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7 results on '"Baines, AnnMarie"'

1. Amplify Student Voices: Equitable Practices to Build Confidence in the Classroom

Author

ASCD, Baines, AnnMarie, Medina, Diana, Healy, Caitlin, Baines, AnnMarie, Medina, Diana, Healy, Caitlin, and ASCD

Abstract

In a world where public speaking often determines whose needs are addressed and whose values prevail, how can we create brave classroom spaces where young people can effectively express their thoughts and advocate for themselves and others? In "Amplify Student Voices," AnnMarie Baines, Diana Medina, and Caitlin Healy introduce Expression-Driven Teaching to show how centering youth voices and expression in the classroom meets both academic and social and emotional learning goals. The authors promote instruction in various forms of public speaking--storytelling, debate, poetry, presentation, and self-advocacy--as a way to pursue equity in education and counter the oppression that has long silenced the voices of marginalized groups. This engaging book features extensive first-person accounts from young people who describe their journey toward effective public speaking and how it has helped them affirm their identity, confront life's many challenges, and pursue opportunities with increased confidence. Their insights also inform and supplement the authors' practical recommendations and how-tos for incorporating the various public speaking formats into everyday instruction at all grade levels and across subject areas. Both informative and inspiring, "Amplify Student Voices" challenges traditional notions of "good" public speaking, broadens its definition, and demonstrates how to engage learners to create a world that is more inclusive and just.

Published
2023

2. Toni Morrison and the Culture of Poverty

Author

Baines, AnnMarie

Abstract

Author Toni Morrison used fictional narratives to make readers uncomfortably aware of their collective role in perpetuating the culture of poverty and pitying its victims. In her first novel, "The Bluest Eye," she focused on the most vulnerable member of society -- a child -- to depict the consequences of extreme social isolation and shine a spotlight on problematic explanations of poverty that fail to critique dominant narratives. This article examines how Morrison utilized relationships in "The Bluest Eye" to expose the societal conspiracies that damage children. Through her characters, Morrison challenges us to move away from the comfort of pitying victims to interrogating the role we play, especially in our schools. Using literary analysis, this article makes a case for helping young people resist the internalization of negative stereotypes, helping them use their voices to confront the deficit thinking and structural racism that pervades today's educational system.

Published
2020
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3. Positioning, Strategizing, and Charming: How Students with Autism Construct Identities in Relation to Disability

Author

Baines, AnnMarie D.

Abstract

Contrary to views that young people with the label of autism are incapable of engaging in collective cultural practice, this article examines how they construct identities through social interactions to belong, compete, and participate. In a multi-sited ethnography of high school students with disabilities, we focused on two students as they move across contexts of school, debate team, and home. Over two years of interviews and participant observation, these students demonstrated nuanced efforts to distance themselves from the "autistic" label. These acts of positioning illuminated how they negotiate identities with the knowledge their interactions shape how people perceive their participation in different contexts. By following them across informal and formal environments, we could see how they transition across multiple social worlds and appreciate the combined power these contexts have on youth identity. (Contains 4 figures and 2 tables.)

Published
2012
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4. Identities in Motion: An Ethnographic Study of Disability Labels, Social Categories, and the Everyday Lives of Youth

Author

Baines, AnnMarie Darrow

Abstract

Disability labels and other social categories in school arise out of an educational system which attributes learning problems, perceived weaknesses, and academic failure to individual students. Instead, this dissertation investigates how learning problems are produced and reinforced through cultural practices. Through a two-year, cross-context ethnography, I examine the personal, interpersonal, and institutional storylines which make disability labels relevant in certain contexts and shape whether students can fully participate. This approach considers how every engagement, relationship, and activity across different social contexts has the potential to change how students see themselves and are viewed by others. These experiences contribute to a continuous, dynamic process of identity development. By studying youth identity, I aim to understand how students' stories unfold and are influenced by disability labels and how their encounters across contexts continue to shape their future life trajectories. By following 12 youth with disabilities in traditional classroom settings, informal environments, and everyday home activities, I consider the following: (1) How do youth with disabilities develop identities as learners through their experiences across social contexts? (2) How do perceptions of ability and expectations for success influence this process of identity development? To clarify how youth experiences are embedded in cultural phenomena, I use Harre's positioning theory to analyze video-recorded observations and interviews and examine how different storylines shape how youth think of themselves as learners. In Part I, I describe the contexts I encountered and how my interactions with students shaped my methods, conceptual framework, and analytic process. The five chapters in Part II focus on seven case studies of youth with disabilities in academic classrooms, alternative school contexts, debate team, writing and gaming contexts, and home life. Each case considers how students are positioned through their interactions with others and how perceptions of ability can encourage or constrain participation. These chapters are intertwined with interludes which trace the case of Anthony Gustafson, providing an in-depth picture of one student's experience with disability. The final section concludes with a discussion of the lessons learned from each student, which help inform future questions and areas for educational change. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Published
2011

6. (Un)learning Disability : Recognizing and Changing Restrictive Views of Student Ability

Author

Baines, AnnMarie Darrow and Baines, AnnMarie Darrow

Subjects
Youth with mental disabilities--Psychology, Students with disabilities--Education, Students with disabilities--Psychology, Youth with mental disabilities--Education
Abstract

How do high school students confront and resolve conflicting messages about their intelligence and academic potential, particularly when labeled with social and learning disabilities? How does disability become “disablement” when negative attitudes and disparaging perceptions of ability position students as outsiders? Following the lives of adolescents at home and at school, the author makes visible the disabling language, contextual arrangements, and unconscious social practices that restrict learning regardless of special education services. She also showcases how young people resist disablement to transform their worlds and pursue pathways most important to them. Educators and scholars can use this important resource to recognize and change disabling practices that are often taken for granted as a natural part of schooling.Book Features: Offers concrete ways that students, schools, and teachers can unlearn disabling behaviors. Illuminates how social processes of disablement take place, rather than simply describing their influence. Looks at settings where students encounter more flexible ideas of ability and intelligence. “AnnMarie Baines shows us how LD can be rephrased, readdressed, and reworked. LD can be a good idea again, but the labels have to be tied to conditions of growth, identity enhancement, and institutional change.”—From the Foreword by Ray McDermott, professor, Stanford Graduate School of Education'Through compelling narrative vignettes and clear expository commentary, the author makes a persuasive case that adolescents'‘abilities'and ‘disabilities'are situational, not fixed. The moral of her stories is this: change the social situations of learning to foreground and affirm ability rather than disability.”—Frederick Erickson, George F. Kneller Professor of Anthropology of Education, emeritus, University of California, Los Angeles “This book will touch everyone. The stories ring with familiar pain, strategies of persistence, and the randomness of what counts for success or failure. Valuable resources are lost to labels given too lightly for far too many; this volume tells us how to recoup and to protect these resources and to restore hope by doing so.”—Shirley Brice Heath, Margery Bailey Professor of English and Dramatic Literature and professor of linguistics, emerita, Stanford University AnnMarie Darrow Baines is an assistant professor in the department of secondary education at San Francisco State University.

Published
2014

7. Learning in Diversities of Structures of Social Practice: Accounting for How, Why and Where People Learn Science.

Author

Bell, Philip, Tzou, Carrie, Bricker, Leah, and Baines, AnnMarie D.

Subjects
SCIENCE education, LEARNING, ETHNOLOGY, RESEARCH, VALUE (Economics)
Abstract

This paper outlines a theoretical framework intended to provide a more ecological and holistic accounting of how, why and where people learn in relation to constructs of human difference - race, class, disability designation, etc. - as learners circulate across places and associated operating value systems over multiple timescales. The framework for cultural learning pathways is an application and elaboration of Ole Dreier's theory of persons in diversities of structures of social practice with a focus on the learning of disciplinary practices and the development of discipline-related identities. We summarize relevant learning phenomena along extended cultural pathways from three team ethnographies of science learning. We outline how power-related issues associated with privilege and marginalization are attended to in relation to the social, cultural, and material circumstances of learning within and across environments and discuss future research opportunities. Copyright © 2013 S. Karger AG, Basel [ABSTRACT FROM AUTHOR]

Published
2013
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