This study investigated if culturally relevant pedagogy was embedded into online reading courses at the undergraduate and graduate level in at a southeastern university college of education. The goals of the study were: to highlight the importance of a fully developed syllabus for adjunct and part-time faculty who rely heavily on the syllabus; to emphasize the importance of syllabi for curriculum and course integrity when programs move to fully online; to investigate whether the cultural relevance emphasized at the program level was evident in the syllabi. The findings indicate that alignment between assessment and objectives and a detailed syllabus in online courses are critical in creating culturally relevant online courses. This study is important to the field in several ways. First, colleges of education may benefit from the findings on explicit instructions in shared syllabi and in alignment in programs and courses. Additionally, including democratic classrooms and ensuring depth of knowledge in reading programs is important in program evaluation.
ReferencesArshavskaya, E. (2014). Introducing co-teaching and co-generative dialogues in a pre-service teaching practicum: Stepping in and remaining contradictions. World Journal of English Language, 4(3), 44-57. https://doi.org/10.5430/wjel.v4n3p44 Bacharach, N., Heck, T., & Dahlberg, K. (2010). Changing the face of student teaching through co-teaching. Action in Teacher Education, 32(1), 3-14.
Purpose Public schools are spaces where capital-T transformation in teachers is needed (Guillory, 2012). To shift schools to places where all communities are valued, teacher education programs must create spaces where shifts in beliefs and practice can occur. This study aims to describe how the use of a social justice curriculum framework impacted teacher candidates by creating such a space. Design/methodology/approach This is an ethnographic study. Qualitative ethnography is appropriate when “the study of a group provides an understanding of a larger issue” (Creswell, 2015, p. 466). In this case, studying the impact of a social justice framework on the children and teacher candidates in the program allows the researchers to capture the relationships developed during the course of the program and study. Findings The framework created valuable experiences for both teacher candidates and elementary age participants. Data were collected to determine the impact of the program on all participants. The authors discuss implications for practitioners planning a social justice curriculum and for teacher educators planning field experiences for teacher candidates. Research limitations/implications The need for shifting beyond culturally relevant pedagogy has been well documented in the field (Cho, 2017; Guillory, 2012; Paris, 2012). Moving toward – culturally sustaining pedagogy, multicultural social justice curriculum, critically conscious teachers – must be a priority in teacher education (Banks, 2013; Convertino, 2016). This has been explored in other studies, particularly in studies of merging – or emphasizing – multicultural and social justice education and curricula (Cho, 2017; Lawyer, 2018; Sleeter, 2018). What sets this study apart, and what needs further exploration diverse, is how to set up multicultural social justice education projects involving culturally and economically teacher education candidates and students working together (Cammarota, 2016; Lawyer, 2018; Valenzuela, 2016). Originality/value The questions that arise from this study make it new in the field. These include how to set up these diverse field experiences, including how to increase recruitment and retention of culturally and economically marginalized students in teacher education programs (Cammarota, 2016; Castaneda, Kambutu and Rios, 2006). These are important questions to consider in designing research and recruitment projects in colleges of teacher education. Exploring how to push multicultural education into multicultural social justice education deserves additional attention and exploration (Cammarota, 2016; Lawyer, 2018; Sleeter, 2018; Valenzuela, 2016).
In the late twentieth century, rank-and-file members of the Chicago police struggled to organize civil rights and labor protests against the city and police department. Police wives joined them in this effort and, because they were not subject to department rules or discipline, often served as proxies for the police during workplace disputes. Developing their own series of organizations, police wives staged protests and ran petition drives in support of their husbands' initiatives. They also focused on improved police safety—an effort they said would keep police wives from becoming police widows. When Chicago policewomen went out on patrol with policemen for the first time in 1974, Chicago's police wives rallied to oppose gender equality for policewomen. Arguing that policewomen posed a safety hazard to policemen on the job, police wives also feared that the allure of policewomen would destroy their marriages. As defenders of male privilege in the police department, police wives supported a sex-segregated workplace where policewomen did their jobs as “mothers.” At the same time, they demanded an equal voice in police department politics by drawing on their status and power as wives.
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