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A Note from the Editors 编者的话
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-03-01 DOI: 10.17763/1943-5045-94.1.92
Caroline Tucker, Kemeyawi Q. Wahpepah
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引用次数: 0
Seeing Others: How Recognition Works—and How It Can Heal a Divided World, by Michèle Lamont 看见他人：米歇尔-拉蒙特（Michèle Lamont）著《认可如何起作用--如何治愈分裂的世界》（How Recognition Works-and How It Can Heal a Divided World）。
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-03-01 DOI: 10.17763/1943-5045-94.1.150
Kemeyawi Q. Wahpepah
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引用次数: 0
The Career Arts: Making the Most of College, Credentials, and Connections, by Ben Wildavsky 职业艺术：充分利用大学、资历和人脉》，本-维尔德夫斯基著
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-03-01 DOI: 10.17763/1943-5045-94.1.146
Caroline Tucker
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引用次数: 0
Introduction: “In a Different Voice” at Forty-Five: Reflections on the Word That Launched a Revolution 导言：四十五岁的 "异口同声"：对引发革命的话语的思考
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-03-01 DOI: 10.17763/1943-5045-94.1.93
Randy-Michael Testa
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引用次数: 0
Asking an Unasked Question and the Radical Act of Listening: A Story About Relationships 提出一个未被问及的问题和彻底的倾听：一个关于人际关系的故事
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-03-01 DOI: 10.17763/1943-5045-94.1.112
Deborah L Tolman
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引用次数: 0
Helping Students Become Powerful Mathematical Thinkers: Case Studies of Teaching for Robust Understanding, by Alan Schoenfeld, Heather Fink, Sandra Zuñiga-Ruiz, Siqi Huang, Xinyu Wei, and Brantina Chirinda 帮助学生成为强大的数学思考者：艾伦-舍恩菲尔德、希瑟-芬克、桑德拉-祖尼加-鲁伊斯、黄思琦、魏新宇和 Brantina Chirinda 合著的《促进稳健理解的教学案例研究》。
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-03-01 DOI: 10.17763/1943-5045-94.1.141
Jeannette Garcia Coppersmith
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引用次数: 0
Reprint: In a Different Voice: Women's Conceptions of Self and of Morality 再版：不同的声音：妇女的自我和道德观念
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-03-01 DOI: 10.17763/1943-5045-94.1.55
Carol Gilligan
{"title":"Reprint: In a Different Voice: Women's Conceptions of Self and of Morality","authors":"Carol Gilligan","doi":"10.17763/1943-5045-94.1.55","DOIUrl":"https://doi.org/10.17763/1943-5045-94.1.55","url":null,"abstract":"As theories of developmental psychology continue to define educational goals and practice, it has become imperative for educators and researchers to scrutinize not only the underlying assumptions of such theories but also the model of adulthood toward which they point. Carol Gilligan examines the limitations of several theories, most notably Kohlberg's stage theory of moral development, and concludes that developmental theory has not given adequate expression to the concerns and experience of women. Through a review of psychological and literary sources, she illustrates the feminine construction of reality. From her own research data, interviews with women contemplating abortion, she then derives an alternative sequence for the development of women's moral judgments. Finally, she argues for an expanded conception of adulthood that would result from the integration of the “feminine voice” into developmental theory.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140401333","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
Pursuing Language Through Critical Metalinguistic Engagement 通过批判性的金属语言参与追求语言
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-03-01 DOI: 10.17763/1943-5045-94.1.25
Renata Love Jones, C. P. Proctor
{"title":"Pursuing Language Through Critical Metalinguistic Engagement","authors":"Renata Love Jones, C. P. Proctor","doi":"10.17763/1943-5045-94.1.25","DOIUrl":"https://doi.org/10.17763/1943-5045-94.1.25","url":null,"abstract":"In this article Renata Love Jones and Patrick Proctor introduce the notion of pursuing language to engage in critical dialogue about the nature and focus of language and literacy education in multilingual and multicultural contexts. A persistent threat in language and literacy education is standardization that constrains how language and literacy are operationalized, which further limits how children can bring their unique communicative practices into schools and classrooms. In response, the authors describe pursuing language as a state of being responsive in our language and literacy instruction, with the goal of developing literacy skills through culturally affirming and anti-oppressive practices. They operationalize this pursuit of language in classroom contexts by delineating a framework of critical metalinguistic engagement. The article begins with a theory of languaging and goes on to unpack critical metalinguistic engagement by each of its component parts—critical, metalinguistic, and engagement—and concludes with an argument for being intentional about pursing language through relationships and dispositions that affirm language diversity in educational practice and research.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140404855","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
Lessons on Listening from Carol Gilligan for the Psychological Study of Human Development 卡罗尔-吉利根为人类发展心理学研究提供的倾听课程
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-03-01 DOI: 10.17763/1943-5045-94.1.98
L. O. Rogers
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引用次数: 0
Writing, Rioting, and Righting Como Negra: A Testimonio of Black Latinx Erasure in Bilingual Education 写作、暴动和纠正 Como Negra：拉美黑人在双语教育中被抹杀的见证
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-03-01 DOI: 10.17763/1943-5045-94.1.1
María Cioé-Peña
{"title":"Writing, Rioting, and Righting Como Negra: A Testimonio of Black Latinx Erasure in Bilingual Education","authors":"María Cioé-Peña","doi":"10.17763/1943-5045-94.1.1","DOIUrl":"https://doi.org/10.17763/1943-5045-94.1.1","url":null,"abstract":"In this autoethnography, María Cioè-Peña recounts her experiences of Black erasure in bilingual education in US schools, where the focus is on language and an imagined mixed-race collective, centering culture to circumvent race and treating language as connective yet racially neutral. But languages and how language users are perceived are not race-neutral constructs. Black erasure in bilingual education upholds anti-Blackness and model minority narratives in education and results in tangible exclusion and oppression for Black bi/multilinguals. Supported by theory and history, Cioè-Peña recounts key moments that contributed to her internalization of anti-Black ideology/rhetoric and respectability politics as a bilingual Black Latina, manifesting in the “taming” of her tongue and cultural identity. Through her testimonio, she sheds light on the erasure of Black students in bilingual education programs and research.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140400239","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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