Background
Hendrix, Mary Elizabeth was born on March 17, 1973 in Tuscaloosa, Alabama, United States. Daughter of Lawrence Thomson and Evelyn Jacobs Hendrix.
(In 2007-2008, Mike Flowers and I taught EDU 202/203 and E...)
In 2007-2008, Mike Flowers and I taught EDU 202/203 and EDU 308 together at Missouri Western State University, and with EDU 203, there was a field-based component consisting mainly of observations in schools. We wanted to find a good field experiences book for our students’ observations at the elementary, middle, and high school levels focusing on social justice and the “isms” in the field of education because we were concerned about serious issues—often ignored—in schools such as racism with the students in “Jena 6” and heterosexism with the Columbine students. We wanted our students to learn how to handle the “isms” appropriately and how to address serious problems as teacher leaders before the problems erupted on a larger, more dangerous scale, and we wanted some curriculum materials and observation activities to guide their thoughts and actions as pre-service teachers and later on as teachers in the schools. However, we quickly discovered there were no field or lab books to help our students watch for the “isms” and develop strategies for being socially just educators in the field with activities for the elementary, middle, and high school levels. The closest field experience book, that we could find, was Learning to Teach: A Critical Approach to Field Based Experiences by Natalie G. Adams, Christine M. Shea, Delores D. Liston, Bryan Deever (2006). Although we like this book, it does not address the three different school levels for activities which our students needed, and it did not address the “isms” at the cultural, institutional, and individual levels which we desired our students to understand. After we discovered the hole in the area, we became interested in writing this book, so our students could use it as well as anyone else who may be experiencing a field clinical and who might be interested in developing strategies for social justice. Our ultimate goal and hope is to have more socially just and socially aware educators in the field, so injustices are dealt with in the classrooms. Also, we hope all students are taught whole class strategies about the “isms,” so there are fewer and fewer incidents of injustice in the schools for teachers to encounter. ~ Elizabeth Hendrix Reference Adams, N., Shea, C., Liston, D., & Deever, B. (2006). Learning to teach: A critical approach to field experiences (2nd ed.). New Jersey: Lawrence Erlbaum Associates.
http://www.amazon.com/gp/product/0078038804/?tag=2022091-20
(Using Max van Manen and Maurice Merleau-Ponty's phenomeno...)
Using Max van Manen and Maurice Merleau-Ponty's phenomenology as the theoretical framework, this research focuses on the meaning(s) of the body within secondary core classes. The research questions are: ? How is the body situated in various forms within the secondary core classroom historically as well as currently? ? What are the teachers? understandings of the way(s) in which bodies are situated in secondary schools? ? What meaning(s) do teachers in public high school core classes give to the body? With this research, knowledge of the body and the body?s meaning in the core curriculum is addressed.
http://www.amazon.com/gp/product/383834085X/?tag=2022091-20
language educator researcher assistant professor
Hendrix, Mary Elizabeth was born on March 17, 1973 in Tuscaloosa, Alabama, United States. Daughter of Lawrence Thomson and Evelyn Jacobs Hendrix.
Bachelor in English & Dance cum laude, University Alabama, Tuscaloosa, 1998. Master of Arts in Secondary Education, University Alabama, Tuscaloosa, 2000. Doctor of Philosophy in Instructional Leadership, University Alabama, Tuscaloosa, 2007.
Coordinator American reads program University Alabama, Tuscaloosa, 1999—2000. Teacher English Meadow Creek High School, Lawrenceville, Georgia, 2000—2001, The Capitol School, Tuscaloosa, 2001—2002, Shelton State Community College, 2001—2004. Research assistant University Alabama, 2003—2007.
Assistant professor education Missouri Western State University, since 2007. Member advisory board community service & volunteer University Alabama, 1999—2000.
(In 2007-2008, Mike Flowers and I taught EDU 202/203 and E...)
(Using Max van Manen and Maurice Merleau-Ponty's phenomeno...)
Member Alabama Citizens Constitutional Reform, Tuscaloosa, since 2004, Alabama Arise, Birmingham, 2005—2006. Central region coordinator Constitutional Reform Education Campaign Greater Birmingham Ministries. Member of American Association of University Women (public policy chair Alabama 2006-2007, co-director, Ready to Run Action grant 2007-2009), Southeast Philosophy Education Society, National Council Teachers English, American Educational Studies Association, American Educational Research Association, The Blackburn Institute, Alpha Epsilon Lambda, Sigma Tau Delta, Kappa Delta Pi, Phi Delta Kappa (Class of Emerging Leaders 2009-2010).