Welcome to the Spring 2017 ICCTE Journal Issue
Letter from the Editor
Dr. Jennie A. Harrop
Engaging LGBTQ Issues: It’s Still Complicated
Gary Sehorn, George Fox University
Public school administrators deal with a range of culture war conflicts on a regular basis, and LBGTQ issues are particularly challenging. When I joined my Christian university’s faculty after a long career working as an Evangelical administrator in public schools, I looked forward to shifting from experiencing these conflicts as a public-school administrator to equipping others to handle them. Instead, the challenges have become even more complicated.
Hated on Both Sides of the Aisle: Overcoming the Tension between Christian Foundation and Present-day Social Advocacy
A. Gillian Stewart-Wells, Judson University
Heeding the imperative of recent social movements calling for racial justice, university educators are faced with the challenge of developing curriculum that eliminates cultural stereotypes and mobilizes students toward social action. There is an imperative (Smith, 2015) to increase Anti-Racist Pedagogy (ARP) (Ladson-Billings, 2005) and refine Culturally Responsive Pedagogy (CRP) (Gay, 2000) in our education systems, leaving university faculty and administration with the daunting task of designing curriculum that reflects both an understanding of and respect for all students’ identities. The author shares how she blends the social justice research she conducts, the education courses she teaches, and her Christian faith in order to forego her passive nature for the greater urgency of eradicating prejudices that are rampant in our society. How she has done this has not been easy, but the results have exceeded expectations.
Integrating Domains: My Work as a Christian Teacher Educator
Thomas D. Buchanan, George Fox University
This essay on one teacher educator’s integration of faith, learning, and scholarship articulates the author’s exploration into what it means to be a Christian teacher educator who seeks to integrate the cognitive and the spiritual domains at a small private Christian university. Drawing from both educational and spiritual literature, the essay examines both the ideals and applications of one who seeks to be a teacher educator who is informed by the life and teachings of Jesus.
Mighty Teacher Mentors
Michelle C. Hughes, Westmont College
Teaching is about cultivating curiosity, fostering a love for course content, and making connections with students. Educators who serve as mentors and pass on their passions for the profession and a love for sharing their craft can thoughtfully encourage prospective teachers into the field. This article captures and links one educator’s journey with the teaching mentors that encouraged a contagious love for teaching and learning in her. The article provides encouragement and practical suggestions for educators that desire to learn from authentic mentors and pay it forward with others in the faith. The article is adapted from a chapel talk given at Westmont College by the author on February 24, 2014.
Encourage, Enlighten, Engage: Using the Three E’s to Build Students’ Intercultural Competence
Tolulope Noah, Azusa Pacific University
This essay explores the experiences of a young female faculty member who transitions from being a K-12 classroom teacher to a teacher educator in an undergraduate program at a Christian university. She is initially apprehensive about teaching the diversity course due to fears regarding the sensitivity of the subject matter, personal competency, and classroom dynamics. However, she soon comes to embrace the opportunity she has to help build students’ intercultural competence. The essay includes practical activities and strategies that professors can use in their courses to help students grow in their intercultural competence skills. This essay is based on a presentation given at the 2016 Teaching Professor Conference in Washington, D.C
Relearning Professionalism: From High School Teacher to University Professor
Molly Quick, Northwest University, College of Education
In this narrative response to stories from the field, the author chronicles her transition from high school teacher to university professor. The transition was marked by a dissonance about what it means to be a professional in each setting. The author shares several lessons learned about the autonomy in higher education, which was at first daunting, and later a relief in her new environment.
When Women Faculty Write: The Power of Community in Scholarship
Eloise Hockett, George Fox University
Brenda Morton, George Fox University
With the variety of teaching and leading roles placed on faculty members within higher education institutions, finding time to engage in scholarship can be very challenging and often problematic. One way to support scholarship requirements, is finding like-minded colleagues who can provide encouragement and assistance in such efforts. This article describes the formation of a women’s faculty writing group at one Christian higher education institution, and how the support from within that group, helped to facilitate and increase each member’s scholarship agenda and productivity.
About the Journal
The ICCTE Journal is a scholarly community for Christians in Teacher Education.