Rebecca Woodard
Datos Biográficos
| ID | 6006704 |
|---|---|
| NOMBRE | Rebecca Woodard |
| NOMBRES | Rebecca |
| APELLIDO | Woodard |
| FIRMA | WOODARD R |
| AFILIACIONES | University of Illinois Chicago |
| ORCID | 0000-0003-2397-3211 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAS | 4 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
“You Get to Move Around Which in Science You Cannot Do”
A growing interest in leveraging the arts, and particularly the performing arts, to disrupt prevailing paradigms in science education that uphold the mind–body divide and privilege the mind and thinking over the body and feeling, and to create engaging and meaningful learning experiences, has led to a school–university/research–practice partnership to design and study ways to strengthen science learning by engaging in science theatre. In this ins…
Kindred in Understanding
We used collaborative narrative inquiry to analyze stories of three teachers of Color working together to build a transformative learning experience for youth during the summer of 2020. Using Culturally Sustaining Relationships (Shaabneh, 2022) as our theoretical framework, our analysis revealed how the teachers developed a critical kinship through (counter)storytelling, and how they navigated crises through leveraging this kinship to form a coll…
Latinx students embodying justice‐centered science
Children are often denied science education that engages their emotions and multiple identities. This study focused on ways in which embodied arts‐based experiences offer opportunities for such engagement in pedagogical efforts associated with justice‐centered science. The conceptual framework that informed the study considers the body as a site of learning, embraces social justice in science education and engages with the dialectical relationshi…
“Science theatre makes you good at science”
School science continues to alienate students identifying with nondominant, non‐western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making …
Untangling ideologies of disablement
Research on urban teacher education (UTE) programs have studied teacher candidates’ (TCs) perceptions of urban communities and schooling, but have provided limited insights on how ideologies about dis/ability are entangled with race and other markers of difference, shaping TCs’ learning about urban education. In this paper, we present an analysis drawn from a 2-year qualitative study that answers the following questions: What social categories of…
Writing Beyond “the Four Corners”
There is growing interest in foregrounding bodies in literacy research and pedagogy. Drawing across multiple conceptualizations of bodies as tools, mediums, and social texts, this qualitative case study examines the multifaceted nature of embodiment in two adolescent girls’ school writing. Situated in a research-practice partnership that included researchers, the teacher, adolescent youth, and their parents, this analysis explores the ways writin…
The Dreams of Mothers
Seon Mi Kim*a, Chi-Fang Wub & Rebecca Woodardca School of Social Science and Human Services, Ramapo College of New Jersey, Mahwah, USAb School of Social Work, University of Illinois at Urbana-Champaign, Urbana, USAc Program Management, Champaign County Regional Planning Commission, Urbana, USA
Cultivating Disciplinary Futures in a School‐Based Digital Atelier
This department column explores digital and disciplinary literacies across learning contexts and disciplines within and outside of school. Digital enhancements will encourage readers to post questions, comments, and connections
The Dialogic Interplay of Writing and Teaching Writing
This study uses dialogic theory to understand teacher-writers’ practices across in- and out-of-school contexts. Using case study methods to closely observe and interview a middle school teacher and a high school teacher, as well as analyze their writing, the study identified similarities in the teachers’ appropriations of language, textual practices, and ideologies across contexts. However, each teacher appropriated distinct practices in discipli…
Untangling ideologies of disablement
Research on urban teacher education (UTE) programs have studied teacher candidates’ (TCs) perceptions of urban communities and schooling, but have provided limited insights on how ideologies about dis/ability are entangled with race and other markers of difference, shaping TCs’ learning about urban education. In this paper, we present an analysis drawn from a 2-year qualitative study that answers the following questions: What social categories of…
The Dreams of Mothers
Seon Mi Kim*a, Chi-Fang Wub & Rebecca Woodardca School of Social Science and Human Services, Ramapo College of New Jersey, Mahwah, USAb School of Social Work, University of Illinois at Urbana-Champaign, Urbana, USAc Program Management, Champaign County Regional Planning Commission, Urbana, USA
The Dialogic Interplay of Writing and Teaching Writing
This study uses dialogic theory to understand teacher-writers’ practices across in- and out-of-school contexts. Using case study methods to closely observe and interview a middle school teacher and a high school teacher, as well as analyze their writing, the study identified similarities in the teachers’ appropriations of language, textual practices, and ideologies across contexts. However, each teacher appropriated distinct practices in discipli…
Cultivating Disciplinary Futures in a School‐Based Digital Atelier
This department column explores digital and disciplinary literacies across learning contexts and disciplines within and outside of school. Digital enhancements will encourage readers to post questions, comments, and connections
The Dreams of Mothers
Seon Mi Kim*a, Chi-Fang Wub & Rebecca Woodardca School of Social Science and Human Services, Ramapo College of New Jersey, Mahwah, USAb School of Social Work, University of Illinois at Urbana-Champaign, Urbana, USAc Program Management, Champaign County Regional Planning Commission, Urbana, USA
Writing Beyond “the Four Corners”
There is growing interest in foregrounding bodies in literacy research and pedagogy. Drawing across multiple conceptualizations of bodies as tools, mediums, and social texts, this qualitative case study examines the multifaceted nature of embodiment in two adolescent girls’ school writing. Situated in a research-practice partnership that included researchers, the teacher, adolescent youth, and their parents, this analysis explores the ways writin…
Untangling ideologies of disablement
Research on urban teacher education (UTE) programs have studied teacher candidates’ (TCs) perceptions of urban communities and schooling, but have provided limited insights on how ideologies about dis/ability are entangled with race and other markers of difference, shaping TCs’ learning about urban education. In this paper, we present an analysis drawn from a 2-year qualitative study that answers the following questions: What social categories of…
“Science theatre makes you good at science”
School science continues to alienate students identifying with nondominant, non‐western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making …
Latinx students embodying justice‐centered science
Children are often denied science education that engages their emotions and multiple identities. This study focused on ways in which embodied arts‐based experiences offer opportunities for such engagement in pedagogical efforts associated with justice‐centered science. The conceptual framework that informed the study considers the body as a site of learning, embraces social justice in science education and engages with the dialectical relationshi…
“You Get to Move Around Which in Science You Cannot Do”
A growing interest in leveraging the arts, and particularly the performing arts, to disrupt prevailing paradigms in science education that uphold the mind–body divide and privilege the mind and thinking over the body and feeling, and to create engaging and meaningful learning experiences, has led to a school–university/research–practice partnership to design and study ways to strengthen science learning by engaging in science theatre. In this ins…
Kindred in Understanding
We used collaborative narrative inquiry to analyze stories of three teachers of Color working together to build a transformative learning experience for youth during the summer of 2020. Using Culturally Sustaining Relationships (Shaabneh, 2022) as our theoretical framework, our analysis revealed how the teachers developed a critical kinship through (counter)storytelling, and how they navigated crises through leveraging this kinship to form a coll…
Sociology (7 obras) · Pedagogy (5 obras) · Psychology (5 obras) · Literacy, Media, and Education (4 obras) · Aesthetics (3 obras) · Art (3 obras) · Computer Science (3 obras) · Embodied cognition (3 obras) · Mathematics education (3 obras) · Science education (3 obras)