Single Story Combaters in Education

2019 ◽  
pp. 1-29
Keyword(s):  
Decision Making ◽  
Culturally Responsive ◽  
Theoretical Framework ◽  
People Of Color ◽  
Children Of Color ◽  
Beating The Odds ◽  
Outcomes For Children

In this chapter, the author presents the notion of combating “single stories” as a promising, culturally responsive approach to support the success of all children. The stories/narratives or perspectives of people of color have been historically omitted and marginalized in dominant educational discourses. Instead, culturally biased and stereotypical information is oftentimes framed and shared as the single story—the only story. The single story, when internalized by teachers and administrators, presents many unfavorable outcomes for children of color, because it informs curricula decision making. The author demonstrates how the theoretical framework of culturally responsive pedagogies undergirded the effective approaches of educators who combated single stories; and supported students in beating the odds, by demonstrating their potential. The author makes the case that teachers should seek developing culturally responsive approaches rather than seeking strategies.

Single Story Combaters in Education

2021 ◽  
pp. 760-780
Author(s):  
Anthony Broughton
Keyword(s):  
Decision Making ◽  
Culturally Responsive ◽  
Theoretical Framework ◽  
People Of Color ◽  
Children Of Color ◽  
Beating The Odds ◽  
Outcomes For Children

In this chapter, the author presents the notion of combating “single stories” as a promising, culturally responsive approach to support the success of all children. The stories/narratives or perspectives of people of color have been historically omitted and marginalized in dominant educational discourses. Instead, culturally biased and stereotypical information is oftentimes framed and shared as the single story—the only story. The single story, when internalized by teachers and administrators, presents many unfavorable outcomes for children of color, because it informs curricula decision making. The author demonstrates how the theoretical framework of culturally responsive pedagogies undergirded the effective approaches of educators who combated single stories; and supported students in beating the odds, by demonstrating their potential. The author makes the case that teachers should seek developing culturally responsive approaches rather than seeking strategies.

Believing in Your “Other” You

2019 ◽  
pp. 30-57
Keyword(s):  
Culturally Responsive ◽  
Belief Systems ◽  
Critical Examination ◽  
Teacher Belief ◽  
Children Of Color ◽  
Implicit Biases ◽  
The Will ◽  
Outcomes For Children ◽  
Curriculum Decisions ◽  
Teacher Belief Systems

In this chapter, the author presents critical examination of teacher belief systems as a promising culturally responsive approach to support the success of all children. Culturally responsive educators wholeheartedly believe in the positive possibilities of all children. Conversely, literature has demonstrated unfavorable outcomes of children of color when teachers held deficient beliefs about children of color and their families. The author demonstrates ways in which implicit biases become problematic as they inform curriculum decisions, which have not historically produced favorable outcomes for children of color. The author makes the case that teachers must have the “will” to teach children in ways that support them in excelling and engage in an emancipatory pedagogical African concept known as eldering. The author demonstrates how culturally responsive educators have demonstrated this belief through the literature.

scholarly journals The epistemology of democracy: The epistemic virtues of democracy

2020 ◽  
Vol 31 (1) ◽  
pp. 56-70
Author(s):  
Snjezana Prijic-Samarzija
Keyword(s):  
Decision Making ◽  
Social System ◽  
Epistemic Justification ◽  
Collective Intelligence ◽  
Theoretical Framework ◽  
The Political ◽  
Epistemic Values ◽  
Epistemic Virtues ◽  
Political Justification

The new and vibrant field of the epistemology of democracy, or the inquiry about the epistemic justification of democracy as a social system of procedures, institutions, and practices, as a cross-disciplinary endeavour, necessarily encounters both epistemologists and political philosophers. Despite possible complaints that this kind of discussion is either insufficiently epistemological or insufficiently political, my approach explicitly aims to harmonize the political and epistemic justification of democracy. In this article, I tackle some fundamental issues concerning the nature of the epistemic justification of democracy and the best theoretical framework for harmonizing political and epistemic values. I also inquire whether the proposed division of epistemic labour and the inclusion of experts can indeed improve the epistemic quality of decision-making without jeopardizing political justification. More specifically, I argue in favour of three theses. First, not only democratic procedures but also the outcomes of democracy, as a social system, need to be epistemically virtuous. Second, democracy?s epistemic virtues are more than just a tool for achieving political goals. Third, an appropriate division of epistemic labour has to overcome the limitations of both individual and collective intelligence.

scholarly journals Beyond Professional Licensure: A Statement of Principle on Culturally-Responsive Healthcare

2021 ◽  
Vol 11 ◽  
pp. 216495612110430
Author(s):  
Nadine Ijaz ◽  
Michelle Steinberg ◽  
Tami Flaherty ◽  
Tania Neubauer ◽  
Ariana Thompson-Lastad
Keyword(s):  
Decision Making ◽  
Quality Assurance ◽  
Shared Decision Making ◽  
Culturally Responsive ◽  
Health Workers ◽  
Shared Decision ◽  
Community Based ◽  
Interdisciplinary Dialogue ◽  
And Gender ◽  
Professional Licensure

This work calls on healthcare institutions and organizations to move toward inclusive recognition and representation of healthcare practitioners whose credibility is established both inside and outside of professional licensure mechanisms. Despite professional licensure’s advantages, this credentialing mechanism has in many cases served to reinforce unjust sociocultural power relations in relation to ethnicity and race, class and gender. To foster health equity and the delivery of culturally-responsive care, it is essential that mechanisms other than licensure be recognized as legitimate pathways for community accountability, safety and quality assurance. Such mechanisms include certification with non-statutory occupational bodies, as well as community-based recognition pathways such as those engaged for Community Health Workers (including Promotores de Salud) and Indigenous healing practitioners. Implementation of this vision will require interdisciplinary dialogue and reconciliation, constructive collaboration, and shared decision making between healthcare institutions and organizations, practitioners and the communities they serve.

Bringing together the Listening Guide and Moral Self-Definition for narrative analysis of older people’s understanding of health-related decision-making

2018 ◽  
Vol 19 (5) ◽  
pp. 594-610
Author(s):  
Kate Robins-Browne ◽  
Marilys Guillemin ◽  
Kelsey Hegarty ◽  
Victoria Jane Palmer
Keyword(s):  
Decision Making ◽  
Narrative Analysis ◽  
Temporal Relationship ◽  
Theoretical Framework ◽  
Medical Decision ◽  
Listening Guide ◽  
Moral Self ◽  
Health Related ◽  
The Listening Guide ◽  
The Relationship

Identity and decision-making are interrelated concepts, but the relationship between them is complex particularly when an unwell person’s ability to make decisions is compromised. In this article we discuss how moral self-definition (Nelson, 2001;Walker, 1987) can be used within a Listening Guide (LG) analysis to extend analysis of the temporal relationship between identity and decisions. In this project, the LG was used to analyze interviews exploring older people’s understanding of medical decision-making when the unwell person’s capacity is diminished. The second step of the LG drew attention to the participants’ expression of decision-making voices and health-related identities, but the iterative and temporal relationship between identity and decisions was less well illuminated. Therefore, we applied the theoretical framework of moral self-definition within the third listening. The focus of this article is on how moral self-definition can be integrated as a theoretical framework within the contrapuntal listening to extend the LG analysis.

“I Just Don’t Wanna Deal With the Headache of People Fighting Over the Internet”: A Study of Sponsored Female Climbers’ Digital Labor

2021 ◽  
pp. 1-10
Author(s):  
Katariina Rahikainen ◽  
Kim Toffoletti
Keyword(s):  
Decision Making ◽  
Social Media ◽  
Qualitative Study ◽  
Academic Research ◽  
Theoretical Framework ◽  
The Internet ◽  
Media Content ◽  
Digital Labor

Drawing on data from a qualitative study of sponsored and professional female climbers, this article offers a timely examination of the digital labor undertaken by women seeking to forge identities and livelihoods in sport. Female climbers are increasingly turning to social media to generate visibility and sponsorship opportunities in response to the changing social and commercial imperatives of sport, yet the perspective of participants is lacking in existing academic research. The theoretical framework of “athletic labor of femininity” is deployed to explore sportswomen’s decision making when producing social media content. This study departs from previous investigations by considering the sociotechnical aspects of platform algorithms in female climbers’ efforts to remain visible online, and attempts to avoid controversy that can deter followers.

A Typology of Conscious Decision Making for Service-Learning Field Experiences

2018 ◽  
pp. 504-513
Author(s):  
Tynisha D. Meidl ◽  
Leah Katherine Saal ◽  
Margaret-Mary Sulentic Dowell
Keyword(s):  
Decision Making ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Service Learning ◽  
Culturally Responsive ◽  
Field Experiences ◽  
Engaged Pedagogy ◽  
Culturally Responsive Practice ◽  
Conscious Decision ◽  
Typological Structure

In this concluding chapter, the authors, who are service-learning and teacher education scholars, present a typology of service-learning field experiences as a means of considering how and why service-learning field experiences are included as teacher preparation. The typology is a way to examine and inform the critical decision-making process when planning, implementing, and assessing service-learning field experiences. This chapter is a departure from other chapters in this edited volume, but its purpose is to extend the conversations all chapters inspire, which is to include service-learning as a form of community-engaged pedagogy and scholarship that endorses, represents, and promotes culturally responsive practice. The authors presume it is impossible to create a complete and comprehensive taxonomy of service-learning as community-engaged work continues to evolve. The typological structure can be used to identify, define, and describe the nuanced applications salient in service-learning field experiences within teacher education.

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