Curriculum as a Language of Ethical Engagement: Reducing Epistemological Barriers, Continuing the Dialogue

Autor/in	Baldwin, Andrea
Titel	Curriculum as a Language of Ethical Engagement: Reducing Epistemological Barriers, Continuing the Dialogue
Quelle	In: Curriculum Journal, 33 (2022) 2, S.178-202 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baldwin, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.153
Schlagwörter	Presidents; Student Diversity; Foreign Students; Student Attitudes; Racial Bias; Political Issues; Immigration; Rhetoric; Well Being; College Students; Maryland + Suchen Sie Ihr Suchwort? President; Präsident; Schülerverhalten; Racial discrimination; Rassismus; Politischer Faktor; Rhetorik; Well-being; Wellness; Wohlbefinden; Collegestudent
Abstract	This paper focused on how students from diverse local and international backgrounds in selected business classes at Washington Adventist University in the USA were affected by the negative rhetoric and actions "d'effacer" of President Trump over his presidency and also how they were experiencing their studies. A qualitative approach was utilised to collect data via a questionnaire in which 11 students participated. The results are, therefore, not generalisable but can provide insights for further exploration of curriculum and classroom deliberations with diverse student populations. Results showed that all 11 students were studying with students of diverse backgrounds. Six of seven international students found their studies liberating when compared to their home country. It showed that 10 of 11 students were negatively affected by President Trump's rhetoric about racism and anti-immigrant statements. All 11 felt that their professors understood them. This last result is meaningful due to a commitment to the core values of the institution. With many students discovering mental health challenges today, it is a positive outcome to know that students feel understood. This can be motivating to the maintenance of ethical engagement in curriculum discourses, reducing epistemological barriers and promoting socio-emotional comfort and acceptance of students of international and diverse backgrounds. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01