scholarly journals MOVING QUEER VISIBILITIES INTO IDENTITY-SUSTAINING PRACTICES IN CYC: TOWARD QUEER(ED) FUTURES

2021 ◽  
Vol 12 (3-4) ◽  
pp. 152-169
Author(s):  
A. Longoria
Keyword(s):  
United States ◽  
Teacher Education ◽  
Training Programs ◽  
Teacher Educator ◽  
Field Work ◽  
Youth Care ◽  
The United States ◽  
After School ◽  
Collective Memories ◽  
Child And Youth Care

This essay aims at connecting child and youth care (CYC) to U.S. teacher education, educator pathways, and schooling in the United States. Further, this essay addresses Wolfgang Vachon’s call to push the boundaries of CYC, specifically in queering the field. I offer ways U.S. teacher education contexts and practices might be considered as guidance in supporting queer identities in CYC. I posit that there is a corporeal pedagogy that queer CYC practitioners enact that is effected beyond simple visibilities, and that they sustain their own identities and survival in CYC spaces through this practice. I also offer a testimonio of my practice as an out genderqueer, Chinese Mexican teacher educator who works in U.S. field-based teacher training and after-school CYC spaces. Further, I argue for critical engagement with curricula and field work in our training programs and make a call for training programs to support CYC practitioners in sustaining their queer identities. Finally, I argue for a need to continue to archive — and perhaps rescue — the practices and collective memories of queer CYC practitioners in order to advance a meaningful sustaining of queer identities in CYC.

scholarly journals QUEER (RE)VISIONS OF ARCHIVE, AFFECT, AND PLACE IN CHILD AND YOUTH CARE

2021 ◽  
Vol 12 (3-4) ◽  
pp. 55-73
Author(s):  
August A.
Keyword(s):  
United States ◽  
Pacific Northwest ◽  
Object Oriented ◽  
Youth Care ◽  
The United States ◽  
White Supremacist ◽  
Child And Youth Care ◽  
The Pacific ◽  
Early English ◽  
Trans Youth

This article presents an autoethnography that interweaves the queering of archive, affect, and place using an object-oriented method. Engaging with a hundred-year-old antique photo album found in a thrift store, this article brings forth queer (re)visions of past, present, and future that (re)imagine queer (be)longing, which expand spheres of ancestral consciousness in 2SLGBTQIAA+ communities. Situated in the United States, this work traces the entanglements in this object-oriented autoethnography through a mapping of queer identity in the Pacific Northwest, capturing temporal reflections that reach from the present back into 1918 and back further still into the early English colonies. In orienting towards the realm of queering child and youth care this work seeks to contribute to a cultivation of discourse of collective (re)visions of past, present, and future that uproots the enshrined settler-colonial, white supremacist, heteropatriarchal, capitalist ethos that continuously crafts the layered erasures of sex, gender, and sexually diverse people in the United States. I endeavour in the threading of autoethnography, both as a white settler and in my being and continually becoming, a genderqueer, trans person struggling and thriving, to critically query the implications of this history within the present and to (re)affirm the possibilities for queer and trans youth in the future.

scholarly journals Culturally Competent and Socio-politically Conscious Teaching: A Teacher Educator Works to Model the Journey to Critical Cultural Competence

2008 ◽  
Vol 10 (1) ◽  
Author(s):  
Diane Alice Ross
Keyword(s):  
United States ◽  
Teacher Education ◽  
Cultural Competence ◽  
Teacher Candidates ◽  
Teacher Educator ◽  
The United States ◽  
Teacher Education Programs ◽  
Culturally Competent ◽  
Political Awareness ◽  
Self Study

The purpose of this article is to present the self-study of a teacher educator who is concerned about cultural competence, socio-political consciousness, social justice, and peace in her preparation of teacher candidates. She recounts her experiences at the European Peace Institute (EPU) in Stadtschlaining, Austria, and how experiences with these students impact her perspective on teacher education in the United States. Sharing the voices from students at EPU provides a means of consciousness-raising for the teacher educator. She provides examples of ways to bring a more culturally competent and socio-political awareness to teacher education programs in the United States.

scholarly journals INTRODUCTION TO SPECIAL ISSUE: UNDERSTANDING AND RESPONDING TO PAIN-BASED BEHAVIOUR IN CHILD AND YOUTH CARE WORK

2019 ◽  
Vol 10 (2-3) ◽  
pp. 1-4
Author(s):  
James P. Anglin ◽  
Lilia M. Zaharieva
Keyword(s):  
United States ◽  
Cross Section ◽  
Family Studies ◽  
Youth Care ◽  
The United States ◽  
Care Work ◽  
Special Issue ◽  
Child And Youth Care ◽  
Youth Care Work

We are grateful to Dr. Sibylle Artz, Editor of the International Journal of Child, Youth and Family Studies, for the invitation to produce a special issue on pain-based behaviour in child and youth care work. Since the term was created and published in 2002 (Anglin, 2002), the notion has entered the literature, the research, and, perhaps most importantly, the practice of child and youth care internationally. The eight articles in this issue come from Ireland, Australia, the United States, and Canada, and offer a broad range of perspectives.After receiving the invitation to compile this issue, we scanned the recent child and youth care literature and readily identified 13 publications — articles and books — using the term pain-based behaviour. There are undoubtedly many more, however we believed the authors of these publications would present a significant cross-section of perspectives on understanding and responding to pain and pain-based behaviour. We are excited and honoured that the authors represented here were able to contribute articles to this issue.

The Oxford Handbook of Preservice Music Teacher Education in the United States

2019 ◽  
Keyword(s):  
United States ◽  
Teacher Education ◽  
Music Education ◽  
State Level ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Faculty ◽  
Song Writing ◽  
Faculty And Administrators

The Oxford Handbook of Preservice Music Teacher Education in the United States aims to work from within the profession of music teacher education to push the boundaries of P-12 music education. In this book, we will provide all of those working in music teacher education—music education faculty and administrators, music researchers, graduate students, department of education faculty and administrators, and state-level certification agencies—with research and promising practices for all areas of traditional preservice music teacher preparation. We define the areas of music teacher education as encompassing the more traditional structures, such as band, jazz band, marching band, orchestra, choir, musical theater, and elementary and secondary general music, as well as less common or newer areas: alternative string ensembles, guitar and song-writing, vernacular and popular music, early childhood music, and adult learners

Validation of Institutional Support Survey for Anesthesiology Training Programs in the United States

2006 ◽  
Vol 102 (2) ◽  
pp. 644 ◽  
Author(s):  
Kevin K. Tremper ◽  
Amy Shanks ◽  
Michelle Morris ◽  
Dave A. Burnett
Keyword(s):  
United States ◽  
Training Programs ◽  
Institutional Support ◽  
The United States

Excavating the Layers of Trauma in Homelands and Hostlands: Supporting Political Refugees in U.S. Schools

2021 ◽  
pp. 155545892199751
Author(s):  
Mehtap Akay ◽  
Reva Jaffe-Walter
Keyword(s):  
United States ◽  
Teacher Education ◽  
Education System ◽  
Home Country ◽  
The United States ◽  
Dominant Culture ◽  
Refugee Students ◽  
Political Refugees ◽  
Language And Education ◽  
Insight Into

This article details how a newly arrived Turkish refugee student navigates schooling in the United States. It highlights the trauma a purged Turkish families experience in their home country and their challenges as newcomers unfamiliar with their new country’s dominant culture, language, and education system. The case narrative provides insight into how children of Turkish political refugees are often overlooked in the context of U.S. schools, where teachers lack adequate training and supports. By illuminating one refugee family’s experiences in U.S. schools, the case calls for leaders to develop holistic supports and teacher education focused on the needs of refugee students.

scholarly journals Development and validation of the Readiness to Train Assessment Tool (RTAT)

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ianita Zlateva ◽  
Amanda Schiessl ◽  
Nashwa Khalid ◽  
Kerry Bamrick ◽  
Margaret Flinter
Keyword(s):  
United States ◽  
Factor Analysis ◽  
Conceptual Framework ◽  
Health Center ◽  
Assessment Tool ◽  
Training Programs ◽  
Health Professions ◽  
Internal Consistency Reliability ◽  
The United States ◽  
Health Centers

Abstract Background In recent years, health centers in the United States have embraced the opportunity to train the next generation of health professionals. The uniqueness of the health centers as teaching settings emphasizes the need to determine if health professions training programs align with health center priorities and the nature of any adjustments that would be needed to successfully implement a training program. We sought to address this need by developing and validating a new survey that measures organizational readiness constructs important for the implementation of health professions training programs at health centers where the primary role of the organizations and individuals is healthcare delivery. Methods The study incorporated several methodological steps for developing and validating a measure for assessing health center readiness to engage with health professions programs. A conceptual framework was developed based on literature review and later validated by 20 experts in two focus groups. A survey-item pool was generated and mapped to the conceptual framework and further refined and validated by 13 experts in three modified Delphi rounds. The survey items were pilot-tested with 212 health center employees. The final survey structure was derived through exploratory factor analysis. The internal consistency reliability of the scale and subscales was evaluated using Chronbach’s alpha. Results The exploratory factor analysis revealed a 41-item, 7-subscale solution for the survey structure, with 72% of total variance explained. Cronbach’s alphas (.79–.97) indicated high internal consistency reliability. The survey measures: readiness to engage, evidence strength and quality of the health professions training program, relative advantage of the program, financial resources, additional resources, implementation team, and implementation plan. Conclusions The final survey, the Readiness to Train Assessment Tool (RTAT), is theoretically-based, valid and reliable. It provides an opportunity to evaluate health centers’ readiness to implement health professions programs. When followed with appropriate change strategies, the readiness evaluations could make the implementation of health professions training programs, and their spread across the United States, more efficient and cost-effective. While developed specifically for health centers, the survey may be useful to other healthcare organizations willing to assess their readiness to implement education and training programs.

scholarly journals Preservice Teachers’ Discursive Constructions of Cultural Practices in a Multicultural Telecollaboration

2019 ◽  
Vol 21 (1) ◽  
pp. 82 ◽  
Author(s):  
Baburhan Uzum ◽  
Bedrettin Yazan ◽  
Netta Avineri ◽  
Sedat Akayoglu
Keyword(s):  
United States ◽  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Cultural Practices ◽  
The United States ◽  
Discursive Constructions

The study reports on a telecollaboration exchange between two teacher education classes in the United States and Turkey. In synchronous and asynchronous conversations, preservice teachers (PTs) engaged in social justice issues and made discourse choices that captured culture(s) and communities as diverse or essentialized. These choices were affected by PTs’ positionings and impacted how PTs connected to individuals only and/or to broader society.  PTs asked questions that created space for critical discussions and facilitated awareness of diversity, yet sometimes led to overgeneralizations. The study has implications for designing telecollaborations that promote language and practices to unpack the issues of social justice.

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