Antiracist Curriculum and Digital Platforms: Evidence from Black Lives Matter

In this paper, we examine the impact of racially charged events on the demand for antiracist classroom resources in U.S. public schools. We use book requests made by teachers on DonorsChoose, the largest crowdfunding platform for public school teachers, as a measure of intent to address race-related topics in the classroom. We use the precise timing of high-profile police brutality and other racially charged events in the United States (2010–2020) to identify their effect on antiracism requests relative to a control group. We find a significant increase in antiracism requests following the killing of George Floyd in 2020 and a null effect for all other events in the decade. We also find an increase in requests for books featuring Latinx, Asian, Muslim, and Jewish cultures, suggesting that a focus on equality for one group can spill over and yield culturally aware dialogues for other groups as well. Event studies suggest that local protests played a role in motivating some of the teachers to post these requests. In just four months following George Floyd’s death, $3.4 million worth of books featuring authors and characters from marginalized communities were successfully funded, reaching more than half a million students. Text analysis of impact notes posted by teachers suggests that hundreds of thousands of young students are being engaged in discussions about positive affirmation and cross-cultural acceptance. This paper was accepted by D.J. Wu, information systems.

Quality of telework life, job crafting, and work well-being of public school teachers in the Federal District

This study tested the impacts of perceptions of quality of telework life and job crafting on public school teachers’ work well-being. The sample was composed of 184 teachers who answered a questionnaire with scales previously validated in Brazil. Confirmatory factor analysis and structural equation modeling were performed. Perceptions of quality of telework life and job crafting actions predicted work well-being and contributed to investigating gaps in the organizational and work literature. This study offers a diagnosis of teachers’ experiences during remote work and highlights the relations between those variables in a changing work context transformation, fostered by Covid-19 pandemia.

Collaborative Partnerships in Teacher Preparation

This chapter presents a description of a collaborative approach to clinical induction for pre-service teachers, the benefits of a collaborative clinical approach, and the voiced experiences of public school teachers, teacher candidates, and university faculty/supervisors reflecting on the impact of professional involvement in the collaborative process. Arguments for disrupting traditional models for clinical practice are presented. Tips for other educators and education preparation programs for developing collaboration and co-teaching induction models are included.

Demystifying Deafness

Most deaf children in the United States are not educated in specialized schools for the deaf but in public schools. This has had a detrimental effect on these students because many public-school teachers misunderstand deafness and are unable to adjust their teaching strategies to address the needs of this population. The mission of this chapter is to educate teachers on deafness and how to better teach and relate to a child who is deaf or hard of hearing. Specifically, this chapter will provide pertinent information for helping teachers better understand deaf and hard-of-hearing students as well as provide evidence-based practices and teaching tips that can be utilized in the classroom with this group.

Teachers as Agents of Change

Public school teachers in Switzerland often feel bound by decisions made by ministries of education as to materials used in the classroom. In teacher training, teachers are often taught superficially about reflective practices, equity, and equality, but in their training to teach English as a Foreign Language (EFL), the focus is too often on the mechanical aspects of foreign language teaching and the examples provided are often not provocative enough to allow for an anti-bias stance to education. Yet this stance is a tenet of most national curricula and is to precede subject-specific curricular aims. Therefore, neither teachers nor materials should shy away from or banalize topics around civil rights and social change. This chapter provides examples of how the dispositions for culturally responsive pedagogy scale and teaching tolerance social justice scales can be used in teacher training for analyzing and planning out lessons. Examples from lessons on the Black Lives Matter movement and general suggestions act as springboards for rethinking and unpacking EFL teaching.

Singularidades da educação popular do Paranoá-Itapoã (DF): uma construção entre Universidade de Brasília e Movimento Popular Organizado

Este artigo trata das singularidades da Educação Popular constituídas desde 1985 entre a Universidade de Brasília e o movimento popular das cidades do Paranoá e Itapoã no Distrito Federal, Brasil. Para compreender essas especificidades, são realizadas análises bibliográficas de pesquisas acadêmicas que tratam do efeito desse processo educativo na vida de educandos, educadores populares, professores da rede pública e estudantes universitários. O resultado dessa análise indica como características desse projeto de Educação Popular: a constituição de sujeitos a partir do entrelaçamento do ser de amor-poder-saber; o aprendizado pelos educandos de que os problemas de seu cotidiano são oportunidades de superação e não de desistência; o aprendizado pelos educadores da importância da construção coletiva; e, por fim, o processo formativo dos estudantes da UnB que destaca a indissociabilidade da relação teoria-prática.Palavras-chave: Educação popular; Educação de Jovens e Adultos; Formação de Educadores.Singularities of popular education of the cities of Paranoá-Itapoá (DF): construction between University of Brasilia and Organized Popular MovementABSTRACTThis article deals with the singularities of Popular Education established since 1985 between the University of Brasília and the popular movement of the cities of Paranoá and Itapoã in the Federal District, Brazil. In order to understand these specificities, bibliographic analyzes of academic research are carried out that address the effect of this educational process on the lives of students, popular educators, public school teachers and university students. The result of this analysis indicates as characteristics of this Popular Education project: the constitution of subjects from the intertwining of the being of love-power-knowledge; the learning by students that the problems of their daily lives are opportunities to overcome and not give up; the learning by educators of the importance of collective construction; and, finally, the training process of UnB students, which highlights the inseparability of the theory-practice relationship.Keywords: Popular Education; Youth and Adult Education; Teacher Training.Singularidades de la educación popular en las ciudades de Paranoá-Itapoá (DF): construcción entre la Universidad de Brasilia y el Movimiento Popular OrganizadoRESUMENEste artículo trata sobre las singularidades de la Educación Popular establecida desde 1985 entre la Universidad de Brasilia y el movimiento popular en las ciudades de Paranoá e Itapoã en el Distrito Federal, Brasil. Para comprender estas especificidades se realizan análisis bibliográficos de investigación académica que abordan el efecto de este proceso educativo en la vida de estudiantes, educadores populares, docentes de escuelas públicas y estudiantes universitarios. El resultado de este análisis señala como características de este proyecto de Educación Popular: la constitución de sujetos a partir del entrelazamiento del ser amor-poder-conocimiento; los estudiantes aprenden que sus problemas diarios son oportunidades para superar y no darse por vencidos; el aprendizaje por parte de los educadores de la importancia de la construcción colectiva; y, finalmente, el proceso de formación de los estudiantes de la UnB, que destaca la inseparabilidad de la relación teoría-práctica. Palabras clave: Educación popular; Educación de Jóvenes y Adultos; Formación Docente.

The Degree of Implementing the Principles of Knowledge Economic by Public School Teachers in Karak Governorate in Jordan from Principals Perspective: درجة تطبيق مبادئ اقتصاد المعرفة لدى معلمي المدارس الحكومية في محافظة الكرك بالأردن من وجهة نظر المديرين

This study aimed to identify the degree of implementing the principles of knowledge economic by public school teachers in Karak Governorate from the principal's perspective. To achieve the objectives of the study, the researcher used the descriptive analysis approach, the sample of the study consisted of (82) female and male principals, and a questionnaire for data collection; consisted of (35) statements, distributed for five sectors. The results indicated that the degree of implementing the principles of knowledge economic by public school teachers in Karak Governorate from the principal's perspective was moderated with average (3.63 out of 5), the sector of "teaching strategies" was high with an average (3.89), then the sector of " evaluating" was moderated with average (3.67) then the sector of" teaching technology" was also moderated with average (3.65) then the sector of "student" was moderated with an average of (3.59) finally the sector of " teacher" with average (3.36) also was moderated. furthermore, there were no statistically significant differences at (α ≤ 0.05) in the variable of principals' sex. However, there were statistically significant differences due to the qualification of the participants in favor of (High studies). Based on the results, the researcher presented a number of recommendations and proposals, to enhance the implementation of knowledge economic principles in public schools in Karak, and the whole of the Kingdom and the Arab countries.