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“Take This Class If You Like To Be Brainwashed”: Walking The Knife’S Edge Between Education And Indoctrination, Chris Bobel Dec 2012

“Take This Class If You Like To Be Brainwashed”: Walking The Knife’S Edge Between Education And Indoctrination, Chris Bobel

Chris Bobel

This article presents a case study or, perhaps more accurately, a pedagogical memoir that interrogates life inside my classroom as yet another site of transformation, a place where inner works become public acts. This story illustrates Anzaldúa's seven stages of conocimiento collapsed into four moments. Through an examination of "data" derived from my students' (anonymous) reflections on interacting with course material during the 15 -week term of my introductory Women's Studies class, I demonstrate the process of conocimiento, the complex series of awakenings, reckonings and integrations that build the foundation of social justice. I end by noting that what Anzaldúa …

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Community Flood Education And Awareness In Fairfield City (Report), Neil Dufty Nov 2012

Community Flood Education And Awareness In Fairfield City (Report), Neil Dufty

Neil Dufty

No abstract provided.

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Role Models In Education (Symposium Introduction), Ronald G. Ehrenberg Jul 2012

Role Models In Education (Symposium Introduction), Ronald G. Ehrenberg

Ronald G. Ehrenberg

It is our hope that by assembling these papers in one place, the Review will contribute to future policy debate on the importance of role models in education. Moreover, the papers' findings may have even broader importance. In many respects, the relationship between teachers and students can be viewed as analogous to the relationship between supervisors and employees. If the race, gender, and ethnicity of teachers "matter," so may the race, gender, and ethnicity of supervisors in the employment relationship. These papers thus suggest analogous types of research that could be profitably undertaken that relate to the employment relationship.

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Do Teachers’ Race, Gender, And Ethnicity Matter? Evidence From The National Education Longitudinal Study Of 1988, Ronald G. Ehrenberg, Daniel D. Goldhaber, Dominic J. Brewer Jul 2012

Do Teachers’ Race, Gender, And Ethnicity Matter? Evidence From The National Education Longitudinal Study Of 1988, Ronald G. Ehrenberg, Daniel D. Goldhaber, Dominic J. Brewer

Ronald G. Ehrenberg

Using data from the National Educational Longitudinal Study of 1988 (NELS), the authors find that the match between teachers' race, gender, and ethnicity and those of their students had little association with how much the students learned, but in several instances it seems to have been a significant determinant of teachers' subjective evaluations of their students. For example, test scores of white female students in mathematics and science did not increase more rapidly when the teacher was a white woman than when the teacher was a white man, but white female teachers evaluated their white female students more highly than …

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Foreword, Sherry Penney Jul 2012

Foreword, Sherry Penney

Sherry Penney

The author of the foreword speaks about how this issue touches on the subjects of women's rights and how their struggle to break through the glass ceiling has given them more empowerment than ever. The article also speaks about the works within the issue and how each one talks about the struggle, the progress, and success of women in today's working and educational world.

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Knowledge, Learning, And Teaching: Striving For Conocimiento, Tim Sieber Jul 2012

Knowledge, Learning, And Teaching: Striving For Conocimiento, Tim Sieber

Tim Sieber

Anzaldúa inspires my courage to write and speak plainly, and together with encouragement from several good colleagues, I offer personal testimony, as part of a critical reflection on my own long teaching practice, my earlier writing and speaking about education, and an even longer history as a learner. Love is at the heart of it, a concern for students' well being, intellectual and spiritual. As bell hooks has noted, an "engaged pedagogy" involves the teacher in "sharing in the intellectual and spiritual growth" (hooks 1994: 13) of students, not only for the student's sake, but also for the professor's. Of …

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Learning For Disaster Resilience, Neil Dufty Mar 2012