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Showing 1 to 15 of 43 results Save | Export
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Abendroth, Mark – SoJo Journal: Educational Foundations and Social Justice Education, 2020
This essay addresses theories, research, and practices of promoting arts and social justice across the curriculum toward collaboration between schools and their surrounding communities. As secondary students grapple with challenging issues, they can extend their learning experience in meaningful ways with creative expressions in the visual,…
Descriptors: Art Education, Activism, Social Justice, Creative Activities
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Odell, Sarah – SoJo Journal: Educational Foundations and Social Justice Education, 2020
Current research on gender and educational leadership focuses exclusively on women, making men the invisible gender. Critical Black feminist scholars have pushed work on women and educational leadership further by bringing intersectional identity into the discourse, but the research still describes women as monolithic. New critical work in…
Descriptors: Leadership, Feminism, Gender Issues, Sex Fairness
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Bradley, Kelly D.; Oldham, Carolyn – SoJo Journal: Educational Foundations and Social Justice Education, 2020
"To publish or parent?" should never be the question. The disjunctive conjunction "or" indicates that propositions of being a mother and professor cannot coexist. Despite the change over time in women's receipt of PhDs and academia's gender profile, society continues to perpetuate gendered norms of productivity and the mythical…
Descriptors: Faculty Publishing, College Faculty, Family Work Relationship, Parent Child Relationship
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Locke, Leslie Ann; Hayes, Sonya D. – SoJo Journal: Educational Foundations and Social Justice Education, 2020
Using labyrinth as a metaphor suggests that a woman's path within an organization is paved with biases, discrimination, and other obstacles. In this article, we describe our experiences as women on the path from graduate school through positions as advanced assistant professors, and in particular, our interactions with women colleagues along the…
Descriptors: Women Faculty, Barriers, Figurative Language, Gender Bias
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Szolowicz, Mike – SoJo Journal: Educational Foundations and Social Justice Education, 2020
Despite the efforts of parents, educators, and activists to oppose standardized testing through the act of opting out, most states and federal law still require students to take annual standardized tests. While key arguments of the opt-out movement in a state legislative process are explored, this case study focuses on those legislators who…
Descriptors: Standardized Tests, Educational Policy, State Legislation, Educational Legislation
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Cordova, Amanda Jo; García-Louis, Claudia; Niño, Juan Manuel – SoJo Journal: Educational Foundations and Social Justice Education, 2020
This qualitative inquiry centers the work of three Brown faculty members who engage chismeo academico and testimonio to counter the labyrinth of relationships framed in oppressive gender binaries. The testimonios reclaim the richness of Brown folx relationship resistance to center cultural ways of thinking, speaking, and being in the day-to-day…
Descriptors: Minority Group Teachers, Women Faculty, Racial Bias, Gender Bias
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Reed, Cindy J.; Disbrow, Lynn M. – SoJo Journal: Educational Foundations and Social Justice Education, 2020
Female leaders face numerous challenges and barriers beyond the scope of their position, including biases about their leadership style and personal characteristics, isolation and exclusion, and lack of mentoring, among others. The position of university president has typically been held by White males. The numbers of female university presidents…
Descriptors: COVID-19, Pandemics, Females, Women Administrators
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Johnson, Detra D.; Edwards, Dessynie; Gray, Pamela – SoJo Journal: Educational Foundations and Social Justice Education, 2020
Keenly aware of the historical omission, absence, and underrepresentation of African American women's leadership experiences, perspectives, and narratives in the educational leadership discourse, 3 pretenured African American women scholar-practitioners employ the combined qualitative methods of critical autoethnography and collaborative…
Descriptors: African American Teachers, Women Faculty, Teaching Experience, Autobiographies
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Nagrotsky, Katie – SoJo Journal: Educational Foundations and Social Justice Education, 2019
Previous research has documented the deficit language and White saviorism embedded in Teach For America scripts. This article details the findings of an analysis of Relay Graduate School of Education in an attempt to add the growing body of literature documenting the program's emergence as a new graduate school of education. Drawing on critical…
Descriptors: Graduate Study, Critical Theory, Race, College Readiness
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Schutz, Kristine M.; Woodard, Rebecca; Diaz, Amanda R.; Peek, William L. – SoJo Journal: Educational Foundations and Social Justice Education, 2019
In schools, children do not tend to be positioned as fully human. Strong neoliberal currents perpetuate objectification, a focus on technical mastery, and mechanisms for sorting and categorizing. As part of our ongoing design-based research to revise a sequence of elementary literacy methods courses, we have collaborated university faculty and…
Descriptors: Literacy Education, Preservice Teachers, Methods Courses, Teaching Methods
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Jewett, Laura M.; Yanez Medrano, Krystal A. – SoJo Journal: Educational Foundations and Social Justice Education, 2019
This article critically explores the realities of our own border classroom resistance--the "story-circle" dialogue protocol--as a liminal, local practice of resistance to discursive practices of education and broader politics which seek to surveil students and teachers and commodify their achievement. More broadly, we suggest here…
Descriptors: Critical Theory, Teaching Methods, Commercialization, Educational Practices
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Harman, Wm. Gregory – SoJo Journal: Educational Foundations and Social Justice Education, 2019
Schooling is a subsidiary of reform, which is an institution. Reform commodifies people, making them resources to social ends. As an institution, reform's dual and interrelated mission is self-perpetuation and consolidation of the status quo. A corollary is that damages of reform are greater on marginalized populations than on privileged ones. As…
Descriptors: Role of Education, Educational Change, Commercialization, Equal Education
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Hayden, Matthew J. – SoJo Journal: Educational Foundations and Social Justice Education, 2018
Schooling has become a technology of efficiency and acculturation that privileges a specific worldview--namely that of technical and capital interests--that informs and encapsulates the totality of the schooling experience at the exclusion of other possibilities. This article discusses one way in which schooling has been commodified and one…
Descriptors: Commercialization, Resistance to Change, Educational Change, Labor
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Croft, Sheryl; Juergensen, Miyoshi; Pogue, Tiffany D.; Willis, Vincent – SoJo Journal: Educational Foundations and Social Justice Education, 2018
This article examines how 4 former students attending graduate school at an elite private university in the urban South were socialized toward social justice-oriented scholarship activism. Using Black Cultural Ethos as a conceptual framework, the authors interrogate how the students' shared experiences, relevant and related coursework, and a…
Descriptors: Teaching Methods, Social Justice, Urban Areas, Private Colleges
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Almager, Irma – SoJo Journal: Educational Foundations and Social Justice Education, 2018
Through the lens of the researcher, this autoethnographic study gleaned insights into teachers' perceptions of their Mexican American students. In Texas, more than 50% of students enrolled in K--12 are Hispanic. While the population continues to grow, students continue to fall behind academically. Cultural misconceptions do impact student success.…
Descriptors: Social Bias, Teacher Attitudes, Mexican Americans, Hispanic American Students
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