Berkeley Review of Education最新文献

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The Challenges and Possibilities of Youth Participatory Action Research for Teachers and Students in Public School Classrooms 公立学校课堂师生青年参与行动研究的挑战与可能性
IF 0.5
Berkeley Review of Education Pub Date : 2019-01-04 DOI: 10.5070/B88133830
Chris Buttimer
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引用次数: 4
(Re)production of the Contemporary Elite Through Higher Education: A Review of Critical Scholarship 通过高等教育(再造)当代精英:批判性学术研究述评
IF 0.5
Berkeley Review of Education Pub Date : 2019-01-04 DOI: 10.5070/B88134482
R. Shamash
{"title":"(Re)production of the Contemporary Elite Through Higher Education: A Review of Critical Scholarship","authors":"R. Shamash","doi":"10.5070/B88134482","DOIUrl":"https://doi.org/10.5070/B88134482","url":null,"abstract":"Author(s): Shamash, Rebecca | Abstract: This article addresses how the elite class in the United States is (re)produced by and through institutions of higher education, especially the most selective institutions. Through a review of critical, interdisciplinary research on socioeconomic inequality, elitism, and higher education, this paper begins with an overview of contemporary economic inequality and a description of the “new elites” that benefit from this inequality. Using neoliberal ideology and meritocracy as frameworks, I then discuss how recent and current trends in higher education have allowed colleges and universities, particularly those considered most prestigious, to intensify inequality and contribute to class reproduction. Specifically, as the role of income supersedes that of inheritance in fueling inequality, outsized wealth can be much more easily claimed as fair and deserved and simply a natural byproduct of a system—supported by prestigious institutions of higher education—that rewards individual drive, intelligence, and virtue.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/B88134482","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44024029","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: 5
Students Taking Social Action: Critical Literacy Practices Through School-As-Museum Learning 采取社会行动的学生:通过学校作为博物馆学习的批判性读写实践
IF 0.5
Berkeley Review of Education Pub Date : 2019-01-04 DOI: 10.5070/b88134957
G. Caffrey, R. Rogers
{"title":"Students Taking Social Action: Critical Literacy Practices Through School-As-Museum Learning","authors":"G. Caffrey, R. Rogers","doi":"10.5070/b88134957","DOIUrl":"https://doi.org/10.5070/b88134957","url":null,"abstract":"Author(s): Caffrey, Genevieve Erker; Rogers, Rebecca | Abstract: Inspired by critical literacy practices, sixth-grade students at Carter Elementary designed, curated, and publicly displayed a museum exhibit to expose and confront issues of social justice. Through this case study of one display within the exhibit, we analyze the ideas and stances represented in each of its artifacts and investigate how, together, the data sources create a discursive chain in regard to social action. We call on critically oriented discourse analysis (Gee, 2005; Rogers a Mosley Wetzel, 2013) to interpret the densely multimodal artifacts, considering how ideas and stances are embodied and intertextual. Our findings reveal how student-created museum learning can stimulate transformative stances toward social action and serve as powerful mediums for youth activism. The study contributes important insights to the field of literacy studies, particularly how social action can be integrated into teaching and learning processes through multimodal public exhibits.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/b88134957","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49106216","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: 3
Legitimizing the Dilettante: Teach For America and the Allure of Ed Cred 使业余爱好者合法化:为美国而教和埃德·克雷德的魅力
IF 0.5
Berkeley Review of Education Pub Date : 2018-06-10 DOI: 10.5070/B8BRE7232956
Davis Clement
{"title":"Legitimizing the Dilettante: Teach For America and the Allure of Ed Cred","authors":"Davis Clement","doi":"10.5070/B8BRE7232956","DOIUrl":"https://doi.org/10.5070/B8BRE7232956","url":null,"abstract":"Author(s): Clement, Davis | Abstract: Teach For America (TFA) corps members, in reflecting on their experiences, have described their motivations to join the program as idealistic, ambitious, and “profound drives to effect educational change” (Crawford-Garrett, 2012, p. 27) that eventually had to be reconciled with unexpected, harsh realities—both in their placement schools and in the TFA program itself. Matsui (2015) argues that popular culture is the source of this unrealistic idealism about teaching. This hero teacher narrative is a familiar theme in films such as Stand and Deliver, Dangerous Minds, and Freedom Writers, as well as in documentaries such as Waiting for Superman and The Lottery, some of which feature TFA teachers. TFA taps into this vein of popular idealism in its recruitment efforts. This post-intentional phenomenological study sought instances of the hero teacher narrative in the beliefs and motivations of TFA applicants and pre-service corps members—not as post-service reflections, as with many counternarratives, but in pre-service interviews, before conceptions of their initial intentions could be reconstructed by considering actual experiences. Findings suggest that TFA applicants may be pursuing ed cred, a unique conceptualization of legitimacy that blends the competence of professional mystique and the competitive hero teacher narrative with three new experiential variations: the drive for credibility, preference for convenience, and need for a credential. Implications for policy and leadership are discussed.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2018-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/B8BRE7232956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45552112","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: 3
Constructing the Literate Child in the Library: An Analysis of School Library Standards 在图书馆中培养识字儿童:学校图书馆标准分析
IF 0.5
Berkeley Review of Education Pub Date : 2018-06-10 DOI: 10.5070/B8BRE7232303
Alyson T. Rumberger
{"title":"Constructing the Literate Child in the Library: An Analysis of School Library Standards","authors":"Alyson T. Rumberger","doi":"10.5070/B8BRE7232303","DOIUrl":"https://doi.org/10.5070/B8BRE7232303","url":null,"abstract":"Author(s): Rumberger, Alyson T. | Abstract: I examine one set of elementary school library standards (New York City School Library System, n.d.) in an effort to analyze the impact that the standards might have on literacy experiences for young children in one urban school setting. Employing a critical discourse analysis framework, I examine the language that the Empire State Information Fluency Continuum uses to privilege certain kinds of knowledge construction. Focusing on the descriptions of knowledge, inquiry, and informational literacy constructed by the standards, I argue that the Information Fluency Continuum perpetuates notions of literacy and inquiry that are linear and hierarchical. I argue that educator conceptions of inquiry, engagements with texts, and social responsibility practices must be widened. Rather than expecting students to follow a sequential set of steps, libraries might be a space where students are given agency to decide when and how they would engage in literacy and pursue inquiries.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2018-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/B8BRE7232303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46747145","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: 3
Editors' Introduction 编辑简介
IF 0.5
Berkeley Review of Education Pub Date : 2018-06-10 DOI: 10.5070/b87240557
Bre Editors
{"title":"Editors' Introduction","authors":"Bre Editors","doi":"10.5070/b87240557","DOIUrl":"https://doi.org/10.5070/b87240557","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2018-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/b87240557","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49031502","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
Using Ethnography to Understand How Policy Reform Influences the Transfer Process at One Community College 用民族志了解政策改革如何影响一所社区学院的转学过程
IF 0.5
Berkeley Review of Education Pub Date : 2018-06-10 DOI: 10.5070/b8bre7229718
Eric R. Felix
{"title":"Using Ethnography to Understand How Policy Reform Influences the Transfer Process at One Community College","authors":"Eric R. Felix","doi":"10.5070/b8bre7229718","DOIUrl":"https://doi.org/10.5070/b8bre7229718","url":null,"abstract":"Author(s): Felix, Eric R. | Abstract: A critical function of community college is providing students with pathways to a bachelor’s degree through transfer. Although students hold high aspirations of transferring, their rates of success are extremely low. In California, policymakers have used legislation as a primary mechanism of addressing transfer inefficiencies in the state’s tiered higher education system. This article explores the ways that recent state-level reform policy SB-1440 (Student Transfer Achievement Reform Act, 2010)—intended to streamline the transfer process through Associate Degrees for Transfer—affected existing practices, practitioners, and transfer-seeking students at one community college. Employing an ethnographic approach, this study highlights the interaction between the existing context and policy mandates that reshape campus transfer culture. The findings indicate that, although the transfer policy reform was intended to improve transfer pathways for students, there was a disconnect between students’ aspirations and the state higher education institutions accepting these Associate Degrees for Transfer. Additionally, there was a misalignment between campus practitioners’ efforts to implement transfer reform and students’ awareness of improvements. To compensate for this disconnect, students formed a student counter-space. These findings suggest the need for transformative higher education policy, built upon concepts of transfer infrastructure, to improve college opportunities and outcomes for students across the state.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2018-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/b8bre7229718","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43057772","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
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