Liz Chase | St. John's University (original) (raw)

Books by Liz Chase

Writing in Education: The Art of Writing for Educators, 2020

Writing in Education: The Art of Writing for Educators focuses on educators’ professional journey... more Writing in Education: The Art of Writing for Educators focuses on educators’ professional journeys and discoveries about teaching, learning, writing, and self. This book offers insightful discussions about teaching practices, reflective writing, and digital and nondigital representations of meaning. It explores practical matters facing teachers and teacher candidates, such as communicating about one’s practice, writing beyond content and page, or conducting classroom observations and maintaining field notes. This volume is divided into three main parts, each of which spotlights a Featured Assignment that examines an area of writing in education. The sample student work that is highlighted in each chapter is designed to support teachers and teacher candidates as they consider the importance and forms of writing as professionals in the field, as well as the roles of writing in their own current or future classrooms.

Link: https://brill.com/view/title/58419

Publications by Liz Chase

Northwest Journal of Teacher Education, 2022

Field experiences are essential to teacher preparation and education, and they are enriched by st... more Field experiences are essential to teacher preparation and education, and they are enriched by strong community partnerships where preservice teachers build knowledge from mentor teachers, families, students, and other stakeholders. The influence that the neoliberal agenda has on education forces preservice teachers and the preparation programs they attend to make difficult decisions about creating and sustaining these field experiences. In this paper, we call attention to the difficulties preservice teachers—and the preparation programs they attend—face when seeking to challenge social injustice and curriculum epistemicide. In so doing, we end with ideas for future consideration and scholarly inquiry.

i.e.: inquiry in education, 2022

This study explores how past and present experiences with mathematics interact as teacher candida... more This study explores how past and present experiences with mathematics interact as teacher candidates engage in a series of critical inquiry and reflection opportunities embedded in a mathematics methods course. The study involved 28 teacher candidates enrolled in an undergraduate education program within a large university. Data were collected through a series of written reflections and semi-structured interviews. The results reveal that the teacher candidates possess a wide variety of feelings towards mathematics, yet they are often influenced by how they were taught as students. Further, negative experiences with mathematics appear to be more prevalent than positive ones. Opportunities for critical inquiry and reflective thinking allowed the participants to develop new understandings about teaching and learning mathematics. Overall, the findings indicate that there are meaningful pedagogical opportunities for giving teacher candidates opportunities to revisit previous experience, construct new meaning, and challenge old assumptions about teaching and learning mathematics.

Dialogues in Social Justice: An Adult Education Journal, 2021

COVID-19-related school closures have posed challenges for school districts and families across t... more COVID-19-related school closures have posed challenges for school districts and families across the United States (Bazelon, 2020; Strauss, 2020). Although the scale of pandemic-related school closures is novel, the inequities in our school systems are frustratingly old (Delpit, 2012; Emdin, 2016; Tatum, 2017). Many existing educational disparities experienced by minoritized individuals in the United States have been amplified and, in many instances, worsened by COVID-19 (Winter, 2020). Students in lower-resourced schools are more likely, for example, to lack access to the technology required to participate in online learning, and they are also more likely to experience food insecurity, leading public schools to prioritize providing students with nutritious meals prior to technological access (LaFave, 2020). As a result of these barriers to educational access, school administrators and educators have been met with significant challenges and impossible choices in attempting to offer equitable remote schooling experiences to all students while continuing to meet students' basic needs.

The Teacher Advocate, 2021

About to start teaching? If you're entering a classroom in the United States, your students will ... more About to start teaching? If you're entering a classroom in the United States, your students will most likely bring a wide array of experiences and differences with them. Your students will have numerous home languages, they will have a variety of family structures, they will span a range of socioeconomic circumstances, and they will identify with diverse racial and ethnic backgrounds. As a teacher in such a dynamic classroom environment, you have the opportunity to shine your light on diversity and model inclusivity. Whether you're looking to create an equitable classroom or broaden your notions of diversity, these four activities will expand your repertoire.

International Journal of Leadership in Education, 2021

In January 2017, at various Women’s Marches spanning the world, women with decades of activism un... more In January 2017, at various Women’s Marches spanning the world, women with decades of activism under their belts held signs that called attention to their incredulity at having to resist government policies that threatened control over their bodies. This paper explores a similar persistence of stereotyping and discrimination
that women in positions of educational leadership have faced for decades. Herein, we describe and explore the professional involvements and perspectives of fourteen women possessing diverse positionalities holding various positions of leadership in education, and we examine overt and covert forms of discrimination that affect decision-making and authority. Moving beyond evidence of stereotyping, pigeon-holing, and discrimination, this paper takes up Karen Barad’s theory of intra-action to understand these positionalities and subjectivities in a different light. In so doing, we explore the ways our participants adopted postures of resistance as they accepted, rejected, and wrestled with discrimination and stereotyping while negotiating positions of leadership.

Psychology of Women and Equalities Review Special Issue: Feminisms and Leadership, 2019

This paper examines women’s experiences within K-12 educational leadership in the United States t... more This paper examines women’s experiences within K-12 educational leadership in the United States through a Foucauldian lens. Our recent analysis of the experiences of these leaders revealed that challenges such as imposter syndrome, gendered microaggressions, differential expectations based on gender, and attribution errors, were still heavily reproduced in women’s accounts of leadership in the K-12 education system. Given this finding, we seek here to reframe our analysis in order to examine the institutional features that contribute to this lack of progress. In this paper, we argue that K-12 educational institutions serve as metaphorical Foucauldian panopticons where women self-police, and regulate each other, in order to better perform traditional gendered expectations, or find relative success within these institutions; those who do not are punished for non-compliance. So institutionally ingrained are these regulations, that those who are rewarded by this unfair system do not name the inherent discrepancies within the system; instead, they construct their success as something that was legitimately earned.

Ubiquitous Learning, 2019

Research on the importance of social justice for teacher candidates suggests that there is a high... more Research on the importance of social justice for teacher candidates suggests that there is a high need for teacher candidates to develop personal and professional competencies regarding racial, cultural, and ethnic diversity. Using culturally sustaining pedagogy as a conceptual framework, this article presents findings from a qualitative inquiry into the ways that three teacher candidates developed and sustained their growing understandings of social justice and culturally relevant pedagogy. Data were collected through group interviews, researcher memos, and field notes. Findings show that teacher candidates developed critical lenses for reflection and analysis through their participation in a year-long inquiry group. Further, a critical incident is explored to evaluate the complexities of developing work on culturally relevant pedagogy with teacher candidates. This article concludes with recommendations for further inquiry, and will be of interest to researchers and teacher educators alike.

Discourse: Studies in the Cultural Politics of Education , 2019

This article examines the literature on schooling for teenage mothers in order to expose the norm... more This article examines the literature on schooling for teenage mothers in order to expose the normalizing discourses that position young mothers as at risk for failure. Through an exploration of the historical and socio-cultural positioning of teenage mothers over the past few decades, the author illustrates the schooled responses to adolescent mothers and the responses of adolescent mothers to school structures and marginalizations. The article concludes with suggestions for further research that would address the achievements and the strengths of young mothers, and may provide space for thinking about other groups of students who have traditionally been labeled at risk.

Educational Studies, 2018

The Qualitative Report, 2017

This paper shares the process of an enhanced member check in a qualitative study about the school... more This paper shares the process of an enhanced member check in a qualitative study about the schooling experiences of teenage mothers. The process of co-creating a participant narrative is presented as an alternative to traditional methods of member checking and data analysis. In the collaborative process presented in this article, the researcher and participant worked together to develop interpretations of interview data and to collaborate on a final narrative. The author developed a member checking process that included iterative rounds of collaboration in the liminal space between raw data and final narrative. This paper provides an example of evaluating and augmenting the role of the participant in the process of inquiry. This process offers possibilities for enhanced member checks that interrupt the traditional power dynamics in participant-researcher relationships. This paper ends with an exploration of issues of power that arose in the researcher-participant relationship and an examination of how alternative forms of member checks can provide room for new understandings of participant experiences.

Educational Review, 2017

Research has shown how dominant narratives about teenage mothers in high school situate them as a... more Research has shown how dominant narratives about teenage mothers in high school situate them as a problem population because they are at risk of dropping out of school without promising employment opportunities. Illustrating the narratives of three Latina and Black women who graduated from high school as mothers, this qualitative study responds to these dominant narratives. Data were collected through three in-depth, semi-structured interviews with each participant and one focus group interview with all participants. Guided by work on narrative portraits, this study explores the participants' counternarratives with regard to success and failure in school. Findings show that participants expressed resolve and flexibility in the face of difficult and unforgiving life circumstances, and they articulated new ways of envisioning success that challenge traditional notions of achievement. By documenting the participants' counternarratives, this study makes a case for renegotiating the physical, socioeconomic , and temporal boundaries around traditional notions of success. This study has implications for research and school-based practices in reconsidering how young mothers are supported in their efforts to succeed in high school and beyond.

Book Reviews by Liz Chase

Journal of Children and Poverty, 2018

Book Chapters by Liz Chase

Leadership: Learning, teaching, and practice, 2016

Alternatives to privatizing public education: Conversations in honor of Dale D. Johnson, 2017

Presentations by Liz Chase

Papers by Liz Chase

Northwest journal of teacher education, Nov 22, 2022

Field experiences are essential to teacher preparation and education, and they are enriched by st... more Field experiences are essential to teacher preparation and education, and they are enriched by strong community partnerships where preservice teachers build knowledge from mentor teachers, families, students, and other stakeholders. The influence that the neoliberal agenda has on education forces preservice teachers and the preparation programs they attend to make difficult decisions about creating and sustaining these field experiences. In this paper, we call attention to the difficulties preservice teachers-and the preparation programs they attend-face when seeking to challenge social injustice and curriculum epistemicide. In so doing, we end with ideas for future consideration and scholarly inquiry.

Psychology of Women and Equalities Section Review

This paper examines women’s experiences within K-12 educational leadership in the US through a Fo... more This paper examines women’s experiences within K-12 educational leadership in the US through a Foucauldian lens. Our recent analysis of the experiences of these leaders revealed that challenges such as imposter syndrome1, gendered microaggressions, differential expectations based on gender, and attribution errors, were still heavily reproduced in women’s accounts of leadership in the K-12 education system. Given this finding, we seek here to reframe our analysis in order to examine the institutional features that contribute to this lack of progress. In this paper, we argue that K-12 educational institutions serve as metaphorical Foucauldian panopticons where women self-police and regulate each other in order to better perform traditional gendered expectations, or find relative success within these institutions; those who do not are punished for non-compliance. So institutionally ingrained are these regulations, that those who are rewarded by this unfair system do not name the inhere...

Proceedings of the 2021 AERA Annual Meeting

Northwest journal of teacher education, Nov 22, 2022

Field experiences are essential to teacher preparation and education, and they are enriched by st... more Field experiences are essential to teacher preparation and education, and they are enriched by strong community partnerships where preservice teachers build knowledge from mentor teachers, families, students, and other stakeholders. The influence that the neoliberal agenda has on education forces preservice teachers and the preparation programs they attend to make difficult decisions about creating and sustaining these field experiences. In this paper, we call attention to the difficulties preservice teachers-and the preparation programs they attend-face when seeking to challenge social injustice and curriculum epistemicide. In so doing, we end with ideas for future consideration and scholarly inquiry.

Journal of Children and Poverty, 2018

Writing in Education: The Art of Writing for Educators, 2020

Link: https://brill.com/view/title/58419

Northwest Journal of Teacher Education, 2022

i.e.: inquiry in education, 2022

Dialogues in Social Justice: An Adult Education Journal, 2021

The Teacher Advocate, 2021

International Journal of Leadership in Education, 2021

Psychology of Women and Equalities Review Special Issue: Feminisms and Leadership, 2019

Ubiquitous Learning, 2019

Discourse: Studies in the Cultural Politics of Education , 2019

Educational Studies, 2018

The Qualitative Report, 2017

Educational Review, 2017

Northwest journal of teacher education, Nov 22, 2022

Field experiences are essential to teacher preparation and education, and they are enriched by st... more Field experiences are essential to teacher preparation and education, and they are enriched by strong community partnerships where preservice teachers build knowledge from mentor teachers, families, students, and other stakeholders. The influence that the neoliberal agenda has on education forces preservice teachers and the preparation programs they attend to make difficult decisions about creating and sustaining these field experiences. In this paper, we call attention to the difficulties preservice teachers-and the preparation programs they attend-face when seeking to challenge social injustice and curriculum epistemicide. In so doing, we end with ideas for future consideration and scholarly inquiry.

Psychology of Women and Equalities Section Review

Proceedings of the 2021 AERA Annual Meeting

Northwest journal of teacher education, Nov 22, 2022

Field experiences are essential to teacher preparation and education, and they are enriched by st... more Field experiences are essential to teacher preparation and education, and they are enriched by strong community partnerships where preservice teachers build knowledge from mentor teachers, families, students, and other stakeholders. The influence that the neoliberal agenda has on education forces preservice teachers and the preparation programs they attend to make difficult decisions about creating and sustaining these field experiences. In this paper, we call attention to the difficulties preservice teachers-and the preparation programs they attend-face when seeking to challenge social injustice and curriculum epistemicide. In so doing, we end with ideas for future consideration and scholarly inquiry.

Journal of Children and Poverty, 2018

Educational Studies, 2018

This article shares alternative conceptions of time in a qualitative study about the schooling ex... more This article shares alternative conceptions of time in a qualitative study about the schooling experiences of teenage mothers. The counternarratives of three women of color are presented as alternatives for understanding temporally restricted discourses of achievement in high school. Using third space theory as a lens for understanding the participants' experiences, this article illustrates how each participant's school story creates room for thinking about school success differently. This understanding of participants' experiences provokes a deliberate reconsideration of time as it relates to student success and achievement in school. This article concludes with an analysis of the participants' counternarratives and implications for future work. This work is useful for practitioners and researchers in reconceptualizing difference among students and in creating room for school structures that support diversity in classrooms and schools. Time is an enduring organizing logic of Western thought, both in the way it structures our lives and structures our experiences of school. From Mrs. Dalloway, Virginia Woolf's (1925) powerful exploration of a woman's entire universe in one day, to Salvador Dali's melted clocks over a desert landscape representing both the passing and persistence of time, to Stephen Hawking's (1988) distillation of maddeningly complex theories about time and space for popular audiences, time remains a way for us to explore and understand our lives. Similarly, in schools, time is a durable concept on which we rely when structuring and organizing students' experiences. Students are assigned to grades based on age; years are marked by quarters and semesters; syllabi are divided into weeks, and graduations are attained by the completion of a set number of years. In many ways, we make time and mark time in schools, using it as a way to define progress and to separate students who succeed from those who do not. Success in school is marked by time in particular and normative ways. Typically, graduation rates are standard measures that policy makers and legislators use to paint a portrait of

Ubiquitous Learning: An International Journal, 2019

Discourse: Studies in the Cultural Politics of Education, 2017

This article examines the literature on schooling for teenage mothers in order to expose the norm... more This article examines the literature on schooling for teenage mothers in order to expose the normalizing discourses that position young mothers as at risk for failure. Through an exploration of the historical and socio-cultural positioning of teenage mothers over the past few decades, the author illustrates the schooled responses to adolescent mothers and the responses of adolescent mothers to school structures and marginalizations. The article concludes with suggestions for further research that would address the achievements and the strengths of young mothers and may provide space for thinking about other groups of students who have traditionally been labeled at risk.

Educational Review, 2016

Abstract Research has shown how dominant narratives about teenage mothers in high school situate ... more Abstract Research has shown how dominant narratives about teenage mothers in high school situate them as a problem population because they are at risk of dropping out of school without promising employment opportunities. Illustrating the narratives of three Latina and Black women who graduated from high school as mothers, this qualitative study responds to these dominant narratives. Data were collected through three in-depth, semi-structured interviews with each participant and one focus group interview with all participants. Guided by work on narrative portraits, this study explores the participants’ counternarratives with regard to success and failure in school. Findings show that participants expressed resolve and flexibility in the face of difficult and unforgiving life circumstances, and they articulated new ways of envisioning success that challenge traditional notions of achievement. By documenting the participants’ counternarratives, this study makes a case for renegotiating the physical, socio-economic, and temporal boundaries around traditional notions of success. This study has implications for research and school-based practices in reconsidering how young mothers are supported in their efforts to succeed in high school and beyond.

The Qualitative Report, 2017

International Journal of Leadership in Education, 2019

ABSTRACT In January 2017, at various Women’s Marches spanning the world, women with decades of ac... more ABSTRACT In January 2017, at various Women’s Marches spanning the world, women with decades of activism under their belts held signs that called attention to their incredulity at having to resist government policies that threatened control over their bodies. This paper explores a similar persistence of stereotyping and discrimination that women in positions of educational leadership have faced for decades. Herein, we describe and explore the professional involvements and perspectives of fourteen women possessing diverse positionalities holding various positions of leadership in education, and we examine overt and covert forms of discrimination that affect decision-making and authority. Moving beyond evidence of stereotyping, pigeon-holing, and discrimination, this paper takes up Karen Barad’s theory of intra-action to understand these positionalities and subjectivities in a different light. In so doing, we explore the ways our participants adopted postures of resistance as they accepted, rejected, and wrestled with discrimination and stereotyping while negotiating positions of leadership.