Mary Code | Brock University (original) (raw)

Mary Code

Mary Code is a teacher and activist with a passion for critical pedagogy, anti-racism, and intersectional feminism.

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Papers by Mary Code

Research paper thumbnail of Debra Hundert McLauchlan, 1951–2016

Youth Theatre Journal, 2017

Research paper thumbnail of “He’s obviously important”: Student perceptions of a military general as a university namesake

Review of Education, Pedagogy, and Cultural Studies, 2016

Research paper thumbnail of Practice Teaching to Teaching Practice: An Autoethnography of Early Autonomy and Relatedness in New Teachers

SAGE Open

The first steps that new teachers take in their classrooms lead them down a path that presents ma... more The first steps that new teachers take in their classrooms lead them down a path that presents many challenges, and these challenges are the reason that beginning teachers are a vulnerable population in the context of educational practitioners. This autoethnography examines two new teachers as they transition from their teacher education programs to teaching in the classroom. This research frames their experiences using the perspective of self-determination theory to characterize the psychological nature of beginning teachers’ challenges as they transition into a community of educational practice. Participants reported how they perceived feeling ill-prepared for the realities of classrooms and provide ideas on what desired changes in teacher education might look like. The novel contribution of this study highlights intervention sites for alleviating the unique vulnerability of the newest teachers as they make a difficult transition from practice teaching to teaching practice.

Research paper thumbnail of “He’s obviously important”: Student perceptions of a military general as a university namesake

Review of Education, Pedagogy, and Cultural Studies, 2016

Research paper thumbnail of Instagram, Social Media, and the "Like": Exploring Virtual Identity's Role in 21st Century Students' New Socialization Experience

**If interested in reading make sure to press the download button! It won't load in browser view ... more **If interested in reading make sure to press the download button! It won't load in browser view due to length.** Personal technologies and social media use have changed the socialization experience of our 21st century learners. As learners have a new, embodied, virtual identity that is an omnipresent force within their social interactions, this study sought to examine how virtual identity influences student relationships both within and outside of a school context. This study also explored how personal technologies and social media use have influenced learners’ perceptions of their own 21st century learning. Using a qualitative inquiry, purposeful sampling was employed to recruit 6 participants between the ages of 15 to 19 to examine their social networking site use and education experience. Data were collected from single, one-on-one semi-structured interviews in which participants discussed their experiences using social media. Data were also collected from the teens’ personal Instagram accounts, and a personal reflexive researcher’s journal was kept for triangulation of data. Open and axial coding strategies alongside constant comparative methods were used to analyze data. Participants shared how they and their peers use social media, the pressures and expectations from other users, social media’s influence on peer relationships, and how social media influences their choices in the physical realm. All 6 participants explained that their teachers do not talk to them about their social media use, and even offered critiques of the school system itself and its inability to prepare students for the new realities of a digital world. This study concludes that while social media is very influential on students’ socialization, educators should be more concerned about the lack of guidance and support that students receive in school in terms of appropriate social media use and the navigation of virtual identity.

Research paper thumbnail of Debra Hundert McLauchlan, 1951–2016

Youth Theatre Journal, 2017

Research paper thumbnail of “He’s obviously important”: Student perceptions of a military general as a university namesake

Review of Education, Pedagogy, and Cultural Studies, 2016

Research paper thumbnail of Practice Teaching to Teaching Practice: An Autoethnography of Early Autonomy and Relatedness in New Teachers

SAGE Open

The first steps that new teachers take in their classrooms lead them down a path that presents ma... more The first steps that new teachers take in their classrooms lead them down a path that presents many challenges, and these challenges are the reason that beginning teachers are a vulnerable population in the context of educational practitioners. This autoethnography examines two new teachers as they transition from their teacher education programs to teaching in the classroom. This research frames their experiences using the perspective of self-determination theory to characterize the psychological nature of beginning teachers’ challenges as they transition into a community of educational practice. Participants reported how they perceived feeling ill-prepared for the realities of classrooms and provide ideas on what desired changes in teacher education might look like. The novel contribution of this study highlights intervention sites for alleviating the unique vulnerability of the newest teachers as they make a difficult transition from practice teaching to teaching practice.

Research paper thumbnail of “He’s obviously important”: Student perceptions of a military general as a university namesake

Review of Education, Pedagogy, and Cultural Studies, 2016

Research paper thumbnail of Instagram, Social Media, and the "Like": Exploring Virtual Identity's Role in 21st Century Students' New Socialization Experience

**If interested in reading make sure to press the download button! It won't load in browser view ... more **If interested in reading make sure to press the download button! It won't load in browser view due to length.** Personal technologies and social media use have changed the socialization experience of our 21st century learners. As learners have a new, embodied, virtual identity that is an omnipresent force within their social interactions, this study sought to examine how virtual identity influences student relationships both within and outside of a school context. This study also explored how personal technologies and social media use have influenced learners’ perceptions of their own 21st century learning. Using a qualitative inquiry, purposeful sampling was employed to recruit 6 participants between the ages of 15 to 19 to examine their social networking site use and education experience. Data were collected from single, one-on-one semi-structured interviews in which participants discussed their experiences using social media. Data were also collected from the teens’ personal Instagram accounts, and a personal reflexive researcher’s journal was kept for triangulation of data. Open and axial coding strategies alongside constant comparative methods were used to analyze data. Participants shared how they and their peers use social media, the pressures and expectations from other users, social media’s influence on peer relationships, and how social media influences their choices in the physical realm. All 6 participants explained that their teachers do not talk to them about their social media use, and even offered critiques of the school system itself and its inability to prepare students for the new realities of a digital world. This study concludes that while social media is very influential on students’ socialization, educators should be more concerned about the lack of guidance and support that students receive in school in terms of appropriate social media use and the navigation of virtual identity.

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