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Python Papers Monograph
Number of Followers: 6

This is an Open Access Journal

Open Access journal
ISSN (Online) 1837-7092
Published by Python Papers Anthology

[3 journals]

Pairing Mindfulness and Social Justice
- Authors: Jill Flynn
  Pages: 1 - 19
  Abstract: This case study explores how teacher candidates responded to the inclusion of mindfulness practices in a course and how they understand mindfulness’ relationship to equity. Findings show that participants responded positively and connected presence activities to social justice in several ways: fostering mental health, addressing systemic inequities, facilitating classroom management, making connections to curriculum, and empowering students. The study demonstrates that pairing mindfulness and equity goals has important potential; however, this is only one step of many needed to recruit and retain a thriving teaching force that can work for equity in schools.
  PubDate: 2023-08-29
  DOI: 10.18251/ijme.v25i2.3597
  Issue No: Vol. 25, No. 2 (2023)
Fostering Teachers’ Empathy and Inclusion in Israeli Society
- Authors: Noa Shapira, Niva Dolev
  Pages: 20 - 44
  Abstract: In this study that draws from the fields of Social Psychology and Multicultural Education, 45 Arab and Jewish pre-service and 108 Arab and Jewish in-service teachers were presented with a program designed to foster intergroup empathy and inclusive views. The two groups went through a similar process: choosing their outgroup, finding media that presented their outgroup's narratives, and reflecting on the experience. This study used mixed methods, including content analysis of the teacher's reflections. The findings indicate that mediated contact is an essential element of the empathy-enhancing process and that the narrative approach evokes expressions of empathy and inclusion. Differential outcomes between teachers were observed, which can clarify the process effects and how they foster empathy and inclusion.
  PubDate: 2023-08-29
  DOI: 10.18251/ijme.v25i2.3581
  Issue No: Vol. 25, No. 2 (2023)
Exploring Pedagogical Practices to Cultivate Wisdom, Courage, and
Compassion as Key Tenets of Global Citizenship: A Qualitative Study
- Authors: Gitima Sharma, Christina Bosch, Gonzalo Obelleiro
  Pages: 45 - 65
  Abstract: The purpose of this study was to explore college students’ and educators’ (N = 29) perceptions, experiences, and recommendations around cultivating wisdom, compassion, and courage as key tenets of global citizenship. Based on pragmatic research design and thematic analysis, we sought multicultural education approaches that could strengthen campus communities’ capacity to advance peace, sustainability, dignity, and wellbeing of all forms of life – all across the world. We have discussed the findings in the context of specific pedagogical practices focusing upon: (a) emergent praxes and curriculum to foster wisdom, (b) courageous dialogues for mutual understanding, and (c) restoring compassion and humanity.
  PubDate: 2023-08-29
  DOI: 10.18251/ijme.v25i2.3403
  Issue No: Vol. 25, No. 2 (2023)
How Do We Teach Social Justice' A Cross-Disciplinary Synthesis of
Social Justice Andragogy
- Authors: Bagmi Das, Isabel Farrell, Kriti Vashisht, Alexandra Gantt, Elisabeth Simpson, Adrianne Johnson
  Pages: 66 - 88
  Abstract: Social Justice is a critical component of many of the helping disciplines. Similar goals govern these different disciplines, which are reflected in the scholarship of their professional training. However, the crossover in scholarship is limited. This review of social justice andragogy literature from various fields in the United States creates a conversation among these helping disciplines so that they may be able to learn from each other. From these separate realms of scholarship, the authors have derived terms and recommendations of what these disciplines may learn from one another through their shared obstacles and through processing of their work.
  PubDate: 2023-08-29
  DOI: 10.18251/ijme.v25i2.3551
  Issue No: Vol. 25, No. 2 (2023)

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