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RISS 인기검색어
- 검색키워드
- 저자 : ( Ashley Garrin ) (검색결과 4 건)
- 무료
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- 유료
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Teaching Social Justice through Three Time Periods of Sweatshop History
Garrin, Ashley,Marcketti, Sara The Korean Society of Costume 2015 International journal of costume and fashion Vol.15 No.1
Due to the plethora of political, economic, and social challenges experienced on a global scale in the 21st century, students need to be concerned with more than their immediate surroundings (Johnson, 2005). When implemented in an educational setting, topics encompassing social justice may provide students with the confidence and skills to become "reflective, moral, caring, and active citizens in a troubled world" (Banks and Banks, 2009, p.5). The purpose of this article was to provide examples of undergraduate lessons focused on sweatshop conditions within three time periods of United States history that incorporate social justice into the course curriculum. By implementing social justice lessons into the curriculum, students can engage in critical reading, writing, and thinking about injustices faced by society. Girded with knowledge of past oppression within the apparel industry, students may become actively engaged in challenging social injustices in our world.
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Teaching Social Justice through Three Time Periods of Sweatshop History
Ashley Garrin,Sara Marcketti 한국복식학회 2015 International journal of costume and fashion Vol.15 No.1
Due to the plethora of political, economic, and social challenges experienced on a global scale in the 21st century, students need to be concerned with more than their immediate surroundings (Johnson, 2005). When implemented in an educational setting, topics encompassing social justice may provide students with the confidence and skills to become “reflective, moral, caring, and active citizens in a troubled world” (Banks and Banks, 2009, p.5). The purpose of this article was to provide examples of undergraduate lessons focused on sweatshop conditions within three time periods of United States history that incorporate social justice into the course curriculum. By implementing social justice lessons into the curriculum, students can engage in critical reading, writing, and thinking about injustices faced by society. Girded with knowledge of past oppression within the apparel industry, students may become actively engaged in challenging social injustices in our world.
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Young Men's Choice of Fashion as a Career Path: "Seekers" and "Settlers"
Karpova, Elena,Lee, Juyoung,Garrin, Ashley The Costume Culture Association 2018 Fashion, industry and education Vol.16 No.2
This study explored men's choice of fashion as a college major and, subsequently, a non-traditional career path. Such investigation is important to gain a better understanding of the motives and processes of selecting a non-traditional college major and subsequent career path. This research consulted several theoretical frameworks to guide the development of research questions and help interpret the findings of the study. Specifically, our study builds upon Holland's trait theory (1982), Gottfredson's (1981) circumscription theory, Farmer's (1985) model of career motivation, and Simpson's (2005) typology of men's non-traditional career entry. A qualitative method was used to explore men's experiences of selecting fashion as an academic major in college and deciding to pursue a career in the traditionally female-dominated field. Following the analysis of 22 individual interviews with male upperclassmen majoring in fashion, three topical areas emerged and we proposed a model of male students' path to a non-traditional college major. The model explains male students' dynamics of entering a non-traditional college major, the role of personal and social factors in the decision process as well as the role of future career orientation when choosing to study fashion as an academic major.
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Young Men’s Choice of Fashion as a Career Path: “Seekers” and “Settlers”
( Elena Karpova ),( Juyoung Lee ),( Ashley Garrin ) 복식문화학회 2018 Fashion, industry and education Vol.16 No.2
This study explored men’s choice of fashion as a college major and, subsequently, a non-traditional career path. Such investigation is important to gain a better understanding of the motives and processes of selecting a non-traditional college major and subsequent career path. This research consulted several theoretical frameworks to guide the development of research questions and help interpret the findings of the study. Specifically, our study builds upon Holland’s trait theory (1982), Gottfredson’s (1981) circumscription theory, Farmer’s (1985) model of career motivation, and Simpson’s (2005) typology of men’s non-traditional career entry. A qualitative method was used to explore men’s experiences of selecting fashion as an academic major in college and deciding to pursue a career in the traditionally female-dominated field. Following the analysis of 22 individual interviews with male upperclassmen majoring in fashion, three topical areas emerged and we proposed a model of male students’ path to a non-traditional college major. The model explains male students’ dynamics of entering a non-traditional college major, the role of personal and social factors in the decision process as well as the role of future career orientation when choosing to study fashion as an academic major.
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