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Articles 1 - 21 of 21
Full-Text Articles in Education
Let’S Produce Culturally Responsive Pedagogues On Deck. A Response To "There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective", Christopher C. Jett
Let’S Produce Culturally Responsive Pedagogues On Deck. A Response To "There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective", Christopher C. Jett
Democracy and Education
In this response, I extend the conversation started by Hayes and Juárez (2012) by highlighting how culturally responsive teaching is spoken in one teacher education program where I worked and served in the preparation of middle-level teachers. I also share my reflections concerning this idea and pose questions for critical thought, dialogue, and action. Finally, I challenge teacher-educators to speak, enact, and work to produce culturally responsive teaching/teachers in their teacher preparation programs.
Assessing Eli Broad's Assault On Public School System Leadership. A Response To "The Broad Challenge To Democratic Leadership: The Other Crisis In Education.", Fenwick W. English, Zan Crowder
Assessing Eli Broad's Assault On Public School System Leadership. A Response To "The Broad Challenge To Democratic Leadership: The Other Crisis In Education.", Fenwick W. English, Zan Crowder
Democracy and Education
Eli Broad’s approach to reforming urban public education does not recognize his own self-interest in promoting changes within such educational systems, a classic problem of misrecognition. The Broad agenda is an assault on the notion of the mission of public education as a service instead of a for-profit enterprise concerned with making money for the owners and stock holders. This article examines the backgrounds of the graduates of the Broad Superintendents Academy and raises critical issues such as how can Broad claim that graduate preparation in educational administration is unnecessary when at least half of his own graduates already have …
Swimming In Deep Waters. A Response To "A Review Of Teaching As A Moral Practice", Deborah Schussler, Sharon Feiman-Nemser, Mary E. Diez, Peter Murrell
Swimming In Deep Waters. A Response To "A Review Of Teaching As A Moral Practice", Deborah Schussler, Sharon Feiman-Nemser, Mary E. Diez, Peter Murrell
Democracy and Education
The authors respond to a review of their book, Teaching as a Moral Practice: Defining, Developing, and Assessing Dispositions. The authors emphasize a vision of shared commitments for quality teaching whereby teacher-educators instill and nurture the wisdom and virtue that a moral teacher must possess in order to teach in a variety of circumstances where clear-cut answers do not exist. In addition, teacher-educators help teachers discern how, in that context, they should enact particular knowledge, skills, and commitments to reach desired ends. The key to enact this vision of teaching as a shared, moral practice is critical colleagueship.
A Review Of Teaching As A Moral Practice: Defining, Developing, And Assessing Professional Dispositions In Teacher Education, Barbara S. Stengel
A Review Of Teaching As A Moral Practice: Defining, Developing, And Assessing Professional Dispositions In Teacher Education, Barbara S. Stengel
Democracy and Education
A review of the book Teaching as a Moral Practice: Defining, Developing, and Assessing Professional Dispositions in Teacher Education, by Peter C. Murrell Jr., Mary Diez, Sharon Feiman-Nemser, and Deborah L. Schussler (Harvard University Press, 2010).
Standardization And Whiteness: One And The Same? A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Gary Weilbacher
Standardization And Whiteness: One And The Same? A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Gary Weilbacher
Democracy and Education
The article "There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective" by Cleveland Hayes and Brenda C. Juarez suggests that the current focus on meeting standards incorporates limited thoughtful discussions related to complex notions of diversity. Our response suggests a strong link between standardization and White dominance and that a focus on standards has helped to make White dominance and the discussion of race, class, gender, and language virtually invisible in teacher preparation.
Links And Distinctions Among Citizenship, Science, And Citizen Science. A Reponse To "The Future Of Citizen Science.", Caren B. Cooper
Links And Distinctions Among Citizenship, Science, And Citizen Science. A Reponse To "The Future Of Citizen Science.", Caren B. Cooper
Democracy and Education
Mueller, Tippins, and Bryan (2012) presented a new conceptualization of citizen science that is meant to facilitate emerging trends in the democratization of science and science education to produce civically engaged students. I review some relevant trends in the field of citizen science, for clarity here referred to as public participation in scientific research (PPSR), and present overlooked styles and outcomes of PPSR. Education efforts should seize the opportunity to emphasize the key and distinct roles students can play in both the science and the values elements that inform decision-making processes.
Citizen(S’) Science. A Response To "The Future Of Citizen Science", Angela M. Calabrese Barton
Citizen(S’) Science. A Response To "The Future Of Citizen Science", Angela M. Calabrese Barton
Democracy and Education
Citizen science is fundamentally about participation within and for communities. Attempts to merge citizen science with schooling must call not only for a democratization of schooling and science but also for the democratization of the ways in which science is taken up by, with, and for citizen participants. Using this stance, along with critical studies of place, I build on the criticisms of citizen science outlined in "The Future of Citizen Science" to argue for the centrality of place. Using a case of urban youths working toward transparency and cross-cultural dialogue regarding energy production in their community, I complicate the …
A Book Review Of Teaching About Hegemony: Race, Class, And Democracy In The 21st Century, Jennifer A. Tupper Dr.
A Book Review Of Teaching About Hegemony: Race, Class, And Democracy In The 21st Century, Jennifer A. Tupper Dr.
Democracy and Education
A review of the book Teaching About Hegemony: Race, Class and Democracy in the 21st Century, by Paul Orlowski (Springer, 2011).
The Oppression Of Experience. A Book Review Of Beyond Learning By Doing: Theoretical Currents In Experiential Education , Paul A. Michalec
The Oppression Of Experience. A Book Review Of Beyond Learning By Doing: Theoretical Currents In Experiential Education , Paul A. Michalec
Democracy and Education
A review of the book Beyond Learning by Doing: Theoretical Currents in Experiential Education, by Jay W. Roberts (Routledge, 2012).
A Book Review Of Healing The Heart Of Democracy: The Courage To Create A Politics Worthy Of The Human Spirit, Bruce L. Mallory
A Book Review Of Healing The Heart Of Democracy: The Courage To Create A Politics Worthy Of The Human Spirit, Bruce L. Mallory
Democracy and Education
A review of the book Healing the Heart of Democracy: The Courage to Create a Politics Worthy of the Human Spirit, by Parker J. Palmer (Jossey-Bass, 2011).
Heeding Woolf’S Great Teacher: Uncovering And Defusing An Education In “Unreal Loyalties”, Stacy Otto
Heeding Woolf’S Great Teacher: Uncovering And Defusing An Education In “Unreal Loyalties”, Stacy Otto
Democracy and Education
In her 1938 epistolary novel and educational treatise, Three Guineas, Virginia Woolf discusses “freedom from unreal loyalties” as key to educating for peace rather than for war, as was the concern in Woolf’s time and remarkably remains of serious concern seventy-odd years later. This essay analyzes how modern-day, post-9/11 U.S. public education is influenced by a whole range of unreal loyalties and, in fact, how we as educators reify and reinscribe these. The argument uses Woolf’s text as a theoretical frame to analyze select aspects of U.S. public education, concluding with an exploration of the meaning and value of …
Unalienated Recognition As A Feature Of Democratic Schooling, Alison Rheingold
Unalienated Recognition As A Feature Of Democratic Schooling, Alison Rheingold
Democracy and Education
The current era of standards and accountability in U.S. public schooling narrows recognition and assessment to an almost exclusive focus on the production of test scores as legitimate markers of student achievement. This climate prevents rather than encourages democratic forms of exchange within and across social worlds. Via a case study of one student’s experience in a project on the civil rights movement, I present the concept of unalienated recognition to describe a form of democratic exchange that centers on what students produce through community-based projects.
The Broad Challenge To Democratic Leadership: The Other Crisis In Education, Vachel W. Miller
The Broad Challenge To Democratic Leadership: The Other Crisis In Education, Vachel W. Miller
Democracy and Education
This article interrogates the workings of the Broad Superintendents Academy, as a specific illustration of the influence of venture philanthropy in American public education. It introduces the Broad Foundation’s agenda for educational leadership training, foregrounding how it frames the problem of leadership and the implications of such training for critical democratic governance of educational systems. As it shapes public consciousness of the “crisis” in education, the Broad Foundation confuses an indicator of equity with the more fundamental construction of an equitable society. The Broad education agenda seeks to disenfranchise local communities by concentrating power in the hands of superintendents bent …
It’S More Than Just Music: A Review Of Urban Science Education For The Hip-Hop Generation, Jose M. Rios
It’S More Than Just Music: A Review Of Urban Science Education For The Hip-Hop Generation, Jose M. Rios
Democracy and Education
A review of the book Urban Science Education for the Hip-Hop Generation, by Christopher Emdin (Sense Publishing, 2010).
Maternalism As A Viable Alternative To The Risks Imposed By Paternalism. A Response To "Paternalism, Obesity, And Tolerable Levels Of Risk", Barbara A. Peterson Dr.
Maternalism As A Viable Alternative To The Risks Imposed By Paternalism. A Response To "Paternalism, Obesity, And Tolerable Levels Of Risk", Barbara A. Peterson Dr.
Democracy and Education
In his paper, Michael Merry poses an interesting and important question: How can we navigate between two often opposing interests—that of protecting the welfare of our society’s children and that of protecting their liberties by avoiding paternalism? While Merry lays out his argument with clarity and insight into the risks and harm that state paternalism incurs, his discussion of such risks and his suggestions for possible resolutions are all bound within a paternalistic framework. Taking on a maternalistic, or more specifically, a caring, perspective may allow us to understand the issue more fully—that is, as part of the larger problem …
Schools/Citizen Science. A Response To "The Future Of Citizen Science", Matthew Weinstein
Schools/Citizen Science. A Response To "The Future Of Citizen Science", Matthew Weinstein
Democracy and Education
This paper builds on Mueller, Tippins, and Bryan's paper to ask how neoliberal restructuring impacts the form of appropriate and possible democratic science/education. It examines the compatibilities between antidemocratic tendencies of current schooling and common forms citizen science. It also clarifies several details regarding the street-medic movement. The paper suggests that distinguishing between democracy as participation and democracy as opposition would help clarify the appropriate forms, limits, and possibilities of democratic forms of science in schooling.
Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki
Moving Beyond Seeing With Our Eyes Wide Shut. A Response To “There Is No Culturally Responsive Teaching Spoken Here”, Kenneth J. Fasching-Varner, Vanessa Dodo Seriki
Democracy and Education
A struggle exists to engage in culturally relevant pedagogy (CRP) that authentically represents the voices and interests of all across the K–20 spectrum, from higher education institutions, to teacher preparation programs, and into U.S. classrooms. This article responds to Hayes and Juárez's piece “There Is No Culturally Responsive Teaching Spoken Here” by extending the conversation with the suggestion that one of the major problems in speaking CRP has to do with a disconnect between articulated commitments and actual practices. This response article takes a critical look at the landscape in which educators work to reveal the nature of overrepresentation of …
Case Study Of A Participatory Health-Promotion Intervention In School, Venka Simovska
Case Study Of A Participatory Health-Promotion Intervention In School, Venka Simovska
Democracy and Education
This article discusses the findings from a case study focusing on processes involving pupils to bring about health-promotion changes. The study is related to an EU intervention project aiming to promote health and well-being among children (4–16 years). Qualitative research was carried out in a school in the Netherlands. Data sources include project documents, interviews, and observations. Thematic analysis was carried out combining the different data sources. The case study shows that, if given sufficient guidance, children can act as agents of health-promoting changes. The main arena for youth influence was the pupil council. Pupils were meaningfully involved in two …
Paternalism, Obesity, And Tolerable Levels Of Risk, Michael S. Merry
Paternalism, Obesity, And Tolerable Levels Of Risk, Michael S. Merry
Democracy and Education
In this article the author examines the relationship between paternalism and childhood obesity. In particular he examines the risks of paternalistic intervention in order to prevent or curtail the occurrence of obesity among young children.
The Future Of Citizen Science, Michael P. Mueller, Deborah Tippins, Lynn A. Bryan Ph. D.
The Future Of Citizen Science, Michael P. Mueller, Deborah Tippins, Lynn A. Bryan Ph. D.
Democracy and Education
There is an emerging trend of democratizing science and schooling within science education that can be characterized as citizen science. We explore the roots of this movement and some current projects to underscore the meaning of citizen science in science and schooling. We show that citizen science, as it is currently conceptualized, does not go far enough to resolve the concerns of communities and environments when considered holistically and when compared with more dynamic and multidimensional ideas for characterizing science. We use the examples of colony collapse disorder (CCD) and emerging trends of nanotechnology as cases in point. Then we …
There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective, Cleveland Hayes, Brenda Juarez
There Is No Culturally Responsive Teaching Spoken Here: A Critical Race Perspective, Cleveland Hayes, Brenda Juarez
Democracy and Education
In this article, we are concerned with White racial domination as a process that occurs in teacher education and the ways it operates to hinder the preparation of teachers to effectively teach all students. Our purpose is to identify and highlight moments within processes of White racial domination when individuals and groups have and make choices to support rather than to challenge White supremacy. By highlighting and critically examining moments when White racial domination has been instantiated and recreated within our own experiences, we attempt to open up a venue for imagining and re-creating teacher education in ways that are …