problems,Educational History,Educational Trends,Social Discrimination,Civil Rights,Civil Rights Legislation,Federal Legislation,State Legislation,Educational Policy,Inclusion,Professional Development,Bullying,Teacher Education Programs

Challenges confront lesbian, gay, bisexual, queer, and transgender public school teachers or those who are perceived as such or who desire to be open about their sexual orientations or gender identities or expression. Teachers who do not conform to gender and sexual orientation norms currently are and historically have been the subject of persecution, urban myths, and general hysteria--part of bigger efforts to normalize heterosexuality and cisgender-ness through the development of a distinctive &quot;exemplar&quot; related to who teachers should be. We examine the related historical and legal context of gender and sexuality in schools and then offer suggestions regarding how to redress the lingering impacts of gender- and heteronormativity.
Beyond the &quot;English Learner&quot; Frame: Transnational Funds of Knowledge in Social Studies
Author: Dabach, Dafney Blanca
Date: 2016-00-00
Type: Journal Articles
Subjects: Social Studies,Immigrants,Inclusion,Social Integration,English Language Learners,Citizenship Education,Qualitative Research,Secondary School Teachers,Teacher Student Relationship,Acculturation,Civics,Cultural Influences,High School Students,Biculturalism,Ethnography,Observation,Semi Structured Interviews,Teacher Attitudes,Criticism

Transnationalism is a phenomenon that has consequences for education, broadly defined. Even as youth engage in transnational practices that expand their knowledge across borders, immigrant students in U.S. schools are often framed narrowly as &quot;English learners&quot; and their forms of knowledge may be erased. Synthesizing literature at the intersection of transnationalism and education, citizenship education, and funds of knowledge, we argue for the necessity of recognizing immigrant youth's transnational funds of knowledge. We draw from a qualitative study to illustrate how a high school social studies teacher created space for students' transnational funds of knowledge in the classroom, focusing on a Pakistani student's return visit to his country of origin. The teacher's orientation toward students' transnational funds of knowledge served to counter assimilationist discourses while teaching U.S. civics. This article contributes to understanding how immigrants' transnational experiences can widen narrow visions of citizen-building in formal schooling and build upon their assets for a more inclusive society.
Using Multiculturalism as a &quot;New Way of Seeing the World&quot;: Ontario Aboriginal Educational Policy According to Foucault
Author: Cherubini, Lorenzo
Date: 2011-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Cultural Pluralism,Canada Natives,Eskimos,Indigenous Knowledge,Educational Policy,Public Policy,Policy Analysis,Role of Education,Social Theories,Power Structure,Self Concept,Data Collection

By considering the &quot;Ontario First Nation, Métis, and Inuit Policy Framework&quot; (2007) from a Foucauldian perspective, this paper presents a policy discourse of knowledge, power, and identity from a multicultural education framework. Through Foucauldian theoretical perspectives, the paper creates alternate possibilities in confronting the ways to understand public educational policy--considered the purpose of multicultural education. It invites teachers, administrators, district leaders, and policy makers to consider how educational policy in one Canadian province strategically situates Aboriginal peoples in a historical context, exercises Foucauldian notions of power and care, and potentially endorses the subjectification of Aboriginal peoples through recommendations of self-identification practices.
The Needs of Educators in Intercultural and Bilingual Preschools in Chile: A Case Study
Author: Becerra-Lubies, Rukmini
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Bilingual Education,Bilingual Schools,Qualitative Research,Case Studies,Teacher Attitudes,Intercultural Programs,Educational Needs,Teacher Competencies,Teaching Experience,Sociocultural Patterns,Second Language Programs

Several studies have examined the lack of or the insufficient preparation of K-12 educators to work in intercultural and bilingual (IBE) schools in Chile, but little is known about the preparation of educators to teach in IBE preschools. Even less is known about teachers' perceptions of their own preparation. This work contributes to a growing body of literature that examines the experiences and practice of second language teachers in Indigenous language education settings from a sociocultural perspective. This qualitative case study focuses on teachers' perceptions of their preparation to teach Mapudungun, the language of the Mapuche people, in urban IBE preschools in Chile. Three research questions guide this study: What are teachers' perceptions of their needs regarding their preparation to teach Mapudungun in urban IBE preschools? What are the current challenges that teachers face teaching Mapudungun in urban IBE preschools? Which experiences fostered their ability to teach Mapudungun? The findings of this study have implications for the incorporation of more complex notions of Indigenous language learning that are linked directly to Mapuche culture and its sociopolitical context, as well as the inclusion of teachers' experiential knowledge in the preparation of teachers for work in IBE schools.
Exploring the Civic Identities of Latina/o High School Students: Reframing the Historical Narrative
Author: Salinas, Cinthia
Date: 2016-00-00
Type: Journal Articles
Subjects: High School Students,Hispanic American Students,Hispanic Americans,History Instruction,Historical Interpretation,Citizenship Education,Immigrants,Racial Identification,Inquiry,Interviews,Teacher Surveys,Place Based Education,Qualitative Research,Case Studies,Foreign Countries,Observation

Notions of citizenship, as taught through the official state curriculum, are narrow and fail to consider the importance of histories that reveal a composite of diverse races/ethnicities, multiple languages, and complex patterns of immigration and transnationalism. The richness of such histories embodies the experiences and contributions of Latinas/os along the geopolitical border of the United States and Mexico. This qualitative case study analysis focuses attention on the teaching and learning practices and experiences in a secondary classroom serving late arrival immigrant students. The teacher and students willingly trouble the existing historical narrative and consequently insert other perspectives and civic identities into said narrative. The uses of more critical notions of historical inquiry and knowledge of the historical narrative as a cultural tool are vital in disrupting traditional histories and themes, thus promoting civic participation among marginalized communities.
Giftedness as Property: Troubling Whiteness, Wealth, and Gifted Education in the United States
Author: Mansfield, Katherine Cumings
Date: 2015-00-00
Type: Journal Articles
Subjects: Whites,Wellness,Gifted,Racial Bias,Educational Policy,Social Differences,Advantaged,Educational Practices,Educational Change

The purposes of this article are to illumine the racist genealogy of gifted education policies and practices in the United States, to demonstrate how deficit discourses continue today, and to provide personal examples from the field of how educators can begin to question the status quo, resist taken-for-granted assumptions, and alternatively make substantive changes at the local level. I also aim to demonstrate how giftedness is an example of whiteness as property, or unearned white privilege, that, unintentionally or not, maintains a social caste system in schools.
Fostering Movements or Silencing Voices: School Principals in Egypt and South Africa
Author: Marsh, Tyson E. J.
Date: 2016-00-00
Type: Journal Articles
Subjects: Principals,Administrator Attitudes,Foreign Countries,Instructional Leadership,Activism,Role,Racial Bias,Outcomes of Education,Social Differences,Educational Change,Educational Practices,Personal Narratives,Privatization,Elementary Secondary Education,Cultural Pluralism

In this paper, we examine the role of educational leadership in promoting and/or challenging racism as an intentional outcome of schooling. We focus on Egypt and South Africa, two countries uniquely framed as both deeply divided by race, religion, and/or class and as models of resistance and conscious activism. We draw upon experiences working as, or with, school principals in South Africa and Egypt to reveal how the context of education is negatively shaped by schooling practices that foster race and class-based inequalities. Using personal narratives of school principals, we situate educational leadership as core to understanding how Western educational reforms are structured, conceived, and enacted within Egyptian and South African contexts. This analysis sheds light on how educational inequalities are reinforced and justified by contexts of educational leadership and how efforts to resist are institutionally silenced.
Extending Support for English Language Learners: A University Outreach Program
Author: Andrade, Maureen Snow
Date: 2011-00-00
Type: Journal Articles
Subjects: Outreach Programs,English Language Learners,Cross Cultural Training,Language Proficiency,Language Skills,Program Effectiveness,Pretests Posttests,Interviews,Observation,Educational Strategies,Educational Practices,Language Tests,Affective Behavior,Academic Aspiration,Public Relations,Linguistic Input,Language Acquisition,College Programs,Foreign Culture,Second Language Programs

As universities in English-speaking countries recruit and enroll international students, a variety of forms of support are typically offered on and off campus to help students make a successful transition. The most common challenges for nonnative English-speaking international students are linguistic and cultural. In spite of meeting English proficiency score requirements for admission, students report struggling with the demands of academic English. This article describes a model for an on-site English language program to help students improve their levels of English proficiency prior to their arrival. Program effectiveness was assessed through pre- and post-test measures of students' English language skills, interviews with stakeholders, and observations. Students' gains in proficiency were moderate due to the limited amount of time they had available for course attendance and study, but gains in affective factors were strong. Challenges in the implementation of the program and how they were resolved are described.
Racial-Equity Policy as Leadership Practice: Using Social Practice Theory to Analyze Policy as Practice
Author: Feldman, Sue
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Policy,Equal Education,Racial Attitudes,Social Theories,Policy Analysis,Theory Practice Relationship,Racial Bias,Instructional Design,Leadership,Educational Practices,Educational Opportunities,Program Implementation

This, primarily theoretical, paper takes up the longstanding problem of the disconnection between education policy and leadership practice. The authors propose the use of social practice theory as a tool for educational leaders at the state, school district, and school levels, to eliminate the disconnection between policy design and leadership action. Using Oregon as an example, the authors illustrate a relationship between equity-policy design and leadership practice that may help identify weaknesses and strengths in equity-policy designs and ultimately support better equity policy for leadership practice.
Cross-Cultural Collaboration for Locally Developed Indigenous Curriculum
Author: Putnam, JoAnne W.
Date: 2011-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Curriculum Development,Partnerships in Education,International Educational Exchange,American Indian Education,Canada Natives,Science Curriculum,Early Childhood Education,College School Cooperation,Indigenous Populations,Cultural Activities,Foreign Countries

For over 400 years, Wabankaki children of Maine and eastern Canada have been assimilated into schools established by European immigrants. Low high school graduation rates, poor achievement outcomes, and overrepresentation of students in special education reveal an &quot;invisible crisis&quot; that threatens the survival of the indigenous culture and communities. Here we describe a collaborative cross-border project between the Gesgapegiag Mi'gmaq First Nation and northern Maine university professors that produced culturally based curricula in science and early childhood education. Our work involved indigenous ownership, cultural content, language, and instructional strategies.
Counteracting Educational Injustice with Applied Critical Leadership: Culturally Responsive Practices Promoting Sustainable Change
Author: Santamaría, Lorri J.
Date: 2015-00-00
Type: Journal Articles
Subjects: Educational Change,Case Studies,Instructional Leadership,Educational Policy,Sustainability,Futures (of Society),Educational Practices,Foreign Countries,Comparative Analysis,Social Justice,Equal Education,Culturally Relevant Education,Social Change,Race,Racial Bias,Elementary School Teachers,Language Teachers,English (Second Language),Ethnic Groups,Pacific Islanders,Principals,Minority Group Teachers,Indigenous Populations,Innovation,Interviews,Observation,Surveys

This contribution considers educational leadership practice to promote and sustain diversity. Comparative case studies are presented featuring educational leaders in the United States and New Zealand who counter injustice in their practice. The leaders' leadership practices responsive to the diversity presented in their schools offer reconceptualizations of educational leadership for a changing society. Applied critical leaders are defined through similarities and differences, followed by suggestions for critical leadership promoting social justice and educational equity and culturally responsive practices to inform policy and practice for sustainable future-focused educational leadership.
Infusing Multicultural Education into the Curriculum: Preparing Pre-Service Teachers to Address Homophobia in K-12 Schools
Author: Jones, Joseph R.
Date: 2015-00-00
Type: Journal Articles
Subjects: Multicultural Education,Curriculum Enrichment,Homosexuality,Social Bias,Elementary Secondary Education,Role of Education,Undergraduate Study,Learning Activities,Relevance (Education),Classroom Environment,Classroom Techniques,Preservice Teacher Education,Educational Needs,Controversial Issues (Course Content)

This article discusses the role multicultural education can play in addressing homophobia in K-12 schools. The author explores the lack of multiculturalism courses in undergraduate teacher education programs. To address the lack of multiculturalism courses, three instructional activities are offered that faculty in teacher education programs can implement as effective methods for preparing pre-service teachers to address homophobia.
Claiming Space: An Autoethnographic Study of Indigenous Graduate Students Engaged in Language Reclamation
Author: Chew, Kari A. B.
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethnography,Graduate Students,Activism,Language Maintenance,American Indian Students,American Indian Languages,Student Role,Student Attitudes,Heritage Education,Higher Education,Personal Narratives

This article explores the critical role of an emerging generation of Indigenous scholars and activists in ensuring the continuity of their endangered heritage languages. Using collaborative autoethnography as a research method, the authors present personal accounts of their pursuit of language reclamation through graduate degree programs. These accounts speak to the importance of access to Indigenous languages and the necessity of space at universities to engage in language reclamation. The authors view higher education as a tool--though one that must be improved--to support Indigenous language reclamation efforts.
Toward a Theory of Culturally Relevant Leadership for School-Community Culture
Author: Fraise, Nicole Jaenee
Date: 2015-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,School Community Relationship,Leadership Styles,Educational Administration,Educational Theories,Fundamental Concepts,School Culture,Cultural Awareness,Concept Formation

The purpose of this article is to explore concepts related to culturally relevant pedagogy and connect them to nascent theoretical work in the field of educational leadership. The article begins with a review of literature on educational leadership and culture and then suggests shortcomings in the way these concepts are currently conceptualized. This is followed by a critique of literature on culturally relevant pedagogy. The article concludes with a discussion of meaningful conceptual overlap and with suggestions for further exploration and development along conceptual and empirical lines.
Teacher Education Nepantlera Work: Connecting Cracks-between-Worlds with Mormon University Students
Author: Kasun, G. Sue
Date: 2015-00-00
Type: Journal Articles
Subjects: Teacher Education,Religious Cultural Groups,Teacher Student Relationship,College Students,State Universities,English (Second Language),Second Language Learning,Bilingual Education,Cultural Differences,Educational Practices,Teaching Methods,Social Justice

Teacher educators work with students of various backgrounds, often distinct from their own. This paper explores how one teacher educator examines her positionality in relation to Mormon students and how, despite not sharing their faith, she is able to work the &quot;cracks-between-worlds&quot; of difference and commonality toward understanding and learning. Through Anzaldúa's concept of autohistoria-teoria, theorizing through one's biography, the author explores and theorizes her experiences. She encourages educators to consider how they engage students, learn from other nepantleras (bridge-builders), and create more opportunities toward shared understanding while also complicating and letting go of a dogged sense of teaching students what is &quot;right.&quot;
Educational Leadership in Our Peculiar Institutions: Understandings of Principals in Segregated, White-Staffed Urban Elementary Schools in the United States
Author: Milligan, Tonya
Date: 2015-00-00
Type: Journal Articles
Subjects: Instructional Leadership,Urban Schools,Elementary Schools,Racial Segregation,Racial Relations,Desegregation Litigation,School Desegregation,Principals,Racial Differences,Whites,Civil Rights,Race,Teacher Student Relationship,Critical Theory,Personal Narratives,Semi Structured Interviews,Urban Education,Minority Group Students,African American Students,Data Analysis,Data Collection,Transcripts (Written Records)

This study explores how 10 principals in mostly-Black U.S. urban elementary schools staffed by mostly-White faculty understood and experienced the manifestations of racial differences. Narrative inquiry with nearly 700 pages of transcript data yielded three themes: (1) gradients of color-conscious leadership, (2) principals as moral agents, and (3) working within a context of fear. Difficult though these stories and challenges are in the U.S., practices and policies elsewhere in the world also produce such situations and experiences, and the dynamics evident in the stories told by these school heads may prove relevant to investigations in other national systems.
Reconciling Leadership Paradigms: Authenticity as Practiced by American Indian School Leaders
Author: Henderson, David
Date: 2015-00-00
Type: Journal Articles
Subjects: Phenomenology,Elementary Secondary Education,American Indians,Educational Administration,Leadership Styles,Cultural Relevance,American Indian Culture,Racial Bias,Culturally Relevant Education,Principals,Superintendents,Interviews,Identification (Psychology),Interpersonal Relationship

This phenomenological study examined the complexity American Indian K-12 school leaders face on reservations in Montana, USA The study described how these leaders have to reconcile their Westernized educational leadership training with their traditional ways of knowing, living, and leading. Three major themes emerged that enabled these leaders to address racism in their schools and create spaces that were more conducive to the practice of culturally responsive pedagogy. The study highlights how leaders reconcile cultural clashes and confront racism by using identity, relationality, and renormed practices.
The Successful Educational Journeys of American Indian Women: Forming Aspirations for Higher Education
Author: Andrade, Maureen Snow
Date: 2014-00-00
Type: Journal Articles
Subjects: American Indian Students,Females,Middle School Students,High School Students,Academic Aspiration,Higher Education,Enrollment Rate,Academic Achievement,High Achievement,Learner Engagement,Cultural Context,Resilience (Psychology),Sociocultural Patterns,High School Graduates,Educational Experience,Student Experience,Student Surveys,Sense of Community,Peer Relationship,School Culture,Peer Influence,Student Diversity

American Indians (AIs) have lower higher education enrollment and completion rates than Whites and most minority groups. AI women, however, participate at higher rates than AI men, White women, and White men. Research has not examined what contributes to their higher education aspirations. This study explored the middle and high school experiences of educationally successful AI women to determine how academic factors--activities within and beyond school and relations with peers, teachers, and counselors--affected their enrollment decisions. Findings indicate that academic engagement, community and culture, resiliency to challenges, and knowledge of higher education contribute to aspirations. Implications are discussed.
Cross-Cultural Peer Mentoring: One Approach to Enhancing White Faculty Adjustment at Black Colleges
Author: Louis, Dave A.
Date: 2015-00-00
Type: Journal Articles
Subjects: Black Colleges,College Faculty,Whites,Racial Differences,Social Influences,Phenomenology,Personal Narratives,Teaching Conditions,Teacher Collaboration,Mentors,Adjustment (to Environment),Qualitative Research,Semi Structured Interviews

White faculty members at Black colleges in the United States face numerous social obstacles. Exploring the experiences of White faculty members at four historically Black colleges and universities (HBCUs) and their adjustment to a minority status assists the comprehension of issues surrounding this subgroup. Utilizing a phenomenological approach, narratives from 27 White faculty members were analyzed to garner an understanding of their experiences at these colleges. The discussion addresses strategies for developing faculty peer-mentoring that would assist adjustment for the White faculty. Greater engagement is recommended for Black and White faculty to assist White faculty with adjusting as minorities at these culturally important and historic institutions.