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The Impact of Extracurricular Activities and Attendance on Student Achievement at a Mississippi Community College
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In: Doctoral Dissertations and Projects (2022)
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| 82 |
Factors Predicting Identification of Giftedness Resulting from Universal Screening
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In: Doctoral Dissertations and Projects (2022)
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| 83 |
Differences of Attitudes and Norms Toward Plagiarism Between First- and Continuing-Generation College Students
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In: Doctoral Dissertations and Projects (2022)
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| 84 |
A Predictive Correlational Study of Collegiate Educational Leader's Cultural Orientations and Their Cultural Intelligence Scores
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In: Doctoral Dissertations and Projects (2022)
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| 85 |
A Hermeneutic Phenomenological Study of Teacher Perceptions of the Effects Movement Strategies Have On Student Learning
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In: Doctoral Dissertations and Projects (2022)
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| 86 |
Perceptions of Community Among Dual Credit Students Taking STEM Courses Offered Through a Community College
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In: Doctoral Dissertations and Projects (2022)
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| 87 |
Vedantic Basis and Praxis of the Integral Advaita of Sri Aurobindo
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In: Monsoon: South Asian Studies Association Journal (2022)
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| 88 |
The Effect of eBook Reading on Overall Literacy Development
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In: Doctoral Dissertations and Projects (2022)
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| 89 |
Tusha Hiti: The Origin and Significance of the Name
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In: Monsoon: South Asian Studies Association Journal (2022)
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| 90 |
Diversity, Equity, and Inclusion: Perspectives from Contemporary India and 6th Century Jain Yoga
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In: Monsoon: South Asian Studies Association Journal (2022)
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| 91 |
Ganges in Indian Sculpture and Literature: Mythology and Personification
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In: Monsoon: South Asian Studies Association Journal (2022)
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| 92 |
Digital and Spatial Humanities Mapping: Eurasia-Pacific Early Trade and Belief Linkages
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In: Monsoon: South Asian Studies Association Journal (2022)
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| 93 |
Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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| 94 |
Spanish Film Festivals in the Library.
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In: Georgia International Conference on Information Literacy (2022)
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| 95 |
From Panic to Joy: The Socio-emotional Side of Information Literacy for First-Generation College Students
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In: Georgia International Conference on Information Literacy (2022)
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| 96 |
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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| 97 |
Language learning through interaction: Online and in the classroom
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In: The Coastal Review: An Online Peer-reviewed Journal (2022)
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| 98 |
Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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| 99 |
Subverting Summer Slide - ELL Camp Program
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In: National Youth Advocacy and Resilience Conference (2022)
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| 100 |
Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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Abstract:
In social justice education, socio-political consciousness (SPC) is an understanding of the socio-political and economic factors that influence the lives of students, their families, and their communities (Murray & Milner, 2015). SPC enables teachers to be critical consumers of the curriculum taught in schools and to be active producers of curricula that challenge deficit-orientations of diverse and historically marginalized students that may be manifested in curricular policies, materials, and practices. This session discusses the use of oral history research to support teachers SPC in an online professional development program designed to enhance the cultural responsiveness of teachers of urban learners. Oral history supports the development of SPC in teachers by providing them with opportunities to hone research skills, engage in critical analysis, and increase their historical and current knowledge about the schools and communities they are assigned to teach in. Due to covid-19 restrictions, oral history interviews with individuals pre-selected by the PD facilitators were not possible. Instead, teachers chose their own oral history participants and conducted the interviews online. Teachers’ abilities to critically analyze the interviews suggests that their self-selection of interview participants provided opportunities to engage in critical analysis and reflection that may not have been possible with interview participants chosen by the facilitators. A main takeaway from this project is the importance of trusting learners and the learning process in social justice education.
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Keyword:
and Multicultural Education; Bilingual; critical consciousness; Curriculum and Instruction; Education; Educational Methods; Information Literacy; Library and Information Science; Multilingual; oral histories; social justice education; teacher education; urban education
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URL: https://digitalcommons.georgiasouthern.edu/gaintlit/2022/2022/17
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