Teaching, Leadership, and Technology

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    Examining perceptions of culturally responsive pedagogy in teacher preparation and teacher leadership candidates
    (SRATE Journal, 2017) Samuels, Amy; Samuels, Gregory; Cook, Tammy
    The study examined a multi-tiered approach for facilitating learning and examining perceptions about culturally responsive pedagogy in teacher preparation and teacher leadership programs. The study aligned with a learning unit we designed to (1) increase understanding of culturally responsive pedagogy and (2) investigate perceptions of cultural responsiveness. We collected data through surveys, collaborative discussions, and active learning projects. Findings revealed participants see value in culturally responsive pedagogy, but have limited exposure to the approach and struggle to imagine how the framework can be regularly implemented. Major themes suggest increased exposure to culturally responsive pedagogy is necessary to promote socially just teaching.
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    Exploring Culturally Responsive Pedagogy: Teachers' Perspectives on Fostering Equitable and Inclusive Classrooms
    (SRATE Journal, 2018) Samuels, Amy
    This article examines perspectives of in-service teachers related to culturally responsive pedagogy and possible strategies for employing the framework in the K-12 setting. Benefits and barriers to facilitating a culturally responsive framework are explored, as well as approaches and pedagogical tools for fostering equitable and inclusive classrooms. Based on the findings, I posit the value of creating spaces for teachers to be reflective in their practice, as well as examine their own biases, to cultivate culturally responsive approaches to teaching and learning.
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    Schooling for Social Justice: Approaches, Experiences, and Perspectives from Teachers Who Know How
    (The National Journal of Urban Education & Practice, 2017) Samuels, Gregory
    The study explores perspectives of secondary social studies educators who identify with teaching for social justice. Participants had the opportunity to: (1) explore their perspectives on social justice as a theory and pedagogy, (2) reflect on qualities they bring to the classroom regarding social jus- tice, and (3) examine challenges and rewards relat- ed to teaching for social justice. Approaches for facilitating social justice learning are explored, as well as experiences and perspectives of teachers who facilitate a social justice framework in a large, urban school district. Findings suggest teaching for social justice involves inclusive content and pedagogy that is practical in nature and promotes equity and justice.
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    The dialogue of denial: Perpetuating racism through thoughtful inaction
    (Understanding and Dismantling Privilege, 2017) Samuels, Amy
    The article explores current sociopolitical implications of race through the lens of Black Lives Matter. In highlighting critical incidents in the movement and connecting to related events of historical significance, we establish parallels to emphasize the persistence of bias, race-based oppression, and injustice. The article focuses on established power structures and explores inequity, oppression, and sociopolitical contradictions by examining institutionalized racism. We emphasize how deficit perceptions, racist ideologies, and silence on racism are dangerous and must be challenged to foster action, advocacy, and change.
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    The Revolution Will Be Live: Examining Educational (In)Justice through the Lens of Black Lives Matter
    (Journal of Educational Controversy, 2017) Samuels, Amy; Samuels, Gregory; Haas, Brandon
    The article explores current sociopolitical implications of race through the lens of Black Lives Matter. In highlighting critical incidents in the movement and connecting to related events of historical significance, we establish parallels to emphasize the persistence of bias, race-based oppression, and injustice. The article focuses on established power structures and explores inequity, oppression, and sociopolitical contradictions by examining institutionalized racism. We emphasize how deficit perceptions, racist ideologies, and silence on racism are dangerous and must be challenged to foster action, advocacy, and change.
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    Untold Stories: Using Common Core State Standards to Give Voice to Japanese Americans
    (The Councilor: A National Journal of the Social Studies, 2017) Samuels, Gregory
    This article explores the idea of facilitating the use of Common Core State Standards, more specifically, the Comprehensive Instructional Sequence Model (CIS), in the social studies classroom for the purposes of providing students exposure to marginalized topics or those topics that are frequently overlooked in the dominant classroom discourse. Included in the article is a brief exploration of how the author reflects upon teaching marginalized topics in the social studies and suggestions for implementing the CIS Model, as well as a user-friendly handout to facilitate this model. The provided lesson includes a snapshot of the experiences and daily events of Japanese Americans immediately following the Attack on Pearl Harbor during World War II.