Review of Research in Education最新文献_第10页

YPAR and Critical Epistemologies: Rethinking Education Research YPAR与批判认识论：对教育研究的再思考

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X16686948

Dr Limarys Caraballo, B. Lozenski, Jamila Lyiscott, Ernest Morrell

{"title":"YPAR and Critical Epistemologies: Rethinking Education Research","authors":"Dr Limarys Caraballo, B. Lozenski, Jamila Lyiscott, Ernest Morrell","doi":"10.3102/0091732X16686948","DOIUrl":"https://doi.org/10.3102/0091732X16686948","url":null,"abstract":"Knowledges from academic and professional research-based institutions have long been valued over the organic intellectualism of those who are most affected by educational and social inequities. In contrast, participatory action research (PAR) projects are collective investigations that rely on indigenous knowledge, combined with the desire to take individual and/or collective action. PAR with youth (YPAR) engages in rigorous research inquiries and represents a radical effort in education research to value the inquiry-based knowledge production of the youth who directly experience the educational contexts that scholars endeavor to understand. In this chapter, we outline the foundations of YPAR and examine the distinct epistemological, methodological, and pedagogical contributions of an interdisciplinary corpus of YPAR studies and scholarship. We outline the origins and disciplines of YPAR and make a case for its role in education research, discuss its contributions to the field and the tensions and possibilities of YPAR across disciplines, and close by proposing a YPAR critical-epistemological framework that centers youth and their communities, alongside practitioners, scholars, and researchers, as knowledge producers and change agents for social justice.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"311 - 336"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16686948","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47347060","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 95

Intersection of Language, Class, Ethnicity, and Policy: Toward Disrupting Inequality for English Language Learners 语言、阶级、种族和政策的交集:为英语学习者打破不平等

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X16688623

Ó. Jiménez-Castellanos, Eugene E. García

引用次数: 19

Disrupting Educational Inequalities Through Youth Digital Activism 通过青年数字活动打破教育不平等

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X16687973

A. Stornaiuolo, E. E. Thomas

{"title":"Disrupting Educational Inequalities Through Youth Digital Activism","authors":"A. Stornaiuolo, E. E. Thomas","doi":"10.3102/0091732X16687973","DOIUrl":"https://doi.org/10.3102/0091732X16687973","url":null,"abstract":"This article reviews scholarship on youth and young adult activism in digital spaces, as young users of participatory media sites are engaging in political, civic, social, or cultural action and advocacy online to create social change. The authors argue that youth’s digital activism serves as a central mechanism to disrupt inequality, and that education research should focus on these youth practices, particularly by young people from marginalized communities or identities, in order to provide important counter-narratives to predominant stories circulating about “at-risk”or disaffected youth. The article examines young people’s use of online tools for organizing toward social change across three lines of inquiry—young people’s cultural and political uses of participatory tools and spaces online, new forms of youth civic engagement and activism, and adult-supported programs and spaces facilitating youth activism. In centering the review on youth digital activism, the authors suggest that education researchers can learn from youth themselves about how to disrupt educational inequalities, resulting in a more humanizing stance for education research that takes into fuller account the human potential of all youth, beyond school walls.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"337 - 357"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16687973","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45201500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 66

Civic Participation Reimagined: Youth Interrogation and Innovation in the Multimodal Public Sphere 公民参与重塑：多模式公共领域中的青年质疑与创新

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X17690121

Nicole Mirra, Antero Garcia

引用次数: 83

Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces 对抗双向语言浸入式课程中的不平等:走向双语教育空间中的批判意识

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X17690120

Claudia G. Cervantes-Soon, L. Dorner, Deborah K. Palmer, Daniel Heiman, Rebecca Schwerdtfeger, Jinmyung Choi

引用次数: 225

The “New Racism” of K–12 Schools: Centering Critical Research on Racism 中小学“新种族主义”:以种族主义批判研究为中心

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X16686949

Rita Kohli, Marcos Pizarro, Arturo Nevárez

{"title":"The “New Racism” of K–12 Schools: Centering Critical Research on Racism","authors":"Rita Kohli, Marcos Pizarro, Arturo Nevárez","doi":"10.3102/0091732X16686949","DOIUrl":"https://doi.org/10.3102/0091732X16686949","url":null,"abstract":"While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K–12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visible the normalized facets of racism in K–12 schools. After narrowing over 4,000 articles that study racial inequity in education research, we reviewed a total of 186 U.S.-focused research studies in a K–12 school context that examine racism. As we categorized the literature, we built on a theory of the “new racism”—a more covert and hidden racism than that of the past—and grouped the articles into two main sections: (1) research that brings to light racism’s permanence and significance in the lives of students of Color through manifestations of what we conceptualize as (a) evaded racism, (b) “antiracist” racism, and (c) everyday racism and (2) research focused on confronting racism through racial literacy and the resistance of communities of Color. In our conclusion, we articulate suggestions for future directions in education research that include a more direct acknowledgement of racism as we attend to the experiences and needs of K–12 students of Color.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":"41 1","pages":"182 - 202"},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16686949","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48685256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 135

About the Contributors 关于投稿人

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732x17697294

Ursula S. Aldana, B. J. Baldridge, Ayanna F. Brown, Claudia G. Cervantes-Soon

引用次数: 0

Pursuing Equity: Disproportionality in Special Education and the Reframing of Technical Solutions to Address Systemic Inequities 追求公平:特殊教育的不成比例和解决系统不平等的技术解决方案的重构

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X16686947

Catherine Kramarczuk Voulgarides, Edward Fergus, Kathleen A. King Thorius

引用次数: 34

Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants 重塑重症监护和解决学校归属感问题，以应对移民和移民子女的不平等

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X17690498

C. DeNicolo, Min Yu, C. Crowley, Susan L. Gabel

引用次数: 41

Fostering Sociopolitical Consciousness With Minoritized Youth: Insights From Community-Based Arts Programs 培养少数族裔青年的社会政治意识:来自社区艺术项目的见解

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X17690122

B. Ngo, C. Lewis, Betsy Maloney Leaf

引用次数: 20