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The Sum of Us: What Racism Costs Everyone and How We Can Prosper Together 《我们的总和:种族主义给每个人带来的代价以及我们如何共同繁荣
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-11-29 DOI: 10.17763/1943-5045-91.4.540
M. Cohen
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引用次数: 80
Adding Flesh to the Bones: Dignity Frames for English Learner Education 有血有肉:英语学习者教育的尊严框架
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-11-29 DOI: 10.17763/1943-5045-91.4.482
Luis E. Poza
{"title":"Adding Flesh to the Bones: Dignity Frames for English Learner Education","authors":"Luis E. Poza","doi":"10.17763/1943-5045-91.4.482","DOIUrl":"https://doi.org/10.17763/1943-5045-91.4.482","url":null,"abstract":"In this essay, Luis E. Poza argues that educational dignity can help practices and reforms targeting students classified as English learners move beyond a narrow focus on programmatic and material factors related to English language development and instead toward more holistic consideration of these students and their schooling ecologies. In aligning the philosophical and legal operationalizations of dignity with landmark judicial victories for racially and linguistically minoritized students, he argues that dignity frameworks are relevant and actionable for more effectively imagining and designing education as an empowering, emancipatory endeavor.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42153200","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: 4
Multigenerational Art Making at a Community School: A Case Study of Transformative Parent Engagement 社区学校的多代艺术创作：家长参与转变的个案研究
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-11-29 DOI: 10.17763/1943-5045-91.4.511
K. M. Kane, K. H. Quartz, Lindsey T. Kunisaki
{"title":"Multigenerational Art Making at a Community School: A Case Study of Transformative Parent Engagement","authors":"K. M. Kane, K. H. Quartz, Lindsey T. Kunisaki","doi":"10.17763/1943-5045-91.4.511","DOIUrl":"https://doi.org/10.17763/1943-5045-91.4.511","url":null,"abstract":"In this article, Kevin M. Kane, Karen Hunter Quartz, and Lindsey T. Kunisaki describe the transformative parent engagement fostered in a multigenerational afterschool arts program at a community school. Community schools bring together families, teachers, and other neighborhood partners to help students learn, grow, and thrive and often integrate health, education, and social services. This embedded case study shows how community schools can also nurture cultural assets in the form of parents’ community cultural wealth. The learning of these community school parents demonstrates the mutually reinforcing relationships between transformative parent engagement, collaborative leadership, expanded learning opportunities, and integrated student supports. This study highlights the transformative impact of culturally sustaining arts on individuals, families, and the school as a whole, offering implications for researchers and practitioners in community-based arts education and community school development.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44045126","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
Voicing Code in STEM: A Dialogical Imagination STEM中的语音编码：对话想象
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-11-29 DOI: 10.17763/1943-5045-91.4.537a
Paulina Haduong
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引用次数: 12
When Colleges Close: Leading in a Time of Crisis 当大学关闭：危机时期的领导
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-11-29 DOI: 10.17763/1943-5045-91.4.543
Tara P. Nicola
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引用次数: 1
How High Achievers Learn That They Should Not Become Teachers 高成就者如何学会不应该成为教师
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-11-29 DOI: 10.17763/1943-5045-91.4.433
Zid Mancenido
{"title":"How High Achievers Learn That They Should Not Become Teachers","authors":"Zid Mancenido","doi":"10.17763/1943-5045-91.4.433","DOIUrl":"https://doi.org/10.17763/1943-5045-91.4.433","url":null,"abstract":"In this article, Zid Mancenido examines how high-achieving students are socialized to believe that they should not become K–12 classroom teachers. Research has well established that academically successful students are often disinterested in teaching as a career, yet there has been little attention to how this disinterest is developed through the process of career exploration. To address this gap in the literature, Mancenido conducts a narrative inquiry based on interviews with high-achieving recent college graduates and graduating seniors. He presents six representative vignettes to demonstrate how high achievers learn through explicit and implicit signals that teaching is not appropriate for someone like them. This process is social, with parents and peers playing a significant role in shaping beliefs. These findings suggest that policy efforts to recruit more high achievers into teaching may benefit from more focus earlier in the career exploration pipeline.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49577561","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: 3
The Young Crusaders: The Untold Story of the Children and Teenagers Who Galvanized the Civil Rights Movement 年轻的十字军:激发民权运动的儿童和青少年不为人知的故事
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-09-01 DOI: 10.17763/1943-5045-91.3.419
Alyssa Napier
{"title":"The Young Crusaders: The Untold Story of the Children and Teenagers Who Galvanized the Civil Rights Movement","authors":"Alyssa Napier","doi":"10.17763/1943-5045-91.3.419","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.419","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46314749","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
Border Thinking: Latinx Youth Decolonizing Citizenship 边界思维：拉丁裔青年公民身份的非殖民化
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-09-01 DOI: 10.17763/1943-5045-91.3.402a
Alysha Banerji
{"title":"Border Thinking: Latinx Youth Decolonizing Citizenship","authors":"Alysha Banerji","doi":"10.17763/1943-5045-91.3.402a","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.402a","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42917219","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
The Last Negroes at Harvard: The Class of 1963 and the 18 Young Men Who Changed Harvard Forever 《哈佛最后的黑人:1963届毕业生和18位永远改变哈佛的年轻人
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-09-01 DOI: 10.17763/1943-5045-91.3.415
Shandra M. Jones
{"title":"The Last Negroes at Harvard: The Class of 1963 and the 18 Young Men Who Changed Harvard Forever","authors":"Shandra M. Jones","doi":"10.17763/1943-5045-91.3.415","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.415","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43995777","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
Is Complicity in Oppression a Privilege? Toward Social Justice Education as Mutual Aid 共谋压迫是一种特权吗?论社会正义教育的互助性
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-09-01 DOI: 10.17763/1943-5045-91.3.341
Nicolas J. Tanchuk, Tomas Rocha, M. Kruse
{"title":"Is Complicity in Oppression a Privilege? Toward Social Justice Education as Mutual Aid","authors":"Nicolas J. Tanchuk, Tomas Rocha, M. Kruse","doi":"10.17763/1943-5045-91.3.341","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.341","url":null,"abstract":"The concept of privilege is widely used in social justice education to denote unearned advantages accrued by members of dominant groups through the oppression of subordinate groups. In this conceptual essay, Nicolas Tanchuk, Tomas Rocha, and Marc Kruse argue that an atomistic conception of advantage implicit in the discourse of privilege supports persistent inequity between groups contrary to the intentions of social justice educators. To solve this “problem of privilege,” the authors draw on themes in Black feminist and Indigenous thought to advance a reframing of the way educators teach advantage that is based in foundational relational responsibilities. This new frame, social justice education as mutual aid, retains the power to describe oppressive relations between groups while portraying oppression as disadvantageous to all.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41599425","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: 5
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