Moving from Inaction to Action: Challenging Homo- and Transphobia in Middle School English Language Arts

What happens when teachers have opportunities to engage in LGBTQ-affirming practices but choose not to? In the following paper, the authors present a vignette from a middle school context and consider ways to challenge silences to support LGBTQ students in middle school English classrooms. The authors provide discussion and resources to help teachers engage in LGBTQ affirming practices with middle school students

Factors in Recommending Contrarian Content on Social Media

Polarization is a troubling phenomenon that can lead to societal divisions and hurt the democratic process. It is therefore important to develop methods to reduce it. We propose an algorithmic solution to the problem of reducing polarization. The core idea is to expose users to content that challenges their point of view, with the hope broadening their perspective, and thus reduce their polarity. Our method takes into account several aspects of the problem, such as the estimated polarity of the user, the probability of accepting the recommendation, the polarity of the content, and popularity of the content being recommended. We evaluate our recommendations via a large-scale user study on Twitter users that were actively involved in the discussion of the US elections results. Results shows that, in most cases, the factors taken into account in the recommendation affect the users as expected, and thus capture the essential features of the problem.Comment: accepted as a short paper at ACM WebScience 2017. arXiv admin note: substantial text overlap with arXiv:1703.1093

Considering the Classroom as a Safe Space

In the APA Newsletter on Feminism and Philosophy, Lauren Freeman (2014) advocates that faculty turn their classrooms into “safe spaces” as a method for increasing the diversity of philosophy majors. The creation of safe spaces is meant to make women and minority students “feel sufficiently comfortable” and thereby increase the likelihood that they pursue philosophy as a major or career. Although I agree with Freeman’s goal, I argue that philosophers, and faculty in general, should reject the call for turning classrooms into “safe spaces.” I begin by distinguishing extra-curricular safe spaces from the classroom as a safe space. I then argue that although faculty should not object to extra-curricular safe spaces, they should reject curricular ones. I argue that the classroom as a safe space is currently an impractical and inappropriate goal given the nature of academic philosophy, and that encouraging students to think of classrooms as safe/unsafe does not facilitate learning. Nonetheless, I agree with Freeman that faculty should take steps to ensure that students from all backgrounds have the tools they need to be successful in the classroom. I further argue that faculty calls for safe spaces creates confusion concerning the educative environment one should expect to find at the majority of America universities

The New Consensus Movement and Its Role in Overcoming the Controversy and Conflict over the Place of Religion in the U.S. Educational System

Religion-related controversies have a long history in American public education. In the 1980s the debate was dominated by a growing concern over the failure to address the issue of religion in the educational system. This motivated a number of political and religious bodies to convene to reach a consensus on the most fundamental issues concerning the place of religion in public schools. The result was the so called New Consensus on teaching about religion and religious liberty. The article presents the background of the movement, its provisions and impact on religious liberty in the US public educati

Argumentation Mining in User-Generated Web Discourse

The goal of argumentation mining, an evolving research field in computational linguistics, is to design methods capable of analyzing people's argumentation. In this article, we go beyond the state of the art in several ways. (i) We deal with actual Web data and take up the challenges given by the variety of registers, multiple domains, and unrestricted noisy user-generated Web discourse. (ii) We bridge the gap between normative argumentation theories and argumentation phenomena encountered in actual data by adapting an argumentation model tested in an extensive annotation study. (iii) We create a new gold standard corpus (90k tokens in 340 documents) and experiment with several machine learning methods to identify argument components. We offer the data, source codes, and annotation guidelines to the community under free licenses. Our findings show that argumentation mining in user-generated Web discourse is a feasible but challenging task.Comment: Cite as: Habernal, I. & Gurevych, I. (2017). Argumentation Mining in User-Generated Web Discourse. Computational Linguistics 43(1), pp. 125-17

Farming across the years: temporal and spatial dimensions of learning organic farming

In organic farming, it is generally accepted that a long-term perspective spanning across the years is necessary for the sustainability of organic field management. This paper analyzes the crossing over of annual boundaries during an organic inspection in an attempt to show how the long-term perspective is learnt in the practical organic vegetable farming. Within the speech turns that refer across the years, two main topics emerged. The first is the nutrient management, which was connected with plant growth and environmental regulations. The second is the sequence of crop rotation, appearing both as a list, detached from the fields, and as a temporal process of the fields. A weed problem, caused by couch grass, was repeatedly referred to by the farmer. It was not addressed at all from the several years’ perspective. The results suggest that the nutrient issue within the administrative rules heavily impacts on organic farming. This leaves other important issues concerning production, such as the longterm weed management, with little emphasis. Reasons for this are discussed in the context of the sustainability of environment and production. Crossing over temporal boundaries is linked with many other boundaries

The Obligation to Diversify One's Sources: Against Epistemic Partisanship in the Consumption of News Media

In this paper, I defend the view that it is wrong for us to consume only, or overwhelmingly, media that broadly aligns with our own political viewpoints: that is, it is wrong to be politically “partisan” in our decisions about what media to consume. We are obligated to consume media that aligns with political viewpoints other than our own – to “diversify our sources”. This is so even if our own views are, as a matter of fact, substantively correct

The Stories of Middle School Science Teachers’ Teaching Evolution: A Narrative Inquiry

Avoidance of the theory of evolution occurs in science classrooms due to levels of dissonance from challenges that persist in the United States from conflicting worldviews and a lack of support regarding the topic of evolution. The purpose of this qualitative study with a narrative inquiry design was to explore the stories of science teachers teaching evolution in middle schools. This study adopted a qualitative method with a narrative inquiry design. Participants were 10 public middle school science teachers with at least 10 years of science teaching experience in urban, suburban, and rural areas of the Pacific Northwest. The central research question of this study was: What are the stories of science teachers teaching evolution in middle schools? The results disclosed eight major themes: (a) intrinsic motivation from science authors, childhood interests, and family members; (b) microevolution as a common teaching approach to teach evolution; (c) macroevolution as an uncommon teaching approach for teaching evolution; (d) hominins as an uncommon teaching approach for teaching evolution; (e) external challenges of religious conflict among students, colleagues, and parents; (f) internal challenges with colleagues and students; (g) support from administrators and colleagues; and (h) need for support by administrators and colleagues. The findings showed a need for teacher training courses and professional development opportunities. Recommendations for future research are included

Learning Development and Education for Sustainability: what are the links?

Learning Development (LD) is an emerging discipline developing a unique disciplinary identity. In common with many other new fields, it considers its position and relevance to other disciplines and bodies of thought, and in particular, educational development, applied linguistics and the sociology and philosophy of education. This paper considers one such area of debate: the link between Learning Development and Education for Sustainability (EfS). EfS is an area of pedagogic practice and a field of enquiry of considerable and growing importance in Higher Education (HE) and universities. Its underpinning systemic and epistemic philosophies suggest the need for integration across all facets of university activity, including LD. In this paper, we argue that there are identifiable links between LD and EfS that extend these philosophies, practices and fields of enquiry, characterised by the following: 1) commonalities surrounding the foci of their pedagogic practices, 2) shared methodologies for undertaking their practices, and 3) ways in which these methodologies are helping to situate both professions and disciplines within organisational contexts. The commonalities and possible distinctions between LD and EfS form a starting point for discussion, and raise the possibility that explicit identification of the links may encourage increased collaboration between the respective communities of practice, and the development of new ideas and innovative practice