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Janak, Edward – Educational Foundations, 2015
In this article, Edward Janak shares his experience with Educational Foundations for the past thirty years. It spans from being an undergraduate pre-service educator in the 1980s, to being a master's degree student and a doctoral student in Educational Foundations from the 1990s and early 2000s, to being a full-time faculty member in Educational…
Descriptors: Educational Principles, Personal Narratives, Historiography, Story Telling
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Dunn, Alyssa Hadley; Faison, Morgan Zacheya-Jewel – Educational Foundations, 2015
This article examines the September 2012 closure of the Division of Educational Studies (DES) at Emory University. The authors present this discussion as an example of the ways that the neoliberalization of higher education contributes to the extinction of educational foundations programs. What happened at Emory is symptomatic of the impact that…
Descriptors: Higher Education, Schools of Education, Educational Change, Universities
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Jorgensen, C. Gregg – Educational Foundations, 2015
If the Foundations of Education are in danger of becoming extinct, Gregg Jorgensen, associate professor in the Department of Curriculum and Instruction at Western Illinois University, says a critical reexamination of how the ideological foundations of American education impact the development and growth of democratic ideals is long overdue. He…
Descriptors: Foundations of Education, Reflection, Theory Practice Relationship, Teachers
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Hayes, Cleveland; Fasching-Varner, Kenneth J. – Educational Foundations, 2015
Many teachers exit their preparation programs with little or no knowledge of themselves as raced, gendered, and classed beings, with little preparation that centers on social justice, and/or little interaction with groups outside of their own racial and cultural identity makers. The authors' experiences as teacher educators suggest that when…
Descriptors: Racial Bias, Teacher Educators, Preservice Teacher Education, Preservice Teachers
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Dotts, Brian W. – Educational Foundations, 2015
The idea of breaking free from outdated ideas and practices is nothing new. It is an idea advocated by individuals like Aristotle, Thomas Paine, and Thomas Jefferson. In 1935 Dewey asserted that he viewed education and schooling as the ideal setting for democracy's gestation. He believed that a democratic way of life could best be achieved by…
Descriptors: Educational Change, Educational History, Educational Philosophy, Public Education
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Hardee, Sheri C.; McFaden, Kelly – Educational Foundations, 2015
As many have noted, we are seeing the continuing marginalization of Social Foundations of Education (SFE) courses and programs to the point at which some are disappearing completely. SFE can play a vital role in helping universities establish relationships with their local communities that are equitable and based upon the voices and needs of the…
Descriptors: Educational Principles, Foundations of Education, Education Courses, Educational Change
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Hartlep, Nicholas D.; Porfilio, Bradley J.; Otto, Stacy; O'Brien, Kathleen – Educational Foundations, 2015
Social Foundations of Education (SFE) courses play a critical role in preparing professional, effective PK-12 teachers, yet, for reasons argued in this article and elsewhere, such courses remain under attack. In this article, by arguing what SFE "stands for" as opposed to what it "stands against," the authors intend to…
Descriptors: Foundations of Education, Teacher Education Programs, Preschool Education, Elementary Secondary Education
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Lynskey, Angela Cartwright – Educational Foundations, 2015
Demographics of public schools, in which minority students now make up the majority of the student body while the teaching force continues to be mostly White, indicate that many pre-service teachers will need significant training if they are to be prepared for the challenging task of filling knowledge gaps, interrogating dominant assumptions, and…
Descriptors: Preservice Teacher Education, Multicultural Education, Foundations of Education, Social Justice
Matias, Cheryl E.; DiAngelo, Robin – Educational Foundations, 2013
In this article, the authors focus on the emotional and cognitive context that underlies whiteness. They employ interdisciplinary approaches of critical Whiteness studies and critical race theory to entertain how common White responses to racial material stem from the need for Whites to deny race, a traumatizing process that begins in childhood.…
Descriptors: Whites, Racial Identification, Interdisciplinary Approach, Critical Theory
Madyun, Na'im; Williams, Sheneka M.; McGee, Ebony O.; Milner, H. Richard, IV – Educational Foundations, 2013
In this article, the authors argue that the presence, influence, and contributions of faculty of Color can help higher education students achieve intercultural competence. The authors define intercultural competence as "people's ability to communicate and function effectively across varying cultures." The question guiding this article…
Descriptors: College Faculty, African American Teachers, Cultural Awareness, Intercultural Communication
Groves Price, Paula; Mencke, Paul D. – Educational Foundations, 2013
The author's used this article to discuss critical pedagogy and praxis, but also provided an example of their work and process of engaging in participatory action research (PAR) with Native American Youth as they navigated through their own tensions of positionality and criticality with historically marginalized teens. They introduce the…
Descriptors: Critical Theory, Praxis, Participatory Research, Action Research
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Gonzales, Leslie D.; Murakami, Elizabeth; Nunez, Anne-Marie – Educational Foundations, 2013
This article focuses on the presence and experiences of Latina academics in the U.S., especially those who serve in Hispanic Serving Institutions (HSIs). Following the theme of this special issue related to Women of Color Faculty's "Testimonios" and "Laberintos," the authors add to the notion of academia as a labyrinth…
Descriptors: Hispanic Americans, College Faculty, Women Faculty, Institutional Characteristics
Saldana, Lilliana Patricia; Castro-Villarreal, Felicia; Sosa, Erica – Educational Foundations, 2013
Relying on Latina/Chicana feminist and critical race theories of identity, and "testimonio" as methodology of knowledge production (Latina Feminist Group, 2001), the authors examine the complexity of their professional and personal identities as academics and members of families and communities to theorize their common experiences as…
Descriptors: College Faculty, Women Faculty, Hispanic Americans, Feminism
Oliva, Maricela; Rodriguez, Mariela A.; Alanis, Iliana; Quijada Cerecer, Patricia D. – Educational Foundations, 2013
In the Academy, faculty and institutional leaders traditionally have been white, male, and heterosexual. Of the 173,395 Full Professors identified in the Integrated Postsecondary Education Data System (IPEDS) of the U.S. Department of Education in 2007, women represented almost 46,000, and Latinas held only 1,254 of those positions (U.S.…
Descriptors: Hispanic Americans, Females, Women Faculty, College Faculty
Ruiz, Elsa Cantu; Machado-Casas, Margarita – Educational Foundations, 2013
Research studies have found that an integral part of being a tenure-track faculty member is the relationship between the higher education institution and individual faculty members (Mawdsley, 1999). Tenure-track positions are competitive spaces that demand and expect assistant professors to excel in publishing, teaching, and scholarly activity.…
Descriptors: Tenure, College Faculty, Women Faculty, Hispanic Americans
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