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Effectively teaching cultural competence in healthcare education
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Is it possible to teach social justice as lived capability? ...
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Is it possible to teach social justice as lived capability? ...
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Is it possible to teach social justice as lived capability?Item ...
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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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"Mehrsprachigkeit als Handlungsfeld Interkultureller Schulentwicklung (MIKS)": Einblicke in Erfahrungen mit dem Einbezug von migrationsbedingter Mehrsprachigkeit in Grundschulen
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 103-108 (2022)
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Linguistically Responsive Leaders: Working With Multilingual Students and Their Families
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Quality content teaching for multilingual students: An international examination of excellence in instructional practices in four countries
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Developing Critical Cultural Awareness in the ELT Classroom
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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Creating Community of Young Readers during Covid-19 Lockdown: A Comprehensive Study of a Digital Reading Platform: Storyweaver
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In: Library Philosophy and Practice (e-journal) (2022)
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Discourse in Inquiry Science Classrooms, DiISC Version 2.0 (User’s manual for an observation research instrument)
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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First-Year-Composition Writing Conferences as a Pathway for Becoming Graduate Teaching Assistants
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In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
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Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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Same benefits, different communication patterns: Comparing Children's reading with a conversational agent vs. a human partner
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Fostering Identity through Stories of Culture and Social Justice: Empowering Deaf Students to Embrace their Identities Fully and Authentically.
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Abstract:
Storytelling, as seen in educational settings, is often limited to character and plot development within the constraints of a storybook. However, the depth and power that lies within the expressive nature of storytelling far exceeds the pages of any book. Our personal stories are a collection of each lived experience, value, tradition, and cultural knowledge that weaves our individual stories. From early adolescence into adulthood, individuals bring with them cultural capital that becomes the foundational blueprint for their identity. My curriculum, “Fostering Identity through Stories of Culture and Social Justice,” creates opportunities for D/HH students to embrace the complexities of their individual identities and culture, while also addressing common themes of oppression, bias, and institutional power that exists within the intersections of these identities. Organized into two units, (Identity and Culture) and (Social Movements for Social Justice), this curriculum fosters the development of identity through the lens of social justice and empowerment through storytelling. Through collaboration and dialogue on a variety of topics related to identity, culture, and social justice, students will explain how their individual cultures, beliefs, and experiences influence their identity over time. Student data gathered over 6-weeks, including pre/post evaluations on conceptual knowledge, self-evaluation, self-reflection rubrics on project-based learning, and collections of student samples on inferring meaning of Deaf social issues through analysis of art, demonstrated successful integration and enrichment to D/HH students’ self-awareness and understanding of their identity complexities.
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Keyword:
Bilingual education; Cultural Pedagogy; Curriculum development; Deaf; Deaf Education; Education; Identity Development; Social Justice; Storytelling
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URL: https://escholarship.org/uc/item/4wh0688m
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Effect of a performing arts program on the oral language skills of young English learners
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