Critical and Global Approaches to Multicultural Education
Multicultural education developed out of movements for ethnic studies, Civil Rights, and social justice. These catalysts continue today in the form of the Black Lives Matter, undocumented students, and #NoDAPL movements among others. This context is punctuated by the simultaneous proliferation of neoliberal education polices, globalization, and (to an extent) an increase in public awareness of the daily lived experiences of marginalized communities. With this in mind, my research in this area asks: What does multicultural education in practice look like today?
Keywords: Multicultural education Teacher education Cross-cultural competence Neoliberalism Anti-racist feminism Education for liberation Selected publications: Shannon-Baker, P. (2020). Incorporating global perspectives in the Pre-K-12 classroom. In A. Quinzio-Zafran & E. A. Wilkins (Eds.), The new teacher’s guide to overcoming common challenges: Curated advice from award winning teachers (pp. 43-45). New York: Routledge. Shannon-Baker, P., Porfilio, B., & Plough, B. (2020). Parents’ want their voices to “matter”: Perspectives on school enrollment in a shrinking urban school district. Journal of Educational Foundations, 33, 77-94. Shannon-Baker, P. (2018). A multicultural education praxis: Integrating past and present, living theories, and practice. International Journal of Multicultural Education, 20(1), 48-66. http://dx.doi.org/10.18251/ijme.v20i1.1518 |
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Disrupting Hegemonic Discourses in Teacher Education
Teacher education has a pivotal role in shaping future generations through the training of future teachers. It is as this point that critical, reflexivity is needed--not just for pre-service and in-service teachers, but also teacher educators. This must include an interrogation into how teacher education maintains oppressive discourses such as heteronormativity. In this area, my scholarship asks: How is heteronormativity maintained and disrupted in teacher education?
Key words: Heteronormativity Teacher education Queer theory Critical Race Hermeneutics Recently Published: Shannon-Baker, P. (2020). “Those who can’t hear must feel”: Confronting racism, privilege, and self with pre-service teachers. Theory Into Practice, 59(3), 300-309. https://doi.org/10.1080/00405841.2020.1740020 Shannon-Baker, P. & Wagner, I.* (2019). Battling heteronormativity in teacher education: Reflections on a human development course from a teacher and student. In A. D. Martin & K. J. Strom (Eds.), Exploring gender and LGBTQ issues in K12 and teacher education: A rainbow assemblage (pp. 147-162). Charlotte, NC: Information Age Publishing. In press: Causey, C.,* Soares, L., Howerter, C., & Shannon-Baker, P. (in press). Examining general education and special education teacher preparedness for co-teaching of students with disabilities. Journal of the American Academy of Special Education Professionals. |
With co-presenter and co-author, Ingrid Wagner, at AERA 2018. She has since graduated with a BA in Early Childhood Education from the University of Cincinnati.
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Integrating Arts-Based and Mixed Methods Research
Arts-based research, or the centrality of artistic practices and processes in one's inquiry, is gaining recognition in various fields including education and medical sciences. My interest in this area addresses this central question: What affordances and challenges do arts-based approaches present to mixed methods researchers?
Keywords: Arts-based research Visual methods Integration in mixed methods research Mixed methods research Methodology Recently published: Shannon-Baker, P. & Hilpert, J. (2020). Visual methods and representations in mixed methods (and) social network research: A discussion. In D. Froehlich, M. Rehm, & B. Rienties (Eds.), Mixed methods social network analysis: Theories and methodologies in learning and education (pp. 49-57). London: Routledge. Shannon-Baker, P. & Edwards, C. (2018). The affordances and challenges to integrating visual methods in mixed methods research. American Behavioral Scientist, 62(7), 935-955. http://dx.doi.org/10.1177/0002764218772671 In press: Shannon-Baker, P. & Martinez, C.* (in press). Integrating arts-based approaches in mixed methods research with diverse stakeholders: A critically reflective review from two teacher-researchers. In J. Hitchcock & A. Onwuegbuzie (Eds.), The Routledge handbook for advancing integration in mixed methods research. Routledge. |
My presentation on the use of visual methods in mixed methods research studies at AERA 2018.
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