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SUMMARY:APSAC Advisor: Conceptualizing Child Abuse Advocacy Through Post-Structural Feminism and Bronfenbrenner’s Bioecological Lens
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DESCRIPTION:APSAC Advisor: Conceptualizing Child Abuse Advocacy Through Post-Structural Feminism and Bronfenbrenner’s Bioecological Lens\n\n02/27/26 01:00 PM EST\n - 02/27/26 02:00 PM EST\Description:\n\nTitle: Conceptualizing Child Abuse Advocacy Through Post-Structural Feminism and Bronfenbrenner’s Bioecological Lens\n\nPresenters:  Leta Hooper, EdD\n\nDescription: \nSchool personnel represent the largest demographic of mandated reporters for child maltreatment. However, numerous unreported cases of child maltreatment from school personnel have raised concerns about prospective teachers being prepared for mandated reporting. This paper illustrates how a course activity utilized Bronfenbrenner’s bioecological theory and post-structural feminism to aid pre-service teachers in conceptualizing their role in advocacy and critiquing the function of systems and structures for a child abuse case in Maryland. This work highlights the benefits of integrating post-structural feminist theories into teacher preparation courses to raise awareness about children’s rights, examine the power dynamics between adults and children, promote strategies for preventing and advocating against child maltreatment, and emphasize the need for support systems to address teachers’ secondary traumatic stress.\n\n\nBio: Dr. Hooper is an assistant professor and coordinator of the Early Childhood Special Education Program at Bowie State University. Her research interests focus on examining how institution’s policies, practices, and curriculum impact Black pre-service, novice, and experienced educators’ personal and professional identities, feminism, and critical pedagogy in teacher education.\n 
X-ALT-DESC;FMTTYPE=text/html:APSAC Advisor: Conceptualizing Child Abuse Advocacy Through Post-Structural Feminism and Bronfenbrenner’s Bioecological Lens<br /><br />02/27/26 01:00 PM EST - 02/27/26 02:00 PM EST<br />Description:<br /><img alt="" src="http://host8.viethwebhosting.com/~apsa/photos/image-131_02092026102858.PNG" style="width:700px" /><br />
<strong>Title:</strong>&nbsp;<meta charset="UTF-8" />Conceptualizing Child Abuse Advocacy Through Post-Structural Feminism and Bronfenbrenner&rsquo;s Bioecological Lens<br />
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<span style="font-size:14px"><span style="font-family:arial,helvetica,sans-serif"><strong>Presenters:</strong></span></span>&nbsp;<meta charset="UTF-8" />&nbsp;Leta Hooper,&nbsp;EdD<br />
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<strong>Description:&nbsp;</strong>
<p>School personnel represent the largest demographic of mandated reporters for child maltreatment. However, numerous unreported cases of child maltreatment from school personnel have raised concerns about prospective teachers being prepared for mandated reporting. This paper illustrates how a course activity utilized Bronfenbrenner&rsquo;s bioecological theory and post-structural feminism to aid pre-service teachers in conceptualizing their role in advocacy and critiquing the function of systems and structures for a child abuse case in Maryland. This work highlights the benefits of integrating post-structural feminist theories into teacher preparation courses to raise awareness about children&rsquo;s rights, examine the power dynamics between adults and children, promote strategies for preventing and advocating against child maltreatment, and emphasize the need for support systems to address teachers&rsquo; secondary traumatic stress.</p>
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<meta charset="UTF-8" /><strong>Bio:</strong>&nbsp;Dr. Hooper is an assistant professor and coordinator of the Early Childhood Special Education Program at Bowie State University. Her research interests focus on examining how institution&rsquo;s policies, practices, and curriculum impact Black pre-service, novice, and experienced educators&rsquo; personal and professional identities, feminism, and critical pedagogy in teacher education.<br />
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