IU Columbus Division of Liberal Arts Works
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Item Living Among Confederate Icons: Perpetuating White Supremacist Beliefs and Blindness to Black Suffering(Social Justice Research Institute, 2023-10) Sarapin, Susan H.; Ledet, Richard; Morris, Pamela; Emeigh, Sharon; IUPUC Liberal ArtsAlmost 160 years after the American Civil War, where the Union defeated the Confederacy and ended slavery in the United States, approximately 1,910 tributes remain to Confederate military leaders located on public property in the 11 original Confederate states, particularly in cities with an exceptionally high density of Black residents. To Blacks, this iconography delivers a clear message of White supremacy. Six states have enacted laws to protect and preserve these memorials, making it almost impossible to use the court system to move them to private property. This paper explores connections between support for a myth called the Lost Cause, which is a revisionist history intended to spread misinformation about the true cause of the American Civil War, and attitudes toward placement of Confederate symbols on public land. We show that there is significant belief in the Lost-Cause myth among many White U.S. Southerners. Furthermore, we find those who believe most in the myth are the least likely to want to move the monuments or end taxpayer support for their maintenance.Item Taking the Great Leap Forwards: Teaching Woody Guthrie in the College Classroom(Working-Class Studies Association, 2022-12-24) Fazio, Michele; Zoeller, Aimee; Fernandez, Mark F.; Carney, Court; Stadler, Gustavus; IUPUC Liberal ArtsThis essay explores the work of Woody Guthrie and other folk artists who have followed in his tradition of documenting working-class people’s experiences in song. In addition to outlining the creation of the Teaching Woody Guthrie Faculty Learning Collective–a group of teacher-scholars, activists, and musicians who are dedicated to collaborating across disciplines to illustrate Woody Guthrie’s relevance in today’s precarious world–the essay includes suggested curriculum to teach folk music and political activism in the college classroom.Item Woody Guthrie: People Are the Song: Supplemental Interdisciplinary College Curriculum(Woody Guthrie Center, 2022) Carney, Court; Fazio, Michele; Fernandez, Mark; Stadler, Gustavus; Zoeller, Aimee; IUPUC Liberal ArtsThe following curriculum was developed by the Teaching Woody Guthrie Faculty Collective, with support from the Woody Guthrie Center. The Collective is comprised of Court Carney, Michele Fazio, Mark Fernandez, Gustavus Stadler, and Aimee Zoeller. The general purpose of the curriculum is to introduce students to Woody Guthrie, with a specific aim of considering current and historical social problems and phenomena from Guthrie’s perspectives, philosophies, and methodologies. The lessons begin with a short introduction and include discussion prompts and engaging activities that can be implemented across college disciplines, including but not limited to: English, history, sociology, economics, and political science.Item Mis-Framing of Sex Trafficking in News Reports: Crimes, Offenders, and Victims(IGI Global, 2022) Morris, Pamela L.; Desmond, Scott A.; IUPUC Liberal ArtsMedia shapes public perceptions about sex trafficking; how and under what circumstances sex trafficking occurs and by who and to whom are framed by news reports. This study examines a four-year span of U.S. news reports of law enforcement and judicial actions against sex traffickers (2017-2021). Articles were coded to determine the frames presented to readers. The results confirm that journalists continue to reduce trafficking to a crime problem, over-represent certain kinds of victims and perpetrators, and fail to educate readers about the definition of, causes of, and remedies for sex trafficking. Such reporting needs to improve the way it educates audiences about causes, solutions, perpetrators, and survivors. This is vital to better prepare the public—and law enforcement—to participate in combatting sex trafficking through reporting, funding services, and shaping effective public policy.Item Teaching Algorithmic Literacy within a Media Literacy Program(International Council for Media Literacy, 2022) Morris, Pamela; IUPUC School of Liberal ArtsThe prevalence of algorithms in daily life and the growing role of algorithms in societal decision making and governance has led to a call for teaching algorithmic literacy as a specific part of media and digital literacy. Several researchers have recently attempted to define algorithmic literacy and proposed scales to measure algorithmic knowledge; initial results indicate a widespread lack of awareness of and knowledge about algorithms, even in high-technology countries. Thus, teachers and instructors need to develop lesson plans that inform about algorithms and engage critical thinking and discussion about their role in our lives. However, this is a challenging topic. This article reviews literature on the need for and definition of algorithmic literacy and suggests steps instructors and teachers can take learn and teach about algorithms, including a list of recommended resources.Item “Every Sinner Has a Future”: Religiosity, Future Orientation, Self-Control, and Marijuana Use(MDPI, 2022-02) Desmond, Scott A.; IUPUC School of Liberal ArtsBased on previous research, I hypothesize that religious adolescents living in the United States are more likely to have a future orientation (i.e., they are more likely to think about the future), which in turn contributes to their greater self-control. I also hypothesize that a future orientation and self-control mediate the effect of religious service attendance and importance of religion on adolescent marijuana use. Based on the second wave of the National Study of Youth and Religion (NSYR), I find partial support for these hypotheses. Adolescents who believe that religion is important are more likely to think about the future, and adolescents who attend religious services frequently are less likely to use marijuana. Contrary to expectations, however, adolescents who think more about the future have lower self-control and thinking about the future and self-control do not explain the relationship between religious service attendance and marijuana use. The results also suggest that adolescents who identify as spiritual but not religious have lower self-control, and use marijuana more frequently compared to adolescents who do not identify as spiritual but not religious.Item Farming Practices as Funds of Knowledge(Science Education & Civic Engagement International Journal, 2022) Liu, Laura B.; Russell, Taylor; Economics, IUPUCThis study examines farming practices across regions as funds of knowledge that may be integrated into K–12 curricula and instruction. Funds of knowledge, as conceptualized by Moll, Amanti, Neff, and González (1992), include the knowledge students bring from their families and home communities to the classroom, and serve as resources to enhance curricular relevancy, concept and skill development, learner and family engagement, and a positive learning environment. Funds of knowledge include home language use, family values and traditions, caregiving practices, family roles and responsibilities, and professional knowledge, among other factors identified by González, Moll, and Amanti (2005). This qualitative study interviews four participants with U.S. and international farming experience to invite reflection on practices across cultures and regions. Constant comparative analyses of interviews (Merriam & Tisdell, 2015) highlight ways culture and farming are connected and present farming practices as important funds of knowledge. This inquiry offers valuable implications for elementary curricula and instruction.Item Columbus Conversations and Exhibit Columbus(IUPUI, 2020-04-16) Towers, George; McCoy, Richard; IUPUC School of Liberal ArtsColumbus, Indiana is known for its modern architecture and for fostering a vibrant spirit of community. This summer, Columbus Conversations, a new series of local public forums, provided an opportunity for residents to help articulate the architecture of their community’s distinctive identity. Columbus Conversations grew out of the partnership between Indiana University - Purdue University Columbus (IUPUC) and Columbus’ nationally-renowned facility for older adults, the Mill Race Center (MRC).Item Secrets and Lies: Adolescent Religiosity and Concealing Information from Parents(MDPI, 2019) Desmond, Scott A.; IUPUC Division of Liberal ArtsThere is very little research on the relationship between adolescent religiosity and concealing information from parents, although research on religiosity and family life is plentiful. Therefore, I used the second wave of the National Study of Youth and Religion to examine the relationship between adolescent religiosity and lying to parents and keeping secrets from parents. The results suggest that adolescents who attend religious services more often are less likely to keep secrets from parents, whereas adolescents who believe that religion is important are both less likely to lie to parents and keep secrets from parents. Being spiritual, but not religious, is not related to lying to parents or keeping secrets from parents. Results also suggest that primarily alcohol use, substance using peers, and morality mediate the effect of adolescent religiosity on lying to parents and keeping secrets from parents. Adolescents who attend religious services often and believe that religion is important are less likely to use alcohol, less likely to have friends that use substances, and are more likely to believe that moral rules should not be broken, which helps to explain why they are less likely to lie to parents and keep secrets from parents.Item Mobile phones in the classroom: Policies and potential pedagogy(University of Rhode Island, 2020) Morris, Pamela L.; Sarapin, Susan; IUPUC Division of Liberal ArtsMany university instructors (76% of our survey) have a mobile phone policy in their classrooms, due to the distractions of unregulated use. Yet only about half of those who ask students to put down their phones report that these policies are effective. Given that students want to and will use their phones, are instructors taking the opportunity to integrate these mobile devices as a part of media literacy or other pedagogy? We conducted a nationwide survey of more than 150 college instructors to explicate what policies are used, and where they come from; how they are enforced (e.g. rewards and punishments); and for those instructors who use mobile phones in instruction, whether and how the technology is used for academic purposes. Respondents (74%) permit mobile phones for basic classroom activities, but lack true integration with teaching and learning.