Reclaiming ourselves through Testimonio pedagogy: reflections on a curriculum design lab in teacher education

This article details one teacher preparation course centering Latin American Testimonio narratives of struggle/survival amid structural oppression for use in secondary curriculum. As our class of predominantly Latina/o students and two Latina instructors engaged Testimonio pedagogy, we fashioned a hopeful alternative to our own experiences of intergenerational oppression. While research indicates that the experiences and histories of pre-service Teachers of Color lend pedagogical strength and critical consciousness to teacher education, three Latina pre-service students highlight the ways in which Testimonio became more than a pedagogical approach. Testimonio’s collectivity, resistance, hope, and assertions of voice and dignity moved through them not as educators first but as (great-grand)daughters of oppressed though still-resilient People(s). Testimonio emboldened these Latina pre-service educators to recognize and validate their own inherited multiliteracies, (re)claim their connectedness to land, and articulate their visions for more equitable schooling. This work advances research into the essentiality of engaging race and ethnicity in K-12 and teacher education curriculum and pedagogy.     

Understanding racial literacy through acts of (un)masking: Latinx teachers in a new Latinx diaspora community

As Latinx teachers are recruited to work in U.S. schools, a continued agenda to understand their experiences is warranted. This multiple case study considers the storytelling of six Latinx teachers in a new Latinx diaspora community. It documents both their racial literacy (the ability to resolve racially stressful issues) and their experiences with (un)masking (literal and figurative ways to cover or embrace racial markers). This study reveals the tensions that arise when Latinx teachers attempt to define their identity in social spaces where their languages, bodies, and names, among other markers, are racialized when read by others. Implications for teacher education include a call to include storytelling as a pedagogical tool to develop Latinx teachers’ racial literacy skills. By experiencing storytelling in their own schooling, Latinx teachers are more likely to model such racial literacy skills in their schooling communities; thereby, empowering a generation of students to enact more humanizing behaviors.     

Racial battle fatigue and activist burnout in racial justice activists of color at predominately White colleges and universities

Activist burnout scholarship has inadequately considered challenges marginalized-identity activists, such as racial justice activists of color, experience in the course of their activism – challenges from which privileged identity activists, such as white racial justice activists, are protected. This article attempts to address this gap through a phenomenological study examining activist burnout in racial justice activists of color whose primary sites of activism are predominantly white colleges and universities in the United States at which they work. In order to stretch activist burnout theory to differentiate unique marginalized-identity activists’ burnout causes from general causes that do not consider specific activist identities, the lens of racial battle fatigue is employed. Findings show that, although participants shared many causes of burnout that are consistent with general non-identity-specific causes described in existing literature, racial battle fatigue hastened their burnout while their activist commitments elevated their battle fatigue.     

Building a health communication brand for University of Texas System tobacco control

Objective: Despite declining cigarette smoking rates in the US, there is a continued need for tobacco prevention education campaigns to reach young adults. Recognizing the need for improved tobacco control messaging, the University of Texas (UT) System engaged The University of Texas at Austin Center for Health Communication to develop a brand and message that would strengthen tobacco control efforts at its 14 institutions. Methods: This article describes the iterative process involved in creating a brand for tobacco control, including an environmental scan, identifying potential message themes, and creating and refining logos. Results: This article highlights the process of developing a system-wide tobacco control brand. Specifically, the process included coordinating an interdisciplinary team with content and design experts, and presenting ideas to stakeholders for serial feedback and refinement, among others. Conclusions: Ultimately, this project offers a model for other systems of higher education interested in pursuing similar initiatives.     

大工程文化育工程人的实践探索

大工程文化是河北工程大学基于新时代工程教育实践和学校发展实际，凝练升华而成的大学文化系统，其“十一大”脉系，在学校育人实践中发挥了重要作用，为落实立德树人根本任务提供了精神动力。     

Coping with racial battle fatigue: differences and similarities for African American and Mexican American college students

Student of Color often reference racial microaggressions when asked to describe their post-secondary experience. The racial battle fatigue framework assists in understanding the cumulative, negative effect of racial microaggressions on psychological, behavioral, and physiological outcomes. This paper assesses the racial battle fatigue framework for African American and Mexican American college students and the impact of coping on racial stress. Results demonstrate that racial microaggressions negatively impact stress responses for African American and Mexican Americans differently, but coping may help alleviate the impact of racial battle fatigue. Universities can address racial microaggressions and negative health outcomes by educating campus constituents about racial microaggressions, addressing Whiteness, and providing education about adaptive coping strategies.     

基于SWOT模型的农村地区学前教育发展问题研究

SWOT分析法又称作态势分析法，能够将内部的优势劣势、外部的机会威胁逐条列举出来，并据此建立可视化矩阵图，系统全面地提出针对性策略。学前教育作为基础教育的短板，而农村地区学前教育又是学前教育中的短板。借助SWOT模型系统，全面地分析了农村地区学前教育发展的内部与外部的优势（S）、劣势（W）、机会（O）和威胁（T），进而提出相应的增长型战略、扭转型战略、多元化战略和防御型战略，以促进农村地区学前教育平稳、健康发展。     

Education,cognitive ability,and cause-specific mortality: A structural approach

Education is negatively associated with most major causes of death. Prior work ignores the premise that cause-specific hazards are interdependent and that both education and mortality depend on cognitive ability. We analyse Swedish men aged 18–63, focusing on months lost due to specific causes—which solves the interdependence problem—and use a structural model that accounts for confounding due to cognitive ability. In a standard Cox model controlling for Intelligence Quotient, improving education is associated with large decreases in mortality for major causes of death. In the structural model, improving education is associated with a small decrease in months lost for most causes and education levels. Among the least educated, however, improving education strongly reduces the months lost, mainly those lost from external causes, such as accidents and suicide. Results suggest that conventional analysis of education and mortality may be biased, even if accounting for observed cognition.     

Factors that influence elementary school teachers’ attitudes towards inclusion of visually impaired children in Turkey

There is a scarcity of research on inclusion of visually impaired children in Turkey. Specifically, a gap exists concerning the attitudes of elementary school teachers towards the inclusion of visually impaired children in mainstream schools. This article uses data from two questionnaires, leveraging the responses of 253 teachers from rural and urban areas. The results demonstrate that elementary school teachers commonly hold positive attitudes towards the inclusion of visually impaired children and that teachers’ initial and in-service training about inclusion positively influenced their attitudes. Our findings are in contrast with earlier research which argues that teachers do not hold positive attitudes to inclusion, and highlights that a key barrier to inclusion stems from elementary school teachers feeling unprepared to teach visually impaired children. We conclude that greater post-qualification training is required to enable teachers to operationalise different approaches that facilitate the inclusion of visually impaired children.     

基于学科竞赛的创新创业教育体系的构建

在简要概述学科竞赛对培养创新创业人才的重要作用的基础上，从建立学科竞赛体系、竞赛团队、课程体系、工程实训体系、组织管理体系、考核评价体系等六个方面，阐述了我校基于学科竞赛构建创新创业教育体系的一些具体方法和措施。通过把学科竞赛纳入正常教学计划，形成较为完整的创新创业教育体系和良好的教育教学秩序，为创新创业人才培养提供了有力保障。