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Racial Control and Student Labor 种族控制和学生劳动
IF 0.5
Berkeley Review of Education Pub Date : 2023-03-13 DOI: 10.5070/b812148836
Bennett Brazelton
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引用次数: 0
From Youth Activism to Youth-Powered Curriculum 从青年行动主义到青年动力课程
Berkeley Review of Education Pub Date : 2023-03-13 DOI: 10.5070/b812162340
Amina Smaller, Shaunassey Johnson, Eva García, Savannah McCullough, Nhia Chang, Karla García, Yasmin Smaller, Leyla Suleiman, Abigail Romblaski
{"title":"From Youth Activism to Youth-Powered Curriculum","authors":"Amina Smaller, Shaunassey Johnson, Eva García, Savannah McCullough, Nhia Chang, Karla García, Yasmin Smaller, Leyla Suleiman, Abigail Romblaski","doi":"10.5070/b812162340","DOIUrl":"https://doi.org/10.5070/b812162340","url":null,"abstract":"How do youth move in an uprising? Members of YoUthROC, a BIPOC-centered, youth-led research group with young people from both the university and the community, reflect on creating a youth-powered curriculum that processes years of activism and inspires young people to use teaching as a way to create change in their communities. To ensure the relevance of their curriculum to the current needs, strengths, and curiosities of young people, the YoUthROC team wrote and collected autoethnographies, cataloged historical artifacts, analyzed social media, and conducted public focus groups and Instagram spotlight interviews during a year of uprising and unrest in Minneapolis, Minnesota. Results from this research include the following themes: the centrality of collectivism, internal and collective self-determination, and young people’s already-existing commitment to analysis and change. Educators, adult activists, and youth need to see that young people are central to social movements and are already contributing profoundly to anti-racist, anti-oppression work. This reflection and YoUthROC’s ongoing work is for young people eager to engage in activism, teachers looking to create authentic student-centered classrooms, and adult researchers ready to learn from and create with youth researchers.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136006202","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}
引用次数: 0
Nice to Whom?: How Midwestern Niceness Undermines Educational Equity 对谁好?:中西部的友善如何破坏教育公平
IF 0.5
Berkeley Review of Education Pub Date : 2023-03-13 DOI: 10.5070/b812153038
Riley Drake, Gabriel Rodríguez
{"title":"Nice to Whom?: How Midwestern Niceness Undermines Educational Equity","authors":"Riley Drake, Gabriel Rodríguez","doi":"10.5070/b812153038","DOIUrl":"https://doi.org/10.5070/b812153038","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48547852","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}
引用次数: 0
You Matter: Empowering Youth Voices in Schools 你很重要:增强青少年在学校的发言权
Berkeley Review of Education Pub Date : 2023-03-13 DOI: 10.5070/b812162339
Madeline Keo
{"title":"You Matter: Empowering Youth Voices in Schools","authors":"Madeline Keo","doi":"10.5070/b812162339","DOIUrl":"https://doi.org/10.5070/b812162339","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136006203","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}
引用次数: 0
Policy Translation of Social Movements Demands: The Case of Free-Tuition in Higher Education in Chile 社会运动诉求的政策翻译:以智利高等教育免学费为例
IF 0.5
Berkeley Review of Education Pub Date : 2022-09-28 DOI: 10.5070/b811254542
D. Véliz, A. Pickenpack, Cristóbal Villalobos
{"title":"Policy Translation of Social Movements Demands: The Case of Free-Tuition in Higher Education in Chile","authors":"D. Véliz, A. Pickenpack, Cristóbal Villalobos","doi":"10.5070/b811254542","DOIUrl":"https://doi.org/10.5070/b811254542","url":null,"abstract":"In 2011, Chile experienced massive student protests against the marketization of education. During 2013, center-left President Michelle Bachelet proposed tuition-free higher education for Chile’s families in the bottom 70th percentile of the income distribution, fueling controversy due to the uncertainty and unexpected consequences of the policy. This study analyzes how the tuitionfree policy was developed, the actors involved, the political discourse deployed during implementation, and the strategy used to make this policy a reality. Using semi-structured interviews with key actors, such as policymakers and scholars, and a review of newspaper columns, we explore how politicians and bureaucrats translated the students’ demands into the tuition-free policy. Our findings suggest that the policy translation process included the involvement of former student leaders, prioritization of the tuition-free policy, and a quick, straightforward implementation process that enabled the government to fulfill its promise.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46774984","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}
引用次数: 1
What’s Lost, What’s Left, What’s Next: Lessons Learned From the Lived Experiences of Teachers During the Pandemic 失去了什么，剩下了什么，下一步该做什么：从疫情期间教师的亲身经历中学到的教训
IF 0.5
Berkeley Review of Education Pub Date : 2022-09-28 DOI: 10.5070/b811251975
Chris Buttimer, Richard D Colwell, D. Coleman, Farah Faruqi, Laura R. Larke, J. Reich
{"title":"What’s Lost, What’s Left, What’s Next: Lessons Learned From the Lived Experiences of Teachers During the Pandemic","authors":"Chris Buttimer, Richard D Colwell, D. Coleman, Farah Faruqi, Laura R. Larke, J. Reich","doi":"10.5070/b811251975","DOIUrl":"https://doi.org/10.5070/b811251975","url":null,"abstract":"To understand the experiences of educators during the 2020 extended school closures, we interviewed 40 teachers from across the country in public, charter, and private schools, at different grade levels and in different subject areas. Teachers articulated three main concerns about emergency remote schooling: (a) student motivation, (b) professional loss and burnout, and (c) exacerbated inequities. As the climate emergency makes school disruptions more common, school systems must learn from the tragic school closings under COVID-19 to prepare for an uncertain future. We propose five design considerations to build school systems with greater resilience for the long-term: center equity, focus on relationship-building, address student motivation, address staff motivation and burnout, and mitigate uncertainty.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46339175","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}
引用次数: 17
Can teacher protests reify what they protest?: Examining the rationalities of recent teacher activism through a Foucauldian analytics 教师抗议能体现他们抗议的内容吗?通过福柯式的分析来检验最近教师行动主义的合理性
IF 0.5
Berkeley Review of Education Pub Date : 2022-09-28 DOI: 10.5070/b811252375
N. Karvelis
{"title":"Can teacher protests reify what they protest?: Examining the rationalities of recent teacher activism through a Foucauldian analytics","authors":"N. Karvelis","doi":"10.5070/b811252375","DOIUrl":"https://doi.org/10.5070/b811252375","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45049368","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}
引用次数: 0
(Critical) Multilingual and Multicultural Awareness in the Pedagogical Responsiveness of Educators 教育工作者教育反应中的（批判性）多语言和多文化意识
IF 0.5
Berkeley Review of Education Pub Date : 2022-02-09 DOI: 10.5070/b811145763
Patriann Smith, Julie Smit, Beverly Finch, A. Nigam, D. Burke
{"title":"(Critical) Multilingual and Multicultural Awareness in the Pedagogical Responsiveness of Educators","authors":"Patriann Smith, Julie Smit, Beverly Finch, A. Nigam, D. Burke","doi":"10.5070/b811145763","DOIUrl":"https://doi.org/10.5070/b811145763","url":null,"abstract":"This study examined the elements of [critical] multicultural awareness ([C]MA) and [critical] multilingual awareness ([C]MLA) identified in the pedagogical responsiveness of five literacy teacher educators (LTEs), the factors that influenced such awareness, and the ways in which these forms of awareness shaped educators’ pedagogical responsiveness in literacy. Findings based on data from LTEs’ Scholarly Personal Narratives (SPNs) and comprehensive bi-weekly reports showed that educators reflected certain elements of [C]MA and [C]MLA as they worked with teachers to support writing instruction for culturally and linguistically diverse students (CLDs). Factors influencing awareness were assumptions based on otherness and teaching experience, positioning, observations related to literacy expertise, and discipline. Awareness, in turn, influenced educators’ pedagogical responsiveness as they developed the ability to capitalize on linguistic and cultural difference. Implications for teacher educators’ awareness and responsiveness are highlighted.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42657245","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}
引用次数: 1
Contextual Support in the Home for Children's Early Literacy Development 儿童早期读写能力发展的家庭环境支持
IF 0.5
Berkeley Review of Education Pub Date : 2022-02-09 DOI: 10.5070/b811145300
Lingfen Li, Antoinette Doyle
{"title":"Contextual Support in the Home for Children's Early Literacy Development","authors":"Lingfen Li, Antoinette Doyle","doi":"10.5070/b811145300","DOIUrl":"https://doi.org/10.5070/b811145300","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42029709","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}
引用次数: 0
Editors' Introduction, Volume 11 Issue 1 编辑简介，第11卷第1期
IF 0.5
Berkeley Review of Education Pub Date : 2022-02-09 DOI: 10.5070/b811157284
The Editors
{"title":"Editors' Introduction, Volume 11 Issue 1","authors":"The Editors","doi":"10.5070/b811157284","DOIUrl":"https://doi.org/10.5070/b811157284","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44373680","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}
引用次数: 0
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