TRIO Student Support Services Staff

• Holmes Scholar

• Curriculum Vitae (pdf)
  

• Pre-K through 12 –6 years 

• Community College Educator–5 years

• Teacher Education Professor/Assistant to Teacher Education Dean –15 years

• Principal Investigator and Lead Research Assistant (Grants) –5 years 

• The Wichita Teacher Inquiry Group (WTIG) Lessening Structural, Cultural, Indirect and Direct Forms of through Cultural Competence and Transformative Teaching and Learning
  Author: Drs. Linda Fae Rhone and Kimberly Johnson Burkhalter
  Published Year: 2012
  Bullying at school is an international phenomenon, and as a result there is a need for teachers to understand bullying behavior at its roots and beyond direct (hitting, kicking, choking) and indirect (gossiping, cyberbullying, silencing one’s voice) forms. If we are really going to lessen bullying at school overtime, we must talk about the unmentionable: Bullying at school is larger than one child pushing, hitting or kicking another. Literature suggests it is quite disappointing that to date there has been no significant impact on bullying at school in the United States (Juvonen, Graham, & Schuster, 2003; Berger, 2007). Literature also suggests there is little to no national conversation about how direct and indirect forms of bullying at school are connected to ideological beliefs, structural practices and cultural competence. This particular study explored the scholarly literature and educational practices of social justice guru, Paulo Freire and their implications for examining ideology, structural practices, cultural competence, and oppression, namely bullying at school. The teacher-participants in this study became known as the Wichita Teacher Inquiry Group. The six 5th grade teachers, diverse in race, gender and experience, were nominated by their principals to be a part of this year-long endeavor. Fifth grade was selected because bullying behavior is most extensive at the middle school level (Archer & Cote, 2005; Eslea & Rees, 2001; Espelage, Meban, & Swearer, 2004; Pellgegrini & Long, 2002). One of the goals of this study was to help 5th grade students learn an appropriate use of power before they transition to middle school. The principals used social justice oriented teaching as the criteria for nominating a teacher. Social justice teachers’ teaching practices are designed to pose thought-provoking problems for students to devise understandings for discussion. They address “key social justice issues locally and globally - regarding racism, class inequality, gender inequalities, planetary pollution and global warming, war and peace, etc., and seek to integrate such issues as themes into the disciplinary subject matters at hand rather than delivering free-standing lectures on them” (Shor, 2011, p. 1.). The nominated teachers who became the six teacher-participants responded to four surveys, participated in nine cultural circles (focused discussion), and were videotaped while teaching a lesson in their respective classrooms. The teacher-participants came to understand the connection between ideology, structure, culture and oppression in their school contexts as well as how all four can perpetuate direct and indirect bullying behavior. As a result of their experiences with this study, the teacher-participants were convinced that teaching from a social justice orientation, a Freirean perspective in particular, has the potential to lessen structural, cultural, indirect, and direct forms of bullying, because it poses thought-provoking questions and addresses power and inequities as it relates to race, social class, gender and the like. They were also convinced that teaching from a social justice perspective could help them to guard against becoming teacher bullies. This study was expected to allow those teachers who were very effective at teaching from a social justice orientation to share their teaching practices with those who had less experience. In the end, all social justice teachers, veteran and novice were expected to enhance their skills through this work. Future research should consider further investigation on how ideological beliefs, structural practices and cultural competence can perpetuate direct and indirect forms of bullying so that teacher education programs can address this before preservice teachers earn a license to teach.
• School Bullying: A Freirean Perspective
  Author: Dr. Linda Fae Rhone
  Publisher: Proquest, Umi Dissertation Publishing, 2011
  ISBN: 1243536993, 9781243536990
  Length: 148 pages

  This study addressed the overarching question: Can the work of Brazilian educator Paulo Freire provide a framework for a better understanding of school bullying in the United States? In order to address the overarching question, the following questions were answered: (1) What is the state of information available on bullying in the United States? (2) How does selected works authored by Paulo Freire provide an understanding of oppressive relationships? (3) What has been written about Paulo Freire's influence on selected educators who teach in America? (4) What were the perspectives on bullying from selected educators whose practices are grounded in Freirean ideas? and (5) How did selected educators who teach in America describe bullying in their school contexts and their approaches for managing it? This descriptive study included three questionnaire/surveys completed by those whose teaching and learning practices are influenced by Paulo Freire which takes the form of emancipatory education. The sample included one --male and two females. The educators responded to seven open-ended questions. The results showed that low-level aggression has the potential to escalate into the kind of violent acts prevalent in the news since the late 1990s. Bullying must be understood as something that can occur at more than one level. For example, there is bullying among students, and there is bullying done to students by teachers, who are guided by ideological beliefs and structural components. There is no quick fix for managing bullying. It is through the efforts of everyone in a given school context that bullying can be managed overtime. Paulo Freire believed that oppressive relationships dehumanized the oppressed and the oppressor. In the case of bullying, the bully, victim, and bystander are dehumanized. Structural components that coerce teachers and students to "fit" into dominant ideologies dehumanize teachers and students. The full development of any human being requires a living and learning space that nurtures freedom and justice. Freire's work provided alternative ways of parenting, and teaching and learning that could break the cycle of authoritarian, hierarchal, asymmetrical, and oppressive relationships.

• A Freirean Approach to Learning and Teaching: Social Justice Education
  Author: Dr. Linda Fae Rhone
  Dissertation
  Ph.D., State University of Sheffield (2003) (Combined Work)
  Length: 150 pages 

  Paulo Freire (1921-1997) was born in Recife, Brazil. He became a world educator known best for his passion and ability to empower impoverished adults through literacy and consciousness raising education. Paulo Freire advocated for the importance of culturally relevant teaching for all learners. He defined culturally relevant and conscious raising education as education that unveils the learner’s oppression, no matter what kind of oppression. Freire believed that when education did not speak to a learner’s plight of oppression, it was not authentic. In his autobiography, written to his niece in the form of letters “Letters to Cristina: Reflections on my life and world” (1994), Freire provided one of the most detailed and chronicled accounts of his life as a child, adolescent, young adult, and mature adult. This work allowed Paulo Freire to revisit and rethink some of his earlier thoughts as he developed into a social justice guru. This study was originally guided by a successful dissertation proposal defense and dissertation drafts written to prepare for a dissertation defense in a Foundations of Education Doctoral Program at the University of Kansas. It was later refocused and submitted to the faculty at the State University of Sheffield for a Ph.D. in Learning and Teaching for Social Justice Education.

Undergraduate  

• Utilizing a Social Justice Lens to Teach from a Multicultural Perspective, EDUC 5484, Friends University, Summer 2019  
• Social Justice Practices, Friends University, 2019  
• Utilizing a Social Justice Lens to Teach from a Multicultural Perspective, EDUC 5484, Friends University, 2017/2018
• Multicultural Education, EDUC 818, Southwestern College, 2011-2012
• Qualitative Research Methods, EDUC 801, Southwestern College, 2011-2012
• Diversity Experience, University of Wyoming, 1999-2000
• Assistive Technology (EDUC 432)
• Foundations of Education (EDUC 215)
• Diversity Field Experience (EDUC 216)
• Reading Skills in Secondary School Content (4033)
• Educational Psychology: Learning and Evaluation (3133)
• Field 2 Experience (3302)
• Seminar in Student Teaching (EDUC 400)
• Sociological and Psychological Conditions of Learning (EDUC 320)
• Educational Sociology (EDUC 310)
• Social Foundations of Education (EDUC 200)
• Seminar in Education (EDUC 150)
• Instructional Strategies and Models (C & I 320)
• Introduction to Early Childhood Education (CC 101)
• Curriculum and Instruction

Graduate 

• Learning How to Learn, 2022
• Assistive Technology in the Classroom (EDUC 532)
• Race, Class and Power in Schools (EDUC 549)
• Cultural Diversity (6003)
• Social and Cultural Foundations of Education (EDUC 581) 

Books

• Social Justice & Equity in a Stratified Society (Amazon.com) January 2023.
• Thriving Through Trauma:  a Path to Wellness (a memoir) (Amazon.com) October 1, 2022.
• Dean, M. (2017). Featured as a Legend in The Black Legends of Kansas. Global Enterprises: Wichita,  Kansas.
• Hufford, D. (2010). The Hufford reader.  Rhone, L. (Ed.). Salt Lake City, UT: Family Heritage   Publishers.

Peer Reviewed

• Rhone, L., & Burkhalter, K. (2012). Lessening structural, cultural, direct and indirect forms of  bullying through cultural competence and transformative teaching and learning. The Kansas  Advocate, Vol. 20 (2), 1-11.
• Rhone, L. (2005). Case commentary. In P. F. Goldblatt & D. Smith (Eds.), Cases for teacher   development: Preparing for the classroom (pp. 172-173). Thousand Oaks: Sage Publications.

SELECT BOOK REVIEWS PUBLISHED IN MULTICULTURAL REVIEW  Quarterly Journal  

• Rhone, L. (2010, July 15). [Review of the book Defending religious diversity in public schools:  A practical guide for building our democracy and deepening our education, by N. R. Kollar]. Multicultural Review, 19 (2), 54.  
• Rhone, L. (2009, December 16). [Review of book No child left behind: A true story of a  teacher’s quest, by E. Blake]. Multicultural Review, 18 (1), 65.  
• Rhone, L. (2009, November 15). [Review of book Manga High: Literacy, identity, and coming of  age in an urban high school, by M. Bitz]. Multicultural Review, 18 (4), 68-69.  
• Rhone, L. (2009, August 2). [Review of the book The Herb Kohl reader: Awakening the heart of  teaching, by Kohl Herbert]. Multicultural Review, 18 (3), 67.  
• Rhone, L. (2002, March 10). [Review of the book Global constructions of multicultural education:  Theories and realities, by C. A. Grant & J. L. Lie (Ed.)]. Multicultural Review, 11(1), 89.
• Rhone, L. (2002, March 10). [Review of the book Ethnicity, race, and nationality in education, by N.K.  Shimahara, I. Z. Holowinsky & S. Tomlinson-Clark (Ed.)]. Multicultural Review, 11 (1), 89. 

Grants Submitted

• United States Department of Education, TRIO Student Support Services (SSS) $2.5 million-United States Department of Education, Spring 2020-2025.
• Kansas Community Foundation, Wichita Teacher Inquiry Group (WTIG), fall 2009: “Lessening Systemic, Structural, Cultural, Direct and Indirect forms of Bullying through Cultural Competence and Transformative Teaching and Learning.” $50,000.00.
• Kansas Health Foundation, Wichita Teacher Inquiry Group (WTIG), fall 2009: “Lessening Systemic, Structural, Cultural, Direct and Indirect forms of Bullying through Cultural Competence and Transformative Teaching and Learning.” $25,000.00.
• Gerber Institute for Catholic Studies, Wichita Teacher Inquiry Group (WTIG), fall 2009: “Lessening Systemic, Structural, Cultural, Direct and Indirect forms of Bullying through Cultural Competence and Transformative Teaching and Learning.” $1,500.00.

Grants Funded

• Recipient/Principal Investigator, TRIO Student Support Services (SSS) $2.5 million-United States Department of Education, Spring 2020-2025.
• Recipient/Principal Investigator; Recognition Grant $25,000.00 - Kansas Health Foundation,
  Wichita Teacher Inquiry Group (WTIG), “Lessening Systemic, Structural, Cultural, Direct and Indirect forms of Bullying through Cultural Competence and Transformative Teaching and Learning.” January 2010-August 2011.
• Recipient, Principal Investigator, Social Change Grant $1,500.00 – Gerber Institute for Catholic Studies, Wichita Teacher Inquiry Group (WTIG), “Lessening Systemic, Structural, Cultural, Direct and Indirect forms of Bullying through Cultural Competence and Transformative Teaching and Learning.” January 2010-August 2011.
• Newman professor wins Kansas Health Foundation grant to lessen bullying behavior.
• Newman professor wins Kansas Health Foundation grant to lessen bullying behavior.
• Professor Don Hufford creates book for Teacher Inquiry Project.
• Research Assistant, University of Kansas, Eisenhower Professional Development Schools ($1 million federal grant).
  • Created survey instrument/Surveyed School of Education Faculty on involvement/noninvolvement in PDS.
  • (“Comparing student teaching experiences in a PDS vs. student teaching experiences in a non-PDS: What is the difference, if any?”).

• Why Black Psychology in the Introductory Psychology Course?

INTERNATIONAL CONFERENCES

• Presenter, Rhone, L.F. (1996, November). A Historical Examination of Multicultural Education in United States Public Schools: What have we learned? American Educational Studies Association Conference, Montreal, CA. 

NATIONAL CONFERENCES

• Presenter, Rhone, L.F., Hufford, D., Burkhalter, K., & the Wichita Teacher Inquiry Group Educators (2011, July). Lessening Bullying through Cultural Competence and Transformative Teaching and  Learning: Our journey. Pedagogy and Theatre of the Oppressed Conference, Chicago, IL.
• Presenter, Rhone, L.F. (2008, May). Paper accepted, Systemic Bullying and Oppression. Pedagogy and Theatre of the Oppressed Conference, Omaha, NE.
• Presenter, Rhone, L. F. (2006, May). School Bullying: A Freirean Perspective. Pedagogy and Theater of the Oppressed Conference, University of North Carolina-Chapel Hill, Chapel Hill, NC.  
• Discussant, Rhone, L.F. (1999, November). An Examination of Multicultural Education in United States Public Schools: What have we learned? American Educational Studies Association Conference, Ponchatrian, Detroit, MI.  
• Presenter, Rhone, L.F. (1998, November). A Historical Examination of Aspects of Paulo Freire’s Ideas: Implications for Critical Multicultural Teacher Education. American Educational Studies Association Conference, Holiday Inn Crowne Plaza, Philadelphia,  Center City. 
• Presenter, Rhone, L.F. (1998, January). A Professional Development School Partnership: Comparing the  Experiences’ of Student Candidates at a PDS to Student Candidates at a non-PDS. What is the difference, if any? Holmes Scholars Annual Conference, Adams Mark Hotel, Orlando, FL.    
• Presenter, Rhone, L.F. (1997, April). Introducing A Black Psychology Perspective in a General  Psychology course. People of Color Conference, University of Nebraska-Lincoln, Lincoln, NE.  
• Presenter, Rhone, L.F. (1997, January). Kansas Department of Education, Professional Development  Schools: Implications for Multicultural Teacher Education/Poster Presentation, Holmes Partners/Scholars Conference, St. Louis, MO.  

REGIONAL CONFERENCES 

• Presenter, Rhone, L.F. (2010, September). Bullying at School: A Freirean Perspective.  Society of the Philosophy and History of Education Conference, Oklahoma City, OK.
• Presenter, Rhone, L. F. (2006, October). The Bully, the Bullied, and the Bystander. Rethinking and Relearning Diversity:  From Conflict to Inclusion, University System of Maryland Diversity Network Faculty Initiatives Committee, 4th Annual Conference, University of Maryland University College, Adelphi, MD.

LOCAL/INSTITUTIONAL

• Presenter, Rhone, L.F. (2012, June). 27th Annual Conference of Kansas Alliance of Black School Educators. African American Males in Crises: From an Urban School Age  Perspective, Is the Plight of African American Males Connected to Systemic Structural and Cultural Bullying at School? Wichita, KS.  
• Presenter, Rhone, L.F. (2006, March).  Select American Women in Education. Multicultural, Women’s History Celebration, Shepherd University, Shepherdstown, WV.
• Presenter, Rhone, L.F. (1998, April). A Professional Development School Partnership: Comparing the Experiences’ of Student Candidates at a PDS to Student Candidates at a non-PDS. What is the difference, if any? Kansas University Professional Development School Alliance Conference, Holiday Inn-Crowne Plaza Hotel, Kansas City, MO. 

PRESENTATIONS (OTHER THAN PAPERS)

• Principles of Teaching and Learning (PTL) Training. Newman University Western Kansas (fall 2009).
• Nurturing Emotionally and Physically Healthy Boys and Girls, Boys and Girls Club, Wichita, KS. (spring 2009).  
• Shepherd University First-Year Faculty, A Service-Learning Component in a university course. Shepherd  University, Shepherdstown, WV. (fall 2006).    
• Student Assembly, Bullying Behavior at School. Harpers Ferry Middle School, Harpers Ferry,  WV. (spring 2005).

WORKSHOPS/STAFF DEVELOPMENT

• Social Justice Practices, Friends University, Wichita, Kansas, February 1st & 2nd, 2019.  
• Social Justice within a Multicultural Framework. Friends University, Wichita, Kansas Fall 2017.
• Systemic Bully Behavior at School. Newman University, Western Kansas, June 12 & 13, 2009.
• Systemic Bully Behavior at School. Newman University, March 13 & 14, 2009.
• Systemic Bully Behavior at School. Professional Development for administration and faculty. Harpers Ferry Middle School, Harpers Ferry, West Virginia-2005. 

• Lessening Bullying Through A Cultural Competence Lens

• Do Teachers Perpetuate Bullying? 
• Linda Rhone, Ph.D, Student Support Services director

• Rd Thompson - Urban Focus Magazine - IN FOCUS W/ Dr. Linda Rhone

• Five White Teachers‟ Stories: Their Challenges, Their Changes, Their Connections With Urban Students Of Color

  Author: Kimberly D. Johnson Burkhalter
  Length: 142 pages

  Across the United States students of color make up approximately 69% of the urbanschool population. More than 85% of the classroom teachers are White and predominantlyfemales and 40% of the urban schools do not have teachers of color in their classrooms.Educational systems often struggle in their efforts to support the needs of racially and culturallydiverse students; students‟ educational success is usually not regarded as a function of students‟culture. The study comprises a narrative inquiry, captured in the stories of five White teachers,and analyzed through the lenses of critical social theory, critical pedagogy and socio-culturaltheory. Teachers shared their stories regarding their awareness of racial and cultural differencesand the effects these differences have on teaching practices and engaging students of color inlearning. They articulated how their personal and professional life experiences may havechanged their understanding of racial and cultural differences as well as challenged them tochange their teaching practices in order to provide culturally relevant instruction and elicit engaged interactions from their students of color. 

• Theodore Timms, Committee Chair, “The Impact of the African American Father on his Middle School Aged Daughter’s Academic Achievement” Spring 2020  
• Michael Hicks, Pre-Proposal Advisor, “The Impact of Differentiated Instruction” Spring 2018 

• Priya Chavva, Indu, Wichita State University (2022)

• Shah, Hemil, Wichita State University (2023)
• Yadav, Sakshi, Wichita State University (2023)

• URBAN FOCUS MAGAZINE AUGUST / SEPT 2020 -ISSUE
• The Black Legends of Kansas - by Mary Dean

• Senate Resolution No. 1768.
• Certificate of Appreciation, University System of Maryland, Faculty Initiative Committee for  Contribution to Rethinking and Relearning Diversity: From Conflict to Inclusion, 2006.
• Nominee, Outstanding Faculty Member – Order of the Purple at Butler County Community College,  2000.
• Recipient, American Educational Research Association, stipend for conference research workshop, 1999.
• Nominee, American Educational Studies Association-Editorial Advisory Council, 1998.
• Recognition, Wichita State University, Student Support Services, high academic achievement in graduate studies, 1996.
• Proclamation, for Development and Implementation of a Student Leadership Program, Mayor's Office- (Emanuel Clever) Kansas City Missouri School District, 1993.
• Outstanding Young Women of America, 1991.

Program Development Committee Membership

Dr. Linda Rhone, Affiliate Faculty, Southwestern College