Respect yourself, protect yourself: Latina girls and sexual identity by Lorena Garcia
In: Latino studies, Band 12, Heft 3, S. 479-481
ISSN: 1476-3443
8 Ergebnisse
Sortierung:
In: Latino studies, Band 12, Heft 3, S. 479-481
ISSN: 1476-3443
In: Peace and conflict: journal of peace psychology ; the journal of the Society for the Study of Peace, Conflict, and Violence, Peace Psychology Division of the American Psychological Association, Band 18, Heft 2, S. 149-155
ISSN: 1532-7949
In: Peace and conflict: journal of peace psychology ; the journal of the Society for the Study of Peace, Conflict, and Violence, Peace Psychology Division of the American Psychological Association, Band 18, Heft 2, S. 149-155
ISSN: 1078-1919
As school closures are on the rise across the nation, it becomes important to study these disappearing spaces. We frame the recent rash of school closings and their impact on communities through the concept of erasure, which we see as the uprooting of a particular space to make room for innovation. In this article, we consider such examples of erasure, ghosts of institutional memory, and remembrance in disappearing or reconstituted sites: specifically, 2 high schools. We discuss commonalities and differences in the ways in which these concepts manifest across these 2 sites, the first taking place in the Northeast in the mid-1990s as reflective of community-led activism and teacher union collaboration and the second in the Midwest 10 years into federal and state school accountability reform efforts, where school closure is one of several interventions for schools struggling academically. Both sites were informed by methods that have participatory elements, an action orientation, and a deeply critical and historical lens. Influenced by Apfelbaum's (2000) discussion of the obligation of remembrance and Fullilove's (2004) reflection on "root shock" in urban renewal processes, we understand erasure as a deeply psychological response to failure and conflict. We conclude by reexamining the notion of productive conflict as a necessary element in educational change. Adapted from the source document.
In: Feminism & psychology: an international journal, Band 19, Heft 3, S. 387-393
ISSN: 1461-7161
In: Curriculum inquiry: a journal from The Ontario Institute for Studies in Education of the University of Toronto, Band 47, Heft 2, S. 175-194
ISSN: 1467-873X
In: Societies: open access journal, Band 11, Heft 2, S. 47
ISSN: 2075-4698
In this piece, we share some insights gleaned from oral histories of immigrant organizers involved in New Jersey state campaigns for access to higher education, weaving them with scholarly personal narratives (Nash & Viray, 2013) from the authors on their own youth organizing and/or experience working in an undocumented student support center. We are guided by the following questions: (1) How do New Jersey immigrant organizers make meaning of and create spaces of hope and home through their organizing? (2) What propels this work and sustains it across cohorts of organizers? We discuss five general areas in response: the experience of invisibility and organizing efforts that aim to counter it, the co-construction of homespaces within higher education institutions, the importance of (re)setting narratives, celebrating wins while pressing for more, and the intergenerational work that inspires and sustains change. We close the article with reflections on the ways in which formal and everyday organizing are acts of love and care, from which home is collectively built.
In: Journal of visual impairment & blindness: JVIB, Band 95, Heft 6, S. 338-352
ISSN: 1559-1476
This qualitative study explored the issues and outcomes associated with implementing Playtime Is Science for Students with Disabilities, a curriculum and materials that were modified for students who were visually impaired. It found several student-related outcomes, such as persistence, positive peer-related skills, risk taking, and making meaningful connections about the world, and themes regarding implementation of the curriculum, such as teachers' interest level, issues associated with power, and how teachers supported students' learning.