SUCCEED! Critical Reflections on Social Justice through University-assisted CSI Research
Audrey DeHaan, Vaishnavi Sadigale, Carolyn Baldwin, Eduardo Palma, and Erin Kleinschmidt
Mentored by Dr. Seungho Moon (Associate Professor, SOE) & Ms. Candace Kyles (C&I Ed.D. Student)
Note: All school names are pseudonyms
Vaishnavi_Sadigale_Reflection | |
File Size: | 3092 kb |
File Type: | m4a |
Introduction
This presentation is a collaborative work presented by the SUCCEED [Schools, Universities, and Communities Collaborating for Equitable Educational Development] lab comprised of five undergraduate research assistants. Each research assistant has spent the 2019-2020 school year observing various Chicago Public Schools-CSI [Community Schools Initiative] after-school programs and learning how these supplemental classes and extracurricular learning opportunities have impacted the academic and social-emotional learning of the students who partake in them. We present our research based on critical reflections on participating in the research, including observations, interviews and surveys of students, parents, and stakeholders in the community. This research presentation will provide insight into how university-school-community partnerships promote Loyola’s mission of social justice in the Chicago community.
This presentation is a collaborative work presented by the SUCCEED [Schools, Universities, and Communities Collaborating for Equitable Educational Development] lab comprised of five undergraduate research assistants. Each research assistant has spent the 2019-2020 school year observing various Chicago Public Schools-CSI [Community Schools Initiative] after-school programs and learning how these supplemental classes and extracurricular learning opportunities have impacted the academic and social-emotional learning of the students who partake in them. We present our research based on critical reflections on participating in the research, including observations, interviews and surveys of students, parents, and stakeholders in the community. This research presentation will provide insight into how university-school-community partnerships promote Loyola’s mission of social justice in the Chicago community.
Literature Review
Through our literature research, our team learned:
Through our literature research, our team learned:
- The importance of the university-community-school partnership is based upon the understanding of the multiple approaches to education
- That in the process of understanding the role of university research assistants, literature is informative in uniting theory with observable models of education
- Communication among schools and the local community may be strengthened through access to studies that imply circumstances of sustainable growth
- Theory may encompass a large portion of the educational environment, a glimpse into teaching and learning, inviting university research assistants to record circumstances of practical guidance and enlightenment
Eduardo_Palma_Reflection | |
File Size: | 938 kb |
File Type: | m4a |
Methodology
Participants:
Participants:
- 3rd-8th graders and their parents/guardians at two Chicago Public Schools
- After-school program instructors
- School leaders
- Advisory board members
- Loyola University Chicago faculty and staff
- Fall 2019 through Spring 2020
- Procedures included:
- Surveys
- Focus group interviews (audio-recorded)
- Observations
- Collection and analysis of existing school data and student artifacts
- Collection of existing data of Loyola University teacher candidates who have field experiences at either school
Critical Reflection and Findings
As part of the five paradigms of Ignatian pedagogy, our research team focused on reflection to derive meaning from our experiences. Much of our research was based in taking notes during observations and anecdotal evidence from interviews, so our findings are based largely on our personal reflection and analysis of these experiences and discussions.
As part of the five paradigms of Ignatian pedagogy, our research team focused on reflection to derive meaning from our experiences. Much of our research was based in taking notes during observations and anecdotal evidence from interviews, so our findings are based largely on our personal reflection and analysis of these experiences and discussions.
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Reflections Throughout Our Time in Research
Although I am not studying to become a teacher, I hope that I can learn from the career experiences of the teachers I observe throughout the year, and eventually apply these to my own future career." -Carolyn Baldwin I am inspired to reflect on my own practices outside of teaching where I could better utilize my skills as a teacher for social justice to always support not just my students but all people." - Audrey DeHaan ...I wanted to take advantage of an opportunity that would let me further my understanding of how education fails and succeeds in providing opportunities to students across all social backgrounds." -Eduardo Palma |
Implications
- The relationship between teachers, parents, and students must be consistently sustained by a strong support network that keeps each other accountable for their role in the education of minors.
- A well coordinated research community recognizes that in the promotion of social justice there is a need to anticipate possible circumstances of utility to groups and individuals that the research community wishes to observe.
- Undergraduate research assistants who observe teaching and learning behaviors have the benefit of being able to extend their own knowledge of social justice education while receiving the input of research participants.
Erin_Kleinschmidt_Reflection | |
File Size: | 2104 kb |
File Type: | mp3 |
References
Boyd, F. B., Causey, L. L., & Galda, L. (2015). Culturally Diverse Literature: Enriching Variety in an Era of Common Core State Standards. The Reading Teacher, 68(5), 378–387. https://doi.org/10.1002/trtr.1326
Freire, P. (n.d.). Philosophy of Education—Chapter 2: Pedagogy of the Oppressed. Philosophy of Education, 8.
Hakuta, K. (2011). Educating Language Minority Students and Affirming Their Equal Rights: Research and Practical Perspectives.Educational Researcher, 40(4), 163–174. https://doi.org/10.3102/0013189X11404943
Boyd, F. B., Causey, L. L., & Galda, L. (2015). Culturally Diverse Literature: Enriching Variety in an Era of Common Core State Standards. The Reading Teacher, 68(5), 378–387. https://doi.org/10.1002/trtr.1326
Freire, P. (n.d.). Philosophy of Education—Chapter 2: Pedagogy of the Oppressed. Philosophy of Education, 8.
Hakuta, K. (2011). Educating Language Minority Students and Affirming Their Equal Rights: Research and Practical Perspectives.Educational Researcher, 40(4), 163–174. https://doi.org/10.3102/0013189X11404943