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Item Heavy on the Solidarity, Light on the Adultism: Adult Supports for Youth Activism(Lewis & Clark, 2024) Serriere, Stephanie C.; Riley, Tennisha; IUPUC EducationThis 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).Item Community Engaged Research as Relationship Building: Multilingual Parent Funds of Knowledge Stories(2023) Liu, Laura; IUPUC EducationThis 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.Item Placemaking Curricula in Teacher Preparation: Bridging State Standards and Local Expertise(Prescott College, 2022-05) Liu, Laura; IUPUC EducationThis study examined how placemaking curricula shaped teacher candidate (candidate) knowledge, dispositions, and skills to understand, appreciate, and sustain local diversity, as evidenced through candidate reflections and products created in an elementary teacher education course integrating civic science concepts and practices into elementary classrooms. This study explored how placemaking curricula engaged community stakeholders in meaningful shared inquiry on real-world challenges, while meeting state science education standards. Placemaking inquiry projects developed by candidates focused on soil and water conservation, and sustaining diversity in schoolyard spaces. Curricula engaged candidates in learning soil and water conservation techniques from local farmers and conservation leaders, then developing and sharing co-authored civic science children’s books on conservation topics aligned to grade-level standards. As further placemaking curricula, candidates partnered with elementary teachers and students to guide schoolyard observations, designs, and models constructed to sustain diverse abilities, cultures, and ecologies. Presentations to parents and peers celebrated shared insights.Item 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 EducationLearning 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.Item On the dole for the homeless soul: Religious and sex discrimination by sectarian adoption services(Peter Lang, 2022) Morris, Pamela L.; Sarapin, Susan H.Religious institutions have historically taken care of orphaned or unwanted children. Although the U.S. has provided public child services for nearly a century, the country still relies heavily on private, faith-based organizations to care for and place children with families. Some of these organizations receive public funds, yet their mission statements often prioritize placing young people with families that meet religious standards; they may reject parents who have religions or lifestyles that they disagree with. Such religious discrimination brings to the fore the Free Exercise and Establishment Clauses of the First Amendment and the Equal Protection Clause of the Fourteenth Amendment, as well as social considerations such as the Best Interests of the Child (BIC). This chapter will explore the legal, political, and social labyrinth that is closing doors to potential parents in favor of saving souls.Item Silos to symphonies? Hopes and challenges implementing multicultural programme infusion(Taylor and Francis, 2013-07-01) Liu, Laura B.; Milman, Natalie B.The need to infuse multicultural education (ME) across teacher preparation programmes is well documented by research, yet institutions are at very different stages in this endeavour. While most programmes demonstrate a segregated approach to ME, confining diversity to specialty courses, ME programme infusion places diversity, equity and social justice at a programme's centre. This study presents triumphs and challenges faculty faced in integrating ME across one teacher preparation programme. Via one academic year of observations, interviews and document analyses, this study was informed by Cochran-Smith, Davis and Fries’ 12 factors for multicultural teacher preparation, Gay's descriptors for ME programme infusion and Melnick and Zeichner's promising programme practices for preparing teacher candidates effectively to teach in diverse twenty-first century classrooms. Findings show that the faculty members approached ME infusion by establishing a vision in support of diversity and ME and creating professional learning communities offering a safe context for critical reflection on attitudes and pedagogies supporting diverse populations. However, a lack of connection between the ME and the core programme courses, and discrepancies among participant perspectives, demonstrated the need for more extensive ME programme infusion. Implications for practitioners, policymakers and researchers are given.Item 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, IUPUCThis 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.Item 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, IUPUCOur 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.Item Indifference-driven Discontent to Empathy-led Development: What Globally Minded Educators Can Learn from Stiglitz(FCT, 2016-06-27) Liu, Laura B.; Education, IUPUCGlobalization 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).Item Funds of Knowledge in Storytelling and Recipes(NYS TESOL, 2021) Liu, Laura B.; Brodey, Sari; Education, IUPUCGlocalization, 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.