20 research outputs found
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The First Year of Teaching Classroom Research to Increase Student Learning
Victor and Janisha were two of the focal students in Daniels's research project on
her first year of teaching in an urban public school. Together they reflect the two
major groups in this high school that has 45% Latino, 35% African American, ..
Considering the Moral Complexity of Adolescents in Divided Societies
This paper focuses on adolescents who live in divided societies and how they navigate those divisions as they develop as civic actors. The study sites are Northern Ireland, South Africa, and the United States. In each setting we collected surveys, conducted focus groups with teachers and students, and followed students through the 9th and 10th grades in a case study classroom. In all locales, the students used materials from Facing History and Ourselves, and their teachers had participated in workshops on using those materials. In this paper we follow a case study student from the United States who provides a particularly complex look at issues of division and ethical civic development. The student, Pete, is a white immigrant from South Africa, studying in a multi-ethnic and multi-racial school in the United States. He confronts his South African legacies in the context of a foreign school system, which is working to help U.S. students confront their own legacies. Across two, one-semester, citizenship classes, Pete shows us the tension between an academic stance and a moral/emotional stance. When moral dilemmas become complex for him, he begins to lose his ability to judge. Teacher support and guidance is critical to help students like Pete learn to hold their moral ground, while understanding why others act as they do
Recommended from our members
The First Year of Teaching Classroom Research to Increase Student Learning
Victor and Janisha were two of the focal students in Daniels's research project on
her first year of teaching in an urban public school. Together they reflect the two
major groups in this high school that has 45% Latino, 35% African American, ..
Recommended from our members
Language policy, multilingual education, and power in Rwanda
The evolution of Rwanda’s language policies since 1996 has played and continues to play a critical role in social reconstruction following war and genocide. Rwanda’s new English language policy aims to drop French and install English as the only language of instruction. The policy-makers frame the change as a major factor in the success of social and education reforms aimed at promoting reconciliation and peace and increasing Rwanda’s participation in global economic development. However, in Rwanda, the language one speaks is construed as an indicator of group affiliations and identity. Furthermore, Rwanda has the potential to develop a multilingual educational policy that employs its national language, Kinyarwanda (Ikinyarwanda, Rwanda), to promote mass literacy and a literate, multilingual populace. Rwanda’s situation can serve as a case study for the ongoing roles that language policy plays in the politics of power