2,918 research outputs found

    Link Racial Past to the Present

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    Americans have been putting a great deal of energy into commemorating the 50th anniversary of some of the key moments of the civil rights movement. This burst of memorialization has inspired one new museum in Atlanta and the redesign of another in Memphis. The Smithsonian and Library of Congress are launching a new oral-history initiative, and films like Selma bring the movement to life for those who rarely read a history book or visit a museum. This year brings more anniversaries: the Selma-to-Montgomery March, the passage of the Voting Rights Act, and the Watts rebellion. And the commemorative stakes are high given recent events in Ferguson, New York, and Cleveland. [excerpt

    Information - Access: Denied

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    I have been privileged during my lifetime to always have the opportunity to learn about something if I wanted to. When I became interested in music and psychology—or even when I was learning how to apply for college—I googled it. The resources to obtain information have always been there for me: access to computers, the internet, books, journals. It is hard to imagine my life without a computer or access to books to learn about the world, and even harder to imagine if I did not know how to read or write. For this, I can thank my education and the money that provided this education. [excerpt

    An Open Letter to the Class of 2013

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    Upon graduation I will have received no honors. After four years of college, thirty-seven courses, ten labs, two sets of major requirements and several almost complete minors, I have won the ultimate consolation prize: a diploma. I know that not everyone has the privilege of going to college and I also know that those who start college do not always make it to the end, some not even through the first week. However, in the world of academia, students are pushed to strive for the best grades. Even at Gettysburg College where global awareness, critical thinking and an integration of co-curricular achievements are valued, we are still encouraged to execute a specific formula of education. [excerpt

    Fearless: Professor Hakim Williams

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    With his consistently energetic and enthusiastic personality, his progressive teaching methods using discussion and debate in the classroom, and his desire for his students to develop more comprehensive understandings of the problems facing education in a global context, Dr. Hakim Williams fearlessly uses his passion for change and justice in education to enlighten his students, sharpen their critical thinking skills, and change their outlooks on the future. [excerpt

    When Write is Wrong

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    A trio of girls attempt to have an education in a society where it is inappropriate for females to learn. Malaya is the group\u27s leader, and is called into question (and later punished) when the town officials find evidence of their educational practices

    An Education Carol

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    This work is rendition of a small play written by Ben Fruchtl. This work analyzes one of the essential questions of the course, Social Foundations of Music Education, and questions how educators can change models of education to make learning more relevant in and out of school

    Dissecting Dialogue: The Value of Music Education in ESL/ELL Programs

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    Among educators and philosophers alike, critical dialogue is widely regarded as one of the most effective ways to communicate and educate in the classroom. In his quintessential work, Pedagogy of the Oppressed, Paulo Freire reflects upon the importance of dialogue stating, “Only dialogue, which requires critical thinking, is also capable of generating critical thinking. Without dialogue, there is no communication, and without communication there can be no true education.” This point is reinforced in other notable texts such as Teaching as a Subversive Activity, which describes the “new education” as not only student and question centered, but “language-centered” as well. From a theoretical point of view, these approaches to learning bear merit and, in many cases, are effective when successfully applied in the field. However, with the dawn of the twenty-first century and the continued growth and complexity of globalization, these theories are in need of constant revisions as educators attempt to apply dated practices in an ever-changing society. Particularly in the United States of America, which since its inception, has maintained its reputation of a “melting pot” of peoples and cultures, it is vital that educators incorporate progressive interpretations of these principles in order to best enlighten, and therefore educate, an increasingly diverse population of students. Accompanied with a wide range of cultural beliefs that span numerous languages, educators currently face this paradox: How does one use dialogical tools to nurture what Freire deems “critical thinking” in classrooms where linguistic differences inhibit the implementation of these same tools? In response to this dilemma, the responsibility falls on music educators and administrators to develop policies that address the educational inequalities produced by the cultural and linguistic differences found in classrooms to provide an egalitarian and accessible education to all students that simultaneously encourages and utilizes dialogue and praxis

    Strategic Directions for Gettysburg College Update, February 2011

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    Much has changed since the Strategic Directions for Gettysburg were articulated in 2007. We have had transition in the leadership of the College in key positions including the president, the provost, and the vice president for development, alumni and parent relations. The economy has shifted seismically and in ways we certainly would not have predicted in 2007. Demographic projections related to the diversity of high school students and their geographic distributions have become a reality. The emergence of online learning opportunities and for-profit education, together with a high unemployment rate and significant increases in student financial need, have created a context that requires us to explain the value of a liberal arts residential education and justify its cost. [excerpt

    Notes from Mrs. Hadgu\u27s Class: Conceptualizing Music Education Curriculum for a Changing World

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    How can we conceptualize curriculum and school knowledge to better address important questions of social change, contingency of knowledge, life in mediated worlds, and inequalities? To answer this question I wrote fictional stories from students about their favorite moments from their 8th grade music class. Each account deals with a specific activity or instance in which the teacher included social change and/or student centered knowledge in the curriculum. The explanation at the end of the accounts details the reasons for creating each activity and the relation of the stories to texts utilized in class
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