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Constructing Knowledge and Promoting Social Change: Cutting Edge Issues in Social Justice
Sun, April 15, 12:25 to 1:55pm, Vancouver Convention Centre, Floor: Second Level, West Room 222Session Submission Type: Paper Session
Abstract
In this session persistent and salient issues in teacher education are explored through an examination of preservice, in-service and teacher educators’ practices and inquiries: LGBTQ supportive teachers’ pedagogical strategies; ethnic, gender and sexual minorities perspectives on teacher education; addressing new forms of biases and discrimination in on-line environments; understanding new literacies of youth and youth culture through an examination of hip-hop pedagogies; hip-hop’s potential in promoting critical literacy in youth; African American girls’ strategies in dealing with teachers and the development of their sense of agency
Sub Unit
Chair
Papers
Critical Civic Praxis: Constructing Knowledge and Promoting Social Change Through Hip-Hop - Jung E. Kim, Lewis University; Isaura Betzabe Pulido, Northeastern Illinois University
From Safe Spaces to Empowering Spaces: One LGBTQ (Lesbian, Gay, Bisexual, Transgender, and Queer)-Supportive Teacher’s Pedagogy of Empowerment - Sarah Schneider Kavanagh, University of Washington - Seattle
Learning From the “Other” Side of Us: A Cooperative Inquiry by Minorities in Teacher Education - Laura Bower-Phipps, Southern Connecticut State University; Thomas D. Homa, Southern Connecticut State University; Maria Cristina Cruz, Southern Connecticut State University; Arlette Mello Johnson, Southern Connecticut State University; Cristina Albaladejo, Southern Connecticut State University
Oh, Those Loud Black Girls: A Study of Black Girls Talking With an Attitude - Jacqueline B. Koonce, Michigan State University
Preparing Teachers to Identify and Address Bias and Discrimination Online: Literature Review and Framework - Rick J. Voithofer, The Ohio State University
Reimaging Youth and Education Through Indigenous Hip-Hop Pedagogues and the Beat Nation - Julie Gorlewski, SUNY - College at New Paltz; Bradley J. Porfilio, California State University - East Bay
Teacher Perceptions of English Language Learners in Rural Mainstream Classrooms - Suzanna Jo Luttrell, Walden University; Li-Ching Hung, Overseas Chinese University