Joann Phillion
Dados Biográficos
| ID | 228603 |
|---|---|
| NOME | Joann Phillion |
| PRENOMES | Joann |
| SOBRENOME | Phillion |
| ASSINATURA | PHILLION J |
| AFILIAÇÕES | Purdue University West Lafayette |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 20 |
| TOTAL DE CITAÇÕES | 68 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 5 |
Elements of Globally Competent Teaching in Pre- and In-Service Agricultural Educators After Participation in a Maymester Study Abroad
This study utilized an ex post facto explanatory sequential mixed methods research design to explore how a short-term study abroad in Jamaica may have influenced participants’ empathetic dispositions related to globally competent teaching practices. The study employed Tichnor-Wagner et al.’s (2019) Globally Competent Teaching and Learning Continuum, an independently validated research instrument, to assess participants’ self-rated empathy develop…
Preservice teachers' understandings of social justice within the context of study abroad programs
How do preservice teachers (PSTs) understand social justice within the context of education-focused study abroad programs? How might traveling across cultural borders facilitate PSTs'TM development of a social justice mindset? Drawing on previous studies and examples from an ongoing study of 6 annual, short-term study abroad programs, this article explores how PSTs reported experiences related to social justice and suggests implications for study…
Critical approaches to study abroad
This issue of Theory Into Practice takes up scholarship on the topic of critical approaches to study abroad (SA) in teacher education. Collectively, these articles critically evaluate the existing
Postglobal Teacher Preparation
Preservice teachers' international cross-cultural experiences can provide opportunities for the exploration of epistemic frontiers. In this article we suggest that postglobal teacher preparation is a critically reflective approach that engages preservice teachers in border thinking, which allows for other ways of knowing while studying abroad. Through international cross-cultural experiences, preservice teachers can recognize the disparate impact…
Minority Students in East Asia
1. Introduction: Minority Students in East Asia JoAnn Phillion and Yuxiang Wang Part 1: Minority Students in Mainland China 2. Language, Culture, and Identity: Experiences of Hui Students in Eastern China Yuxiang Wang 3. Why Are Hui Minority Girls Dropping Out of School in China? Ying Sun, Wei Yu and Yuhua Ye 4. Multiculturalism in China: Conflicting Discourses in Universities Zhenzhou Zhao 5. School Life and Ethnic Identity: A Case of Tibetan St…
Whose knowledge is valued
This study critically examines knowledge in elementary school textbooks in China. Language analysis and story‐line analysis are used to examine how the knowledge related to minority groups and how the knowledge related to the Han group are introduced and interpreted. This study finds that the Han knowledge dominates elementary school textbooks in China and that minority knowledge and culture are under‐represented, which demonstrates that the domi…
Minority Language Policy and Practice in China
In this article, we examine minority language policy and practice in China and discuss the large gaps between what is stipulated by law and what occurs in practice. Based on a literature review and findings from our study, we contend that adopting multicultural education in China would help law makers and local officials value and respect minority languages and culture and help teachers design culturally relevant curricula. The overall purpose fo…
Personal~Passionate~Participatory Inquiry Into Social Justice in Education
Scope of the Book: Personal~Passionate~Participatory Inquiry into Social Justice in Education, the first book in the series, features 14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group of practitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and research with social and educational change. These…
International field experiences
Multicultural and cross‐cultural narrative inquiry into understanding immigrant students' educational experience in Hong Kong
The purpose of this paper is to explore the potential of narrative inquiry to contribute to an understanding of immigrant students' educational experience. Research on immigrant students' education is reviewed and the need for detailed examination of these students' experiences in schools, such as is done in a narrative inquiry, is demonstrated. Current trends in narrative inquiry that focus on multicultural and cross-cultural phenomena are exami…
Providing Field Experiences with Diverse Populations for Preservice Teachers
This article discusses a technology project that enables preservice teachers to have field experiences in diverse settings from a distance. Using the interactive capabilities of video conferencing over the Internet, preservice teachers engage in a "virtual" field experience with a diverse classroom in a distant school. Preservice teachers involved in the program have the opportunity to be involved with students they would not experience in the lo…
Using Life-based Literary Narratives in Multicultural Teacher Education
As educators of both preservice and in-service teacher education students, 1 of the key questions we ask ourselves is how to prepare White students in rural areas of the United States to meet the needs of increasingly diverse populations of students. In this article, we discuss the conflicting research on how to meet goals of multicultural teacher education and explore the potential of using narratives in preservice and graduate classes. We argue…
Narrative, diversity, and teacher education
An Exploration of Narrative Inquiry into Multiculturalism in Education
In this article we explore the connection between multicultural education and narrative inquiry. We trace the history of multiculturalism as a form of public discourse in Canadian social life. With this as background we consider life in an inner-city Canadian school as a microcosm of Canadian social life more generally. Following the ebb and flow of 20 years of narrative inquiry in this Canadian inner-city school, we realize that this inquiry, th…
Experiential Approaches to the Study of Multiculturalism in Education
(2003). Experiential Approaches to the Study of Multiculturalism in Education: Introduction to the Special Series on Multiculturalism in Curriculum Inquiry. Curriculum Inquiry: Vol. 33, No. 4, pp. 341-342
Fluctuating Landscapes, Shifting Thinking
Why Do Educational Research? Creating Dreamspaces for Social Justice
(2001). Why Do Educational Research? Creating Dreamspaces for Social Justice: A Rejoinder to “A Light Shines in Steel Town: Response to He, Phillion, and Roberge’s Review of Language, Culture, and Power: Bilingual Families and the Struggle for Quality Education” (Lourdes Diaz Soto and Erik Malewski) Curriculum Inquiry: Vol. 31, No. 1, pp. 59-63
Narrative and Formalistic Approaches to the Study of Multiculturalism
(1999). Narrative and Formalistic Approaches to the Study of Multiculturalism. Curriculum Inquiry: Vol. 29, No. 1, pp. 129-140
Narrative Understanding of Bilingualism
Book reviewed in this article: Lourdes Diaz Soto, Language, Culture, and Power: Bilingual Families and the Struggle for Quality Education
From Stargazing to Connecting
Minority Language Policy and Practice in China
In this article, we examine minority language policy and practice in China and discuss the large gaps between what is stipulated by law and what occurs in practice. Based on a literature review and findings from our study, we contend that adopting multicultural education in China would help law makers and local officials value and respect minority languages and culture and help teachers design culturally relevant curricula. The overall purpose fo…
International field experiences
An Exploration of Narrative Inquiry into Multiculturalism in Education
In this article we explore the connection between multicultural education and narrative inquiry. We trace the history of multiculturalism as a form of public discourse in Canadian social life. With this as background we consider life in an inner-city Canadian school as a microcosm of Canadian social life more generally. Following the ebb and flow of 20 years of narrative inquiry in this Canadian inner-city school, we realize that this inquiry, th…
Whose knowledge is valued
This study critically examines knowledge in elementary school textbooks in China. Language analysis and story‐line analysis are used to examine how the knowledge related to minority groups and how the knowledge related to the Han group are introduced and interpreted. This study finds that the Han knowledge dominates elementary school textbooks in China and that minority knowledge and culture are under‐represented, which demonstrates that the domi…
Multicultural and cross‐cultural narrative inquiry into understanding immigrant students' educational experience in Hong Kong
The purpose of this paper is to explore the potential of narrative inquiry to contribute to an understanding of immigrant students' educational experience. Research on immigrant students' education is reviewed and the need for detailed examination of these students' experiences in schools, such as is done in a narrative inquiry, is demonstrated. Current trends in narrative inquiry that focus on multicultural and cross-cultural phenomena are exami…
Preservice teachers' understandings of social justice within the context of study abroad programs
How do preservice teachers (PSTs) understand social justice within the context of education-focused study abroad programs? How might traveling across cultural borders facilitate PSTs'TM development of a social justice mindset? Drawing on previous studies and examples from an ongoing study of 6 annual, short-term study abroad programs, this article explores how PSTs reported experiences related to social justice and suggests implications for study…
Using Life-based Literary Narratives in Multicultural Teacher Education
As educators of both preservice and in-service teacher education students, 1 of the key questions we ask ourselves is how to prepare White students in rural areas of the United States to meet the needs of increasingly diverse populations of students. In this article, we discuss the conflicting research on how to meet goals of multicultural teacher education and explore the potential of using narratives in preservice and graduate classes. We argue…
Narrative, diversity, and teacher education
Narrative and Formalistic Approaches to the Study of Multiculturalism
(1999). Narrative and Formalistic Approaches to the Study of Multiculturalism. Curriculum Inquiry: Vol. 29, No. 1, pp. 129-140
Narrative Understanding of Bilingualism
Book reviewed in this article: Lourdes Diaz Soto, Language, Culture, and Power: Bilingual Families and the Struggle for Quality Education
Postglobal Teacher Preparation
Preservice teachers' international cross-cultural experiences can provide opportunities for the exploration of epistemic frontiers. In this article we suggest that postglobal teacher preparation is a critically reflective approach that engages preservice teachers in border thinking, which allows for other ways of knowing while studying abroad. Through international cross-cultural experiences, preservice teachers can recognize the disparate impact…
Providing Field Experiences with Diverse Populations for Preservice Teachers
This article discusses a technology project that enables preservice teachers to have field experiences in diverse settings from a distance. Using the interactive capabilities of video conferencing over the Internet, preservice teachers engage in a "virtual" field experience with a diverse classroom in a distant school. Preservice teachers involved in the program have the opportunity to be involved with students they would not experience in the lo…
Narrative and Formalistic Approaches to the Study of Multiculturalism
(1999). Narrative and Formalistic Approaches to the Study of Multiculturalism. Curriculum Inquiry: Vol. 29, No. 1, pp. 129-140
Narrative Understanding of Bilingualism
Book reviewed in this article: Lourdes Diaz Soto, Language, Culture, and Power: Bilingual Families and the Struggle for Quality Education
From Stargazing to Connecting
Why Do Educational Research? Creating Dreamspaces for Social Justice
(2001). Why Do Educational Research? Creating Dreamspaces for Social Justice: A Rejoinder to “A Light Shines in Steel Town: Response to He, Phillion, and Roberge’s Review of Language, Culture, and Power: Bilingual Families and the Struggle for Quality Education” (Lourdes Diaz Soto and Erik Malewski) Curriculum Inquiry: Vol. 31, No. 1, pp. 59-63
Fluctuating Landscapes, Shifting Thinking
An Exploration of Narrative Inquiry into Multiculturalism in Education
In this article we explore the connection between multicultural education and narrative inquiry. We trace the history of multiculturalism as a form of public discourse in Canadian social life. With this as background we consider life in an inner-city Canadian school as a microcosm of Canadian social life more generally. Following the ebb and flow of 20 years of narrative inquiry in this Canadian inner-city school, we realize that this inquiry, th…
Experiential Approaches to the Study of Multiculturalism in Education
(2003). Experiential Approaches to the Study of Multiculturalism in Education: Introduction to the Special Series on Multiculturalism in Curriculum Inquiry. Curriculum Inquiry: Vol. 33, No. 4, pp. 341-342
Using Life-based Literary Narratives in Multicultural Teacher Education
As educators of both preservice and in-service teacher education students, 1 of the key questions we ask ourselves is how to prepare White students in rural areas of the United States to meet the needs of increasingly diverse populations of students. In this article, we discuss the conflicting research on how to meet goals of multicultural teacher education and explore the potential of using narratives in preservice and graduate classes. We argue…
Narrative, diversity, and teacher education
Providing Field Experiences with Diverse Populations for Preservice Teachers
This article discusses a technology project that enables preservice teachers to have field experiences in diverse settings from a distance. Using the interactive capabilities of video conferencing over the Internet, preservice teachers engage in a "virtual" field experience with a diverse classroom in a distant school. Preservice teachers involved in the program have the opportunity to be involved with students they would not experience in the lo…
Personal~Passionate~Participatory Inquiry Into Social Justice in Education
Scope of the Book: Personal~Passionate~Participatory Inquiry into Social Justice in Education, the first book in the series, features 14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group of practitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and research with social and educational change. These…
International field experiences
Multicultural and cross‐cultural narrative inquiry into understanding immigrant students' educational experience in Hong Kong
The purpose of this paper is to explore the potential of narrative inquiry to contribute to an understanding of immigrant students' educational experience. Research on immigrant students' education is reviewed and the need for detailed examination of these students' experiences in schools, such as is done in a narrative inquiry, is demonstrated. Current trends in narrative inquiry that focus on multicultural and cross-cultural phenomena are exami…
Minority Language Policy and Practice in China
In this article, we examine minority language policy and practice in China and discuss the large gaps between what is stipulated by law and what occurs in practice. Based on a literature review and findings from our study, we contend that adopting multicultural education in China would help law makers and local officials value and respect minority languages and culture and help teachers design culturally relevant curricula. The overall purpose fo…
Whose knowledge is valued
This study critically examines knowledge in elementary school textbooks in China. Language analysis and story‐line analysis are used to examine how the knowledge related to minority groups and how the knowledge related to the Han group are introduced and interpreted. This study finds that the Han knowledge dominates elementary school textbooks in China and that minority knowledge and culture are under‐represented, which demonstrates that the domi…
Minority Students in East Asia
1. Introduction: Minority Students in East Asia JoAnn Phillion and Yuxiang Wang Part 1: Minority Students in Mainland China 2. Language, Culture, and Identity: Experiences of Hui Students in Eastern China Yuxiang Wang 3. Why Are Hui Minority Girls Dropping Out of School in China? Ying Sun, Wei Yu and Yuhua Ye 4. Multiculturalism in China: Conflicting Discourses in Universities Zhenzhou Zhao 5. School Life and Ethnic Identity: A Case of Tibetan St…
Postglobal Teacher Preparation
Preservice teachers' international cross-cultural experiences can provide opportunities for the exploration of epistemic frontiers. In this article we suggest that postglobal teacher preparation is a critically reflective approach that engages preservice teachers in border thinking, which allows for other ways of knowing while studying abroad. Through international cross-cultural experiences, preservice teachers can recognize the disparate impact…
Preservice teachers' understandings of social justice within the context of study abroad programs
How do preservice teachers (PSTs) understand social justice within the context of education-focused study abroad programs? How might traveling across cultural borders facilitate PSTs'TM development of a social justice mindset? Drawing on previous studies and examples from an ongoing study of 6 annual, short-term study abroad programs, this article explores how PSTs reported experiences related to social justice and suggests implications for study…
Critical approaches to study abroad
This issue of Theory Into Practice takes up scholarship on the topic of critical approaches to study abroad (SA) in teacher education. Collectively, these articles critically evaluate the existing
Elements of Globally Competent Teaching in Pre- and In-Service Agricultural Educators After Participation in a Maymester Study Abroad
This study utilized an ex post facto explanatory sequential mixed methods research design to explore how a short-term study abroad in Jamaica may have influenced participants’ empathetic dispositions related to globally competent teaching practices. The study employed Tichnor-Wagner et al.’s (2019) Globally Competent Teaching and Learning Continuum, an independently validated research instrument, to assess participants’ self-rated empathy develop…
Sociology (18 obras) · Pedagogy (16 obras) · Psychology (12 obras) · Global Education and Multiculturalism (11 obras) · Educator Training and Historical Pedagogy (8 obras) · Multiculturalism (7 obras) · Narrative (7 obras) · Political science (7 obras) · Mathematics education (6 obras) · Multicultural education (5 obras)