Revitalizing the Field of Educational Foundations and PK–20 Educators' Commitment to Social Justice and Issues of Equity in an Age of Neoliberalism

Hartlep, Nicholas D.; Porfilio, Bradley J.

doi:10.1080/00131946.2015.1053367

Cited by 13 publications

(6 citation statements)

References 10 publications

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“…al., 2017;Malekshahi, 2019;Papavasileiou, et. Since RTS and WV is the path A coefficient which has an unstandardized regression coefficient of 0.972, standardized regression coefficient of 0.851, computed standard error of 0.034 and the effect size of RTS on WV is 97%; WV and PPT is the path B which has an unstandardized regression coefficient of 0.970, standardized regression coefficient of 0.118, computed standard error of 0.041 and the effect size of WV on PT is 71%; RTS and PPT is the path C which has an unstandardized regression coefficient of 0.735, standardized regression coefficient of 0.785; the computed standard error is 0.047 and the effect size of RTS on Willingness to PT is 74%, full mediation was found in this study which means that WV is the very reason how RTS can influence PPT among public elementary teachers. The significant and important direct effects shown in this study may be of help in the enhancement of the existing research (Ballou & Springer, 2015;Blazar & Kraft, 2017;Fatima, 2021;Hartlep et. al., 2015;Oduntan, 2022;Rivas, 2017;Volkova, 2022;Wang et.…”

Section: Personality Traitsmentioning

confidence: 52%

“…The ability to choose a course of action systematically to accomplish the goal one has set for oneself is an example of this trait (Aktas, Yakici-Topbas & Dede, 2018). To better comprehend and cope with the obstacles of teaching, teachers use a wide array of reflective practice methods and make decisions about the measures that should be taken next (Hartlep & Porfilio, 2015). Significantly, these strategies enhance the ability of the teacher to assess the favorable and unfavorable aspects of the conditions in the classroom.…”

Section: Decision-making Skillsmentioning

confidence: 99%

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The Mediating Effect of Work Values on the Relationship Between Reflective Thinking Skills and Positive Personality Traits Among Public School Elementary School Teachers

Salinas

Lyndon

2022

Am. J. Educ. Technol.

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This study determined the mediating effect of work values on the relationship between reflective thinking skills and positive personality traits among 310 teachers in the Division of Davao del Sur, Philippines using a non-experimental quantitative descriptive-correlational research design. Weighted mean, Pearson r, and path analysis using AMOS were used to analyze the data. Findings revealed significant relationships between reflective thinking skills and positive personality traits, between reflective thinking skills and work values, and between work values and positive personality traits. Employing path analysis, results revealed a complete mediation of work values on the relationship between reflective thinking skills and personality traits among public elementary teachers. This indicates that work values are only one of the reasons how reflective thinking skills can influence positive personality traits.

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Section: Personality Traitsmentioning

confidence: 52%

Section: Decision-making Skillsmentioning

confidence: 99%

The Mediating Effect of Work Values on the Relationship Between Reflective Thinking Skills and Positive Personality Traits Among Public School Elementary School Teachers

Salinas

Lyndon

2022

Am. J. Educ. Technol.

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“…They can incorporate new media about student home lives to teach writing (Schwartz, 2015). They might leverage cultural exhibits at local institutions (Hartlep & Xiong, 2018), play using home languages (Baker M., 2019), and apply culturally responsive approaches in science (Ares, 2011; Mangiante, 2018). College biology courses might reduce the emphasis on exams to elevate the performance of marginalized students (Cotner & Ballen, 2017).…”

Section: Resultsmentioning

confidence: 99%

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

Kolluri

Tichavakunda

2022

Review of Educational Research

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Deficit framings of marginalized students, though maintaining widespread social influence, are thoroughly condemned in recent educational scholarship. The goal of this “counter-deficit” scholarship is to challenge racism in schools and improve opportunities for marginalized youth. To meet the lofty ambition of racial equity in education, how scholarship understands racial oppression is a central concern. Sociologists of race have emphasized the duality of racial oppression. Racism is ideological and structural. Ideologically, racism shapes how communities of color are perceived and how they are treated in educational settings. Structurally, racism is embedded in histories and policies that systematically disadvantage racially minoritized people. Both processes matter to educational inequality. However, in this review of counter-deficit literature, we find that racism is primarily understood by way of ideology and seldom by way of structures. This framing has important implications for how schools can support racially minoritized students to overcome racism in schools and communities.

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“…For educators to be able to facilitate PAR, however, educational foundations should acquire a prominent place in teacher and leader preparation programmes. The latter need to draw insights from anthropology, history, sociology, philosophy and political science to help future teachers/leaders ‘understand why schools operate the way they do’ and critically assess the dominant beliefs, policies and practices characterising the education system (Hartlep & Porfilio, , p. 309). This would help overcome the commonly encountered ‘stir‐and‐serve’ (anti‐intellectual) character of such programmes, which over‐emphasise classroom and staff management skills, as well as techniques for ‘effectively’ teaching subjects to improve results (Ohanian, in Hartlep & Porfilio, , p. 309).…”

Section: Resultsmentioning

confidence: 99%

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

Giannakaki

McMillan²,

Karamichas

2018

British Educational Res J

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This paper critiques international trends towards certain school practices aimed at promoting equity and social justice by closing gaps in specific learning outcomes among students. It argues that even though some of these practices (e.g. individualised student support, data‐driven leadership) improve learning outcomes for certain groups considered ‘disadvantaged’, they fail to have a genuine impact on the issue. They remain ‘locked’ in the logic of social mobility, reaffirming the legitimacy of a hierarchical system underpinned by competitive individualism, which unfairly distributes social opportunities under the guise of ‘merit’ and ‘justice’. The paper argues that unless students develop awareness of the subtle injustices legitimised by the current system, no specialised interventions will ever tackle inequity, but will, instead, reinforce it. Yet, attempts to explicitly challenge mainstream school practices are likely to face harsh resistance from system agents due to being so ingrained in school cultures. An alternative strategy is suggested which, without being too subversive, could raise students’ awareness—what Freire called ‘conscientização’. This would entail the application of participatory action research (PAR), under the cloak of traditional (system‐aligned) action research. Such PAR, despite its political character, would initially appear to fulfil the performative role of more technical interventions (e.g. raising test scores), but in such a way that ‘conscientização’ also happens in the process. This may set the ground for social reform, encouraging the transition to a more sustainable and equitable society based on collectivity and solidarity.

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Revitalizing the Field of Educational Foundations and PK–20 Educators' Commitment to Social Justice and Issues of Equity in an Age of Neoliberalism

Cited by 13 publications

References 10 publications

The Mediating Effect of Work Values on the Relationship Between Reflective Thinking Skills and Positive Personality Traits Among Public School Elementary School Teachers

The Mediating Effect of Work Values on the Relationship Between Reflective Thinking Skills and Positive Personality Traits Among Public School Elementary School Teachers

The Counter-Deficit Lens in Educational Research: Interrogating Conceptions of Structural Oppression

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

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