MARIA F.G. WALLACE
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Classroom Management for the Elementary Classroom (Fall 2019-Present)
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USM School of Education - Elementary Education Program


"Classroom management is NOT about controlling students--it is about curating meaningful educational encounters." - Maria Wallace

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This course critically examines conventional practices of classroom management and introduces pre-service elementary teachers to equity-driven approaches for restorative education in elementary schools. By exploring enduring questions of classroom management (e.g., "what does it mean to be good, bad, or effective? and for whom?"), teacher candidates are invited to engage in critical self- reflection about their own experiences with schooling as mechanism to reimagine possibilities for their future students.

​One service-learning assignment encourages teacher candidates to do at least one of the following activities during this courses and their future classrooms upon graduation:
  • partner with students’ families to inform students’ school experiences;
  • solicit expertise from community experts to shape innovative curricular experiences,
  • gather information about the social and cultural challenges confronting the local communities in which their students are implicated;
  • reflect on the tensions and possibilities resulting from the enduring relationship between school and society; and
  • develop restorative interventions to heal and/or enhance students’ short and long-term relationship with the educational experience.

The two primary texts we use to explore these topics include:
  • Milner, R. H., Cunningham, H. B., Delale-O’Connor, L., & Gold Kestenberg, E. (2019). “These kids are out of control”: Why we must reimagine “classroom management” for equity. Thousand Oaks: Corwin Press.
  • Shalaby, C. (2017). Troublemakers: Lessons in freedom from young children at school. New York: The New Press.

Honors Seminar - Feminist Science Studies (Fall 2020)
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USM Honors College

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Feminist Science Studies (FSS) is a growing international field of study. Students curious about feminist studies access and marginalization in STEM disciplines, and questions about scientific knowledge-making will find this course of interest. 

Drawing from multiple disciplines (e.g., feminist studies, philosophy, sociology, education, and anthropology to name a few), this course will explore the social, political, and cultural dynamics of scientific inquiry.  We will ask, and attempt to answer, such questions as:
  • What does scientific inquiry make un/intelligible? 
  • How does scientific inquiry shape conceptions of sex, gender, race, and knowledge?
  • What can we learn from the stories, voices, and traditions of those marginalized within (and by) the field science? 
  • How do feminist modes of inquiry render new modes of thinking, knowing, and being “scientific” possible? 
  • What is at stake in such taken-for-granted binaries as (a) objectivity/subjectivity; (b) sex/gender; and (d) true/false?
In the course of the semester, students will be invited to reflect on, develop, and enact their own feminist interventions into the field of science.
Copyright © 2015
  • Home
  • About
    • Education
    • Photographs
    • CV
  • Teacher-Researcher
    • Interests & Experience
    • Teaching Philosophy
    • Research Philosophy
    • Current Projects
    • WRITE Group >
      • Grad Opportunities
      • Undergrad Opportunities
      • Current Students
      • Past Students >
        • Millsaps Students
        • USM Students
  • Connect(ed)
    • Reference Requests
    • Blog
    • Multi-Modal Conversations
    • Online Platforms