I feel like I\u27ve had a bag over my head: New teachers explore issues of diversity, power and justice

Over 80 percent of teachers in the U.S. are white, despite an increasingly diverse PK-12 student population (Barnum, 2018). This demographicimperative has prompted teacher education to respond in two diverging ways. The ��rst is to diversify the teaching workforce by increasing the number of teachers of color (Neal, Sleeter, & Kumashiro, 2015). The second is to better prepare a mostly white teaching workforce to work with aracially, ethnically, and linguistically diverse student population (Zeichner, 2009)

I feel like I\u27ve had a bag over my head: New teachers explore issues of diversity, power and justice

Over 80 percent of teachers in the U.S. are white, despite an increasingly diverse PK-12 student population (Barnum, 2018). This demographicimperative has prompted teacher education to respond in two diverging ways. The ��rst is to diversify the teaching workforce by increasing the number of teachers of color (Neal, Sleeter, & Kumashiro, 2015). The second is to better prepare a mostly white teaching workforce to work with aracially, ethnically, and linguistically diverse student population (Zeichner, 2009).https://digitalcommons.library.umaine.edu/racial_justice/1218/thumbnail.jp

An Ecological Framework for Supervision in Teacher Education

Pre-service teachers are typically supervised by two differently situated mentors: university-based clinical supervisors and cooperating teachers. These two types of supervisors are positioned differently within the institution of teacher education. Using ecological systems theory combined with institution theory, this paper offers an analytical framework for ecologically investigating how teacher supervisors and cooperating teachers are positioned and the effects on their labor, identities, and practices and how ecological forces operating at multiple levels shape new teacher learning. Drawing from empirical research to provide examples of this framework in action, the paper examines challenges to the field and offers potential responses that teacher education programs and teacher supervisors can take to mitigate these challenges

Examining Performance Assessment: Illuminating Teacher Development and The Construction of a Profession

Mandated teacher performance assessments (TPAs) have recently become a popular form of high-stakes assessment in teacher education. For example, California requires all pre-service teachers to successfully complete a TPA before receiving a preliminary credential, and edTPA, a TPA distributed by Pearson, has been adopted by over 800 teacher education programs in the U.S. High stakes performance assessments are used as gatekeepers, consequently serving as a professionalizing tool. This paper uses sociolinguistics and critical discourse analysis of completed TPAs to explore the vision of the profession that the assessment communicates to novice teachers. Analysis demonstrates how pre-service teachers position themselves as well as how the demands of the assessment position them

Analysis of Strides for Peace in the Israeli-Palestinian Conflict with the Application of Theories by Butler and Buber

In the Israeli-Palestinian conflict, social norms, media pressures and government policies promote division and fear of the other. This constructed understanding of the other often prohibits relationship and harvests fears that lead to perpetuated violence and injustice in the region. However, two organizations, the Abrahamic Reunion and the West-Eastern Divan Orchestra, exist to combat the hatred and violence by promoting understanding across conflict divides. These two groups design spaces where individuals on opposing sides of the Israeli-Palestinian conflict can foster relationships and develop more complete understandings of the other that contradict the polarized stereotypes promoted by their government and media. Using Martin Buber’s theory of I-Thou and Judith Butler’s theory of Performativity, it is clear that what these two groups accomplish is distinct and has lasting, positive impacts on the individuals affected by their work

The Pleasure and Participation Sports Model as Reflected Through an Advanced Physical Education Course

The purpose of this study was to explore how the pleasure and participation sports model as described by Coakley (2009) was reflected through an Advanced Physical Education course. This included an analysis examining whether the model was supported, expanded, or refuted based on characteristics of the model emphasizing (a) democratic leadership, (b) inclusive participation, and (c) the use of cooperation and competition with others to develop and test skills in a healthy and enjoyable context. A single-site, exploratory, qualitative case study design provided the opportunity to investigate the phenomenon under exploration. A particular Advanced Physical Education course was purposefully selected as the bounded case for the study. Fifteen students and one teacher agreed to participate. Semi-structured, one-on-one interviews (audio taped), observations, and documents provided data sources for information collected between August 2010 and April 2011. Data analysis procedures included a constant comparative method in which conceptually congruent categories were constructed to develop multiple iterations of analysis. Themes that developed based on the data suggested that students experienced a sense of enjoyment, empowerment, and connection resulting from their involvement in the class. From an interactionist perspective, as students found themselves interacting with one another in sports such as archery and kayaking, they were able to prescribe meanings that were often very different than their experiences in traditional sports. Conclusions from the study indicated that the course did reflect the pleasure and participation model. This study suggests that if students interpret their experiences in physical education and sports as positive, then they are more likely to participate. Utilizing Coakley’s model is significant because it provides a framework for considering sports from a broader perspective reflecting the diverse youth population. As a result, the research is beneficial in considering how current opportunities in sport and physical education can be expanded to offer all youth an opportunity to participate and experience sociopositive outcomes. This is also noteworthy since research has indicated the importance of physical activity and that in terms of health, the best physical activities consist of ones which are non-competitive and rhythmic (Chenoweth & Leutzinger, 2006; Curry, Arriagada, & Cornwell, 2002)

Strange Encounters: Exploring Law and Film in the Affective Register

This paper argues that taking seriously the embodied and affective dimensions of thought is important in relation both to the critical and transformative possibilities of Law-and-Film scholarship. In it, the authors begin the work of revealing the ways that film works to produce what Raymond Williams called the \u27structures of feeling\u27 that help to cohere contemporary legal and political institutions. In its first section, it seeks to develop a more robust vocabulary for discussing how films work on their viewers. Building on the insights of William Connolly regarding the multilayered nature of thought, it discusses how the non-cognitive registers for thinking of technique, perception and affect are brought together in film. In the second section, the paper explores how these effects might be understood through a close reading of three short scenes drawn from the films The Piano (1993), Minority Report (2002) and Dead Man (1994). In the powerful contrast of \u27affect\u27 produced by each of these scenes (the latter two containing minimal narrative content), the authors make an argument for the significance of attending not only to the (fixed) representative or ideological dimension of film, but also to its movement, its flux and possibility as energy

Getting the Insider\u27s Story Out: What Popular Film Can Tell Us about Legal Method\u27s Dirty Secrets

In this paper, the authors seek to use the insights gained by viewing and thinking critically about a range of Hollywood films to better illuminate the disciplinary blindspots of law. Both law and film are viewed as social institutions, engaged in telling stories about social life. Hollywood films are often critical of law and legal institutions. Law is dismissive of its representation within popular culture. However, the authors argue that law disregards cinematic cynicism about itself at its peril and that there is much to learn by taking cinematic portrayals of law very seriously---not as representations of the truth of law, but as analogies for how law itself operates in constructing truth. Indeed, the authors conclude by arguing that law requires a better conception of itself as a culturally productive institution. Law, like film, is not simply engaged in the finding of truth, but also more fundamentally in the making of meaning

Getting the Insider\u27s Story Out: What Popular Film Can Tell Us about Legal Method\u27s Dirty Secrets

In this paper, the authors seek to use the insights gained by viewing and thinking critically about a range of Hollywood films to better illuminate the disciplinary blindspots of law. Both law and film are viewed as social institutions, engaged in telling stories about social life. Hollywood films are often critical of law and legal institutions. Law is dismissive of its representation within popular culture. However, the authors argue that law disregards cinematic cynicism about itself at its peril and that there is much to learn by taking cinematic portrayals of law very seriously---not as representations of the truth of law, but as analogies for how law itself operates in constructing truth. Indeed, the authors conclude by arguing that law requires a better conception of itself as a culturally productive institution. Law, like film, is not simply engaged in the finding of truth, but also more fundamentally in the making of meaning

The Unforgiven Sources of International Law: Nation-building, Violence and Gender in the West(ern)

In his classic work, ‘Nomos and Narrative,’ Cover reminds us that legal traditions form part of a complex normative world – a ‘nomos’ – a world of language and myth. Because precept and narrative operate together to ground meaning, one cannot truly inhabit any given nomos without a rich understanding of its narratives. The very intelligibility of behaviour within the nomos inheres in the communal nature of common scripts or narratives for that behaviour. International law is also supplied with ‘history and destiny, beginning and end, explanation and purpose’ in and through narratives. In contrast with conventional approaches, new scholarship in international law has begun to reveal the extent that the discipline ‘operate(s) not only, or even principally, in the field of state systems, rationality and facts, but also in the field of identification, imagination, subjectivity and emotion.’ In this paper, we suggest that the ‘nomos’ of which Cover speaks and international law are connected through a shared reliance on a set of narratives concerning the origins of law. This can be seen most clearly in the context of interventions, both military and monetary, that are conducted under the auspices of nation-building