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Starting from a Different Place: The Five Truths Evident in Carol Gilligan's Research 从不同的地方出发卡罗尔-吉利根研究中的五大真理
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-03-01 DOI: 10.17763/1943-5045-94.1.136
N. Way
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引用次数: 0
Listening as Resistance 倾听即抵抗
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2024-03-01 DOI: 10.17763/1943-5045-94.1.106
Tonya Leslie
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引用次数: 0
Expanding the Reasons We Give: Black Parents’ Collective Engagement as Resisting White Supremacy at School 扩大我们给出的理由：黑人家长集体参与抵制学校的白人至上主义
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-12-01 DOI: 10.17763/1943-5045-93.4.533
J. Foubert
{"title":"Expanding the Reasons We Give: Black Parents’ Collective Engagement as Resisting White Supremacy at School","authors":"J. Foubert","doi":"10.17763/1943-5045-93.4.533","DOIUrl":"https://doi.org/10.17763/1943-5045-93.4.533","url":null,"abstract":"In this article, Jennifer L. McCarthy Foubert draws attention to Black parents’ collective school engagement. Applying critical race theory’s critique of liberalism as a theoretical frame, she argues that Black parents who participated in her qualitative multicase study resisted white supremacy as they engaged for the collective in everyday school involvement, school and extracurricular choices, and parent groups. She concludes by urging family-school partnership scholars, policy makers, and school leader and teacher educators to embrace collective engagement for its contributions to educational justice.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139018592","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
“Whatever You Want to Call It”: Science of Reading Mythologies in the Education Reform Movement "随你怎么说"：教育改革运动中的科学阅读神话
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-12-01 DOI: 10.17763/1943-5045-93.4.556
Elena Aydarova
{"title":"“Whatever You Want to Call It”: Science of Reading Mythologies in the Education Reform Movement","authors":"Elena Aydarova","doi":"10.17763/1943-5045-93.4.556","DOIUrl":"https://doi.org/10.17763/1943-5045-93.4.556","url":null,"abstract":"In recent years, a wave of science of reading (SOR) reforms have swept across the nation. Although advocates argue that these are based on science-based research, SOR remains a contested and ambiguous notion. In this essay, Elena Aydarova uses an anthropology of policy approach to analyze advocacy efforts that promoted SOR reforms and legislative deliberations in Tennessee. Drawing on Barthes’s theory of mythology, this analysis sheds light on the semiotic chains that link SOR with tradition, knowledge-build ingcurricula, and the scaling down of social safety nets. This deciphering of SOR mythologies under scores how the focus on “science” distorts the intentions of these myths to naturalize socioeconomic inequality and depoliticize social conditions of precarity. This study problematizes the claims made by SOR advocates and sheds light on the ways these reforms are likely to reproduce, rather than disrupt, inequities and injustices.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138985927","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
What Relationships Do We Want with Technology? Toward Technoskepticism in Schools 我们希望与技术建立何种关系？学校中的技术怀疑论
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-12-01 DOI: 10.17763/1943-5045-93.4.486
Jacob Pleasants, Daniel G. Krutka, T. P. Nichols
{"title":"What Relationships Do We Want with Technology? Toward Technoskepticism in Schools","authors":"Jacob Pleasants, Daniel G. Krutka, T. P. Nichols","doi":"10.17763/1943-5045-93.4.486","DOIUrl":"https://doi.org/10.17763/1943-5045-93.4.486","url":null,"abstract":"In this essay, Jacob Pleasants, Dani el G. Krutka, and T. Philip Nichols outline a vision for how technology education can and ought to occur through the core subject areas of science, social studies, and English language arts. In their argument for the development of a technoskeptical stance for thinking critically and making informed decisions about technology, they discuss past and current efforts to address both the teaching and use of technology within the subject areas and possibilities for a deeper and more coherent technology education. To support that goal, they present the Technoskepticism Iceberg as a conceptual framework to identify the technical, psycho social, and political dimensions of technology and highlight ways of thinking with greater depth about those dimensions.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139016397","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
Campus Economics: How Economic Thinking Can Help Improve College and University Decisions, by Sandy Baum and Michael McPherson 校园经济学：经济学思维如何帮助改善学院和大学的决策》，桑迪-鲍姆和迈克尔-麦克弗森著
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-12-01 DOI: 10.17763/1943-5045-93.4.592
Caroline Tucker
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引用次数: 0
A Dream Defaulted: The Student Loan Crisis Among Black Borrowers, by Jason N. Houle and Fenaba R. Addo 梦想破灭：黑人借款人的学生贷款危机》，Jason N. Houle 和 Fenaba R. Addo 著
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-12-01 DOI: 10.17763/1943-5045-93.4.586
Megan L Bogia
{"title":"A Dream Defaulted: The Student Loan Crisis Among Black Borrowers, by Jason N. Houle and Fenaba R. Addo","authors":"Megan L Bogia","doi":"10.17763/1943-5045-93.4.586","DOIUrl":"https://doi.org/10.17763/1943-5045-93.4.586","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139024976","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
From Democratic Participation to Cariño: Exploring the Core Commitments of Foundational Scholars in the Field of Youth Participatory Action Research 从民主参与到卡里诺：探索青年参与行动研究领域基础学者的核心承诺
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-12-01 DOI: 10.17763/1943-5045-93.4.459
Thomas Albright, Gretchen Brion-Meisels
{"title":"From Democratic Participation to Cariño: Exploring the Core Commitments of Foundational Scholars in the Field of Youth Participatory Action Research","authors":"Thomas Albright, Gretchen Brion-Meisels","doi":"10.17763/1943-5045-93.4.459","DOIUrl":"https://doi.org/10.17763/1943-5045-93.4.459","url":null,"abstract":"In this essay Thomas Albright and Gretchen Brion-Meisels build on the work of foundational scholars in intergenerational participatory action research (PAR) to explore the conceptualization and mobilization of various research processes. Motivated to understand the opportunities and dangers of using critical participatory approaches within neoliberal institutions like public schools, they interviewed fourteen scholars working in the field to understand their core commitments when engaging in PAR, specifically their framing of purpose, participation, and power both within their research initiatives and for the broader field. Albright and Brion-Meisels’s findings illustrate these scholars’ shared intellectual, ethical, and political commitments. Also, many of them described PAR as an ontoepistemological endeavor, recognizing that the entanglements are not simply a method, epistemology, or add-on intervention to be mobilized but a coconstitution of knowing and being—a knowing-in-being and being-in-knowing.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139015545","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
Language and Education in Africa: A Fresh Approach to the Debates on Language, Education, and Cultural Identity, by Bert van Pinxteren 非洲的语言与教育：Bert van Pinxteren 著，《非洲的语言与教育：语言、教育和文化身份辩论的新方法》（A Fresh Approach to the Debates on Language, Education, and Cultural Identity）。
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-12-01 DOI: 10.17763/1943-5045-93.4.582
Maya Alkateb-Chami
{"title":"Language and Education in Africa: A Fresh Approach to the Debates on Language, Education, and Cultural Identity, by Bert van Pinxteren","authors":"Maya Alkateb-Chami","doi":"10.17763/1943-5045-93.4.582","DOIUrl":"https://doi.org/10.17763/1943-5045-93.4.582","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139013466","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
Flipping the Interpreter Script: Perspectives on Accessibility 翻转口译剧本：无障碍视角
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-12-01 DOI: 10.17763/1943-5045-93.4.516
Jessica A. Scott, G. Kasun, Stephanie J. Gardiner-Walsh
{"title":"Flipping the Interpreter Script: Perspectives on Accessibility","authors":"Jessica A. Scott, G. Kasun, Stephanie J. Gardiner-Walsh","doi":"10.17763/1943-5045-93.4.516","DOIUrl":"https://doi.org/10.17763/1943-5045-93.4.516","url":null,"abstract":"In this positional essay, Jessica A. Scott, G. Sue Kasun, and Stephanie J. Gardiner-Walsh discuss their experiences and frustrations around American Sign Language interpreters in higher education settings. They draw from their intersecting experiences as researchers of language and/or deaf education to call for a “flipping of scripts” around how we frame who is being interpreted for in signed language contexts. They argue that the majoritarian, ableist mindset in higher education needs to shift to remember that hearing/abled individuals also need to learn from disabled individuals and that the field of multilingual education needs to better engage signed language in the broader field.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139024236","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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