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"Christensen, Lois McFadyen"
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Unearthing and Bequeathing Black Feminist Legacies of Brown to a New Generation of Women and Girls
This article highlights the overshadowed contributions that Marion Thompson Wright, Ruby Jackson Gainer, and Mamie Phipps Clark made to the landmark Brown v. Board of Education case. Arguably, Brown would not have materialized without their legal and scholarly activism. Yet their legacies were eclipsed by legendary race men with whom their private and public lives were intertwined. As race women in their own right, they have bequeathed implicitly to successive generations of Black women and girls: more equitable teacher salaries and representation in national teachers associations; greater access to quality early childhood through higher education; a brilliant scholarly foundation of Black educational research; and cautionary lessons about the perennial burden Black women educators shoulder to circumvent their marginalization and invisibility.
Journal Article
Anna Julia Cooper, Ph.D., and the Inequality of Economic Industry
Dr. Anna Julia Cooper was an early, radical educational pioneer who asked why African Americans were perceived as problematic to society and subjected to economic biases (Berry, 2006; May, 2007) Her life spanned the period of the Civil War to the dawn of the Civil Rights Movement ,. Reflecting on the Dred Scott decision of 1850 further solidified Cooper’s mindset about dominant, powerful Caucasian men. Cooper’s economic views are examined through legislation continuously tolerating African Americans as economic property for profit, the underemployment of African-American women, women as economically oppressed, and the institutionalization of racism in churches and education which contributed to the success of industry.
Journal Article
Perpetuating Transformation Education: Early Childhood Graduate Students Enacting Transnational Tenets
Following the hundred-year, devastating tsunami in Banda Aceh, Indonesia, in 2004 where all was lost along the coast, a leading early childhood educator communicated with graduate students for assistance. Dr. Ratna Megawangi, Executive Director of the Indonesia Heritage Foundation, requested support, and a group of graduate students responded. The process to rebuild two preschools is discussed in this narrative as it describes how the graduate students enacted a transformational, transnational curriculum through a class-selected project.
Journal Article
Why Vote? Whose Voice Is Viable, and Who Is Vulnerable?
Just as the fall of the year itself undergoes a transformation, frequently the season conjures up the notion of new beginnings—of change. Besides the detaching, accumulating, and blowing of autumn’s multi-colored leaves, the ripe and over-ripe bounty of summer’s growth is ready to harvest. A shift of the November wind’s flow, too, stirs a sense of readiness for change. November evokes a time for deliberation about voting that sometimes signifies change and new beginnings or perhaps signals transformation. A desire for change is often the catalyst for casting a ballot. Voting is repeatedly upheld as a privilege and a right of people living in freedom within a democracy. Is it really? What is freedom exactly? Where did the idea of voting begin?
Journal Article
Early Childhood Social Studies Learning for Social Justice
Early childhood social studies students deserve to learn in a powerful, in-depth fashion about their interests with teachers who facilitate cognitive and affective growth. Humanistic teachers offer democratic learning experiences characterized by exploration and inquiry within a challenging and caring environment. Growth toward acceptance of all types of diversity and every classmate is featured. Through discussion about social studies topics, learners proceed to graphically represent what they learn. This powerful social studies learning is found in Reggio Emilia, Italy. The tenets, strategies, and approaches are easily transferable and modified to create powerful and exemplar early childhood social studies learning for social rights and social justice. Early childhood is the perfect place to set social justice learning in motion.
Journal Article
Building a Sense of History: Folk Art for Early Childhood Learners
This study is a result of working with a first-grade teacher, Ellen Stubblefield, who plans, implements, and evaluates a modified Reggio Emilia approach. She documents students’ learning through visual means. In tandem with a kindergarten teacher, Glenda Watson, early childhood learners question and reflect about their community history and that of Harlem primarily through folk art but also in music, poetry, literature, and architecture. Students inquire about historical events in the Harlem Renaissance and connected it to Hoover, Alabama. They deconstruct art works, replicate their favorites, learn the history of the Harlem Renaissance, map Harlem, write about artists, visit the local museum’s exhibit of folk art and make comparisons to their community. Ultimately, they educated peers and parents about the diversity of the people who made Harlem such a wonderful community. As educators, we learn the most. We see young children can begin historical understanding with an active learning/research approach.
Journal Article
Provoking Introspections about Freedom and Justice
Too often, aesthetic education is neglected in the school curriculum. When school system budget monies are short, the arts seemingly are shortchanged. Nevertheless, aesthetic education is a necessary, intentional, and simultaneous endeavor within early childhood, elementary, secondary, and teacher education social studies curricula. To nurture students in the arts, while they become informed about themselves, promotes freedom, justice, and equality.
Journal Article
Relearning Social Studies and Democracy Three Teachers Deconstructing a Modified Reggio Emilia Approach
Three teachers implemented a modified Reggio Emilia approach in their multiage, looped, early childhood, setting. This sturdy examined how teachers articulated their work and how they deconstructed social studies through enacting tenets of the approach.
Through processes of research, the teachers found that the primary students described themselves as self-directed learners. They represented thoughts, feelings and observations through the graphic arts as a means to document what they and their young colleagues learned in social studies. Never once did the young learners mention learning without basal, but did take notice of the rich array of child appropriate non-fiction and fictional literature about topics. Parental involvement was intensified and a group of parents served to assist three teachers throughout the academic years. Children noticed that their teachers took their social studies learning seriously. As they documented itself served as a spark for the next indepth topic for the young social scientists.
Journal Article
Social Activist Women: Choosing to Live by their own Moral Code
Historical women played a key role as social advocates for people and most especially, children of immigrant families. Educators for social justice bring lives and actions of women into the social studies curriculum and instruction to inspire students to become critically questioning citizens who stand up for all citizens in society. Following the societal code of authority is not always the moral and ethical course of action. Social action takes conscientious courage and a strong sense of morality to stand up for the least among us.
Journal Article