Peabody Journal of Education最新文献

{"title":"Remember. (Re)member. Re-member: Theorizing the Process of Healing, Sustaining, and Transforming as MotherScholars","authors":"Min Yu, Erica B. Edwards, Sandra M. Gonzales, Sarah A. Robert, C. DeNicolo","doi":"10.1080/0161956x.2022.2055892","DOIUrl":"https://doi.org/10.1080/0161956x.2022.2055892","url":null,"abstract":"ABSTRACT In this article, we examine our efforts as a multiracial collective of mothers, activists, and education scholars to work together to (re)new ourselves – to use our collective energy to harmonize our relationships between home and work and to imagine new possibilities for the future of the academy through this regenerated state. Marginalized women have long used the collective power in this way – turning to one another for support through circumstances certainly as challenging and frightful as the pandemic and using the collaborative learning to build new futures for their children, their students and, by extension, society. Using a circle methodology and abuelita epistemologies framework, we engage in the different process of (re)membering ourselves as MotherScholars, in order to rupture the violent logic of structural racism in the academy, intensified by the global pandemic. The stillness of the earth provided a space for us MotherScholars to listen in a new way, to bring back ancestral wisdom and center it to survive, to heal, and to build a new way of being MotherScholars.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42760155","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":"Introduction","authors":"Heather K. Olson Beal, Chrissy J. Cross, Lauren E. Burrow","doi":"10.1017/S0424208400011967","DOIUrl":"https://doi.org/10.1017/S0424208400011967","url":null,"abstract":"In a recent lecture he gave at Girton College to celebrate the life and work of Eileen Power, Professor Patrick Collinson divided historical writing on women into two types, the pessimistic and the optimistic, the school which believes that women have been discriminated against by men throughout the ages and sets out to document this oppression, and the other which, while not minimizing the difficulties with which women have had to contend, emphasizes their achievements rather than their failures. When the Ecclesiastical History Society selected ' Women in the Church' as its theme for the academic year 1989—90 it seemed likely that representatives of both these historiographical groups might be involved in the venture. The chief reason for choosing this precise topic as the subject for a year's deliberations was its relative novelty, although the enthusiastic reception of Medieval Women, the Festschrift presented by the Society to Professor Rosalind Hill in 1978, had demonstrated both the widespread interest in the subject and the abundance of material available for the study of women in the Middle Ages. It was hoped that the theme would be sufficiently broad to embrace both discussions of the Church's official teaching concerning women, what churchmen thought it was fitting women should, and should not do, and also investigations into what women actually did in the Church, such as their role as evangelists, as founders of religious orders and movements, as educators, as philanthropists, as clerical patrons, as well as preservers of old religious practices. While the theme could clearly allow an exploration of specifically feminist issues, such as the campaigns for the ordination of women to the priesthood, it was not envisaged as being overtly political, but rather as a historical assessment of the activities of women in the Church from the first century until the present day. The excellent contributions the theme has inspired, touching as they do upon almost all of these aspects of the life of women in the Church, have amply fulfilled these expectations. Overall, the more optimistic school of writing on women's history has tended to predominate, though Janet Nelson, in her nuanced essay on equivocal reactions to the speech of women in the Carolingian period, draws attention to clerical misogyny which, sometimes hidden, sometimes in the open, has proved such a constant motif over the centuries. For whose who seek, virtually every","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/S0424208400011967","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43707359","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":"Raising Love in A Time of Lovelessness: Kuwentos of Pinayist Motherscholars Resisting COVID-19’s Anti-Asian Racism","authors":"Cheryl E. Matias, Allyson Tintiangco-Cubales, Korina M. Jocson, Jocyl Sacramento, T. Buenavista, A. Daus-Magbual, P. E. Halagao","doi":"10.1080/0161956x.2022.2055886","DOIUrl":"https://doi.org/10.1080/0161956x.2022.2055886","url":null,"abstract":"ABSTRACT This proposal begins with a critical race commentary on how the current day anti-Asian racism is nothing more than a similar playing out of the United States’s handbook on anti-Asian sentiment. Then the paper takes a narrative turn employing Pinay methodologies such as kuwentos. Each kuwento illuminates how Pinay Motherscholars navigate the hate found in a patriarchal and whitesupremacist academy and the white supremacy in their own communities under anti-Asian COVID-19, while still raising their Filipino children with love and in love. Though Motherscholars writ large are experiencing a similar exhaustion of working while rearing children, Pinay Motherscholars are experiencing a deeper exhaustion from working while not only rearing but also protecting, debunking, and saving our children’s identities, souls, and hearts in the face of anti-Asian racism. To illuminate this compounded exhaustion, interspersed throughout the paper is a poetic assemblage that serves as a forever literary metaphor of what it is like to raise love in a time of lovelessness.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47153772","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":"The Liminality of Multinational Muslim MotherScholaring during COVID-19: A Feminist Collaborative Autoethnography","authors":"K. A. Azim, Wesam M. Salem","doi":"10.1080/0161956X.2022.2054634","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2054634","url":null,"abstract":"ABSTRACT Current life in the US under the COVID-19 pandemic makes visible the fragility of supportive structures for academics with childcare responsibilities. Particularly academic mothers are left grappling with the impact of social and institutional shifts that took place due to the global pandemic. We, two early career multinational and Muslim MotherScholars, ask ourselves how these shifts are affecting our own entanglements of scholarship, job market navigation, motherhood, childcare responsibilities and routines, family traditions, and religious observation through feminist autoethnography. We used the concept of “liminal space” as our theoretical foundation. Data were collected through journal entries and analytic memos, and four vignettes were composed to (re)present the analysis. The vignettes display how Western dominant and nondominant spaces inform the ways in which the authors’ identities are interloped, muted, contested, and thrown into tension with changing social and institutional expectations during the early months of the COVID-19 pandemic. Our research has implications for higher education administrators who wish to gain a glimpse into the lived experiences and barriers of their international, Muslim, mothering employees, and for MotherScholars who live through similar complex and shifting identities to see validation and representation.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42133882","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":"“Why Do We Have to Go Away?”: A Beginning Exploration into the Lived Experience of Three MotherScholars Imagining Possibilities in the Time of COVID-19","authors":"Erika Feinauer, E. Whiting, S. Clark","doi":"10.1080/0161956X.2022.2054638","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2054638","url":null,"abstract":"ABSTRACT In this time of COVID-19, our public and private spaces have come together in unprecedented ways, giving rise to unique challenges and new opportunities to synergize maternal and academic spaces. We use narrative inquiry to explore our lived experiences as LDS MotherScholars by conducting three story cycles, using prompts about the past, present, and imagined possibilities for the future. Specifically, we looked for ways the emerging COVID-19 pandemic provided opportunities for us to reimagine harmonizing our lives across home and workspaces. Stories revealed the logistical and emotional tensions inherent in MotherScholarship, pointing to an urgent high-stakes sense of potential failure in both arenas. Our analyses identified patterns of hiding/compartmentalizing parts of self, as well as similarities between motherhood and scholarship. Using Standpoint theory, we rejected the notion of ”balance” as not useful (or real) as we re-envisioned our future lives as MotherScholars being ”braided” across spaces that include both motherhood and scholarship. During COVID-19, moments of grace have emerged that illuminate new possibilities and opportunities to enter a third space in order to confront and challenge oppressive androcentric assumptions and re-envision our work as MotherScholars.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46860156","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":"The No-Time Bind: Examining the Experience of Faculty Mothers During the COVID-19 Lockdown","authors":"K. Parks","doi":"10.1080/0161956X.2022.2055893","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2055893","url":null,"abstract":"ABSTRACT As institutions across the country rushed to adjust to the realities of the spread of the COVID-19 virus, faculty parents were left to decipher how to manage childcare and their professional responsibilities while working remotely. Balancing work and home is a problem that has yet to be solved for working parents, especially working mothers. This study explores how cultural schemas and ideologies around work and family impacted how academic mothers adapted to the strains created by the COVID-19 shutdown in the spring of 2020. Quantitative and qualitative data from a novel survey was used to explore and analyze the gendered division of household labor and the professional impacts the pandemic had on faculty mothers. As predicted, faculty mothers experienced significant strain in balancing work and family, which was made worse by gendered divisions of household tasks and care work.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42157994","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":"Crystalizing Layered Approaches to MotherScholar Expressions in COVID-19: A Photovoice and Autoethnographic Study","authors":"Elizabeth Spradley, S. LeBlanc, Heather K. Olson Beal, Lauren E. Burrow, Chrissy J. Cross","doi":"10.1080/0161956X.2022.2055895","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2055895","url":null,"abstract":"ABSTRACT The MotherScholar identity demonstrates tensions, subjectivities, pluralities, and embodiment of multiple identities exacerbated by the sheltering at home conditions of COVID-19, in which MotherScholars simultaneously enact maternal and professional roles. Drawing on Ellingson’s work with crystalized approaches to qualitative research, this study layers photovoice with autoethnographic methods to produce both data and MotherScholar representations during the COVID-19 pandemic. Using Zoom to conduct three interactive interviews, the authors discussed their COVID-19 narratives and shared images and social media posts that represented their embodied experiences as MotherScholars. Narrative analysis of interactive transcripts and images demonstrate temporal, material, and emotional themes. Implications of this research expand and complicate constructions of the MotherScholar identity and curate a plurality of MotherScholar embodied voices in a period of time when both maternal and professional identities have a totalizing effect on women in academia.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43292125","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":"Love on the Front Lines: Asian American Motherscholars Resisting Dehumanizing Contexts through Humanizing Collectivity","authors":"Betina Hsieh, Judy Yu, Cathery Yeh, Ruchi Agarwal-Rangnath","doi":"10.1080/0161956x.2022.2055885","DOIUrl":"https://doi.org/10.1080/0161956x.2022.2055885","url":null,"abstract":"ABSTRACT In this article, we, four Asian American Motherscholars, share our collective resistance and resilience and our commitment to practicing solidarity through the intentional centering of radical love in our interactions with one another and in our professional lives. Through collaborative autoethnographic analysis grounded in a framework of Asian American feminist coalitional resistance, we share how our relationship, built on our fluid and multiple identities as Asian American Motherscholars and alliance, allowed us to challenge dominant structures of dehumanization to make space to honor our humanity. We highlight the period of time from mid-March 2020 to mid-May 2020, immediately following social-distancing orders in our respective states due to COVID-19, as a particularly salient moment at which the nexus of our identities took center stage in our conversations and collaboration. Our study focuses on the central research questions, How, through love, can we resist dehumanization in times of crisis? How does love make space for our full humanity as Asian American Motherscholars?","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43452741","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":"Promoting Ecological Approaches to Educational Issues: Evidence from a Partnership around Chronic Absenteeism in Detroit","authors":"S. Lenhoff, Jeremy Singer","doi":"10.1080/0161956X.2022.2026723","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2026723","url":null,"abstract":"ABSTRACT Many problems that we conceptualize as “educational” have multiple causes that cut across students’ ecosystems. Yet, most education reforms are targeted narrowly at schools, educators, and students. Supporting educators and community leaders in conceptualizing educational problems from an ecological perspective and designing policies in alignment with that conceptualization is critical to improving student outcomes. This study documents the macro-, meso-, and micro-level institutional conditions that shaped how educators and community leaders conceived of the problem of absenteeism in response to research framed ecologically. Our findings highlight the challenges researchers may have in influencing ecosystemic policy solutions, but they also provide insight into potential pathways for doing so through research partnerships.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46320302","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":"Coordinating the Mesosystem: An Ecological Approach to Addressing Chronic Absenteeism","authors":"J. Childs, Christina L. Scanlon","doi":"10.1080/0161956X.2022.2026722","DOIUrl":"https://doi.org/10.1080/0161956X.2022.2026722","url":null,"abstract":"ABSTRACT To reduce the number of chronically absent students in schools annually, cities and municipalities across the United States have implemented programs, initiatives, and invested resources into educational reforms that would lead to improvement in school attendance. Drawing on ecological systems theory and interview data, we examined how organizations within Pittsburgh, Pennsylvania directly worked with students, collaborated with each other, and facilitated opportunities to reduce the impact of chronic absenteeism in the local school district. Interview data revealed how organizations leveraged resources to train key personnel, communicate the importance of daily school attendance, and work directly with students on improving school attendance. Our findings highlight how community approaches to absenteeism require various levels of support from organizations.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45417419","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}