IU Columbus Division of Education Scholarship

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Aesthetic Inquiry into Chinese University Student Fatherly Life Lessons: “Roots” and their Implications for Educational Contexts
(2017-04-07) Liu, Laura B.; Education, IUPUC
Globally, teachers are trained to educate and assess children through matrices based on comparative competition, a practice that thrives on ranking. In an era of glocalization, how might educational systems cultivate classroom connections embracing diverse student gifts? This arts-based narrative inquiry explores fatherly life lessons of 17 undergraduate and six graduate students enrolled in an introductory qualitative research course at a large urban Chinese university. Building on the course instructor's model, students engaged in arts-based narrative inquiry to develop children's books on treasured fatherly life lessons that they then shared with second grade students at a local Chinese school. Drawing upon the "Confucian Analects" and Laozi's "Tao Te Ching," this study evidences empathy as rooted across cultures and ecologies, and that many fatherly life lessons take place in natural settings. This study encourages teacher education practice and research to engage arts-based autobiographical inquiry, and to explore empathy conceptualizations and expressions across cultures and ecologies. As "glocalization" brings together diverse groups, this work is important to create shared spaces for international connection and meaningful inter-institutional explorations.
Being There as a Support, a Guide, and to Intervene When You Have To: Mentors Reflect on Working with Teacher Candidates
(International Council of Professors of Educational Leadership, 2020) Ruich, Lawrence J.; Browning, Thomas; Butera, Gretchen; Department of Education, IUPUC
This paper presents a study that investigated how mentors perceived their long-term relationships with teacher candidates in a secondary teacher preparation program. The study describes the process by which the teacher candidates and the mentors select each other and how the relationship develops, with findings that suggest that the length of time teacher candidates and mentor teachers work together as essential to building trust. Mentors identify themselves as quasi teacher educators who serve as an extension to the university preparation process. Findings explore the benefits of mentoring for the prospective and practicing teachers as well as to teacher preparation in general. To optimize the value of field experience, it is important to understand this relationship and its outcomes.
Community Engaged Research as Relationship Building: Multilingual Parent Funds of Knowledge Stories
(2023) Liu, Laura; IUPUC Education
This study examines the cultural and linguistic funds of knowledge (Moll, Amanti, Neff, & González, 1992; Moll, 2019) of multilingual families shared by parent authors in bilingual children’s books integrated into culturally responsive pedagogy (Ladson-Billings, 1995, 2014) shared in formal and informal learning contexts -- including elementary schools, public libraries and parks, teacher education university courses, and digital platforms. This study practices community-engaged research in which the experiences and perspectives of participants and researchers shaped how data was collected, understood, and shared with others (Bay & Swacha, 2020). Parent authors were invited to partner in generating, reflecting on, and sharing stories as educational community experiences, and as part of a study focused on fostering appreciation, understanding, and preservation of cultural and linguistic heritages as a significant aim in in our multicultural, multilingual world. As part of this, the study supports teachers, schools, and community stakeholders in including diverse languaging features (García, 2009) in curricula and instruction. Community engaged research highlights the complexities of the human experience and results in a valuable outcome beyond quantifiable data: community relationships. This collaborative inquiry into the development and sharing of multilingual parent books revealed relationship building as an artistic, authentic, and humanizing practice of bridge-building.
Cultivating Civic Generosity in Elementary Youth Across Glocal Cultures, Ecologies, and Generations
(IGI Global, 2018) Liu, Laura B.
This research explores cultivation of civic generosity in elementary youth as a cultural, ecological, generational practice developing global-local connections and enhanced by arts-based pedagogies, including reading, creating, and sharing children's books. In this study, 2nd grade students across two public school contexts (rural middle-income and rural low-income) reflect on learning generosity from a grandparent/parent to create a children's book presented in a public library. This study draws upon perspectives of participating elementary school teachers, administrators, and librarians to understand how the curricula and their partnerships enhanced student understanding, appreciation, and expression of generosity as a glocal civic practice.
Cultivating teacher professionalism in Chinese and U.S. settings: contexts, standards, and personhood
(Taylor & Francis, 2021-07-12) Liu, Laura B.; Conner, J.M.; Li, Qiong; Education, IUPUC
Our global era invites research on teacher reflection that is grounded in local contexts and enriched by cross-regional collaborations. Teacher professionalism is a shared global interest that is shaped by unique cultural factors in local settings. This study examines Chinese and U.S. undergraduate teacher education student views on the criteria for and standardised measures used to assess teacher professionalism. Data analyses of participant products, specifically group rubrics and individual reflections, involved constant comparative analyses to highlight convergent and divergent themes in student conceptions of teacher professionalism within and across the U.S. and Chinese university contexts. Findings demonstrate similarities and distinctions across participant views on the professional knowledge, skills, and dispositions involved in becoming a teacher, and reveals teacher professionalism as a dialectic among contexts, standards, and persons. Context distinguishes professional practice in ways that bring meaning and relevancy to local student needs. Standards provide a shared foundation for global discourse around key elements of a profession. Maintaining a person-centred view helps ensure assessment practices keep education’s broader civic goals central. Engaging in international dialogue on the meaning of teacher professionalism across regional cultures expanded understandings of professionalism, and how it may be fostered and evaluated more effectively in teacher education.
Examining the Relationships between Student Teacher Professional Identity Tensions and Motivation for Teaching: Mediating Role of Emotional Labor Strategies in China
(MDPI, 2022-10) He, Wenjie; Tian, Guoxiu; Li, Qiong; Liu, Laura B.; Zhou, Jingtian; IUPUC Education
Learning to be a teacher through teaching practicum is viewed as a highly complex process in which multiple dilemmas and tensions emerge. These tensions may influence student teachers’ motivation for teaching. However, previous studies on teacher motivation have mainly focused on social status and welfare, seldom taking their emotion regulation into account. Sampling 752 student teachers from 15 teacher education institutes in China, this study examined the relationships between student teachers’ emotional labor strategies, professional identity tensions, and motivation for teaching during their practicum. The results indicated that emotional labor strategies were found to be important resources for student teachers to cope with the challenges brought by the tensions of professional identities in teaching practicum. In particular, deep acting and expression of naturally felt emotions enhanced student teachers’ intrinsic motivation to become a teacher. The results indicated that student teachers should perform emotional labor strategically, which may motivate them to be a teacher intrinsically.
Funds of Knowledge in Storytelling and Recipes
(NYS TESOL, 2021) Liu, Laura B.; Brodey, Sari; Education, IUPUC
Glocalization, or the relationship between the global and the local, identifies cultural and linguistic inequities that may be addressed through bilingual, multilingual, and multicultural education programs, including the use of translanguaging as a resource for students (Joseph & Ramani, 2012). To support our glocal societies and classrooms, it is increasingly important for institutions of teacher education to prepare teacher candidates to recognize, value, and draw upon students’ funds of knowledge as resources for learning in the classroom. This article describes an autobiographical assignment inviting elementary ELL teacher candidates to reflect on and share funds of knowledge through a digital story and focuses on one candidate’s journey in connecting this process to valuing her ELL students’ funds of knowledge to meet TESOL standards for supporting ELLs in their sociocultural contexts.
Heavy on the Solidarity, Light on the Adultism: Adult Supports for Youth Activism
(Lewis & Clark, 2024) Serriere, Stephanie C.; Riley, Tennisha; IUPUC Education
This data-based theoretical paper explores the contrasting tensions of adults being in “solidarity” with youths while not reproducing systems of oppression through adultism. Written by adults who have been engaged side-by-side with youth activism, the purpose of this article is to better understand what adult solidarity and support look like according to youth activists themselves as we grapple with the unintentional mechanisms of reinforcing oppressive power dynamics between young people and adults in activist communities. Extending on the Gaztambide-Fernández’s (2012) notion of relational solidarity, the findings offer four types of actions (modeling, connecting, supporting, and protecting) adults can do to authentically support youths and thereby adds conceptual clarification and nuance for adults seeking to work in solidarity in more authentic youth adult partnerships (YAPs).
Indifference-driven Discontent to Empathy-led Development: What Globally Minded Educators Can Learn from Stiglitz
(FCT, 2016-06-27) Liu, Laura B.; Education, IUPUC
Globalization and Its Discontents is a must-read for those in higher education seeking greater understanding of global economic policy’s key role in shaping globalization’s unfolding. Candidly and insightfully composed by 2001 Nobel Prize winner in economics, Joseph Stiglitz, this personalized narrative presents a brief history of the complex dynamic among global economic institutions and key regions of the world these institutions have impacted, for better or for worse. This review highlights that cultivating a shared global value for reducing inequality is as vital as it is challenging. Organizing shared approaches for addressing inequality present even greater challenges, as international political and economic systems differ enormously. In accessible language, Stiglitz (2003) approaches this complexity with a perceptive eye for trends. This review draws upon neurological and sociological bases for empathy as an active healing agent not only for persons (micro-level), but also for nations and our emerging global society (macro-level).
Learning Empathy: A Currere Reflection on Parenting, Medicine, and Education
(2020-12) Liu, Laura B.; School of Education
Empathy is a vital developmental skill and strategic pedagogical tool that entails having a generous regard toward fellow humans, whom we are willing to view with appreciation for their strengths and understanding for their weaknesses – and become part of one another’s relational support network (Brown, 2006). This was my mom’s gift as a person and as a professional: to see others for their strengths and welcome those strengths and that person into her life -- as a mom, doctor, and community member. I am grateful for these lessons in empathy, and aim to practice their applications across contexts and fields -- as a mom, educator, and researcher.

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