Education y Justicia: A Living History of the Latinx Experience in U.T Austin

Social policy in the United States has historically and systematically prevented Latinx students from attaining educational equity. The resistance to this inequality in Austin is located in institutional spaces, the creation of cultural spaces, and the reclamation of erased histories. This has lead to the need for the creation of cultural spaces and legislation that encourage the equity, power, and culture of the Latinx community. We are mapping these living histories of resistance to help form frameworks for rethinking educational social policy. In this case we used U.T. and the greater Austin area to explore the living histories of the struggle for educational justice in our city and propose frameworks for rethinking educational social policy.Mexican American Studie

Places to Develop Democracy: Relevance of Relph's Concept of Place for the History of Education

Presentación conferenciaThis paper, based on the research developed in the Erasmus+ project Reimagining Creative Democracy (2018-1-SE01-KA203-039115), provides a synthesis of Relph’s concept of place giving examples of its use in the study of past and present educational spaces. The reappraisal of Relph’s concept might help address new perspectives from which spaces and places of education may be seen differently. Spaces are relevant to the History of Education and Relph’s essay is important for us because it represents the phenomenological approach to the study of place and space from at least two perspectives: 1. The distinction between place and space; 2. The delimitation, when writing about educational spaces, of the emotional attachment to or detachment from a specific learning place (inside or outside the school buildings).Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Caregiver Engagement in Religious Urban Elementary Schools

This article examines how school leaders in a religious school serving traditionally marginalized students improve their school communities through constructing space for caregiver engagement. This study suggests how counter-narratives of critical care can inform social justice leadership in schools. The results, from a case study of a Catholic urban elementary school that uses innovative and effective strategies to engage caregivers, show that educational leaders create spaces for engaging caregivers by developing relationships with them and systematically reducing barriers to their participation in the school community. Analyzing these results through the critical care theory lens illuminates how these spaces value diverse forms of social and cultural capital are strengthened by alliances with nontraditional support structures. This research contributes to our evolving understanding of caregiver engagement by presenting a textured analysis of a case study as viewed through a critical care conceptual framework

Writing with Pictures: Immersive Technology and 21st Century Professional Development

In The Language of New Media, Lev Manovich asks, “What kind of space is virtual space?” (254). This seemingly simple question will pose a number of challenges for writing centers as they develop services that transcend physical space. As writing center administrators integrate new media and technology into their operations, they must continue to invent and articulate theory that informs the development of virtual spaces. In Heuretics, Gregory Ulmer poses a related question: “What will research be like in an electronic apparatus?” (32). Ulmer explains that the notion of spatiality has changed since the development and widespread adoption of the computer (Heuretics 36). Indeed, it has, and the cultural and political landscape of the university has changed as well, as educational technology and virtual spaces are often at the heart of many academic institutions.University Writing Cente

Learning to Escape: Prison Education, Rehabilitation and the Potential for Transformation

This article examines motivations behind participation in education based on interviews with Irish prisoners. It begins by considering the relationship between education and rehabilitation, especially the latter’s re-emergence in a more authoritarian form. Drawing on results from the research, this article argues that the educational approach, culture and atmosphere are particularly important in creating a learning environment in prison. It makes the case that educational spaces which allow students to voluntarily engage in different types of learning, at their own pace, at a time of their choosing, can be effective in encouraging prisoners to engage in critical reflection and subsequently, to move away from criminal activity. It locates education in prison within a wider context and concludes that while prison education can work with, it needs to distinguish itself from, state-sponsored rehabilitation programmes and stand on the integrity of its profession, based on principles of pedagogy rather than be lured into the evaluative and correctional milieu of modern penality

Reducing Hardships: Student Motivations, Educational Workflows, and Technology Choices in Academic Settings

Objective – This study examines The University of Manitoba student attitudes toward technology’s role in University study spaces and in their own educational workflows. Methods - A series of semi-structured group interviews were conducted with current undergraduate and graduate students at The University of Manitoba. Three group interviews were conducted with questions about individual technology and space use while studying in the library, and three group interviews were conducted with questions about group collaboration using technologies and tools in group study spaces. Transcripts were coded iteratively and separately by the researchers, analyzed for interrater reliability, categorized, and reviewed using axial coding to identify major themes. Through continued examination of these themes, a single theory emerged. Results - The participants expressed a strong need for independence and feelings of control over their workflows, technological tools, and environments. They discussed how interpersonal concerns and anxieties motivated their workflow choices and acknowledged the (often conflicting) motivational forces of personal necessity and personal preference. When examining the motivations behind the selection of technologies and work practices, it became clear that the respondents make technology and workflow decisions in an attempt to minimize their experience of perceived hardships. These perceived hardships could be social, emotional, educational, environmental, or temporal in nature, and the weight of any one hardship on decision making varied according to the individual. Conclusions - Libraries should be aware of this foundational user motivation and make choices accordingly - identifying and minimizing hardships whenever possible, unless they are necessary to achieve learning or service-specific goals. Additional research is required to help articulate the nuances experienced by particular student demographics. Librarians and future researchers should also consider investigating the potential disconnect between librarian and user attitudes toward technology, the prioritization of user-centered decision-making, and whether or not systematically disadvantaged social groups have different attitudes toward technology and its place in library spaces and academic work.https://journal.lib.uoguelph.ca/index.php/perj/article/view/545