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A Failure to Educate: January 6, 2021 and the Banality of Evil 教育的失败：2021年1月6日与邪恶的平庸
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-01-20 DOI: 10.1080/00131725.2021.2021056
C. Grant, P. D. Grant
{"title":"A Failure to Educate: January 6, 2021 and the Banality of Evil","authors":"C. Grant, P. D. Grant","doi":"10.1080/00131725.2021.2021056","DOIUrl":"https://doi.org/10.1080/00131725.2021.2021056","url":null,"abstract":"Abstract This article employs “banality of evil” to explain the actions of insurrectionists at the Capitol on January 6, 2021. We discuss the responsibility teacher educators and professors of political science bear to teach students the role both have in preparing future teachers, political and government leaders, and all college graduates to be responsible citizens able to maintain American democracy. We conclude with James Baldwin’s explanation for why many white Americans tolerate evil in society.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49310175","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
“When I Would Hurt”: Undocumented Students’ Responses to Obstacles Faced during the College Choice Process “当我受伤时”:无证学生对大学选择过程中面临的障碍的反应
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-01-20 DOI: 10.1080/00131725.2021.2020944
B. E. Vega, H. Kenny Nienhusser, Mariella Saavedra Carquin-Hamichand
{"title":"“When I Would Hurt”: Undocumented Students’ Responses to Obstacles Faced during the College Choice Process","authors":"B. E. Vega, H. Kenny Nienhusser, Mariella Saavedra Carquin-Hamichand","doi":"10.1080/00131725.2021.2020944","DOIUrl":"https://doi.org/10.1080/00131725.2021.2020944","url":null,"abstract":"Abstract Educational professionals would benefit from learning more about how the college choice process affects undocumented students’ health. In this study, we analyzed the experiences of undocumented students using the racial battle fatigue concept and identified psychological responses of intensified stress, a threatened sense of belonging, and increased uncertainties associated with their future. We found seven behavioral responses including increased self-rejection, isolation, and physical avoidance, altered educational plans, diminished motivation, and physical bodily harm.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43144666","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
Courageous Conversation: Looking Back, Looking Forward through Self-Study 勇敢的对话:回顾过去，通过自学展望未来
IF 1.3
EDUCATIONAL FORUM Pub Date : 2022-01-06 DOI: 10.1080/00131725.2021.2017532
A. Causarano
{"title":"Courageous Conversation: Looking Back, Looking Forward through Self-Study","authors":"A. Causarano","doi":"10.1080/00131725.2021.2017532","DOIUrl":"https://doi.org/10.1080/00131725.2021.2017532","url":null,"abstract":"Abstract In this paper, I assess my academic growth and future challenges for my teaching and scholarship. The work is grounded in dialogicality within a Bakhtinian sociohistorical view of language allowing me to critically reflect on my growth as a literacy and special education instructor. I use student feedback and a reflective journal addressing four components: (a) situation; (b) personal influence; (c) interpretation; and (d) action plan to study my performance and plan for the future.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46586099","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
In the Pursuit of Justice: Moving Past Color-Evasive Efforts 在追求正义的过程中：超越颜色回避的努力
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-12-21 DOI: 10.1080/00131725.2022.1997307
Simona Goldin, Debi Khasnabis
{"title":"In the Pursuit of Justice: Moving Past Color-Evasive Efforts","authors":"Simona Goldin, Debi Khasnabis","doi":"10.1080/00131725.2022.1997307","DOIUrl":"https://doi.org/10.1080/00131725.2022.1997307","url":null,"abstract":"In this issue, titled “In the Pursuit of Justice: Moving Past Color-Evasive Efforts” we focus on educational efforts that were conceived of to improve and expand equity in U.S. public schools, but rather than interrupting injustice, they have often resulted in harm. Our orientation to this tension is grounded in Critical Race Theory, and its central tenet of racial realism (Bell, 1992), meaning the awareness that race and racism are omnipresent even when unnamed. Our work with educators in various spaces and roles has deepened our awareness that educators are, writ large, deeply committed to their students’ well-being. However, the impact of their commitments is variable and vulnerable to the sway of racist systems––especially when educators do not attend to the role of race and racism; or, even worse, when they deliberately obscure or evade the constructs of race and racism. The harmful pervasiveness of colorblindness in schools is well-documented (Milner, 2010, 2012). Annamma et al. (2017) challenged critical scholars to build upon understandings of colorblindness and advocates for a racial ideology of color-evasiveness. We take up the construct of color-evasion in this volume. Annamma (2017) extended Gotanda’s (1991) critique of colorblindness, pointing in particular to its ableist underpinnings and to the passivity implied by the term. These scholars elaborate how, historically, colorblindness has been hailed as a moral highroad for policymaking and designing. Elaborating these points, they provided multiple examples, from the U.S. Constitution’s insistence that all men are created equal to the standards-based movement in educational reform efforts. Wells (2014), for example, critiqued NCLB as “a reflection of the most ‘colorblind’ approach to addressing racial disparities in education: Ignore glaring racial inequality when implementing policies and then bemoan stark racial inequalities in educational outcomes” (p. 1). Annamma and colleagues (2017) thus advocate for a shift to recognizing and intervening upon color-evasiveness to directly confront these tendencies:","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47921117","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: 2
Interrupting the Weaponization of Trauma-Informed Practice: “… Who Were You Really Doing the ‘Saving’ for?” 打断创伤知情实践的武器化：“……你真的在为谁做‘拯救’？”
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-12-09 DOI: 10.1080/00131725.2022.1997308
Simona Goldin, A. Duane, Debi Khasnabis
{"title":"Interrupting the Weaponization of Trauma-Informed Practice: “… Who Were You Really Doing the ‘Saving’ for?”","authors":"Simona Goldin, A. Duane, Debi Khasnabis","doi":"10.1080/00131725.2022.1997308","DOIUrl":"https://doi.org/10.1080/00131725.2022.1997308","url":null,"abstract":"Abstract We analyze tweets authored by educators during the COVID-19 pandemic, which Ibram Kendi has called a viral and a racial pandemic, and illustrate how Whiteness feeds the blaming of children and communities of color for trauma. We evaluate tweets that (1) misused trauma-informed teaching practice in ways characterized by White saviorism; (2) pushed back on these distortions by identifying and interrupting; and (3) proposed systemically trauma-informed teaching practice (SysTIP). We demonstrate the use of a set of tools for educators looking to identify and interrupt the weaponization of trauma-informed practice.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44082704","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: 7
Shifting Teacher Evaluation Systems to Community Answerability Systems: (Re)Imagining How We Assess Black Women Teachers 将教师评估系统转变为社区可回答系统：（重新）想象我们如何评估黑人女教师
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-12-07 DOI: 10.1080/00131725.2022.1997523
Shanyce L. Campbell
{"title":"Shifting Teacher Evaluation Systems to Community Answerability Systems: (Re)Imagining How We Assess Black Women Teachers","authors":"Shanyce L. Campbell","doi":"10.1080/00131725.2022.1997523","DOIUrl":"https://doi.org/10.1080/00131725.2022.1997523","url":null,"abstract":"Abstract Using a chronicle, this paper examines teacher evaluation systems to highlight how neoliberal reforms produce unjust conditions for both teachers and students of color. I specifically center Black women and their ways of knowing to provide a (re)imagining around what is possible when educational leaders move beyond reforms to create a system that holds teachers answerable to students and is rooted in love.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43996441","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
Suspended While Black in Majority White Schools: Implications for Math Efficacy and Equity 黑人在白人占多数的学校被停课:对数学效率和公平的影响
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-11-26 DOI: 10.1080/00131725.2022.1997312
Odis Johnson, Jason Jabbari
{"title":"Suspended While Black in Majority White Schools: Implications for Math Efficacy and Equity","authors":"Odis Johnson, Jason Jabbari","doi":"10.1080/00131725.2022.1997312","DOIUrl":"https://doi.org/10.1080/00131725.2022.1997312","url":null,"abstract":"Abstract This article explores whether racial disparities in mathematics arise in majority White schools for students who receive in-school suspensions (ISS). Using data from the High School Longitudinal Survey and machine learning generated propensity scores to estimate average treatment effects, we find Black suspended students in schools with low White enrollment have math test scores and efficacy beliefs no different than non-suspended Black students, but experience declines in their math scores as the percentage of White enrollment increases.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44957868","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
Classroom Composition Policy for Elementary Students Labeled English Learner: The Best of Intentions Gone Awry and Rectification 英语学习者小学生课堂作文政策:善意的偏离与纠正
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-11-22 DOI: 10.1080/00131725.2022.1997522
Peggy Estrada
{"title":"Classroom Composition Policy for Elementary Students Labeled English Learner: The Best of Intentions Gone Awry and Rectification","authors":"Peggy Estrada","doi":"10.1080/00131725.2022.1997522","DOIUrl":"https://doi.org/10.1080/00131725.2022.1997522","url":null,"abstract":"Abstract I describe how a policy aimed at increasing achievement among students labeled EL initially went awry—and how a researcher-district partnership persevered to rectify it. The policy, which called for 100% EL classrooms, produced unintended consequences. Critical discussion of empirical evidence and district-solicited input from multiple constituencies brought to light sociocultural, sociopolitical, and socioeconomic factors. This shift enabled policymakers to rectify the policy, allowing integration of ELs with non-EL peers.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42948099","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
The Predicaments of Addressing Equity without Attending to Race and Racism 解决平等而不关注种族和种族主义的困境
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-11-19 DOI: 10.1080/00131725.2022.1997524
Michael O'neill
{"title":"The Predicaments of Addressing Equity without Attending to Race and Racism","authors":"Michael O'neill","doi":"10.1080/00131725.2022.1997524","DOIUrl":"https://doi.org/10.1080/00131725.2022.1997524","url":null,"abstract":"Abstract This paper provides an analysis of one state’s Response to Intervention (RTI) model, bringing to light two predicaments that plague efforts to address disproportionality and support learning: 1) That RTI may continue to perpetuate disproportionality, both in the model’s tiers of support as well as in the placement of students in special education, and 2) That RTI relies on quality instruction but provides little leverage to intervene on that instruction.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46329252","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
Reframing Restorative Justice in Education: Shifting Power to Heal and Transform School Communities 重塑教育中的恢复性正义：将权力转移到治愈和改造学校社区
IF 1.3
EDUCATIONAL FORUM Pub Date : 2021-11-19 DOI: 10.1080/00131725.2022.1997510
April L. Mustian, Henry Cervantes, Robert Lee
{"title":"Reframing Restorative Justice in Education: Shifting Power to Heal and Transform School Communities","authors":"April L. Mustian, Henry Cervantes, Robert Lee","doi":"10.1080/00131725.2022.1997510","DOIUrl":"https://doi.org/10.1080/00131725.2022.1997510","url":null,"abstract":"Abstract Restorative Justice (RJ) is an educational “innovation” introduced into school communities as a counter approach to traditional punitive discipline practices. In this paper, we provide a critical examination of RJ in education by naming common pitfalls to RJ implementation in schools and providing four transformational cultural shifts schools might make to actualize an RJ model that challenges traditional notions of power, pays homage to culturally grounded traditions, and empowers youth to lead the way.","PeriodicalId":46482,"journal":{"name":"EDUCATIONAL FORUM","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48871648","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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