Papers by Candace Thompson
Architects and facilities directors are frequently faced with design decisions that impact studen... more Architects and facilities directors are frequently faced with design decisions that impact students and do not always have the resources to help support their decision making. The purpose of this paper is to investigate how classroom design in education can facilitate students' learning and engagement in an ever-changing technological age. Is the traditional classroom environment the most effective set up? To explore this issue, the author will provide literature review and design examples to help guide the reader through ways to accommodate these changing needs-both the physical and technological designs of the classroom. Physical changes include design decisions such as layout, color selection, and furniture. Technological design centered on making technology available in and out of the classroom and having a space that is flexible enough to meet the needs of students. A thorough analysis showed that effective classroom design can impact students' performance, classroom engagement, and enhance the overall experience for teachers and students in the classroom.
Equity & Excellence in Education, Apr 3, 2014
This session will examine how a critical youth empowerment (CYE) model supports disenfranchised y... more This session will examine how a critical youth empowerment (CYE) model supports disenfranchised youth and their university mentors participating in a poetry project as empowered, active agents, and how serving as mentors can alter undergraduate students’ relationships to marginalized communities (Jennings, Parra-Medina, Hilfinger Messias, & McLoughlin, 2006). This interactive session begins with a description of the CYE framework and how it informs the poetry program. The audience is then invited to engage in one of the poetry activities used with our youth poets as a performance of the CYE model. Lastly, we will engage audience in discussion of a matrix of the CYE model to help those involved in youth programming to consider ways to include elements of CYE in their youth programs. This session welcomes teachers, teacher educators, K12 and university students, and program directors or community workers looking to develop or enhance youth programs through creative approaches
Early Childhood Teacher Education on Cultural Competence, 2018
Critical Questions in Education, 2017
In this article, two teacher educator researchers engage in a duologue to explore the pedagogical... more In this article, two teacher educator researchers engage in a duologue to explore the pedagogical and poetic openings experienced during two individual youth empowerment school-based research projects—one a middle school poetry project, the other a highschool mentoring project. The projects engage minoritized youth with undergraduate students in colleges of education utilizing a methodology grounded in a theory of physical and metaphorical borderlands and border pedagogy for agentive participation. We assert that intentional formation of border spaces of participation and care within the silencing spaces of school serves as a foundation from which youth may build capacity for future actions for social activism and change.
This session will examine how a critical youth empowerment (CYE) model supports disenfranchised y... more This session will examine how a critical youth empowerment (CYE) model supports disenfranchised youth and their university mentors participating in a poetry project as empowered, active agents, and how serving as mentors can alter undergraduate students’ relationships to marginalized communities (Jennings, Parra-Medina, Hilfinger Messias, & McLoughlin, 2006). This interactive session begins with a description of the CYE framework and how it informs the poetry program. The audience is then invited to engage in one of the poetry activities used with our youth poets as a performance of the CYE model. Lastly, we will engage audience in discussion of a matrix of the CYE model to help those involved in youth programming to consider ways to include elements of CYE in their youth programs. This session welcomes teachers, teacher educators, K12 and university students, and program directors or community workers looking to develop or enhance youth programs through creative approaches
Critical Questions in Education, 2016
In this article, four critical ethnographers reflect on dilemmas that arose during individual res... more In this article, four critical ethnographers reflect on dilemmas that arose during individual research projects. We grappled with the question: What does critical ethnography require from us as we work to represent stories that emerge in contexts where students and/or teachers have been marginalized? After engaging in a three-year process of diffractive analysis, we arrived at the notion of missing stories, as stories that involve messy processes, multifaceted risks and multiple roles in the telling and hearing of people’s stories in research.
International Journal of Qualitative Studies in Education, 2020
Critical Questions in Education
In this article, four critical ethnographers reflect on dilemmas that arose during individual res... more In this article, four critical ethnographers reflect on dilemmas that arose during individual research projects. We grappled with the question: What does critical ethnography require from us as we work to represent stories that emerge in contexts where students and/or teachers have been marginalized? After engaging in a three-year process of diffractive analysis, we arrived at the notion of missing stories, as stories that involve messy processes , multifaceted risks and multiple roles in the telling and hearing of people's stories in research. There are not many people in this world who value the stories of those who struggle with what to most seems simple. The honor of sharing those stories ties you to the one speaking. Like a book the heart can open and close, unlike a book the heart bleeds: be mindful of the hearts you open. –Haver Jim, Yakama Nation The opening epigraph by Haver Jim, a former student who worked with Joy in an equity-centered project, grounds our thinking about what happens when we hear, tell, and elicit personal stories from vulnerable populations. It requires that we take seriously questions about who/how we are as researchers and what counts as good scholarship. In this article, we respond to critical race and feminist scholars who have urged us to think with theory (Jackson and Mazzei 2012) and move toward representing and doing critical qualitative research that centers on justice for marginalized communities—not merely as a means for promoting our social capital within the academy (Pillow 2003; Villenas 2012). As four early career scholars, we often reflected upon and discussed " stuck " places, dilemmas of belonging, and representation in our critical ethnographic work. Our ongoing dialogue and diffractive readings (Jackson and Mazzei 2012) yielded the concept of missing stories. We conceptualize missing stories as encompassing the processes, risks, and roles of the stories we hear and tell in our scholarly work toward justice. By attending to missing stories, we open ourselves
Teaching Education, 2012
Using first-person accounts of classroom experiences, five professors examine the intersection of... more Using first-person accounts of classroom experiences, five professors examine the intersection of social foundations and borderland theory and their efforts to move students through resistance to understanding and affirmation of sociocultural diversity. The authors present this paper in two parts, the first providing examples of using a borderland approach within the classroom and the second providing illustrations moving these borderland strategies beyond the classroom. In each case, authors show the interwoven nature of pedagogy, identity, knowledge, and experience as they work to connect theory and practice. All of the institutions represented have majority white populations, and many do not reflect the diversity of the communities in which they are situated. The need for borderland practices in social foundations courses is urgent in these areas. These pedagogical reflections, although not meant to be recipes for success, provide examples of practices that can serve to meet the growing demands from schools and communities for culturally competent, socially aware teacher–leaders, and reaffirm the critical importance of social foundations in teacher education.
Encyclopedia of Curriculum Studies, 2010
Equity & Excellence in Education, 2014
ABSTRACT
Teaching Education, 2012
Using first-person accounts of classroom experiences, five professors examine the intersection of... more Using first-person accounts of classroom experiences, five professors examine the intersection of social foundations and borderland theory and their efforts to move students through resistance to understanding and affirmation of sociocultural diversity. The authors present this paper in two parts, the first providing examples of using a borderland approach within the classroom and the second providing illustrations moving these borderland strategies beyond the classroom. In each case, authors show the interwoven nature of pedagogy, identity, knowledge, and experience as they work to connect theory and practice. All of the institutions represented have majority white populations, and many do not reflect the diversity of the communities in which they are situated. The need for borderland practices in social foundations courses is urgent in these areas. These pedagogical reflections, although not meant to be recipes for success, provide examples of practices that can serve to meet the growing demands from schools and communities for culturally competent, socially aware teacher–leaders, and reaffirm the critical importance of social foundations in teacher education.
The Review of Higher Education, 2004
For women doctoral students, the news is both good and bad. First, the good news: For the past se... more For women doctoral students, the news is both good and bad. First, the good news: For the past several years, the number of doctorates awarded to women has been rapidly rising. Women earned over 20% of all doctorates awarded in 1975, over 35% of the doctorates awarded in 1990, and almost
Journal of Diversity in Higher Education, 2011
Liberal arts institutions are unique in their emphasis on learning and social environments that v... more Liberal arts institutions are unique in their emphasis on learning and social environments that value diverse interpersonal and intergroup relationships. This case study examines the institutionalization of a faculty-initiated program—the Social Justice Learning Community (SJLC)—at an historically White liberal arts college for women that recently experienced significant change in the race, class, and sexual orientation of its student body. The
In a global society, the traditional American high school is seen as a fragmented, alienating sys... more In a global society, the traditional American high school is seen as a fragmented, alienating system stalled by an adherence to an outmoded transmission-oriented model of teaching and learning. Thus far, educational reform efforts have fallen short of meeting the ...
Uploads
Papers by Candace Thompson