Jocelyn Glazier
Biographic Data
| ID | 3638880 |
|---|---|
| NAME | Jocelyn Glazier |
| GIVEN NAMES | Jocelyn |
| FAMILY NAME | Glazier |
| SIGNATURE | GLAZIER J |
| AFFILIATIONS | University of North Carolina at Chapel Hill |
| ORCID | 0000-0002-3355-3491 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The conflicted role of uncertainty in teaching and teacher education
Uncertainty is our constant companion, a reality made more evident as of late by the COVID-19 pandemic. The productive navigation of uncertainty by future generations is crucial. Despite this, uncertainty is often perceived as something to be minimised in schools and classrooms. In this paper, we begin by illustrating the inherent, unavoidable uncertainty in education. We detail in particular disciplinary uncertainty, curricular uncertainty, peda…
Educating for uncertainty in what is certainly an uncertain world
While uncertainty is an unavoidable companion in our world, it is hard to grasp and even harder to embrace in educational contexts. In this special issue of Teachers and Teaching: Theory and Practice, researchers who have done extensive research on uncertainty in various fields of education share their insights into this phenomenon. In what follows, we highlight some of the most pressing uncertainty-related questions being considered in this spec…
Culturally responsive teacher education
Research on culturally informed pedagogies (e.g., culturally relevant pedagogy, culturally sustaining teaching, reality pedagogy) has been ongoing for decades, yet very few studies follow teachers into their classrooms after they are introduced to the topic. We conducted an intrinsic case study of three practicing maths teachers after they completed a graduate course specifically on culturally responsive teaching. Our analysis of the data reveale…
Grounding Stillness
(Re)framing vulnerability as social justice work
Critical, collaborative learning activities in teacher education programs prepare pre-service and in-service teachers to work collectively with a social justice stance in their work (Lieberman & Po
A Counterstory of One's Own
Nationwide, virtually all secondary students interact with British literature, a traditionally Anglo, white, male canon. Yet, this revered curriculum provides few mirrors for students from historically marginalized populations to see their own cultures reflected. In this reflective practitioner piece, the authors first illustrate how counterstorytelling—a practice emerging from critical race theory—can break open the canon. Because counterstoryte…
The Elusive Search for Teacher Collaboration
Collaboration is a well-used term in the field of education, identified as promising practice for student learning and teaching learning alike. However, collaboration comes in different shapes and sizes, leading to radically different ends. The authors examine teachers’ own understandings and practices of collaboration with teacher colleagues within their school contexts and within a professional development model designed to allow for collaborat…
The challenge of repositioning
Tinkering Towards Socially Just Teaching
This article narrates the experience of one middle‐school English teacher as she comes to learn about and practise critical literacy. This research documents some of the challenges associated with integrating this innovative practice in today's US classrooms. Furthermore, the author raises questions about how teacher educators can provide realistic portraits of critical literacy for their students to encourage future teachers to embrace rather th…
Multicultural Literature and Discussion as Mirror and Window
In recent years, multicultural literature has made its way into language arts education reform documents, onto classrooms shelves, and ultimately into the hands of the diverse student body in the United States. This article documents the experiences of a ninth‐grade class as students read and responded to N. Scott Momaday's The Way to Rainy Mountain and related texts. By including multicultural texts in her curriculum, the teacher helped her stud…
Developing Cultural Fluency
In this article, Jocelyn Glazier introduces readers to the Arab and Jewish students and teachers of Gal Bilingual/Bicultural School in Israel. Glazier challenges traditional intergroup contact theories and the objectives of peace education centered on prejudice reduction, arguing that education should promote cultural fluency, which can be achieved by creating an environment that requires students to engage in one another's company. Glazier expli…
Making Meaning of Whiteness
Making Meaning of Whiteness: Exploring Racial Identity with White Teachers. Alice Mclntyre. Albany: State University of New York Press, 1997. 193 pp
The challenge of repositioning
(Re)framing vulnerability as social justice work
Critical, collaborative learning activities in teacher education programs prepare pre-service and in-service teachers to work collectively with a social justice stance in their work (Lieberman & Po
The conflicted role of uncertainty in teaching and teacher education
Uncertainty is our constant companion, a reality made more evident as of late by the COVID-19 pandemic. The productive navigation of uncertainty by future generations is crucial. Despite this, uncertainty is often perceived as something to be minimised in schools and classrooms. In this paper, we begin by illustrating the inherent, unavoidable uncertainty in education. We detail in particular disciplinary uncertainty, curricular uncertainty, peda…
Making Meaning of Whiteness
Making Meaning of Whiteness: Exploring Racial Identity with White Teachers. Alice Mclntyre. Albany: State University of New York Press, 1997. 193 pp
Developing Cultural Fluency
In this article, Jocelyn Glazier introduces readers to the Arab and Jewish students and teachers of Gal Bilingual/Bicultural School in Israel. Glazier challenges traditional intergroup contact theories and the objectives of peace education centered on prejudice reduction, arguing that education should promote cultural fluency, which can be achieved by creating an environment that requires students to engage in one another's company. Glazier expli…
Multicultural Literature and Discussion as Mirror and Window
In recent years, multicultural literature has made its way into language arts education reform documents, onto classrooms shelves, and ultimately into the hands of the diverse student body in the United States. This article documents the experiences of a ninth‐grade class as students read and responded to N. Scott Momaday's The Way to Rainy Mountain and related texts. By including multicultural texts in her curriculum, the teacher helped her stud…
Tinkering Towards Socially Just Teaching
This article narrates the experience of one middle‐school English teacher as she comes to learn about and practise critical literacy. This research documents some of the challenges associated with integrating this innovative practice in today's US classrooms. Furthermore, the author raises questions about how teacher educators can provide realistic portraits of critical literacy for their students to encourage future teachers to embrace rather th…
The challenge of repositioning
A Counterstory of One's Own
Nationwide, virtually all secondary students interact with British literature, a traditionally Anglo, white, male canon. Yet, this revered curriculum provides few mirrors for students from historically marginalized populations to see their own cultures reflected. In this reflective practitioner piece, the authors first illustrate how counterstorytelling—a practice emerging from critical race theory—can break open the canon. Because counterstoryte…
The Elusive Search for Teacher Collaboration
Collaboration is a well-used term in the field of education, identified as promising practice for student learning and teaching learning alike. However, collaboration comes in different shapes and sizes, leading to radically different ends. The authors examine teachers’ own understandings and practices of collaboration with teacher colleagues within their school contexts and within a professional development model designed to allow for collaborat…
(Re)framing vulnerability as social justice work
Critical, collaborative learning activities in teacher education programs prepare pre-service and in-service teachers to work collectively with a social justice stance in their work (Lieberman & Po
Grounding Stillness
Culturally responsive teacher education
Research on culturally informed pedagogies (e.g., culturally relevant pedagogy, culturally sustaining teaching, reality pedagogy) has been ongoing for decades, yet very few studies follow teachers into their classrooms after they are introduced to the topic. We conducted an intrinsic case study of three practicing maths teachers after they completed a graduate course specifically on culturally responsive teaching. Our analysis of the data reveale…
The conflicted role of uncertainty in teaching and teacher education
Uncertainty is our constant companion, a reality made more evident as of late by the COVID-19 pandemic. The productive navigation of uncertainty by future generations is crucial. Despite this, uncertainty is often perceived as something to be minimised in schools and classrooms. In this paper, we begin by illustrating the inherent, unavoidable uncertainty in education. We detail in particular disciplinary uncertainty, curricular uncertainty, peda…
Educating for uncertainty in what is certainly an uncertain world
While uncertainty is an unavoidable companion in our world, it is hard to grasp and even harder to embrace in educational contexts. In this special issue of Teachers and Teaching: Theory and Practice, researchers who have done extensive research on uncertainty in various fields of education share their insights into this phenomenon. In what follows, we highlight some of the most pressing uncertainty-related questions being considered in this spec…
Sociology (11 works) · Pedagogy (10 works) · Psychology (10 works) · Teacher Education and Leadership Studies (8 works) · Mathematics education (7 works) · Educator Training and Historical Pedagogy (5 works) · Art (3 works) · Curriculum (3 works) · Political science (3 works) · Teacher education (3 works)