Jennifer A Tupper
Biographic Data
| ID | 5167174 |
|---|---|
| NAME | Jennifer A Tupper |
| GIVEN NAMES | Jennifer A |
| FAMILY NAME | Tupper |
| SIGNATURE | TUPPER J A |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 2 |
The Rose That Grew From Concrete: Teaching and Learning with Disenfranchised Youth by Diane Wishart
Challenges Bequeathed, first published in 1996, long-time educator and curriculum scholar Huebner (2009) writes eloquently about the need to speak up for children and youth.He argues that "teachers have become increasingly removed from concern for the uniqueness and individuality of the student qua person" (p.10) and that children and youth remain relatively voiceless in our society.He worries that educators are too busy trying to "understand the…
Locating Citizenship: Curriculum, Social Class, and the ‘Good’ Citizen
In a three-year study, the authors explore students' understandings and experiences of citizenship at two high school sites in Regina, Saskatchewan. Specifically, the authors consider the possibility that social location mediates the extent to which the official social studies curriculum is able to produce students as 'good' citizens. The analysis of student survey responses and focus group conversations suggests the continuing salience of social…
Teaching Treaties as (Un)Usual Narratives: Disrupting the Curricular Commonsense
This article examines the importance of treaty education for students living in a province entirely ceded through treaty. Specifically, we ask and attempt to answer the questions “Why teach treaties?” and “What is the effect of teaching treaties?” We build on research that explores teachers’ use of a treaty resource kit, commissioned by the Office of the Treaty Commissioner in Saskatchewan. Working with six classrooms representing a mix of rural,…
From Care-less to Care-full: Education for Citizenship in Schools and Beyond
This article attempts to disrupt liberal democratic understandings of citizenship as they inform social studies curricula in schools. Care-less citizenship is used throughout the article to describe the denial or propensity to ignore the deep inequities that exist in the world. The article also implicates schooling, and in particular social studies education, in the maintenance of citizenship as a falsely universalized construct through such prac…
Teaching Treaties as (Un)Usual Narratives: Disrupting the Curricular Commonsense
This article examines the importance of treaty education for students living in a province entirely ceded through treaty. Specifically, we ask and attempt to answer the questions “Why teach treaties?” and “What is the effect of teaching treaties?” We build on research that explores teachers’ use of a treaty resource kit, commissioned by the Office of the Treaty Commissioner in Saskatchewan. Working with six classrooms representing a mix of rural,…
Locating Citizenship: Curriculum, Social Class, and the ‘Good’ Citizen
In a three-year study, the authors explore students' understandings and experiences of citizenship at two high school sites in Regina, Saskatchewan. Specifically, the authors consider the possibility that social location mediates the extent to which the official social studies curriculum is able to produce students as 'good' citizens. The analysis of student survey responses and focus group conversations suggests the continuing salience of social…
From Care-less to Care-full: Education for Citizenship in Schools and Beyond
This article attempts to disrupt liberal democratic understandings of citizenship as they inform social studies curricula in schools. Care-less citizenship is used throughout the article to describe the denial or propensity to ignore the deep inequities that exist in the world. The article also implicates schooling, and in particular social studies education, in the maintenance of citizenship as a falsely universalized construct through such prac…
Teaching Treaties as (Un)Usual Narratives: Disrupting the Curricular Commonsense
This article examines the importance of treaty education for students living in a province entirely ceded through treaty. Specifically, we ask and attempt to answer the questions “Why teach treaties?” and “What is the effect of teaching treaties?” We build on research that explores teachers’ use of a treaty resource kit, commissioned by the Office of the Treaty Commissioner in Saskatchewan. Working with six classrooms representing a mix of rural,…
Locating Citizenship: Curriculum, Social Class, and the ‘Good’ Citizen
In a three-year study, the authors explore students' understandings and experiences of citizenship at two high school sites in Regina, Saskatchewan. Specifically, the authors consider the possibility that social location mediates the extent to which the official social studies curriculum is able to produce students as 'good' citizens. The analysis of student survey responses and focus group conversations suggests the continuing salience of social…
The Rose That Grew From Concrete: Teaching and Learning with Disenfranchised Youth by Diane Wishart
Challenges Bequeathed, first published in 1996, long-time educator and curriculum scholar Huebner (2009) writes eloquently about the need to speak up for children and youth.He argues that "teachers have become increasingly removed from concern for the uniqueness and individuality of the student qua person" (p.10) and that children and youth remain relatively voiceless in our society.He worries that educators are too busy trying to "understand the…
Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Educator Training and Historical Pedagogy (3 works) · Mathematics education (3 works) · Citizenship (2 works) · Citizenship education (2 works) · Epistemology (2 works) · Global Education and Multiculturalism (2 works) · Law (2 works)