Education Commons^™

“They Write Me Off And Don't Give Me A Chance To Learn Anything”: Positioning, Discipline, And Black Masculinities In School, Quaylan Allen

Education Faculty Articles and Research

This study examines the schooling of black male students in a U.S. high school. Drawing upon positioning theory and student resistance literature, I describe how the students make meaning of the pathologizing positioning practices of the school, including how they resist and internalize dominant discourses about black masculinity and how their performances of particular masculinities within the school are met with surveillance, regulation, and discipline. I argue that schools are locations where dominant ideologies of black masculinities are imposed, contested, and sometimes reproduced.

Time Travel, Labour History, And The Null Curriculum: New Design Knowledge For Mobile Augmented Reality History Games, Owen Gottlieb

Articles

This paper presents a case study drawn from design-based research (DBR) on a mobile, place-based augmented reality history game. Using DBR methods, the game was developed by the author as a history learning intervention for fifth to seventh graders. The game is built upon historical narratives of disenfranchised populations that are seldom taught, those typically relegated to the 'null curriculum'. These narratives include the stories of women immigrant labour leaders in the early twentieth century, more than a decade before suffrage. The project understands the purpose of history education as the preparation of informed citizens. In paying particular attention to …

Uptown As Pilgrimage Destination, Jon Schmidt

Ignatian Pedagogy Educational Resources

No abstract provided.

From Liberation To Salvation: Revolutionary Critical Pedagogy Meets Liberation Theology, Peter Mclaren, Petar Jandrić

Education Faculty Articles and Research

This conversation between Peter McLaren and Petar Jandric´ brings about some of the most recent and deepest of McLaren’s insights into the relationship between revolutionary critical pedagogy and liberation theology, and outlines the main directions of development of McLaren’s thought during and after Pedagogy of Insurrection. In the conversation, McLaren reveals his personal and theoretical path to liberation theology. He argues for the relevance of liberation theology for contemporary social struggles, links it with social sciences, and addresses some recent critiques of Pedagogy of Insurrection. McLaren identifies the idolatry of money as the central point of convergence between liberation …

African American Students’ Attitudes And Beliefs About Ethnic And Racial Diversity At A Predominantly White Public University In The Mid-West, James Ochwa-Echel, Krishna Thomas

Faculty Research and Creative Activity

Following an incident which involved gunshots and fighting at a private party in a Mid-Western city, where a predominantly white public university is located, several discussions were held at various fora on campus on the issue of race. During the discussions, many African American students complained that they were not being treated fairly at the university. The purpose of this study was to assess the cultural attitudes and climate at the Mid-Western University (abbreviated in this paper as MWU). The research question examined is: What are the attitudes and beliefs of African American students about racial and ethnic diversity at …

"Lifestyle Leapfrogging" In Emerging Economies: Enabling Systemic Shifts To Sustainable Consumption, Patrick Schroeder, Manisha Anantharaman

School of Liberal Arts Faculty Works

This paper combines the concept of leapfrogging with systems-thinking approaches to outline the potentials for and barriers to enabling systemic shifts to strong sustainable consumption in the emerging economies of China and India. New urban consumers in China and India have the potential to “lifestyle leapfrog” the high impact lifestyle models of the industrialized countries while simultaneously improving their quality of life. This paper argues that by implementing systemic approaches in the consumption domains of mobility and housing, the historical trajectory of high environmental footprints of mobility and housing can be avoided. The analysis based on systems-thinking principles identifies existing …

“There Is Nothing Inherently Mysterious About Assistive Technology”: A Qualitative Study About Blind User Experiences In Us Academic Libraries, Adina Mulliken

Publications and Research

Eighteen academic library users who are blind were interviewed about their experiences with academic libraries and the libraries’ websites using an open-ended questionnaire and recorded telephone interviews. The study approaches these topics from a user-centered perspective, with the idea that blind users themselves can provide particularly reliable insights into the issues and potential solutions that are most critical to them. Most participants used reference librarians’ assistance, and most had positive experiences. High-level screen reader users requested help with specific needs. A larger number of participants reported contacting a librarian because of feeling overwhelmed by the library website. In some cases, …

Soft(A)Ware In The English Classroom: (Re)Framing Education For Equity: Acknowledging Outputs And Inputs In Literacies Education, Noah Asher Golden

Education Faculty Articles and Research

"The way that our field of English education frames what and, at times, who are problems requiring solutions is at the heart of meaningful teaching and learning. Software and digital technologies play a role in the framing that grounds current educational reform policies in and beyond our field; a framing that works both to obscure and perpetuate inequitable systems. Software and digital technologies contribute to seemingly neutral educational policies and practices that obscure issues of structural racism, opportunity and access, and the privileging of a limited understanding of what it means to be literate and educated."

Elite And Ethical: The Defensive Distinctions Of Middle-Class Bicycling In Bangalore, India, Manisha Anantharaman

School of Liberal Arts Faculty Works

This article applies social practice theory to study the emergence of sustainable consumption practices like bicycling among the new middle classes of Bangalore, India. I argue that expansions of bicycling practices are dependent on the construction of defensive distinctions,which I define as distinctions that draw equally on lifestyle-based and ethics-based discourses to normalize bicycling among Bangalore’s middle classes. With their environmental discourses and signage, middle-class cyclists make claims to being ethical actors and ecological citizens concerned about global environments. Their high-end bicycles and special gear enable them to maintain their social status in personal and professional circles, despite adopting …

Aligning Stakeholder Frames For Transition Management In Solid Waste: The Case Study Of Bangalore, India, Nivedita Biyani, Manisha Anantharaman

School of Liberal Arts Faculty Works

Increasingly, sanitation issues are becoming a central part of global environmental governance and the discourse on sustainability. The city of Bangalore, India, is one of many cities worldwide that is trying to come to terms with its solid waste management (SWM) problems. In 2000, the Government of India issued SWM handling rules, which is a non-binding handbook (MSW Rules 2000) that seeks to guide state and city municipalities and stakeholders in their efforts to deliver better services. A serious SWM crisis prompted Bangalore to be the first city in India to mandate segregation of waste at source. However, implementing these …

Positive Education Federalism: The Promise Of Equality After The Every Student Succeeds Act, Christian Sundquist

Articles

This Article examines the nature of the federal role in public education following the recent passage of the Every Student Succeeds Act in December 2015 (“ESSA”). Public education was largely unregulated for much of our Nation’s history, with the federal government deferring to states’ traditional “police powers” despite the de jure entrenchment of racial and class-based inequalities. A nascent policy of education federalism finally took root following the Brown v. Board decision and the enactment of the Elementary and Secondary School Act (“ESEA”) with the explicit purpose of eradicating such educational inequality.

This timely Article argues that current federal education …