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Articles 31 - 42 of 42
Full-Text Articles in Education
Greening The Campus: Contemporary Student Environmental Activism, Ashley Dawson
Greening The Campus: Contemporary Student Environmental Activism, Ashley Dawson
Publications and Research
In November 1992, the Union of Concerned Scientists (UCS) issued a report entitled "World Scientists' Warning to Humanity." Written by UCS Chair Henry Kendall and signed by 1,700 of the worlds leading scientists, including the majority of Nobel laureates in the sciences, the report's admonition was conveyed in the strongest terms.
Activism And Pedagogies: Feminist Reflections, Patricia Ticineto Clough, Michelle Fine
Activism And Pedagogies: Feminist Reflections, Patricia Ticineto Clough, Michelle Fine
Publications and Research
Together our two essays move between scenes of teaching and researching with women and men who are or have been in prison. Having written on ethnography, autoethnography, and participatory research, we both have sought a method that would allow us to abandon superficial identifications, mistaken for deep connection, with those who are or have been incarcerated. While we are conscious of the failures and successes of our attempts, we nonetheless write because what we have learned about the state's support for mass incarceration and the state's retreat from public higher education—particularly for persons of color—more than warrants it. With this …
Not In Our Name: Reclaiming The Democratic Vision Of Small School Reform, Michelle Fine
Not In Our Name: Reclaiming The Democratic Vision Of Small School Reform, Michelle Fine
Publications and Research
Maybe we weren’t clear. The small schools movement was never simply about size. When committed educators and community activists in New York City, Philadelphia, Chicago, Oakland, Boston, and Cincinnati launched the movement, they were desperately seeking alternatives to the failures of big city high schools. They fashioned a vibrant, gutsy social movement for creating democratic, warm, and intellectually provocative schools, particularly for poor and working-class youth of color.
A Space For Co-Constructing Counter Stories Under Surveillance, María Elena Torre, Michelle Fine, Kathy Boudin, Iris Bowen, Judith Clark, Donna Hylton, Migdalia Martinez, 'Missy', Rosemarie A. Roberts, Pamela Smart, Debora Upegui
A Space For Co-Constructing Counter Stories Under Surveillance, María Elena Torre, Michelle Fine, Kathy Boudin, Iris Bowen, Judith Clark, Donna Hylton, Migdalia Martinez, 'Missy', Rosemarie A. Roberts, Pamela Smart, Debora Upegui
Publications and Research
Using our experiences as members of a participatory action research committee (from the City University of New York Graduate Center and the Bedford Hills Correctional Facility) documenting the impact of college in a maximum security prison, this essay illustrates the power of Participatory Action Research in the construction of counter stories. We raise for discussion a set of theoretical, methodological and ethical challenges that emerged from the co-production of counter stories under surveillance: the creation of a critical space for producing 'counter knowledge'; the co-mingling of counter and dominant discourses, the negotiation of power over and within research in prison, …
Revisiting The Struggle For Integration, Michelle Fine, Bernadette Anand
Revisiting The Struggle For Integration, Michelle Fine, Bernadette Anand
Publications and Research
The project we describe in this article emerged from thinking about Fridays. While the Monday through Thursday schedule at Renaissance Middle School in Montclair, New Jersey covers the traditional distribution of curriculum, Fridays are dedicated to nine-week cycles of two hour sessions. Each session involves in-depth work focusing on five themes: Aviation, Genetics, Building Bridges, Community Service and this, the Oral History Project. Because the school is thematically organized around core notions of justice, history, social movements and "renaissances" (that is, Italian, Harlem and Montclair), we structured this project around the deeply contested history of desegregation of the Montclair public …
The Politics Of Racial Identity: A Pedagogy Of Invisibility, Stephanie Urso Spina, Robert H. Tai
The Politics Of Racial Identity: A Pedagogy Of Invisibility, Stephanie Urso Spina, Robert H. Tai
Publications and Research
A Critical theory informed Review of Blacked Out: Dilemmas of Race, Identity, and Success at Capital High by Signithia Fordham. Chicago, IL: University of Chicago Press, 1996; Unraveling the “Model Minority” Stereotype: Listening to Asian American Youth by Stacey J. Lee. New York: Teachers College Press, 1996, and Latinos and Education: A Critical Reader by Antonia Darder, Rodolfo D. Torres, and Henry Gutierrez (Eds.). New York: Routledge, 1997.
The Myths And Justifications Of Sex Segregation In Higher Education: Vmi And The Citadel, Cynthia Fuchs Epstein
The Myths And Justifications Of Sex Segregation In Higher Education: Vmi And The Citadel, Cynthia Fuchs Epstein
Publications and Research
Access to higher education, particularly to the specialized and elite education that is part of the tracking system leading to prestigious and highly remunerative positions, is a measure of equality. This article argues that segregated schooling for women limits their access to the same educational and associational opportunities men have, and that arguments supporting segregation are based on unsound criteria. It further argues that whatever the intent or ideological underpinning of such arguments, they ultimately have a negative outcome for women’s equality in society.
"The Teacher Would Call Me 'Piggy', 'Smelley', 'Dirty', Names Like That": Prying Open A Discussion Of Domestic Violence For Educators, Lois M. Weis, Michelle Fine
"The Teacher Would Call Me 'Piggy', 'Smelley', 'Dirty', Names Like That": Prying Open A Discussion Of Domestic Violence For Educators, Lois M. Weis, Michelle Fine
Publications and Research
(The Teacher) would call me "piggy", "smelly", "dirty", names like that, and the kids started following along with it. And I'd say, by the fourth grade, I started cleaning myself out. I didn't care anymore, but my father had this thing that you were allowed to take a bath once a week. He would measure the shampoo, he would measure the soap, and if he thought somebody was using the shampoo when he said you shouldn't, you'd get a beating. But I got sick of it, and the beatings almost became to be painless when hit with a belt or …
Demythifying Multicultural Education: Social Semiotics As A Tool Of Critical Pedagogy, Stephanie Urso Spina
Demythifying Multicultural Education: Social Semiotics As A Tool Of Critical Pedagogy, Stephanie Urso Spina
Publications and Research
This article discusses the assumptions and curricular implications of a social semiotic approach to education. Semiotics refers to the meaning we make with language as well as other objects. events, and actions. Social semiotics emphasizes the social, cultural, historic, and political contexts that shape that meaning. A social semiotic approach to education can help teachers and teacher educators to deconstruct the reproduction of class, politicize the ideology of colonialism, and overcome the inequities they engender. By providing a way to challenge selectively reproduced cultural politics, social semiotics provides a way to reconstruct and democratize schools and society.
Becoming Gentlemen: Women's Experiences At One Ivy League Law School, Lani Guinier, Michelle Fine, Jane Balin, Ann Bartow, Deborah Lee Stachel
Becoming Gentlemen: Women's Experiences At One Ivy League Law School, Lani Guinier, Michelle Fine, Jane Balin, Ann Bartow, Deborah Lee Stachel
Publications and Research
In this Article we describe preliminary research by and about women law students at the University of Pennsylvania Law School—a typical, if elite, law school stratified deeply along gender lines. Our database draws from students enrolled at the Law School between 1987 and 1992, and includes academic performance data from 981 students, self-reported survey data from 366 students, written narratives from 104 students, and group-level interview data of approximately eighty female and male students.' From these data we conclude that the law school experience of women in the aggregate differs markedly from that of their male peers.
The Infusion Of Teachers From Eastern Indonesia Into West Kalimantan, Jay H. Bernstein
The Infusion Of Teachers From Eastern Indonesia Into West Kalimantan, Jay H. Bernstein
Publications and Research
No abstract provided.
Dropping Out Of High School: An Inside Look, Michelle Fine
Dropping Out Of High School: An Inside Look, Michelle Fine
Publications and Research
In September, 1984, I began an ethnography of student life in and out of a New York City public high school to figure out why urban students drop out of high school at such extraordinary rates. By December, why urban students stay in high school through graduation struck me as an equally compelling question.