Papers by Christopher Kazanjian
Empowering Children, 2020
The world is not just connected; it is hyper-connected. The global flow of ideas, technology, and... more The world is not just connected; it is hyper-connected. The global flow of ideas, technology, and people are at unmatched levels in history. More classrooms are becoming cosmopolitan centers composed of students with multicultural backgrounds. However, United States public education in this hyper-connected world puts emphasis on standardization and accountability. By doing so, schools driven by federal initiatives fail in helping students to become worldly citizens. Students and teachers are derived of room for creativity or new multicultural possibilities. Hence, this paper intends to develop a theoretical framework for curriculum in the hyper-connected world, aptly named “hyper-curriculum.”
Journal of Critical Thought and Praxis, 2018
Global trends of international displacement are rising to historical levels, and in the United St... more Global trends of international displacement are rising to historical levels, and in the United States, the Trump Administration has proactively initiated legislation to restrict immigration by displaced peoples and build a wall between the U.S. and Mexico. This is a reality for Latinx youth living along the U.S./Mexican border in the current political climate, where not only do they battle inequitable educational opportunities, but also a heightened sense of racial discrimination and profiling. This paper argues that it is crucial for teachers along the U.S./Mexican borderland to implement a culturally relevant curriculum to help Latinx youth fight for social justice in these concerning times.
Pedagogy, Culture & Society, 2016
Abstract This paper argues that the purpose of education is to help students realise their unique... more Abstract This paper argues that the purpose of education is to help students realise their unique potentials and pursue inner directions. With this assumption, we critique the inadequacy of the current emphasis on standardisation and provide a theoretical framework for teacher education based on humanistic psychology. Three tenets of humanistic psychology, which we argue are helpful for teacher education, are discussed: (1) emphasis on relationship, (2) space for creativity, and (3) importance of meaning-making. That is, we argue that prospective teachers should be given opportunities to experience empathy and congruence, to practice creativity, and to start the journey of finding meanings of their experiences and teaching. As examples that put the tenets into practice, we discuss a field-based teacher education programme and a college programme that promotes pro-social activities with displaced children.
Essays in the Philosophy of Humanism, 2014
This paper utilizes a humanistic psychology theoretical framework and pays attention to the rampa... more This paper utilizes a humanistic psychology theoretical framework and pays attention to the rampancy of anxiety affecting youth in the United States. This paper intends to explore the phenomena of anxiety and discuss how it could be perceived as an opportunity for growth if approached in a constructive way. Specifically, we argue that youth need to be able to meet their inner self in the phenomena of anxiety in an empowering way, rather than unconsciously fleeting its destructive affects.
Journal of Global Responsibility, 2013
PurposeThe purpose of this paper discusses psychologist Clark Moustakas' concept of lonelines... more PurposeThe purpose of this paper discusses psychologist Clark Moustakas' concept of loneliness and argues that it is relevant and applicable to engaging displaced children.Design/methodology/approachThe number of youth compulsorily displaced has reached record levels in the world's history. Loneliness may be a pervading element in the displaced child's life. This paper argues that those working with children have the ability to empower displaced children with the existential lonely experience.FindingsStrategies regarding how to initially engage the displaced child are discussed as a means to help the child enter the existential lonely realm.Originality/valueThis paper has great value as many individuals, especially teachers are encountering displaced youth. This paper believes that those that work with displaced youth need to revisit Moustakas' understanding of existential loneliness as a means to help these youth find a safe place.
Journal of Curriculum and Instruction, 2011
Standardization and curriculum alignment are the dominant curricular forces in education today. D... more Standardization and curriculum alignment are the dominant curricular forces in education today. Due in part to the No Child Left Behind Act (NCLB) of 2001, education has become singularly focused on teaching towards the test in order to meet Adequate Yearly Progress (AYP), yet data has shown that using standardized testing does not result in increased student learning or development. This article discusses the current state of education in this country as well as the detrimental effects that standardization and strict curriculum alignment have, not only on students, but on educators as well. Standardization and curriculum alignment (also called curriculum narrowing) can be defined as a method of educational quality control (Wraga, 1999) where the "process of teaching and learning is predetermined, pre-paced, and pre-structured. There is little room for originality or creativity on the part of teachers or students [and] specific, correct answers are elicited to specific, direct questions" (Mahiri, 2005, p. 82). Therefore, in order to pass the required yearly "high stakes" standardized exams required by No Child Left Behind (NCLB, 2001), the process of teaching is increasingly becoming "teacher proof" (Crocco & Costigan, 2007) in school districts across the country. This educational practice continues to destroy the notion of a critical, engaging, and self-reflective education in this country (Giroux, 2010). There is decreasing potential for individuality and creativity in education today since, "Increasingly, classrooms are places in which teachers and students act out the script given to them by someone else, neither teachers nor students ask the questions that matter, and learning is equated with passing a test" (Hursh, 2008, p. 3). Due to NCLB (2001), both students and teachers end up losing in this era of teaching to the test (Hampton, 2005; McNeil, 2005). Students are treated like little automatons expected to spit out information at will, as their enjoyment for learning continues to diminish (Berry, 2009). They are seen as nothing more than "empty vessels to fill with prescribed knowledge" (Sleeter, 2005, p. 21), which will be tested at a later date. This model of learning does not help students acquire knowledge and become more independent and critical human beings; it only sets them up to become the next generation of unquestioning capitalist workers
Http Dx Doi Org 10 1080 14675986 2011 643135, Dec 15, 2011
Border pedagogy is a multicultural educational approach utilized in multicultural settings to hel... more Border pedagogy is a multicultural educational approach utilized in multicultural settings to help students understand their histories and experiences and how it affects their identities and cultures. The approach seeks to produce intellectuals that transcend physical and metaphysical boundaries. The goal of border pedagogy is to remove cultural and political barriers to attain a greater conceptualization of the human experience. This paper will discuss border pedagogy in the contemporary Mexican/American border region.
With record numbers of people migrating around the globe, cultural
diversity has become a fact in... more With record numbers of people migrating around the globe, cultural
diversity has become a fact in most developed societies. In the United
States, public school classrooms have experienced a rapid growth in
cultural and linguistic diversity. As a result, public school teachers
seeking to become multicultural educators, might be assisted by
qualitative research methodologies which can help them understand
cultural phenomena and to develop relevant pedagogies in the
classroom. This paper begins the process of elaborating a descriptive
multicultural phenomenological research methodology. Ultimately,
this paper argues that by employing a descriptive multicultural
phenomenology, public school teachers may access the personal
meanings of culturally diverse experiences to attain a pedagogically
useful perspective on cultural phenomena in the classroom.
Global trends of international displacement are rising to historical levels, and in the United St... more Global trends of international displacement are rising to historical levels, and in the United States, the Trump Administration has proactively initiated legislation to restrict immigration by displaced peoples and build a wall between the U.S. and Mexico. This is a reality for Latinx youth living along the U.S./Mexican border in the current political climate, where not only do they battle inequitable educational
opportunities, but also a heightened sense of racial discrimination and profiling. This paper argues that it is crucial for teachers along the U.S./Mexican borderland to implement a culturally relevant curriculum to help Latinx youth fight for social justice in these concerning times.
This paper argues that the purpose of education is to help students realise their unique potentia... more This paper argues that the purpose of education is to help students realise their unique potentials and pursue inner directions. With this assumption, we critique the inadequacy of the current emphasis on standardisation and provide a theoretical framework for teacher education based on humanistic psychology. Three tenets of humanistic psychology, which we argue are helpful for teacher education, are discussed: (1) emphasis on relationship, (2) space for creativity, and (3) importance of meaning-making. That is, we argue that prospective teachers should be given opportunities to experience empathy and congruence, to practice creativity, and to start the journey of finding meanings of their experiences and teaching. As examples that put the tenets into practice, we discuss a field-based teacher education programme and a college programme that promotes pro-social activities with displaced children.
Purpose – The purpose of this paper discusses psychologist Clark Moustakas' concept of loneliness... more Purpose – The purpose of this paper discusses psychologist Clark Moustakas' concept of loneliness and argues that it is relevant and applicable to engaging displaced children. Design/methodology/approach – The number of youth compulsorily displaced has reached record levels in the world's history. Loneliness may be a pervading element in the displaced child's life. This paper argues that those working with children have the ability to empower displaced children with the existential lonely experience. Findings – Strategies regarding how to initially engage the displaced child are discussed as a means to help the child enter the existential lonely realm. Originality/value – This paper has great value as many individuals, especially teachers are encountering displaced youth. This paper believes that those that work with displaced youth need to revisit Moustakas' understanding of existential loneliness as a means to help these youth find a safe place.
This paper aims to examine the ontology of the exile and its implications for intellectuals,
educ... more This paper aims to examine the ontology of the exile and its implications for intellectuals,
educators, and those seeking greater intercultural understandings. Culture to these scholars of exile
becomes problematized as they feel a sense of estrangement to all cultures.
Journal of Global Responsibility, 2012
Journal of Global Responsibility, 2015
Journal of Global Responsibility, 2014
This paper utilizes a humanistic psychology theoretical framework and pays attention to the rampa... more This paper utilizes a humanistic psychology theoretical framework and pays attention to the rampancy of anxiety affecting youth in the United States. This paper intends to explore the phenomena of anxiety and discuss how it could be perceived as an opportunity for growth if approached in a construc- tive way. Specifically, we argue that youth need to be able to meet their inner self in the phenomena of anxiety in an empowering way, rather than uncon- sciously fleeting its destructive affects.
Standardization and curriculum alignment are the dominant curricular forces in education today. D... more Standardization and curriculum alignment are the dominant curricular forces in education today. Due in part to the No Child Left Behind Act (NCLB) of 2001, education has become singularly
focused on teaching towards the test in order to meet Adequate Yearly Progress (AYP), yet data has shown that using standardized testing does not result in increased student learning or development. This article discusses the current state of education in this country as well as the detrimental effects that standardization and strict curriculum alignment have, not only on students, but on educators as well.
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Papers by Christopher Kazanjian
diversity has become a fact in most developed societies. In the United
States, public school classrooms have experienced a rapid growth in
cultural and linguistic diversity. As a result, public school teachers
seeking to become multicultural educators, might be assisted by
qualitative research methodologies which can help them understand
cultural phenomena and to develop relevant pedagogies in the
classroom. This paper begins the process of elaborating a descriptive
multicultural phenomenological research methodology. Ultimately,
this paper argues that by employing a descriptive multicultural
phenomenology, public school teachers may access the personal
meanings of culturally diverse experiences to attain a pedagogically
useful perspective on cultural phenomena in the classroom.
opportunities, but also a heightened sense of racial discrimination and profiling. This paper argues that it is crucial for teachers along the U.S./Mexican borderland to implement a culturally relevant curriculum to help Latinx youth fight for social justice in these concerning times.
educators, and those seeking greater intercultural understandings. Culture to these scholars of exile
becomes problematized as they feel a sense of estrangement to all cultures.
focused on teaching towards the test in order to meet Adequate Yearly Progress (AYP), yet data has shown that using standardized testing does not result in increased student learning or development. This article discusses the current state of education in this country as well as the detrimental effects that standardization and strict curriculum alignment have, not only on students, but on educators as well.
diversity has become a fact in most developed societies. In the United
States, public school classrooms have experienced a rapid growth in
cultural and linguistic diversity. As a result, public school teachers
seeking to become multicultural educators, might be assisted by
qualitative research methodologies which can help them understand
cultural phenomena and to develop relevant pedagogies in the
classroom. This paper begins the process of elaborating a descriptive
multicultural phenomenological research methodology. Ultimately,
this paper argues that by employing a descriptive multicultural
phenomenology, public school teachers may access the personal
meanings of culturally diverse experiences to attain a pedagogically
useful perspective on cultural phenomena in the classroom.
opportunities, but also a heightened sense of racial discrimination and profiling. This paper argues that it is crucial for teachers along the U.S./Mexican borderland to implement a culturally relevant curriculum to help Latinx youth fight for social justice in these concerning times.
educators, and those seeking greater intercultural understandings. Culture to these scholars of exile
becomes problematized as they feel a sense of estrangement to all cultures.
focused on teaching towards the test in order to meet Adequate Yearly Progress (AYP), yet data has shown that using standardized testing does not result in increased student learning or development. This article discusses the current state of education in this country as well as the detrimental effects that standardization and strict curriculum alignment have, not only on students, but on educators as well.
Adapting the tenets of humanistic psychology for a modern, multicultural audience, Empowering Children: A Multicultural Humanistic Approach uses an after-school program called Kidz n’ Coaches to exemplify the ways in which community out-reach and humanistic psychology can be used together to meet the needs of diverse populations. Chapters also discuss issues of border cultures, with a focus on communities along the Mexican-American border, and offer practical tools for those looking to found their own community out-reach programs.
Through a detailed case study and phenomenological study results, this book offers an immersive framework for multicultural humanistic psychology that will be of value to researchers and professionals alike.