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Toxic Masculinity Masking as Cultural Relevancy: Latino Men Navigating Heteropatriarchal Expectations of Manhood in the Teaching Profession 以文化相关性掩盖的有毒男性气质：拉丁裔男性在教师职业中驾驭异族父权制对男子气概的期望
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-06-01 DOI: 10.17763/1943-5045-94.2.165
Michael V. Singh
{"title":"Toxic Masculinity Masking as Cultural Relevancy: Latino Men Navigating Heteropatriarchal Expectations of Manhood in the Teaching Profession","authors":"Michael V. Singh","doi":"10.17763/1943-5045-94.2.165","DOIUrl":"https://doi.org/10.17763/1943-5045-94.2.165","url":null,"abstract":"In this qualitative study, Michael V. Singh deconstructs how and why Latino men teachers are asked to perform a culturally relevant manhood in the classroom. He looks at the ways these teachers experience and navigate the heteropatriarchal expectations associated with their teaching and gender performance, which are often (mis) framed as “cultural relevancy” and reproduce hegemonic and toxic masculinity. The eleven Latino men in this study described such expectations as coming from teachers and administrators, who positioned them to embody tropes of the macho Mexican patriarch who disciplines unruly boys, and also from students, who sometimes wanted their teachers to perform a Latino manhood admired for its physical and sexual power. The participants also recounted how they navigated these expectations in ways that disrupted and queered the figure of the culturally relevant Latino man teacher. This study deconstructs how and why Latino men teachers are asked to perform a culturally relevant manhood in the classroom.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141409007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
Standardization, White Supremacy, and Racial Self-Definition: African American Secondary Schools in Rural North Carolina, 1920-1954 标准化、白人至上和种族自我定义：北卡罗来纳州农村地区的非裔美国人中学，1920-1954 年
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-06-01 DOI: 10.17763/1943-5045-94.2.259
Amato Nocera, Kyle P. Steele, John Hensley
{"title":"Standardization, White Supremacy, and Racial Self-Definition: African American Secondary Schools in Rural North Carolina, 1920-1954","authors":"Amato Nocera, Kyle P. Steele, John Hensley","doi":"10.17763/1943-5045-94.2.259","DOIUrl":"https://doi.org/10.17763/1943-5045-94.2.259","url":null,"abstract":"In this historical examination, Amato Nocera, Kyle P. Steele, and John Hensley argue that the development of Black rural high schools in the decades leading up to the Brown v. Board of Education decision represented the dynamic between standardization, white supremacy, and Black self-definition that has shaped US education reform. Focusing on the interplay of state-level education administrators, local white officials, and Black community members, the authors’ analysis of Black rural high schools draws on archival data from DuBois High School in rural Wake Forest, North Carolina, to broaden the literature on the history of the American high school and contribute to an understanding of the Black Freedom Movement by recognizing secondary schools as vital to institution building in the Jim Crow South.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141400355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
A Black Woman I Love Is Readying to Become Dean: Here's What I Hope Her Institution Remembers 我爱的一位黑人女性准备担任院长：我希望她的学院记住以下几点
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-06-01 DOI: 10.17763/1943-5045-94.2.309
{"title":"A Black Woman I Love Is Readying to Become Dean: Here's What I Hope Her Institution Remembers","authors":"","doi":"10.17763/1943-5045-94.2.309","DOIUrl":"https://doi.org/10.17763/1943-5045-94.2.309","url":null,"abstract":"\u0000 In this Voices: Reflective Accounts of Education essay, the author delves into the intersection of race, gender, and education, exploring the experiences and challenges faced by Black women leaders and daughters in the Academy. This piece emerges from the author's research and lived experiences. The breadth and depth of a littleaddressed perspective in education research offers a powerful perspective, humanizing Black women leaders and their families in education differently and significantly. The author has chosen to publish this essay anonymously in order to protect the identity and career of the Black woman they love.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141407961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
Racialized Closures and the Shuttering of Black Schools: Evidence from National Data 种族化关闭与黑人学校的关闭：来自全国数据的证据
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-06-01 DOI: 10.17763/1943-5045-94.2.187
Danielle Marie Greene-Bell, F. A. Pearman
{"title":"Racialized Closures and the Shuttering of Black Schools: Evidence from National Data","authors":"Danielle Marie Greene-Bell, F. A. Pearman","doi":"10.17763/1943-5045-94.2.187","DOIUrl":"https://doi.org/10.17763/1943-5045-94.2.187","url":null,"abstract":"In this article Danielle Marie Greene-Bell and Francis A. Pearman II examine racial disparities in school closures across the United States, with a particular interest in majority Black schools. Using survival analysis and longitudinal data, they find that majority Black schools are far more likely to close than non-majority Black schools and that these elevated closure rates are not fully accounted for by observable differences like achievement levels, enrollment patterns, and the socioeconomic status of their surrounding communities. Using the theoretical frame of BlackQuantCrit, they argue that this pattern of findings is consistent with the theory that school closures demonstrate historical and contemporary forms of anti-Blackness that affect US schools and the geography of opportunity more broadly.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141390802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
Translanguaging, Coloniality and Decolonial Cracks: Bilingual Science Learning in South Africa, by Robyn Tyler 跨语言、殖民性和非殖民化裂缝：南非的双语科学学习》，罗宾-泰勒著
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-06-01 DOI: 10.17763/1943-5045-94.2.315
Maya Alkateb-Chami
{"title":"Translanguaging, Coloniality and Decolonial Cracks: Bilingual Science Learning in South Africa, by Robyn Tyler","authors":"Maya Alkateb-Chami","doi":"10.17763/1943-5045-94.2.315","DOIUrl":"https://doi.org/10.17763/1943-5045-94.2.315","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141416393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
Rethinking Community Cultural Wealth 反思社区文化财富
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-06-01 DOI: 10.17763/1943-5045-94.2.235
David Shuang Song
{"title":"Rethinking Community Cultural Wealth","authors":"David Shuang Song","doi":"10.17763/1943-5045-94.2.235","DOIUrl":"https://doi.org/10.17763/1943-5045-94.2.235","url":null,"abstract":"In this essay David Shuang Song uses Bourdieusian theory and its contemporary reapplications to address theoretical problems in Tara Yosso's concept of community cultural wealth and to propose a rethinking of the influential model. He argues for redirecting attention to how agents both make exchangeable and exchange the legitimized practices and objects in a marginalized ethnic/racial community with those of the formal education system. Song illustrates this reconceptualization through a sketch of his ethnographic research on a community school in one large city's Chinatown. His approach emphasizes key Bourdieusian concepts that are sometimes missing in education research and sociology of education, resituates Bourdieusian theory as capable of offering insights into racialization and racial oppression in the United States, and offers insights for the study of community-based education projects among people of color.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141415896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
Schools and the Rise of Mass Incarceration in a Post-Brown World 后布朗世界中的学校与大规模监禁的兴起
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-06-01 DOI: 10.17763/1943-5045-94.2.286
Matthew B. Kautz
{"title":"Schools and the Rise of Mass Incarceration in a Post-Brown World","authors":"Matthew B. Kautz","doi":"10.17763/1943-5045-94.2.286","DOIUrl":"https://doi.org/10.17763/1943-5045-94.2.286","url":null,"abstract":"In this article Matthew B. Kautz theorizes schools as unique carceral institutions with the capacities to criminalize, surveil, discipline, and punish and demonstrates how they have mobilized these unique abilities to establish social control. By tracing the development of school disciplinary policy and practice following Brown v. Board of Education, the essay illuminates how policy makers produced politically salable narratives of criminality to rationalize the expansion of jails and prisons during a period of major economic restructuring. Engaging with this history, Kautz provides a different lens for considering contemporary education policy.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141406334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
They Can't … They Won't … They Did: Overcoming Reductive Perceptions of Teachers with Colorado's Sample Curriculum Project 他们不能......他们不会......他们做到了：通过科罗拉多州的样本课程项目克服对教师的消极看法
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-06-01 DOI: 10.17763/1943-5045-94.2.211
Brian R. Sevier, Joanna Bruno, Karol Gates, Stephanie Hartman, Mary Ellen Pittman, Vince Puzick, Phyllis Reed, Beverly Reimer
{"title":"They Can't … They Won't … They Did: Overcoming Reductive Perceptions of Teachers with Colorado's Sample Curriculum Project","authors":"Brian R. Sevier, Joanna Bruno, Karol Gates, Stephanie Hartman, Mary Ellen Pittman, Vince Puzick, Phyllis Reed, Beverly Reimer","doi":"10.17763/1943-5045-94.2.211","DOIUrl":"https://doi.org/10.17763/1943-5045-94.2.211","url":null,"abstract":"In this essay Brian R. Sevier, Joanna Bruno, Karol Gates, Stephanie Hartman, Mary Ellen Pittman, Vince Puzick, Phyllis Reed, and Beverly Reimer describe their effort at the Colorado Department of Education to recruit and engage educators in authoring free and open-source curriculum samples for preK-12 academic content areas. The story of Colorado's Sample Curriculum Project illuminates how this team navigated constraints to foreground teachers as intellectual professionals who were ready and willing to use their knowledge and experience in deliberative and collaborative community. It also reveals the intransigency of perspectives that downplay the significance of teacher knowledge and collaboration. Highlighting both the possibilities that materialize when teachers engage, create, and collaborate and the persistent doubters of those possibilities, the authors argue for opportunities for professional expression that undermine reductive perspectives of teachers and their capabilities.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141399386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
False Starts: The Segregated Lives of Preschoolers, by Casey Stockstill 错误的开始：学龄前儿童的隔离生活》，凯西-斯托克斯蒂尔著
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-06-01 DOI: 10.17763/1943-5045-94.2.320
Jeannette Garcia Coppersmith
{"title":"False Starts: The Segregated Lives of Preschoolers, by Casey Stockstill","authors":"Jeannette Garcia Coppersmith","doi":"10.17763/1943-5045-94.2.320","DOIUrl":"https://doi.org/10.17763/1943-5045-94.2.320","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141409008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
Punished for Dreaming: How School Reform Harms Black Children and How We Heal, by Bettina L. Love 为梦想受罚：学校改革如何伤害黑人儿童以及我们如何治愈》，贝蒂娜-L-洛夫著
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-06-01 DOI: 10.17763/1943-5045-94.2.325
Kemeyawi Q. Wahpepah
{"title":"Punished for Dreaming: How School Reform Harms Black Children and How We Heal, by Bettina L. Love","authors":"Kemeyawi Q. Wahpepah","doi":"10.17763/1943-5045-94.2.325","DOIUrl":"https://doi.org/10.17763/1943-5045-94.2.325","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141409314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"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: 0
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