Alyssa Hadley Dunn
Dados Biográficos
| ID | 177032 |
|---|---|
| NOME | Alyssa Hadley Dunn |
| PRENOMES | Alyssa Hadley |
| SOBRENOME | Dunn |
| ASSINATURA | DUNN A H |
| AFILIAÇÕES | Michigan State University |
| ORCID | 0000-0002-3696-9185 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAÇÕES | 111 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2011 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 5 |
‘How could you not talk about it?’
This article explores the experiences of youth in the sociopolitically tumultuous time of 2020–2021, including around the 2020 presidential election and U.S. Capitol Insurrection. In particular, teenage girls and femmes, primarily young women of Colour, who were part of a civic organisation out of school, described their teachers’ practices (or absence of) related to political education in school. Told through a series of vignettes from five adol…
Coming Full Circle
Exploring the role of evidence-based educational resources and brokering in the wake of political trauma
In the face of political trauma, educators present civics crises as 'open issues' and struggle to access frameworks to support research-based pedagogy. Findings illuminate the potential of a BIBS framework that works to further support educators in facilitating conversations and evidence-based pedagogies with their students that rebuke such injustices
The Day After
This ethnodrama, based on hundreds of interviews with educators around the United States, takes readers into a school on the day after a national tragedy. Grounded in the theory of Days After Pedagogy, the characters portray the nuances and complexities of educators’ decision-making on days after, especially when working amid silencing school policies. A post-script includes theory, methods, and implications
Why did we never learn this?”
This research explores teachers’ development of their understandings of teaching for justice and equity on days after critical current events, traumas, and tragedies. In particular, I ask: How, if at all, are teachers prepared to engage in Days After Pedagogy? How do their preparation experiences influence their feelings about utilizing Days After Pedagogy in their classrooms? Grounded in the theory of Days After Pedagogy and grounded in the lite…
Teacher Self-Care Mandates as Institutional Gaslighting in a Neoliberal System
In this manuscript, I argue that narratives of self-care for educators in the midst of pandemic teaching are a form of gaslighting, supported and exacerbated by a neoliberal school system that reinforces individualist, White-normed conceptions of teaching and learning. To make this argument, I use several excerpts from practicing teachers’ writing to illustrate the deep sense of frustration and betrayal that teachers felt when inundated with self…
Teaching From the Guest Room, Learning at the Kitchen Table
In this piece, I use a series of “found poems” created from my notes and memos taken while teaching, first curating them into thematic poems and then reflecting on what those poems say about the affordances and constraints of teaching courses—especially those focused on equity and justice—in an online format during the COVID-19 pandemic. I also describe pedagogical moves made during this transition
UrbanAndMakingIt
The purpose of this study was to analyze the narratives constructed by urban youth in a summer program for future educators of color. In particular, we asked, “In what ways do students use texts to create counternarratives of urban education?” Utilizing visual counternarratives and counterstorytelling as theoretical frames, and through thematic analysis and visual amalgamated findings, we examined how students’ written, visual, and audio texts co…
Who Do These People Want Teaching Their Children?” White Saviorism, Colorblind Racism, and Anti-Blackness in “No Excuses” Charter Schools
In this article, we explore how White supremacist ideologies operate in “no excuses” charter schools. Drawing on critical race frameworks and qualitative data collected in two “no excuses” charter schools in New Orleans, we illustrate how anti-Blackness, White saviorism, and colorblind racism are taken up through hiring practices, discipline policies, and school culture. Collectively, these constructs are used in efforts to justify the mistreatme…
“A Vicious Cycle of Disempowerment”
Background/Context This research is framed by theories of teacher morale and teacher empowerment and contributes to the literature on neoliberal educational policies and teacher burnout and attrition. Purpose and Research Questions The purpose of this study is to understand the intersections of teachers’ experiences with neoliberal policies, at one high school in the urban south. The research questions include: (1) How is the morale of exceptiona…
“There Isn't an Easy Way for Me to Talk About This”
Background/Context As grounding for our work, we consider the creation and development of the teaching profession as a particularly “feminine” role. We then briefly describe the contemporary context of schooling, particularly related to neoliberal accountability and its impact on teachers’ experiences. This comparison shows that the historical claims pertaining to women in the teaching workforce have modern-day equivalents, suggesting that the wo…
I Don’t Want to Come Off as Pushing an Agenda”
Guided by perspectives on the sociopolitical contexts of schooling, control of teachers’ curriculum and instruction, and teaching of elections, we use findings from a national questionnaire to explore the contexts that shaped teachers’ pedagogical decision making following the 2016 U.S. presidential election. Our findings reveal that classroom, school, district, state, and national contexts often manifested in pressure from colleagues, parents, t…
Whiteness as a Dissonant State
Studies on student teaching continue to suggest that preservice teachers' feelings of dissonance are related to disparate views of teaching and learning between universities and schools. Drawing on interview, artifact, and observation data, the authors utilize Cognitive Dissonance and Critical Whiteness Studies to make different sense of the experiences of one White student teacher (Brett). Results indicate that Brett experienced dissonance relat…
Betting the House
This study explores the impetus for and impact of four urban teachers’ extracurricular investments. Framing teacher investment as work voluntarily undertaken with an eye toward bringing about a highly desired, yet highly uncertain, end, we argue that the outcome of these often-hidden investments have identity and career implications for teachers. Through a comparison of two case studies in the southeast and northeast United States, we investigate…
‘Like’ if you support refugees
The advent of Web 2.0 and social media have changed how individuals act and react in mediated spaces. Pre-service teachers, familiar with navigating online spaces, enter their courses with a wealth of digital experiences, understandings and ways of making meaning. This study examines how pre-service teachers in a multicultural education course communicate across digitally mediated spaces. Using discourse analysis and sensemaking theory to analyse…
Refusing to be co-opted
In this article, I explore how neoliberalism dictates the terms of debate about education reform and equity in the U.S. and abroad. In particular, I explain how two paradigmatic reforms – the edTPA evaluation for preservice teachers in the United States and the global initiative Teach For All – have co-opted the discourse of multicultural education in an attempt to advance their own priorities and not those at the heart of the field, thus jeopard…
For millions of people, this is real trauma”
Activism through attrition
"Beyond "Tinkering
The present issue of Journal of Teacher Education (JTE) contains a group of articles quite distinct in their focus, scope, and methodologies. Despite this diversity in approaches and in r eported findings, we see a resonance across these pieces. This resonance reflects a set of issues that are significant to us individually and collectively as scholars and that we think are of critical importance to the field of teacher education. In this editori…
The Courage to Leave
You Won't Believe What They Said in Class Today”
“If privilege exists, then how did my grandparents come to the United States from Ireland and make themselves a good life from nothing?”“How can I create a safe space for gay students when I just d
Global Village Versus Culture Shock
Though international teachers have been present in U.S. schools for decades, their recruitment for urban schools as a response to the supposed teacher shortage is a relatively new phenomenon with little research to support it. This study examines international teachers’ recruitment and preparation for urban environments. Informed by classroom observations and in-depth interviews with teachers, administrators, and recruitment agency personnel, thi…
For millions of people, this is real trauma”
Who Do These People Want Teaching Their Children?” White Saviorism, Colorblind Racism, and Anti-Blackness in “No Excuses” Charter Schools
In this article, we explore how White supremacist ideologies operate in “no excuses” charter schools. Drawing on critical race frameworks and qualitative data collected in two “no excuses” charter schools in New Orleans, we illustrate how anti-Blackness, White saviorism, and colorblind racism are taken up through hiring practices, discipline policies, and school culture. Collectively, these constructs are used in efforts to justify the mistreatme…
I Don’t Want to Come Off as Pushing an Agenda”
Guided by perspectives on the sociopolitical contexts of schooling, control of teachers’ curriculum and instruction, and teaching of elections, we use findings from a national questionnaire to explore the contexts that shaped teachers’ pedagogical decision making following the 2016 U.S. presidential election. Our findings reveal that classroom, school, district, state, and national contexts often manifested in pressure from colleagues, parents, t…
Activism through attrition
You Won't Believe What They Said in Class Today”
“If privilege exists, then how did my grandparents come to the United States from Ireland and make themselves a good life from nothing?”“How can I create a safe space for gay students when I just d
Teacher Self-Care Mandates as Institutional Gaslighting in a Neoliberal System
In this manuscript, I argue that narratives of self-care for educators in the midst of pandemic teaching are a form of gaslighting, supported and exacerbated by a neoliberal school system that reinforces individualist, White-normed conceptions of teaching and learning. To make this argument, I use several excerpts from practicing teachers’ writing to illustrate the deep sense of frustration and betrayal that teachers felt when inundated with self…
UrbanAndMakingIt
The purpose of this study was to analyze the narratives constructed by urban youth in a summer program for future educators of color. In particular, we asked, “In what ways do students use texts to create counternarratives of urban education?” Utilizing visual counternarratives and counterstorytelling as theoretical frames, and through thematic analysis and visual amalgamated findings, we examined how students’ written, visual, and audio texts co…
Betting the House
This study explores the impetus for and impact of four urban teachers’ extracurricular investments. Framing teacher investment as work voluntarily undertaken with an eye toward bringing about a highly desired, yet highly uncertain, end, we argue that the outcome of these often-hidden investments have identity and career implications for teachers. Through a comparison of two case studies in the southeast and northeast United States, we investigate…
The Courage to Leave
Global Village Versus Culture Shock
Though international teachers have been present in U.S. schools for decades, their recruitment for urban schools as a response to the supposed teacher shortage is a relatively new phenomenon with little research to support it. This study examines international teachers’ recruitment and preparation for urban environments. Informed by classroom observations and in-depth interviews with teachers, administrators, and recruitment agency personnel, thi…
Whiteness as a Dissonant State
Studies on student teaching continue to suggest that preservice teachers' feelings of dissonance are related to disparate views of teaching and learning between universities and schools. Drawing on interview, artifact, and observation data, the authors utilize Cognitive Dissonance and Critical Whiteness Studies to make different sense of the experiences of one White student teacher (Brett). Results indicate that Brett experienced dissonance relat…
"Beyond "Tinkering
The present issue of Journal of Teacher Education (JTE) contains a group of articles quite distinct in their focus, scope, and methodologies. Despite this diversity in approaches and in r eported findings, we see a resonance across these pieces. This resonance reflects a set of issues that are significant to us individually and collectively as scholars and that we think are of critical importance to the field of teacher education. In this editori…
Exploring the role of evidence-based educational resources and brokering in the wake of political trauma
In the face of political trauma, educators present civics crises as 'open issues' and struggle to access frameworks to support research-based pedagogy. Findings illuminate the potential of a BIBS framework that works to further support educators in facilitating conversations and evidence-based pedagogies with their students that rebuke such injustices
Global Village Versus Culture Shock
Though international teachers have been present in U.S. schools for decades, their recruitment for urban schools as a response to the supposed teacher shortage is a relatively new phenomenon with little research to support it. This study examines international teachers’ recruitment and preparation for urban environments. Informed by classroom observations and in-depth interviews with teachers, administrators, and recruitment agency personnel, thi…
You Won't Believe What They Said in Class Today”
“If privilege exists, then how did my grandparents come to the United States from Ireland and make themselves a good life from nothing?”“How can I create a safe space for gay students when I just d
The Courage to Leave
"Beyond "Tinkering
The present issue of Journal of Teacher Education (JTE) contains a group of articles quite distinct in their focus, scope, and methodologies. Despite this diversity in approaches and in r eported findings, we see a resonance across these pieces. This resonance reflects a set of issues that are significant to us individually and collectively as scholars and that we think are of critical importance to the field of teacher education. In this editori…
‘Like’ if you support refugees
The advent of Web 2.0 and social media have changed how individuals act and react in mediated spaces. Pre-service teachers, familiar with navigating online spaces, enter their courses with a wealth of digital experiences, understandings and ways of making meaning. This study examines how pre-service teachers in a multicultural education course communicate across digitally mediated spaces. Using discourse analysis and sensemaking theory to analyse…
Refusing to be co-opted
In this article, I explore how neoliberalism dictates the terms of debate about education reform and equity in the U.S. and abroad. In particular, I explain how two paradigmatic reforms – the edTPA evaluation for preservice teachers in the United States and the global initiative Teach For All – have co-opted the discourse of multicultural education in an attempt to advance their own priorities and not those at the heart of the field, thus jeopard…
For millions of people, this is real trauma”
Activism through attrition
Betting the House
This study explores the impetus for and impact of four urban teachers’ extracurricular investments. Framing teacher investment as work voluntarily undertaken with an eye toward bringing about a highly desired, yet highly uncertain, end, we argue that the outcome of these often-hidden investments have identity and career implications for teachers. Through a comparison of two case studies in the southeast and northeast United States, we investigate…
I Don’t Want to Come Off as Pushing an Agenda”
Guided by perspectives on the sociopolitical contexts of schooling, control of teachers’ curriculum and instruction, and teaching of elections, we use findings from a national questionnaire to explore the contexts that shaped teachers’ pedagogical decision making following the 2016 U.S. presidential election. Our findings reveal that classroom, school, district, state, and national contexts often manifested in pressure from colleagues, parents, t…
Whiteness as a Dissonant State
Studies on student teaching continue to suggest that preservice teachers' feelings of dissonance are related to disparate views of teaching and learning between universities and schools. Drawing on interview, artifact, and observation data, the authors utilize Cognitive Dissonance and Critical Whiteness Studies to make different sense of the experiences of one White student teacher (Brett). Results indicate that Brett experienced dissonance relat…
“A Vicious Cycle of Disempowerment”
Background/Context This research is framed by theories of teacher morale and teacher empowerment and contributes to the literature on neoliberal educational policies and teacher burnout and attrition. Purpose and Research Questions The purpose of this study is to understand the intersections of teachers’ experiences with neoliberal policies, at one high school in the urban south. The research questions include: (1) How is the morale of exceptiona…
“There Isn't an Easy Way for Me to Talk About This”
Background/Context As grounding for our work, we consider the creation and development of the teaching profession as a particularly “feminine” role. We then briefly describe the contemporary context of schooling, particularly related to neoliberal accountability and its impact on teachers’ experiences. This comparison shows that the historical claims pertaining to women in the teaching workforce have modern-day equivalents, suggesting that the wo…
Teaching From the Guest Room, Learning at the Kitchen Table
In this piece, I use a series of “found poems” created from my notes and memos taken while teaching, first curating them into thematic poems and then reflecting on what those poems say about the affordances and constraints of teaching courses—especially those focused on equity and justice—in an online format during the COVID-19 pandemic. I also describe pedagogical moves made during this transition
UrbanAndMakingIt
The purpose of this study was to analyze the narratives constructed by urban youth in a summer program for future educators of color. In particular, we asked, “In what ways do students use texts to create counternarratives of urban education?” Utilizing visual counternarratives and counterstorytelling as theoretical frames, and through thematic analysis and visual amalgamated findings, we examined how students’ written, visual, and audio texts co…
Who Do These People Want Teaching Their Children?” White Saviorism, Colorblind Racism, and Anti-Blackness in “No Excuses” Charter Schools
In this article, we explore how White supremacist ideologies operate in “no excuses” charter schools. Drawing on critical race frameworks and qualitative data collected in two “no excuses” charter schools in New Orleans, we illustrate how anti-Blackness, White saviorism, and colorblind racism are taken up through hiring practices, discipline policies, and school culture. Collectively, these constructs are used in efforts to justify the mistreatme…
The Day After
This ethnodrama, based on hundreds of interviews with educators around the United States, takes readers into a school on the day after a national tragedy. Grounded in the theory of Days After Pedagogy, the characters portray the nuances and complexities of educators’ decision-making on days after, especially when working amid silencing school policies. A post-script includes theory, methods, and implications
Why did we never learn this?”
This research explores teachers’ development of their understandings of teaching for justice and equity on days after critical current events, traumas, and tragedies. In particular, I ask: How, if at all, are teachers prepared to engage in Days After Pedagogy? How do their preparation experiences influence their feelings about utilizing Days After Pedagogy in their classrooms? Grounded in the theory of Days After Pedagogy and grounded in the lite…
Teacher Self-Care Mandates as Institutional Gaslighting in a Neoliberal System
In this manuscript, I argue that narratives of self-care for educators in the midst of pandemic teaching are a form of gaslighting, supported and exacerbated by a neoliberal school system that reinforces individualist, White-normed conceptions of teaching and learning. To make this argument, I use several excerpts from practicing teachers’ writing to illustrate the deep sense of frustration and betrayal that teachers felt when inundated with self…
Exploring the role of evidence-based educational resources and brokering in the wake of political trauma
In the face of political trauma, educators present civics crises as 'open issues' and struggle to access frameworks to support research-based pedagogy. Findings illuminate the potential of a BIBS framework that works to further support educators in facilitating conversations and evidence-based pedagogies with their students that rebuke such injustices
‘How could you not talk about it?’
This article explores the experiences of youth in the sociopolitically tumultuous time of 2020–2021, including around the 2020 presidential election and U.S. Capitol Insurrection. In particular, teenage girls and femmes, primarily young women of Colour, who were part of a civic organisation out of school, described their teachers’ practices (or absence of) related to political education in school. Told through a series of vignettes from five adol…
Coming Full Circle
Pedagogy (19 obras) · Sociology (19 obras) · Political science (18 obras) · Psychology (16 obras) · Law (14 obras) · Teacher Education and Leadership Studies (12 obras) · Law (11 obras) · Educator Training and Historical Pedagogy (9 obras) · Social science (9 obras) · Public relations (8 obras)