Joyce Piert - Academia.edu (original) (raw)
Papers by Joyce Piert
In this essay, the authors share some of their journey as they seek to make sense of what it migh... more In this essay, the authors share some of their journey as they seek to make sense of what it might mean to prepare secondary mathematics preservice teachers to teach mathematics for social justice. The focus on how to prepare mathematics teachers to critically consider the world around them and to further develop the dispositions to become agents of change has been discussed in the research literature. What it might "look like" to enact this type of programmatic-level teaching at a college or university, however, has rarely been examined. Through the sharing of their thoughts and reflections, the authors hope others might draw inspiration to reconsider the teaching of mathematics courses for social justice at the program level.
Her research interests include preparing mathematics preservice teachers to work with under-serve... more Her research interests include preparing mathematics preservice teachers to work with under-served and underrepresented populations, and the preparation of mathematics teachers and math-ematics teacher educators to integrate issues of equity and social justice in their instruction.
Alchemy of the Soul, 2015
Negro Educational Review the, Oct 1, 2007
The Urban Review, 2013
For most Americans, access to a quality education has always been perceived as the fundamental li... more For most Americans, access to a quality education has always been perceived as the fundamental link to upward mobility and increased life chances within our society (Ballantine and Hammack in The sociology of education: a systematic analysis. Prentice Hall, Upper Saddle River, 2011; Brown et al. 2010; Holyfield 2002). This perception of the role of education has been particularly salient for African American people. From the beginning of their experiences in America, the African American community creatively established schools for their children (Anderson in The education of Blacks in the South, 1860–1935. The University of North Carolina Press, Chapel Hill, 1988). Even during the enslavement of the majority of African people in this country, they would often risk their lives in the effort to learn to read and write (Douglass and Stepto in Narrative of the life of Frederick Douglass, an American slave. Belknap Press of Harvard University Press, Cambridge, 2009). Subsequently this rich history, along with the continued presence of inequities and underachievement in the public schools became the undergirding impetus for the development of independent Black schools within the African American communities around the nation beginning in the early 1960’s. Through the years, many of these schools have waged a fervent battle to remain operating. In spite of difficulties with various factors such as, finances, facilities location and maintenance, as well as an unstable teaching force, the leaders who founded these institutions remain committed to the education of African American children. Currently, there is a paucity of research on the founders of these independent Black schools. The purpose of this study was to investigate the educational philosophy and strategies which guided the decision-making process of the founder of an independent Black school.
Qualitative Inquiry, 2008
In this article, the authors use their personal narratives and collaborative portraits as methods... more In this article, the authors use their personal narratives and collaborative portraits as methods to shed light on the complexities of developing a research identity while journeying through a doctoral program. Using the metaphors of a wanderer, a chameleon, and a warrior, their narratives represent portraits of experiences faced by doctoral students at the peak of their epistemological and ontological growth. Borrowing from Lawrence-Lightfoot and Davis's alternative methodology of portraiture, the authors create portraits through personal narratives, which provide voice, reflexivity, and context to the stories told. Significant factors that fostered the students' research identity were present within the author's lived experiences and continued to evolve throughout the doctoral program. Inhibiting factors included the negotiation of a temporary loss of identity for full-time students, normative and analytical modes required by doctoral programs, and a lack of considerat...
Studies in Higher Education, 2013
This study reports on experiences of doctoral students in educational administration at a time wh... more This study reports on experiences of doctoral students in educational administration at a time when the effectiveness of programs preparing practitioners and academics in this field are being questioned. Concerns related to how students in educational administration developed knowledge about research and identity as researchers were closely examined in a research-intensive university in the United States. Through participant interviews and
In this essay, the authors share some of their journey as they seek to make sense of what it migh... more In this essay, the authors share some of their journey as they seek to make sense of what it might mean to prepare secondary mathematics preservice teachers to teach mathematics for social justice. The focus on how to prepare mathematics teachers to critically consider the world around them and to further develop the dispositions to become agents of change has been discussed in the research literature. What it might "look like" to enact this type of programmatic-level teaching at a college or university, however, has rarely been examined. Through the sharing of their thoughts and reflections, the authors hope others might draw inspiration to reconsider the teaching of mathematics courses for social justice at the program level.
Her research interests include preparing mathematics preservice teachers to work with under-serve... more Her research interests include preparing mathematics preservice teachers to work with under-served and underrepresented populations, and the preparation of mathematics teachers and math-ematics teacher educators to integrate issues of equity and social justice in their instruction.
Alchemy of the Soul, 2015
Negro Educational Review the, Oct 1, 2007
The Urban Review, 2013
For most Americans, access to a quality education has always been perceived as the fundamental li... more For most Americans, access to a quality education has always been perceived as the fundamental link to upward mobility and increased life chances within our society (Ballantine and Hammack in The sociology of education: a systematic analysis. Prentice Hall, Upper Saddle River, 2011; Brown et al. 2010; Holyfield 2002). This perception of the role of education has been particularly salient for African American people. From the beginning of their experiences in America, the African American community creatively established schools for their children (Anderson in The education of Blacks in the South, 1860–1935. The University of North Carolina Press, Chapel Hill, 1988). Even during the enslavement of the majority of African people in this country, they would often risk their lives in the effort to learn to read and write (Douglass and Stepto in Narrative of the life of Frederick Douglass, an American slave. Belknap Press of Harvard University Press, Cambridge, 2009). Subsequently this rich history, along with the continued presence of inequities and underachievement in the public schools became the undergirding impetus for the development of independent Black schools within the African American communities around the nation beginning in the early 1960’s. Through the years, many of these schools have waged a fervent battle to remain operating. In spite of difficulties with various factors such as, finances, facilities location and maintenance, as well as an unstable teaching force, the leaders who founded these institutions remain committed to the education of African American children. Currently, there is a paucity of research on the founders of these independent Black schools. The purpose of this study was to investigate the educational philosophy and strategies which guided the decision-making process of the founder of an independent Black school.
Qualitative Inquiry, 2008
In this article, the authors use their personal narratives and collaborative portraits as methods... more In this article, the authors use their personal narratives and collaborative portraits as methods to shed light on the complexities of developing a research identity while journeying through a doctoral program. Using the metaphors of a wanderer, a chameleon, and a warrior, their narratives represent portraits of experiences faced by doctoral students at the peak of their epistemological and ontological growth. Borrowing from Lawrence-Lightfoot and Davis's alternative methodology of portraiture, the authors create portraits through personal narratives, which provide voice, reflexivity, and context to the stories told. Significant factors that fostered the students' research identity were present within the author's lived experiences and continued to evolve throughout the doctoral program. Inhibiting factors included the negotiation of a temporary loss of identity for full-time students, normative and analytical modes required by doctoral programs, and a lack of considerat...
Studies in Higher Education, 2013
This study reports on experiences of doctoral students in educational administration at a time wh... more This study reports on experiences of doctoral students in educational administration at a time when the effectiveness of programs preparing practitioners and academics in this field are being questioned. Concerns related to how students in educational administration developed knowledge about research and identity as researchers were closely examined in a research-intensive university in the United States. Through participant interviews and