Sheron Fraser-Burgess

Sheron Fraser-Burgess

Associate Professor of Social Foundations of Education and Multicultural Education

Phone:765-285-5471

Room:TC 815


About Sheron Fraser-Burgess

Dr. Fraser-Burgess is an associate professor of Social Foundations/Multicultural Education and teaches courses in the undergraduate teacher licensure/professional education program and also philosophy and ethics courses in the master of arts and doctoral program in Educational Studies. As Provenzo (2012) states, in its attention to social justice, social and cultural foundations can make it possible for teacher candidates and practitioners to become responsible advocates for democratic education. Dr. Fraser-Burgess seeks to come alongside teacher candidates and practicing teachers in making the theory-to-practice connections that social justice in education requires, in addition to their acquisition of the knowledge, skills and dispositions of their profession.

As a scholar activist, Dr. Fraser-Burgess conducts research in the analytic tradition of philosophy of education where she writes about the ethical, epistemological and political implications of cultural identity and social positionality. Philosophically, this cluster of moral, political, and epistemological questions presume an ideal of schools as deliberative and inclusive spaces. A democratic society rightly gives pride of place to diversity, critical thinking, and equality of opportunity. As John Dewey maintained, it is the preeminent task of each generation to interpret the meaning of democratic education for its age.

Education

Ph.D. in Philosophy

University of Miami, Miami, FL

M.A. in Philosophy

University of Miami, Miami, FL

M.Sc in Education

University of Miami, Miami, FL

B.A. in English Literature (Hons)

Wellesley College

Research and Publications

Fraser-Burgess, S. (in press). “A review of David Bakhurst, The Formation of Reason, and Aaron Stoller, Knowing and Learning as Creative Action: A Reexamination of the Epistemological Foundations of Education.” Educational Theory.

Powell, V., & Fraser-Burgess, S. (2017). To inspire, connect and educate (ICE): A Washington, D.C. Metro effort advances a minority cultural wealth model of youth development. The Journal of School & Society, 4(1), 33–41.

Fraser-Burgess, S. (2016) In search of democracy that eschews oppression. In P. Gorlewski, J. & Porfilio, B. (Eds.) Democracy and Decency: What Does Education Have To Do With It? Information Age Publishing.

Rodgers, K. & Fraser-Burgess, S. (2015). Reconsidering the moral work of teaching framework: Weighing the moral hazards of accountability. Philosophical Studies in Education, 46, 62-72, Retrieved from http://ovpes.org/.

Fraser-Burgess, S. (2013). Does social justice ground democracy in education or does democracy ground social justice? Philosophical Studies in Education 43, 48-59. Retrieved from http://ovpes.org/.

Fraser-Burgess, S. (2012). Deliberating through group differences in education for trust and mutual respect. Journal of Thought.
http://journalofthought.com/wp-content/uploads/2015/04/09fraser-burgess.pdf

Franklin, J., Malaby, M., Bates, L., Coulter-Kern, M., Fraser-Burgess, S., Jamison, J., Stalker-Prokopy, L. Schaumleffel, N. (2011). Serve at your own risk? Service-learning in the promotion and tenure process. Journal of Community Engagement and Higher Education, 1(2). Retrieved from http://www.indstate.edu/jcehe/.

Fraser-Burgess, S. (2011). Group identity, deliberative democracy and diversity in education. Educational Philosophy and Theory. Retrieved from doi: 10.1111/j.1469-5812.2010.00717.x.


Course Schedule
Course No. Section Times Days Location
Soc, Hist, Phil Foun 420 800 0000 - 0000
Education and Ethics 621 820 0000 - 0000