Abstract This perspective paper is informed by the lived experiences of three counselor educators of color who participated in a cross-institutional faculty consultation group while teaching the multicultural counseling course (MCC). Drawing primarily from shared experiences, the faculty consultation group was designed to respond to the emotional and pedagogical demands of teaching this course in current sociopolitical times. Faculty described the group as a key source of emotional support, pedagogical brainstorming, and instructional growth. Consultation discussions informed changes to course assignments, instructional practices, and strategic next steps.
Abstract Gholdy Muhammad’s Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning presents an expanded framework of culturally and historically responsive pedagogy by introducing joy as a fifth pursuit alongside identity, skills, intellect, and criticality. This analysis offers a thematic, deductive analysis of the book, situating Muhammad’s approach within foundational theories and global educational discourse. The chapter-by-chapter review is supported by contemporary literature and personal reflections that consider both the possibilities and constraints of implementing joyful pedagogy. Although Muhammad’s framework presents a transformative vision for equitable education, it must contend with structural limitations such as test-based accountability and under-resourced systems. This review concludes with implications for professional development, policy, and future research, particularly in culturally diverse and global contexts.
Abstract The purpose of this study was to examine primary school teachers’ professional learning through problem-solving practices in teaching physical education (PE) to children with developmental disabilities (DD) in Lao PDR, using andragogy theory as the analytical framework. A qualitative methodology using an exploratory case study design was employed, drawing on in-depth, semi-structured interviews with five classroom teachers from one primary school. Data were analyzed using constant comparative analysis, resulting in three interrelated themes: (a) developing a professional network to mitigate teachers’ reality shock, (b) guiding children with DD to become independent learners in PE through sharing foundational skill progress with parents, and (c) role assignment as a pedagogical strategy to foster peer interaction between children with and without DD. The findings highlight the vital role of school principals to promote professional learning opportunities tailored to the unique culture and context of each school to help teachers adapt and innovate PE instruction for children with DD.
Abstract Human-beings are known to be caring, sensitive, soulful, good, and altruistic people; however, some of them have also been known to be wicked, unforgiving, soulless, ruthless, and hateful. In other words, human-beings are complex; and, such complexity can either exacerbate the perennial problems of racism, bigotry, discrimination, and hate or motivate us to investigate, understand, and value the broad perspectives of DIVERSITY, EQUITY , and INCLUSION (DEI). Based on these assertions, three DEI-related questions come to mind. Shouldn’t our human complexity motivate us to be more analytical and less simplistic about life situations? Shouldn’t we desist from making myopic and prejudicial assumptions and judgments about race, goodness, intelligence, Whiteness, Blackness, or other human constructs that matter? And, shouldn’t we focus on how our human race can educate, grow, develop, and value all people connected to it? This article answers these questions with particular attention to general and “special” education.
