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Full-Text Articles in Educational Leadership
A Critical Interrogation Of The Mind, Brain, And Education Movement: Toward A Social Justice Paradigm, Bibinaz Pirayesh
A Critical Interrogation Of The Mind, Brain, And Education Movement: Toward A Social Justice Paradigm, Bibinaz Pirayesh
LMU/LLS Theses and Dissertations
Much attention has been given to “bridging the gap” between research and practice since neuroscience research first made claim to its potential impact in classrooms. With the inception of Mind, Brain, and Education (MBE) as a new interdisciplinary field, an unprecedented opportunity to explore the educational implications of new research coming out of neuroscience has presented itself. And yet, the gap between research and practice persists while new problems arise as education looks to brain science for answers with ongoing social and academic difficulties faced by students. A critical bicultural methodology, grounded in a decolonizing interpretive approach, is utilized to …
A Forward To The Special Issue On Neoliberalism In Education The Long Road To Redemption: Critical Pedagogy And The Struggle For The Future, Peter Mclaren
Education Faculty Articles and Research
Peter McLaren introduces a special issue of Texas Education Review focused on Neoliberalism in Education by advocating for critical pedagogy in the face of the challenges and harms wrought by American capitalism, politics, and "economic exploitation, racism, homophobia, sexism, imperialism, the coloniality of power and White supremacy".
"True, She Has The Culture You Need": A White Teacher In An Urban School Critically Reflects On The Hidden, Social, And Academic Curriculum, Mathew Arlen Mclean
"True, She Has The Culture You Need": A White Teacher In An Urban School Critically Reflects On The Hidden, Social, And Academic Curriculum, Mathew Arlen Mclean
Graduate Doctoral Dissertations
This dissertation is an auto|ethnography , meaning it places the author's experiences at the center of analysis. The thesis argues that educators from the dominant culture can share the burden of change placed on students of color by critically reflecting on their positionality--or the way they socially construct their understanding of who they are in the world and therefore their relationship to educational structures and school actors. The analysis focuses on the author's transition from suburban to urban teaching and how this experience, combined with a broadening of theoretical perspectives, increased his criticality and, therefore, ability to re-conceptualize his …