Infusing Creativity and Design into a University Faculty Mentor Process: Means and Ends

“So you have a design degree, why are you interested in the area of curriculum and instructional technology?” For me I see so many connections and important contributions to both design and education, in addition to the valuable lessons learned by taking an interdisciplinary approach to projects. This case study provides one example of how design and education, together, can produce exciting processes and results that help inform both design and education scholars

“You Got the Word Now”: Problematizing Vocabulary-Based Academic Language Instruction for English Learners in Science

With increasing numbers of English Learners enrolling in public schools, teachers of core academic subject area classes are facing the challenge of integrating English language development into instruction. This article describes how teachers\u27 understanding of infusing language into science teaching can shape instructional practices and consequently influence the simultaneous English language development and science learning of English Learner students

Lady researchers : mapping urban community and learning spaces

This paper documents a collaborative research project with middle and high school young women during an afterschool program at Children and Urban Family Movement (CFUM) in Des Moines, Iowa. A research team consisting of members from the School of Education, Community and Regional Planning, Human Development and Family Studies, and Extension and Outreach from Iowa State University partnered with CFUM to provide programming for gender-specific youth called Design Dialogues. The research team, with the help of ISU Undergraduate Facilitators, conducted six discussion groups with middle and high school youth. During the fall of 2015, The Whyld Girls, also known as Lady Researchers, literally and figuratively “mapped” their community and learning spaces during each activity

Manufacturing Dissent: The New Economy of Power Relations in Multicultural Teacher Education

oai:ijme-journal.org:article/4This article challenges conventional understandings of White preservice teacher resistance by contextualizing it within the historically-situated pedagogical relations of the multicultural teacher education classroom. It describes the power effects of a cultural mismatch-driven, “critical” reflection approach to the preparation of the White preservice teacher and offers as an alternative a practice of Loving Subversion. In this approach, critical reflection is used not to reinscribe White racist identity but to develop a purposeful sense of White anti-racism. A practice of Loving Subversion is necessary, it is argued, if we are to build genuine capacity among White preservice teachers for effective work with culturally and linguistically diverse students

Disrupting Narrow Conceptions of Justice: Exploring and Expanding Bullying and Upstanding in a University Honors Course

The term upstanding encompasses actions and behaviors grounded in one’s defense of their own beliefs and others. While such broad application of the term has merit, from a critical education perspective it lacks direction. To efficaciously address injustice, upstanding action must go beyond one’s beliefs. A directional application of upstanding behavior, or the notion of upstanding for justice, frames upstanding as action to address chronic social victimization via systems of oppression. In this article, we describe the development of a new heuristic to support students’ understanding of upstanding and detail the university honors course in which we used the heuristic to explore the phenomena of bullying and historical injustice to expand ideas of upstanding. Results indicate that students in the course broadened their conceptions of justice and the use of historical cases aided in their understanding of the interplay between individual agency and social structure in social justice efforts

Introduction to the 5th Anniversary Issue of The International Journal of Multicultural Education

This is an introductory essay to the 5th-year anniversary issue of the IJME