Opening the Doors for All LGBTQ+ Students

2022 ◽  
pp. 207-232
Author(s):  
Robin McHaelen ◽  
Fleurette (Flo) King ◽  
Diane J. Goldsmith ◽  
Hayley Pomerantz
Keyword(s):  
Higher Education ◽  
High School ◽  
Social Justice ◽  
Lgbtq Youth ◽  
The Core ◽  
Educational Environments ◽  
Making A Difference ◽  
Education Levels ◽  
History Of ◽  
K 12

Given the long history of LGBTQ+ rights and the current evolving climate surrounding social justice for LGBTQ+ individuals, this chapter explores the idea of creating safe, affirming, educational environments for LGBTQ youth in K-12 and post-high-school educational settings. The authors delineate the unique concerns for the elementary, middle, high, and higher education levels separately. At each level, the authors identify the core obstacles that LGBTQ+ individuals face surrounding acceptance, developing autonomy, and gaining support. The authors delve deeply into the programs and interventions that are currently making a difference in school systems around the country and provide educators with specific ways in which they can create inclusive environments for their students. The important caveats to obtaining robust LGBTQ+ research are also discussed.

Opening the Doors for All LGBTQ+ Students

2020 ◽  
pp. 136-161
Author(s):  
Robin McHaelen ◽  
Fleurette (Flo) King ◽  
Diane J. Goldsmith ◽  
Hayley Pomerantz
Keyword(s):  
Higher Education ◽  
High School ◽  
Social Justice ◽  
Lgbtq Youth ◽  
The Core ◽  
Educational Environments ◽  
Making A Difference ◽  
Education Levels ◽  
History Of ◽  
K 12

Given the long history of LGBTQ+ rights and the current evolving climate surrounding social justice for LGBTQ+ individuals, this chapter explores the idea of creating safe, affirming, educational environments for LGBTQ youth in K-12 and post-high-school educational settings. The authors delineate the unique concerns for the elementary, middle, high, and higher education levels separately. At each level, the authors identify the core obstacles that LGBTQ+ individuals face surrounding acceptance, developing autonomy, and gaining support. The authors delve deeply into the programs and interventions that are currently making a difference in school systems around the country and provide educators with specific ways in which they can create inclusive environments for their students. The important caveats to obtaining robust LGBTQ+ research are also discussed.

Motivating Game-Based Learning Efforts in Higher Education

2015 ◽  
Vol 13 (2) ◽  
pp. 54-72 ◽  
Author(s):  
Gina Moylan ◽  
Ann W. Burgess ◽  
Charles Figley ◽  
Michael Bernstein
Keyword(s):  
Higher Education ◽  
Serious Games ◽  
Core Curriculum ◽  
Game Based Learning ◽  
The Core ◽  
Current State ◽  
Considerable Research ◽  
Order Of Magnitude ◽  
K 12 ◽  
Academic Content

Though there is considerable research to support using Game-Based Learning (GBL) in higher education, its implementation is lagging behind K-12 education by an order of magnitude. By considering the current state of GBL from leadership, primary consumer, academic and technical perspectives, the authors frame the main issues involved with successfully implementing these efforts. These issues involve obtaining the resources required to make mature serious games that are similar in presentation, functionality and effectiveness to the commercial-based products so widely used today, while ensuring that they are imbued with academic content worthy of college curricula. After motivating a compelling case for GBL, despite a number of constraints and difficulties, the authors present two higher education efforts that are designed to augment the core curriculum for undergraduate and graduate level courses associated with the field of Trauma—a field enhanced by virtual efforts due to its challenging subject matter.

scholarly journals Openness in Education: Claims, Concepts, and Perspectives for Higher Education

Seminar.net ◽  
2017 ◽  
Vol 13 (2) ◽  
Author(s):  
Theo Hug
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Knowledge Sharing ◽  
Capacity Building ◽  
History Of Education ◽  
Educational Theory ◽  
Academic Knowledge ◽  
Knowledge Cultures ◽  
History Of ◽  
Forms Of Knowledge

Characteristics of openness can be found in many respects throughout the history of education. From Comenius’ call for pedagogical reform to postmodern educational theory, requirements of access, social justice, creativity, knowledge sharing, innovation, and capacity building have been emphasized in various ways. The chapter provides an outline of different understandings and notions of openness in educational contexts as well a discussion of their relevance for openness towards academic knowledge cultures and different forms of knowledge. Finally, the contribution highlights organizational, methodological, and critical perspectives as three aspects which appear to be undervalued in current debates about openness in higher education.

Cultures of Compensation

2019 ◽  
Vol 99 (99) ◽  
pp. 5-6
Author(s):  
Jeremy Gilbert
Keyword(s):  
Higher Education ◽  
Black Studies ◽  
Present Moment ◽  
Social Activities ◽  
Critical Thought ◽  
For Profit ◽  
Ecological Site ◽  
The Core ◽  
History Of ◽  
The Uk

The current highly-advanced form of capitalism – turbocharged by the cybernetic revolution and engaging in all imaginable forms of creative destruction – provides the backdrop to many of the articles in this issue. They are broadly concerned with the question of how capitalist cultures (and their agents) retain legitimacy in an era of extreme commercialisation and insecurity. Josh Bowsher and Theo Reeves-Evison examine the politics of ecological credit schemes, that allow businesses to destroy a discrete ecosystem in return for the restoration of an ecological site elsewhere. Nancy Ettlinger situates the emergence of for-profit crowdsourcing as a key contemporary mode of value-extraction in the longer history of ‘prosumption’. Michael Symons and Marion Maddox offer a fascinating study of the mechanisms by which the explicitly commercial and profit-oriented nature of a range of social activities within advanced capitalist societies – including megachurches - come to be understood as guarantees of the legitimacy and authenticity of those activities themselves. Ella Harris’ considers ‘compensatory cultures’: cultures that are compensatory responses to crisis, but are presented and received as desirable, even preferable ways of organising life. On a somewhat different topic, but one no less relevant to the exigencies of our present moment, or less central to the core concerns of New Formations – Dhanveer Singh Brar and Ashwani Sharma’s ‘What is this ‘Black’ in Black Studies ?’maps out a new presence in race discourse in the UK arts and higher education, under the heading of ‘US Black Critical Thought’. And the issue begins with a substantial interview with the great Hungarian philosopher Agnes Heller who died in 2019.

Equity and Social Justice

2020 ◽  
pp. 1-16
Author(s):  
Sheri K. Rodriguez ◽  
Lorraine C. Ricchezza
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Labor Market ◽  
History Of ◽  
Guiding Principles ◽  
Market Needs ◽  
Rich History

Through the lenses of equity and social justice-related practices, this chapter outlines one university's efforts to offer credentials and degrees that meet industry demands based on labor market needs, along with the needs of today's contemporary learners, in a dynamic higher education landscape. An overview of contemporary learners is provided in relation to equity and social justice, while providing a connection to the featured university and its rich history of serving the respective region. The authors outline the university's guiding principles, in the form of pillars, and discuss how these pillars impact contemporary learners, who are served through innovative, affordable programming. Examples of specific programs are provided that are designed to meet the need of the contemporary learners. The chapter closes with suggestions for implementing programs based on partnerships, researching industry need, and guidance through a specific mission that reflects the changing landscape in higher education.

scholarly journals Dreaming Ourselves and Aspirations Into Places of Higher Education

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Linda Waimarie Nikora
Keyword(s):  
Higher Education ◽  
The Core ◽  
Research Activities ◽  
The World ◽  
Making A Difference ◽  
Significant Burden ◽  
The University

Dreams and aspirations are at the core of what higher education is about. Students and scholars alike, the world over, are engaged in the realization of dreams that bring forth new opportunities, new ways of seeing and being and of changing the world. Many Maori students dream of making a difference and see the pursuit of higher education as a way to bring their dreams into reality. Often their dreams reflect family and community aspirations bringing with it a significant burden of responsibility and obligation. And for Maori academics and researchers like me, my dreams are not too different to those of my own students except that where students pursue a pathway towards becoming relevant, academics are challenged to remain so. In this chapter, I will share some of my/our hopes and experiences and how Maori went about dreaming ourselves into the staff make up, curriculum and research activities in the School of Psychology at the University of Waikato.

The Persistence of Unaligned K–12 and Higher Education Systems

2014 ◽  
Vol 655 (1) ◽  
pp. 16-35 ◽  
Author(s):  
Laura W. Perna ◽  
Michael Armijo
Keyword(s):  
Higher Education ◽  
College Students ◽  
High School ◽  
Case Studies ◽  
College Readiness ◽  
Policy Process ◽  
Policy Reform ◽  
Higher Education Systems ◽  
Situational Characteristics ◽  
K 12

High rates of academic remediation among college students suggest that many states have still not aligned high school and college curricular standards and assessments to ensure college readiness. One structure created by many states that is designed to improve this alignment is the P–20 Council. To understand why the lack of alignment persists despite the creation of this, and other, structures, this article draws on data collected through case studies of P–20 councils in ten states to explore these councils’ origins, implementation, and outcomes. Analyses pay particular attention to the ways that state leaders contribute to these stages of the policy process. The analyses also point to situational characteristics that have limited the effects of P–20 councils on P–20 policy reform.

scholarly journals Jesuits and Social Justice

2019 ◽  
Vol 6 (4) ◽  
pp. 651-675
Author(s):  
Daniel Cosacchi
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Society Of Jesus ◽  
Broad Term ◽  
History Of ◽  
Role Of Women ◽  
Plowshares Movement ◽  
Personal Interests ◽  
Homeboy Industries

This article examines the history of social justice ministries within the Society of Jesus. Despite the fact that the term is fraught by a great disagreement both about its meaning and its place within Jesuit apostolates, successive Jesuit general congregations have upheld its importance over the last five decades. Even though what we now consider to be social justice has been a part of Jesuit life since the order’s founding, this paper primarily considers the period 1974–present, so as to coincide with GC 32 (1974–75). Social justice has taken many forms, based both on geography and personal interests of the particular Jesuit in question. The broad term covers issues such as the Jesuit Refugee Service, the Plowshares Movement, justice in higher education, and Homeboy Industries. Finally, the paper concludes by considering two growing edges for the order regarding social justice: the role of women in Jesuit apostolates, and the ecological question.

scholarly journals Blazing The Trail For Astronomy Education Research

2015 ◽  
Vol 2 (2) ◽  
pp. 77 ◽  
Author(s):  
Janelle M. Bailey ◽  
Doug Lombardi
Keyword(s):  
Higher Education ◽  
Education Research ◽  
General Education ◽  
Astronomy Education ◽  
Graduate Degrees ◽  
The Past ◽  
Professional Journals ◽  
History Of ◽  
K 12 ◽  
Space Sciences

<p>Education research has long considered student learning of topics in astronomy and the space sciences, but astronomy education research as a sub-field of discipline-based education research is relatively new. Driven by a growing interest among higher education astronomy educators in improving the general education, introductory science survey course for non-science majoring undergraduates (“ASTRO 101”), contemporary astronomy education research is led by scholars with significant expertise in astronomy content. In this review, we outline the recent history of the growing field of discipline-based astronomy education research by analyzing graduate degrees earned, faculty involved, and major milestones, such as the appearance of archival, peer-reviewed professional journals. Astronomy education research as a field of discipline-based education research has made notable strides in the past few decades that distinguish it from the K-12 education research realm, and, in spite of some setbacks, continues to move forward as a growing and vibrant community of scholars.</p>

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