Filtering by
- All Subjects: Education
- All Subjects: Health
- Creators: Barrett, The Honors College
The right to write: novice English teachers write to explore their identities in a writing community
Geology and its tangential studies, collectively known and referred to in this thesis as geosciences, have been paramount to the transformation and advancement of society, fundamentally changing the way we view, interact and live with the surrounding natural and built environment. It is important to recognize the value and importance of this interdisciplinary scientific field while reconciling its ties to imperial and colonizing extractive systems which have led to harmful and invasive endeavors. This intersection among geosciences, (environmental) justice studies, and decolonization is intended to promote inclusive pedagogical models through just and equitable methodologies and frameworks as to prevent further injustices and promote recognition and healing of old wounds. By utilizing decolonial frameworks and highlighting the voices of peoples from colonized and exploited landscapes, this annotated syllabus tackles the issues previously described while proposing solutions involving place-based education and the recentering of land within geoscience pedagogical models. (abstract)
The textural-structural synthesis of participants’ descriptions comprises four major essences of the transactional phenomenon. These include 1) the relational symbiosis of storytellers and audience members, 2) the nature of the story slam as a planned and produced event, 3) the storytellers’ inclusions of specific, personal details which resonated with specific, personal details in audience members’ lives, and 4) the storytellers’ intentional style and content choices which corresponded with reactions from audience members.
These findings provide a platform for fostering conditions for interaction, connection, and transaction in curricular and extra-curricular secondary contexts. For a classroom teacher, they may be helpful in creating principles for optimizing interactions between teachers and students in instruction and between students in collaboration. In extra-curricular contexts, these findings provide a platform for consideration of how to hold space for creative performance once spaces for creative expression have been made for youth.