Review of Research in Education最新文献_第9页

Eliminating Disparities in School Discipline: A Framework for Intervention 消除学校纪律差异：一个干预框架

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X17690499

A. Gregory, R. Skiba, K. Mediratta

引用次数: 122

Permission Not Required: The Power of Parents to Disrupt Educational Hypocrisy 不需要许可：父母破坏教育虚伪的力量

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X16687974

B. Fennimore

{"title":"Permission Not Required: The Power of Parents to Disrupt Educational Hypocrisy","authors":"B. Fennimore","doi":"10.3102/0091732X16687974","DOIUrl":"https://doi.org/10.3102/0091732X16687974","url":null,"abstract":"This review is focused on literature documenting the experiences of nondominant and minoritized parents who challenge injustice and inequity in the public schools attended by their children. It interrogates hegemonic approaches to parent involvement favoring dominant groups and silencing efforts of nondominant parents to confront discriminatory assumptions and unequal opportunities. Research studies generally published between 1995 and 2016 reflecting grassroots parent activism encountering conflict and tension and exposing racism, classism, and discrimination in public school practices and policies were selected. Using the lens of critical race and social justice theories, the review is structured on three major public school hypocrisies: (1) hegemonic traditional school-controlled parent involvement that privileges dominant groups and devalues contributions of nondominant groups, (2) false claims of equity in schools characterized by stratified and differential opportunities, and (3) discriminatory market-based choice and privatization schemes. Ultimately the review calls on researchers to acknowledge ethical issues that arise when their work “confirms” nondominant parent and child inferiority. Further, it calls for observer–activist–participant research paradigms that acknowledge school-based resistance to critical nondominant parent activism and respectfully document the continuing struggle of nondominant parents for equal educational opportunities.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16687974","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46766552","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: 20

(Mis)Taken Identities: Reclaiming Identities of the “Collective Black” in Mathematics Education Research Through an Exercise in Black Specificity (错误)认同:通过黑人专一性的练习，在数学教育研究中重新确立“集体黑人”的认同

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X16686950

Maisie L. Gholson, Charles E. Wilkes

{"title":"(Mis)Taken Identities: Reclaiming Identities of the “Collective Black” in Mathematics Education Research Through an Exercise in Black Specificity","authors":"Maisie L. Gholson, Charles E. Wilkes","doi":"10.3102/0091732X16686950","DOIUrl":"https://doi.org/10.3102/0091732X16686950","url":null,"abstract":"This chapter reviews two strands of identity-based research in mathematics education related to Black children, exemplified by Martin (2000) and Nasir (2002). Identity-based research in mathematics education is a burgeoning field that is disrupting narratives around the meanings of mathematical competence and brilliance. We argue that the identities of Black children as doers and knowers of mathematics are often confused (or mistaken) with stereotypical images of various social identities, as well as wrongly confiscated (or mis-taken), in order to perpetuate persistent narratives of inferiority, criminality, and general ineducability of these children. We use Black children as a particular example within the mathematics education research literature and argue that children within a so-called “collective Black” are subject to the same racial scripts that organize mathematics teaching and learning. While we acknowledge that important lines of identity-based research have emerged to reclaim the rightful identities of Black children and those within the collective Black, we conclude with a critique of this recent literature in which we note the troubling exclusion of girls and young children.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16686950","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46567892","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: 48

A Call for Onto-Epistemological Diversity in Early Childhood Education and Care: Centering Global South Conceptualizations of Childhood/s 呼吁在幼儿教育和护理中实现认识论的多样性：以全球南方儿童概念为中心

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X16688621

M. Pérez, Cinthya M. Saavedra

引用次数: 61

About the Editors 关于编辑

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732x17694329

R. Khalidi, S. Seikaly

引用次数: 0

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X16689047

Vaughn W. M. Watson, Michelle G. Knight-Manuel

引用次数: 29

Classroom Conversations in the Study of Race and the Disruption of Social and Educational Inequalities: A Review of Research 种族研究中的课堂对话与社会和教育不平等的破坏:研究综述

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X16687522

Ayanna F. Brown, D. Bloome, J. Morris, Stephanie Power-Carter, A. Willis

{"title":"Classroom Conversations in the Study of Race and the Disruption of Social and Educational Inequalities: A Review of Research","authors":"Ayanna F. Brown, D. Bloome, J. Morris, Stephanie Power-Carter, A. Willis","doi":"10.3102/0091732X16687522","DOIUrl":"https://doi.org/10.3102/0091732X16687522","url":null,"abstract":"This review of research examines classroom conversations about race with a theoretical framing oriented to understanding how such conversations may disrupt social and educational inequalities. The review covers research on how classroom conversations on race contribute to students’ and educators’ understandings of a racialized society, their construction of and reflection on relationships among students, as well as to their learning of academic content knowledge. The review considers research across grades P–12, as well as conversations in teacher education, with a specific focus on the U.S. context. Limiting the review to the U.S. context is done not to obfuscate conceptions of race and inequalities globally, but to elucidate how race becomes manifested in unique ways in the United States—often positioning African Americans and Blackness as the “fundamental other.” The review offers a social, historical, and political discussion that contextualizes how classroom conversations, and their omission, are not conversations only relegated to the classroom, but are part of a larger dialogue within the broader society.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16687522","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43928534","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: 26

Putting the Radical Notion of Equality in the Service of Disrupting Inequality in Education: Research Findings and Conceptual Advances on the Infinity of Human Potential 将激进的平等观服务于打破教育不平等——关于人的潜力无限性的研究发现和概念进展

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X16687524

A. Stetsenko

{"title":"Putting the Radical Notion of Equality in the Service of Disrupting Inequality in Education: Research Findings and Conceptual Advances on the Infinity of Human Potential","authors":"A. Stetsenko","doi":"10.3102/0091732X16687524","DOIUrl":"https://doi.org/10.3102/0091732X16687524","url":null,"abstract":"Research on disrupting inequality in education can benefit from situating it within the debates on varying and often conflicting meanings of equality and its perils and promises. Especially in the wake of achievement testing and resurgent biological determinism, researchers continue to equivocate between commitment to the idea that all humans are equal in their core capacities versus the tendency to attribute developmental outcomes to differences in “natural” inborn talents and endowments. This chapter examines contemporary research and theorizing to address the tenet of fundamental equality to counter biological determinism laden with mythic racial, gender, and other types of unproven assumptions and biases. Drawing on a wide range of emerging positions and evidence across neurosciences, epigenetics, developmental systems perspective, and cultural-historical framework, the core argument is that all persons have infinite potential—incalculable in advance, unlimited, and not predefined in terms of any putatively inborn “endowments.” This potential is realized in the course of activity-dependent generation of open-ended, dynamic, and situated developmental processes that are critically reliant upon sociocultural supports, tools, mediations, and access to requisite resources, especially through education. An educational policy along these lines would be centrally premised on the imperative to remedy the effects of discrimination and marginalization.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16687524","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45846037","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: 21

Toward a New Understanding of Community-Based Education: The Role of Community-Based Educational Spaces in Disrupting Inequality for Minoritized Youth 对社区教育的新理解：社区教育空间在打破未成年青年不平等中的作用

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X16688622

B. J. Baldridge, Nathanael Beck, J. C. Medina, M. Reeves

{"title":"Toward a New Understanding of Community-Based Education: The Role of Community-Based Educational Spaces in Disrupting Inequality for Minoritized Youth","authors":"B. J. Baldridge, Nathanael Beck, J. C. Medina, M. Reeves","doi":"10.3102/0091732X16688622","DOIUrl":"https://doi.org/10.3102/0091732X16688622","url":null,"abstract":"Community-based educational spaces (CBES; afterschool programs, community-based youth organizations, etc.) have a long history of interrupting patterns of educational inequity and continue to do so under the current educational policy climate. The current climate of education, marked by neoliberal education restructuring, has left community-based educational spaces vulnerable in many of the same ways as public schools. Considering the current political moment of deep insecurity within public education, this review of research illuminates the role community-based educational spaces have played in resisting forms of educational inequality and their role in the lives of minoritized youth. With a review of seminal education research on community-based spaces, we intend to capture the ways these diverse out-of-school spaces inform the educational experiences, political identity development, and organizing and activist lives of minoritized youth. Further, this piece contends that reimagining education beyond the borders of the school is a form of resistance, as community-based leaders, youth workers, and youth themselves negotiate the dialectical nature of community-based educational spaces within a capitalist and racialized neoliberal state.","PeriodicalId":47753,"journal":{"name":"Review of Research in Education","volume":null,"pages":null},"PeriodicalIF":6.4,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.3102/0091732X16688622","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47597639","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: 50

Foundational Understandings as “Show Ways” for Interrupting Injustice and Fostering Justice in and Through Education Research 在教育研究中中断不公正、促进正义的“展示途径”——基本理解

IF 6.4 1区教育学

Review of Research in Education Pub Date : 2017-03-01 DOI: 10.3102/0091732X17703981

Mariana Souto-Manning, Maisha T. Winn

引用次数: 15