Democracy Education最新文献

{"title":"Democracy in education: examining the experiences, perspectives, and perceptions of democracy in primary teacher education in ukraine Research report","authors":"L. Kolesnyk, Tetiana Matusavech, Iryna Shaposhnikova","doi":"10.37271/009-20/978-966-2716-50-4/2020-68/1","DOIUrl":"https://doi.org/10.37271/009-20/978-966-2716-50-4/2020-68/1","url":null,"abstract":"","PeriodicalId":30278,"journal":{"name":"Democracy Education","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83659704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A New Imperative for Detracking Schools. A Book Review of On the Same Track:How Schools Can Join the Twenty-First-Century Struggle Against Resegregation","authors":"P. D. Fisher","doi":"10.5860/choice.185019","DOIUrl":"https://doi.org/10.5860/choice.185019","url":null,"abstract":"In her 2014 book, On the Same rack: How School Can Join the TwentyFirstCentury Struggle Against Resegregation, Burris builds upon the compelling case made for detracking put forth by Oakes and others in the 1970s and ’80s. Decades after the detracking pioneers, Burris revisits the tracking practices still prevalent in America’s public schools through the lenses of those who are in the racial or ethnic minority and who are poor and at a time when school accountability often drives school practice and school choice to additional layers of sorting. Given the compelling research, why do we need another book to make the case— to hold up the impact of tracking on student achievement, social outcomes, school culture, and expectations? In light of today’s “reforms” and new expectations for all students to graduate college and career ready, we absolutely do need a deeper conversation on the implications of tracking. Burris (2014) builds her compelling discussion on Oakes’s early findings on racial stratification imposed by tracking, reminding us of the 1976 US Commission on Civil Rights’ finding: “The commission referred to ability grouping as ‘the most common cause of classroom segregation’” (p. 8). Today tracking practices are more subtle, with students of color responding to social and peer pressures, mixed messages from school personnel, and lack of confidence when making school and course choices. With Burris’s (2014) detailed and artful review of the history and research, readers are compelled to affirm that tracking of any sort or for any proposed higher purpose promotes achievement inequities that this country cannot afford. Further, the most current research presented affirms that tracking harms students placed in lower tracks and that these same students excel when placed in higher tracks, making a renewed case for the higher track being the one core curriculum for all students. Despite the progress that has been made under the umbrella of graduating all students college and career ready, the politics around power and privilege remains with us. Burris’s (2014) passion for detracking and equity for all students evolved from her personal journey to detrack South Side High School, where she is principal, in the Rockville Centre School District of New York. This story gets to the heart of core programs, practices, and policies that have ensured inequity of achievement in our public schools. On the surface it is a journey of successful transformation. Looking more deeply, Burris charts the strategies she implemented and orchestrated to support all students, demonstrating the essential need for wraparound services, increased shared leadership, and focus on instructional practice to shift the culture","PeriodicalId":30278,"journal":{"name":"Democracy Education","volume":"51 1","pages":"12"},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79398249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social Justice for These Kids? A Book Review of These Kids: Identity, Agency, and Social Justice at a Last Chance High School","authors":"Heidi L. Early-Hersey","doi":"10.5860/choice.51-4576","DOIUrl":"https://doi.org/10.5860/choice.51-4576","url":null,"abstract":"In her book These Kids: Identity, Agency, and Social Justice at a Last Chance High School, Kysa Nygreen explores the concepts of identity, agency, and social justice as they relate to students for whom the traditional American education system is not working. She uses the lens of last chance, or continuation, high schools to examine the often competing purposes of education and how those purposes are or are not fulfilled in continuation high schools. Nygreen’s approach is one of participatory action research, in which she recruits a small group of current or former continuation high school students. The point is not so much to detail the particular school but to capture the characteristics and perspectives of students who do not succeed in regular high schools. One important goal of this research was to “empower Jackson youth to demand better, more equitable educational opportunities” (Nygreen, 2013, p. 7). Through a clear historical examination and reflection on the research experience, These Kids explicates and explores the paradox of getting ahead in American schools and attempts to initiate an alternative discourse. The bulk of These Kids is a description of Nygreen’s research study. It includes the selection of participants; exploration of shared definitions of ideas important to the research, such as social justice; and planning for the research itself. Throughout the project the student participants were placed in leadership and decisionmaking roles. This experience and how the students reacted to these new roles indicated to the researchers that even a small group of people committed to creating more social justice and equity for underserved students could and would, unwittingly, replicate the constructs and politics of traditional education systems.","PeriodicalId":30278,"journal":{"name":"Democracy Education","volume":"35 1","pages":"11"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79680405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}