Educational Studies-AESA最新文献_第2页

Developing the next generation of leaders: a global study of student leadership 培养下一代领导者:学生领导力的全球研究

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Educational Studies-AESA Pub Date : 2023-06-11 DOI: 10.1080/03055698.2023.2216331

Ewan Wright, Moosung Lee, A. Walker, Darren A. Bryant, Soobin Choi, Kanwal Hassan

引用次数: 0

Surviving uncertainty: the impact of COVID-19 policies on the teaching practicum in Turkey 生存不确定性:2019冠状病毒病政策对土耳其教学实习的影响

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Educational Studies-AESA Pub Date : 2023-05-30 DOI: 10.1080/03055698.2023.2216821

Gülden Taner, F. Gümüşok, G. Balikçi, Banu Çiçek BAŞARAN UYSAL

引用次数: 0

Re/Imagining time, space and identity through qualitative narrative research with teachers: “These ghosts came back to haunt me” 通过与教师的定性叙事研究重新想象时间、空间和身份：“这些鬼魂回来缠着我”

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Educational Studies-AESA Pub Date : 2023-05-25 DOI: 10.1080/03055698.2023.2216822

Clare Woolhouse

引用次数: 1

Blackwomen* Academics as Contemporary Anti-Slavery Rebels: Breachers of the Intersecting Contract in Tenure Denial Lawsuits 作为当代反奴隶制反叛者的黑人女性学术界：否认终身监禁诉讼中的交叉合同违约者

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Educational Studies-AESA Pub Date : 2023-05-25 DOI: 10.1080/00131946.2023.2194537

LaWanda W. M. Ward, Chayla Haynes, Raya Petty, Tierra Walters Mackie

{"title":"Blackwomen* Academics as Contemporary Anti-Slavery Rebels: Breachers of the Intersecting Contract in Tenure Denial Lawsuits","authors":"LaWanda W. M. Ward, Chayla Haynes, Raya Petty, Tierra Walters Mackie","doi":"10.1080/00131946.2023.2194537","DOIUrl":"https://doi.org/10.1080/00131946.2023.2194537","url":null,"abstract":"Abstract White men who enslaved people of African descent and wrote the U.S. Constitution never imagined Blackwomen as persons who would become educated citizens. Acknowledgments and legal interpretations to affirm Blackwomen’s personhood are absent from the romanticized document. We argue that in academia the intersecting contract is imposed on Blackwomen’s bodies when their worth, qualifications, and potential are overly scrutinized, and they experience epistemic and physical violence within PWIs and in society writ large. The intersecting contract, through plantation politics, further helps to explain why Blackwomen academics who are seeking tenure are expected to overextend themselves by doing extra work without fair compensation. We use intersectionality methodology in our application of Angela Davis’ framework, Blackwomen as contemporary anti-slavery rebels, to illuminate how three Blackwomen academics breach the intersecting contract that undergirds discriminatory practices enacted by institutional actors to deprive them of tenure and promotion and trample on their dignity. We conclude by inviting Blackwomen academics to embody a maroon logic for rest, healing, and protection as PWIs cannot be coconspirators in our liberation.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44691990","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

Between the World and Us: Black Men Navigating Antiblackness at Historically White Institutions 在世界和我们之间:黑人在历史上的白人机构中驾驭反黑人

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Educational Studies-AESA Pub Date : 2023-05-18 DOI: 10.1080/00131946.2023.2207696

Derrick R. Brooms, Jarrod E. Druery

引用次数: 2

How much is too much time spent on homework: an exploratory study based on a Bayesian multilevel piecewise model with a random change point 花多少时间在家庭作业上算太多:一项基于贝叶斯多水平分段模型和随机变化点的探索性研究

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Educational Studies-AESA Pub Date : 2023-05-09 DOI: 10.1080/03055698.2023.2210712

Hao Zhou, Jian Liu, Yueyang Shao, Tian Yanyan

引用次数: 0

Gender gaps in the evaluation of academic abilities and their role in shaping study CHOICES 学业能力评估中的性别差异及其在形成学习选择中的作用

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Educational Studies-AESA Pub Date : 2023-05-09 DOI: 10.1080/03055698.2023.2210713

Milagros Sáinz, Claudia Malpica

引用次数: 2

Students as Place-Makers: A Case Study on Action Civics and Place 作为场所创造者的学生：行为文明与场所的个案研究

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Educational Studies-AESA Pub Date : 2023-04-14 DOI: 10.1080/00131946.2023.2200188

V. Smith, K. Magill, Michelle Bauml, B. Blevins, Karon N. LeCompte

引用次数: 0

Hidden in Plain Sight: Gender Bias and Heteronormativity in Dutch Textbooks 隐藏在平视之下:荷兰教科书中的性别偏见和异性恋

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Educational Studies-AESA Pub Date : 2023-04-13 DOI: 10.1080/00131946.2023.2194536

Tessa M. van de Rozenberg, Marleen G. Groeneveld, Daudi P. van Veen, Lotte D. van der Pol, J. Mesman

{"title":"Hidden in Plain Sight: Gender Bias and Heteronormativity in Dutch Textbooks","authors":"Tessa M. van de Rozenberg, Marleen G. Groeneveld, Daudi P. van Veen, Lotte D. van der Pol, J. Mesman","doi":"10.1080/00131946.2023.2194536","DOIUrl":"https://doi.org/10.1080/00131946.2023.2194536","url":null,"abstract":"Abstract In this study, we examined gender and sexuality representation in language and math textbooks for Dutch secondary education. We analyzed all male and female characters in 13 language textbooks (N = 7,347) and 12 math textbooks (N = 4,591). Our results confirmed our expectations based on the theory of the hidden curriculum: female characters were underrepresented in all textbooks (40% in language, 44% in math textbooks), but overrepresented in household tasks and EHW (Education, Health, and Welfare) professions. Male characters were overrepresented in occupational roles, especially in STEM (Science, Technology, Engineering, and Math) professions and technical tasks. Further, female characters in language textbooks were overrepresented in parental roles, and male characters were overrepresented among characters with disharmonious traits and behaviors. We found no characters from sexual minorities in any of the textbooks. In conclusion, in line with theories of the hidden curriculum, Dutch textbooks include gender stereotypic messages and are heteronormative. These findings are relevant in light of previous studies demonstrating the negative impact of these biases on children. Publishers and schools that want to be more inclusive are recommended to be more critical in their selection of stories and role models in their books.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43244509","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

Pandemic as Portal for Change: Finding Possibilities Amid the Chaos of COVID-19 and White Supremacy 大流行是变革的门户:在COVID-19和白人至上主义的混乱中寻找可能性

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Educational Studies-AESA Pub Date : 2023-03-04 DOI: 10.1080/00131946.2023.2169696

Tracey Pyscher, Anne Crampton, Christine R. Espina

{"title":"Pandemic as Portal for Change: Finding Possibilities Amid the Chaos of COVID-19 and White Supremacy","authors":"Tracey Pyscher, Anne Crampton, Christine R. Espina","doi":"10.1080/00131946.2023.2169696","DOIUrl":"https://doi.org/10.1080/00131946.2023.2169696","url":null,"abstract":"In this special issue, we invited scholars to re-imagine school and community spaces against the backdrop of the chaos unleashed through COVID-19 and the ever-present pandemic of white supremacy. This is especially acute in light of the current climate in the U.S., which goes beyond the quotidian rejection of anti-racism efforts to viewing any acknowledgment of race and racial inequities as anti-American or criminally “political.” These precarious phenomena constitute a twin pandemic, a confluence that has been noted across disciplines (Elias et al., 2021; Hudson et al., 2022; Jones, 2020; Krieger, 2020; Lamont Hill, 2020; Liebman et al., 2020; Monahan, 2021; Newman et al., 2022; Wegemer & von Keyserlingk, 2022; Yeh, 2020) and emerging in academic educational literature (Bailey et al., 2022; Rogers-Shaw, 2022; Souto-Manning, 2021; Zhao & Watterston, 2021). This special issue invites discussion and research about how and what to “break with the past” and imagine better worlds. Now, more than ever, it is important to continue imagining the possibilities for education that dismantle and transgress the dystopian ruts that remain, especially for those who have been marginalized in U.S. schooling (Counts, 1978; Freire, 1996; Giroux, 2001; Oakes & Lipton, 1992; Pyscher & Lozenski, 2014; Tuck, 2009). Challenging the assumption that a return to “normal” is necessary or inevitable, authors offer conundrums and reimaginings of how schools, community-based spaces, and related policies could look and feel that range from redesigning educational space to shifting curricular","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42727057","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