Education Commons^™

How Historical Context Matters For Fourth And Fifth Generation Japanese Americans, L. Erika Saito

Journal of Educational Controversy

Japanese Americans have a longstanding history in the U.S.-- comprising of more than five consecutive generations. Yet generational research on this ethnic group is understudied (Meredith, Wenger, Liu, Harada, & Kahn, 2000; Pang, 2007). By connecting the historical experiences of previous generations of Japanese Americans to the present, findings on how history has impacted this population can be applied in other ethnic multi-generational groups in the United States.

An Ethnic Identity & Generational Status Model was developed by the author that was influenced by Jean Phinney (1990), Handlin (1951), Mannheim (1927), and Matsuo (1992) to support the varied roles that …

A Case For Unforgiveness As A Legitimate Moral Response To Historical Wrongs, Hollman Lozano

Journal of Educational Controversy

Abstract:

The emergence of forgiveness as the preferred mechanism through which historical wrongs are addressed within reconciliation discourses has meant that for the people who cannot forgive or will not forgive, there are no alternatives other than insisting on forgiveness until it hopefully one day arrives. As such, the point of unforgiveness is to constitute an agentic space where the people who cannot forgive can articulate their stance in ways that not only allow them to articulate their resistance to the injunction to forgive, but also constitute alternative spaces whereby they can articulate their stance in inclusive ways. If we …

Allusive, Elusive, Or Illusive? An Examination Of Apologies For The Atlantic Slave Trade And Their Pedagogical Utility, Esther J. Kim, Anthony Brown, Heath Robinson, Justin Krueger

Journal of Educational Controversy

This critical essay explores the topic of slavery within the context of public apologies.

Drawing from both the historical lens of cultural memory (Le Goff, 1977/1992) and the critical race theory construct of interest convergence (Bell, 1987), the authors offer critical examination of the following questions: (1) Where do collective apologies fit in the narrative of slavery in the US? (2) What affordances might they offer to the social studies at the intersection of curriculum, instruction and the historical memory of enslavement? (3) What do apologies for slavery in the present potentially reveal about contemporary social and political relations as …

Making Sense Of And With “Profound Regret”: Howard County Board Of Education’S Apology For A Racially Segregated Public School System, Rachel Garver, Benjamin Nienass

Journal of Educational Controversy

In November 2012, the Board of Education of Howard County, Maryland approved a proclamation that expressed “profound regret that the Howard County Public School System maintained segregated and unequal public schools both prior, and subsequent to” Brown v. Board of Education. The proclamation describes Howard County’s slow response to comply with the 1954 decision, such that the school system was not officially desegregated until eleven years later in 1965. Through the analysis of stakeholder interviews and board meetings, we explore the various ways and the extent to which the Board of Howard County’s apology was bestowed with meaning. We …

Anti-Affirmative Action And Historical Whitewashing: To Never Apologize While Committing New Racial Sins, Hoang V. Tran

Journal of Educational Controversy

Apologies, official or otherwise, for historical wrongs are important steps in the road towards reconciliation. More difficult are historical wrongs that have yet to be fully acknowledged. The reemergence of affirmative action in the public consciousness via the Supreme Court represents a striking example of the ways in which our collective consciousness has yet to fully account for our past educational sins: segregation and income inequality. This essay explores the multiple consequences to our historical memory when the anti-affirmative action narrative continues to dominate the public discourse on racism in education. I offer a renewed focus on ‘fenced out’ as …

Review Of Jefferson’S Revolutionary Theory And The Reconstruction Of Educational Purpose By Kerry T. Burch, Tony Decesare

Journal of Educational Controversy

This is a review of Kerry T. Burch's book Jefferson’s Revolutionary Theory and the Reconstruction of Educational Purpose.

Author's Response To Book Review, Kerry Burch

Journal of Educational Controversy

This is an invited response by the author to a review of his book, Jefferson’s Revolutionary Theory and the Reconstruction of Educational Purpose, published in this issue.

The Ethics Of Memory: What Does It Mean To Apologize For Historical Wrongs, Lorraine Kasprisin

Journal of Educational Controversy

The controversy for this issue focuses on the theme, “The Ethics of Memory: What Does it Mean to Apologize for Historical Wrongs.” Although the controversial scenario we posed for this issue stems from current events in the news, we invited authors to examine more deeply the historical and cultural undercurrents that gave rise to them. Our authors responded from a number of different perspectives that encapsulate different times, populations, scholarly disciplines, methodologies and ways of interpreting the question.

About The Authors

Journal of Educational Controversy

"About the Authors" for Volume 14 of the Journal of Educational Controversy