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The Clearing: On Black Education Studies and the Problem of “Antiblackness” 澄清：论黑人教育研究与“反匮乏”问题
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-06-01 DOI: 10.17763/1943-5045-93.2.149
Kihana Miraya Ross, J. Givens
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引用次数: 1
Harassment, Discouragement, and Intimidation of College Students in Prison: A Qualitative Study on the Prevalence of Disciplinary Power in Prison Higher Education 监狱中大学生的骚扰、劝阻和恐吓——监狱高等教育惩戒权盛行的定性研究
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-06-01 DOI: 10.17763/1943-5045-93.2.241
C. Royer, Erin L. Castro, Estefanie Aguilar Padilla
{"title":"Harassment, Discouragement, and Intimidation of College Students in Prison: A Qualitative Study on the Prevalence of Disciplinary Power in Prison Higher Education","authors":"C. Royer, Erin L. Castro, Estefanie Aguilar Padilla","doi":"10.17763/1943-5045-93.2.241","DOIUrl":"https://doi.org/10.17763/1943-5045-93.2.241","url":null,"abstract":"In this descriptive research study, Caisa Elizabeth Royer, Erin L. Castro, and Estefanie Aguilar Padilla explore the experiences of prison stakeholders in higher education with prison disciplinary power. Based on interviews with nineteen prison education stakeholders, including program directors, instructors, family members of incarcerated students, and program alumni, the authors’ findings indicate that officer-initiated discipline interferes with the aims of college-in-prison programs and incarcerated students’ ability to be successful. The analysis provides rich insight into the ordinary ways prison officers discourage, disrupt, intimidate, and deliberately obstruct student engagement with prison higher education and those programs’ ability to provide coursework.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47121802","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
Security, Conflict Management, and Peacebuilding: Formal Education in Intrastate Political Agreements, 1989–2016 安全、冲突管理与建设和平:1989-2016年国内政治协议中的正规教育
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-06-01 DOI: 10.17763/1943-5045-93.2.173
Giuditta Fontana
{"title":"Security, Conflict Management, and Peacebuilding: Formal Education in Intrastate Political Agreements, 1989–2016","authors":"Giuditta Fontana","doi":"10.17763/1943-5045-93.2.173","DOIUrl":"https://doi.org/10.17763/1943-5045-93.2.173","url":null,"abstract":"In this mixed methods analysis of a dataset she developed, Giuditta Fontana explores how formal intrastate peace processes have addressed reforms of for mal education since the end of the Cold War. Looking at the frequency of reforms of formal education, the con text for their inclusion, and the framing of their aims, she finds that intrastate political agreements circumscribe the peace building potential of education because they rarely include education as a component, their geopolitical context and broader content are not clearly associated with the inclusion of education reforms, and education reforms are primarily framed as contributing to security and conflict management rather than long-term peace building. With fundamental implications for scholarship and policy, this article shows that peace agreements’ focus on the promotion of negative peace rather than more ambitious positive peace is an obstacle to realizing the peacebuilding potential of education in conflict-affected contexts.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43460920","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
English Linguistic Imperialism from Below: Moral Aspiration and Social Mobility 来自下层的英语语言帝国主义:道德渴望与社会流动
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-06-01 DOI: 10.17763/1943-5045-93.2.267
Swati Puri
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引用次数: 1
The Firsts: The Interiority of Black South African Principals Inside White-Majority Schools 第一：南非黑人校长在白人占多数的学校中的内部地位
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-06-01 DOI: 10.17763/1943-5045-93.2.225
J. Jansen, Samantha Kriger
{"title":"The Firsts: The Interiority of Black South African Principals Inside White-Majority Schools","authors":"J. Jansen, Samantha Kriger","doi":"10.17763/1943-5045-93.2.225","DOIUrl":"https://doi.org/10.17763/1943-5045-93.2.225","url":null,"abstract":"In this essay, Jonathan D. Jansen and Samantha Kriger make visible the inner lives of the first Black principals in white-majority schools in South Africa. Through in-depth, on-site, narrative interviews with thirteen principals, and using the lens of interiority, they report on the anxieties, insecurity, and uncertainties experienced by these pioneers in the after math of apartheid, as well as their aspirations, commitments, and determination to transform predominately white institutions. Respondents spoke openly and candidly about their vulnerability as Black leaders in white schools, discussing the toll of school-based racism and resentment on their emotional lives, explaining the struggle between advancing and yet holding back change to avoid alienating white parents and teachers, and revealing how the racialized contexts in which they work awakened a reassessment of their own identities and of those they lead.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49166786","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
Public Goods, Private Goods, and School Preferences 公共产品、私人产品和学校偏好
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-03-01 DOI: 10.17763/1943-5045-93.1.53
Leslie K. Finger, David M. Houston
{"title":"Public Goods, Private Goods, and School Preferences","authors":"Leslie K. Finger, David M. Houston","doi":"10.17763/1943-5045-93.1.53","DOIUrl":"https://doi.org/10.17763/1943-5045-93.1.53","url":null,"abstract":"In this research article, Leslie K. Finger and David M. Houston explore how different ideas about the objectives of education can influence families’ schooling preferences and choices. For their study they employed a conjoint experiment embedded in an online survey to examine participants’ preferences for various school characteristics, including distance from home, academic performance as measured by test scores, and the racial/ethnic and economic makeup of the student body. Their evidence suggests a pattern of school choices that could contribute to racial/ethnic segregation.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45700928","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 Feminist Teacher’s Dilemma: Faculty Labor and the Culture of Sexual Violence in Higher Education 女性主义教师的困境:教师劳动与高等教育中的性暴力文化
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-03-01 DOI: 10.17763/1943-5045-93.1.1
Stephanie R. Larson
{"title":"The Feminist Teacher’s Dilemma: Faculty Labor and the Culture of Sexual Violence in Higher Education","authors":"Stephanie R. Larson","doi":"10.17763/1943-5045-93.1.1","DOIUrl":"https://doi.org/10.17763/1943-5045-93.1.1","url":null,"abstract":"While activists and scholars have interrogated the problem of campus sexual assault, studies have yet to understand its effects on faculty labor. In this analytical essay, Stephanie R. Larson expands studies of campus sexual violence by addressing how ineffective reporting procedures and inadequate mechanisms of response have consequences for minoritized faculty that are not acknowledged by their institutions. Drawing on interview data with twenty humanities faculty members across a range of disciplines, ranks, and types of institutions, she analyzes how the invisible labor around reporting and responding to sexual violence creates a hostile work environment and ultimately exacerbates inequalities in higher education, illustrating how individuals who identify as women, people of color, and/or queer are especially subject to this additional labor. The essay concludes with implications for curriculum, policy, and advocacy.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45756150","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
Cancel Wars: How Universities Can Foster Free Speech, Promote Inclusion, and Renew Democracy, by Sigal R. Ben-Porath, Algorithms of Education: How Datafication and Artificial Intelligence Shape Policy, by Kalervo N. Gulson, Sam Sellar, and P. Taylor Webb, Right Where We Belong: How Refugee Teachers and Students Are Changing the Future of Education, by Sarah Dryden-Peterson 《取消战争:大学如何促进言论自由、促进包容和更新民主》，作者:signal R. Ben-Porath;《教育算法:数据化和人工智能如何塑造政策》，作者:Kalervo N. Gulson, Sam Sellar和P. Taylor Webb;《我们所属的地方:难民教师和学生如何改变教育的未来》，作者:Sarah Dryden-Peterson
4区 教育学
Harvard Educational Review Pub Date : 2023-03-01 DOI: 10.17763/1943-5045-93.1.131
Megan L. Bogia, Abhinav Ghosh, Santiago Pulido-Gómez
{"title":"Cancel Wars: How Universities Can Foster Free Speech, Promote Inclusion, and Renew Democracy, by Sigal R. Ben-Porath, Algorithms of Education: How Datafication and Artificial Intelligence Shape Policy, by Kalervo N. Gulson, Sam Sellar, and P. Taylor Webb, Right Where We Belong: How Refugee Teachers and Students Are Changing the Future of Education, by Sarah Dryden-Peterson","authors":"Megan L. Bogia, Abhinav Ghosh, Santiago Pulido-Gómez","doi":"10.17763/1943-5045-93.1.131","DOIUrl":"https://doi.org/10.17763/1943-5045-93.1.131","url":null,"abstract":"Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Megan L. Bogia, Abhinav Ghosh, Santiago Pulido-Gómez; Cancel Wars: How Universities Can Foster Free Speech, Promote Inclusion, and Renew Democracy, by Sigal R. Ben-Porath, Algorithms of Education: How Datafication and Artificial Intelligence Shape Policy, by Kalervo N. Gulson, Sam Sellar, and P. Taylor Webb, Right Where We Belong: How Refugee Teachers and Students Are Changing the Future of Education, by Sarah Dryden-Peterson. Harvard Educational Review 1 March 2023; 93 (1): 131–140. doi: https://doi.org/10.17763/1943-5045-93.1.131 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest Search","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134950076","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
Distracting, Erasing, and Othering: A Critical Analysis of the Teachers Pay Teachers’ Teach for Justice Collection 分散、抹杀与其他：教师有偿教师讨公道行为的批判性分析
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-03-01 DOI: 10.17763/1943-5045-93.1.104
Katy Swalwell, N. Rodríguez, Amy Updegraff, Leslie Winters
{"title":"Distracting, Erasing, and Othering: A Critical Analysis of the Teachers Pay Teachers’ Teach for Justice Collection","authors":"Katy Swalwell, N. Rodríguez, Amy Updegraff, Leslie Winters","doi":"10.17763/1943-5045-93.1.104","DOIUrl":"https://doi.org/10.17763/1943-5045-93.1.104","url":null,"abstract":"In this article authors Katy Swalwell, Noreen Naseem Rodríguez, Amy Updegraff, and Leslie Ann Winters share findings from their critical content analysis of the free preK–5 resources for antiracist, social justice teaching in the Teachers Pay Teachers’ Teach for Justice collection. Using Picower’s (2012) six elements of social justice curriculum design, as well as guidelines and suggestions offered to content creators in this online curriculum market place, the authors found that the materials in the sample lacked accuracy, avoided clarity, and promoted thin conceptions of social justice and antiracism. They claim that, in general, the collection subverts traditions of social justice and antiracist education by erasing power dynamics, distracting students’ attention away from oppression, and othering BIPOC students. They conclude with a call for educators to avoid the collection and to instead invest in high-quality vetted resources as well as professional development that helps them sharpen their critical capacities around curricular resources.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42678877","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: 1
Norms of Convivencia as Practices of Abjection: Saving the Nation by Saving the Muslim Girl 便利规范是一种堕落的行为:通过拯救穆斯林女孩来拯救国家
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2023-03-01 DOI: 10.17763/1943-5045-93.1.83
Belén Hernando-Lloréns
{"title":"Norms of Convivencia as Practices of Abjection: Saving the Nation by Saving the Muslim Girl","authors":"Belén Hernando-Lloréns","doi":"10.17763/1943-5045-93.1.83","DOIUrl":"https://doi.org/10.17763/1943-5045-93.1.83","url":null,"abstract":"In this historical inquiry, Belén Hernando-Lloréns uses the case of one young Spanish woman who was suspended for wearing a hijab to school to argue that norms of convivencia in culturally and racially diverse educational spaces work as a practice of abjection that excludes in the name of inclusion. She examines three strategies that made this girl’s veiling an issue of public safety: problematizing Muslim girls’ veiled bodies, normalizing what the responsible female citizen’s body looks like, and pathologizing the desire to veil. This inquiry, which is based on the analysis of policy and law, media, and educational research, contends that norms of convivencia in education carry embedded notions of a salvationist agenda that other and exclude those who deviate from normative, liberal images of a responsible personhood.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45773604","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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