Harvard Educational Review最新文献_第4页

Race, Class, Parenting and Children’s Leisure: Children’s Leisurescapes and Parenting in Middle-Class British Indian Families, by Utsa Mukherjee 《种族、阶级、父母教养和儿童休闲:英国印度中产阶级家庭的儿童休闲和育儿》，作者:Utsa Mukherjee

4区教育学

Harvard Educational Review Pub Date : 2023-09-01 DOI: 10.17763/1943-5045-93.3.442

Swati Puri

引用次数: 0

Theorizing Resistance in Education Research: An Introduction to the Reprint of Giroux’s “Theories of Reproduction and Resistance in the New Sociology of Education” 教育研究中的抵抗理论化——兼论吉鲁《新教育社会学再生产与抵抗理论》的再版

4区教育学

Harvard Educational Review Pub Date : 2023-09-01 DOI: 10.17763/1943-5045-93.3.391

MAYA ALKATEB-CHAMI

引用次数: 0

The Challenges of Interrupting Climate Colonialism in Higher Education: Reflections on a University Climate Emergency Plan 中断气候殖民主义在高等教育中的挑战:对大学气候应急计划的思考

4区教育学

Harvard Educational Review Pub Date : 2023-09-01 DOI: 10.17763/1943-5045-93.3.289

SHARON STEIN, JAN HARE

{"title":"The Challenges of Interrupting Climate Colonialism in Higher Education: Reflections on a University Climate Emergency Plan","authors":"SHARON STEIN, JAN HARE","doi":"10.17763/1943-5045-93.3.289","DOIUrl":"https://doi.org/10.17763/1943-5045-93.3.289","url":null,"abstract":"In this article Sharon Stein and Jan Hare ask how higher education institutions might begin to confront the connections between climate change and colonization. To grapple with this question, they examine the dynamics through which climate action can reproduce colonial relations and reflect on the challenges, complexities, and possibilities that emerged in the context of one university’s Indigenous engagement efforts around a climate emergency declaration. The authors suggest that if universities seek to interrupt climate colonialism, they will need to commit to upholding Indigenous rights, knowledges, and self-determination and to accepting responsibility for repairing colonial harm and developing respectful, reciprocal relationships with Indigenous communities and lands. To fulfill these commitments, universities will need to avoid the common tendency to seek quick solutions and instead support the development of institutional conditions and individual capacities that would make it possible to have difficult conversations about the historical and ongoing ways that they have been complicit in social and ecological harm.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135428788","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

“Do You Know How to Ask for an Incomplete?” Reconceptualizing Low-Income, First-Generation Student Success Through a Resource Acquisition Lens “你知道如何要求一个不完整的吗?”从资源获取的角度重新定义低收入第一代学生的成功

4区教育学

Harvard Educational Review Pub Date : 2023-09-01 DOI: 10.17763/1943-5045-93.3.366

BECCA SPINDEL BASSETT

{"title":"“Do You Know How to Ask for an Incomplete?” Reconceptualizing Low-Income, First-Generation Student Success Through a Resource Acquisition Lens","authors":"BECCA SPINDEL BASSETT","doi":"10.17763/1943-5045-93.3.366","DOIUrl":"https://doi.org/10.17763/1943-5045-93.3.366","url":null,"abstract":"In this ethnographic study, Becca Spindel Bassett investigates why low-income and first-generation students access fewer resources and gain fewer benefits from their university campuses than do their higher-income, continuing-generation peers. Building on sociological theories that emphasize the relational and political dynamics of resource acquisition, the article explores the disadvantages that these students face in making persuasive claims on university resources and the role that faculty and staff can play in mitigating these disadvantages. Drawing on a year-long ethnographic study of two universities that serve and graduate large numbers of low-income, first-generation students, Bassett finds that faculty and staff drew on three common, proactive strategies to empower students to make effective claims on university resources, which directed them toward valuable resources and elevated their local social status. These findings challenge foundational theories in higher education that attribute equity gaps to individual-level differences, as well as reveal the importance of claims-making processes in determining who succeeds and who struggles on campus and underscore the critical role that faculty and staff can play in fostering more structurally and culturally supportive campuses.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135434272","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

Nonprofit Neighborhoods: An Urban History of Inequality and the American State, by Claire Dunning 《非营利社区:不平等和美国国家的城市历史》，克莱尔·邓宁著

4区教育学

Harvard Educational Review Pub Date : 2023-09-01 DOI: 10.17763/1943-5045-93.3.446

Abbie Cohen

引用次数: 0

Reprint: Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis 新教育社会学中的再生产与抵抗理论:批判性分析

4区教育学

Harvard Educational Review Pub Date : 2023-09-01 DOI: 10.17763/1943-5045-93.3.396

HENRY A. GIROUX

引用次数: 0

Ethical Decision-Making in the “Crowded Classroom” “拥挤教室”中的伦理决策

4区教育学

Harvard Educational Review Pub Date : 2023-09-01 DOI: 10.17763/1943-5045-93.3.342

TATIANA GERON

引用次数: 0

The Human Side of Accountability: Dilemmas of Reaching All Learners 问责制的人性面:触及所有学习者的困境

4区教育学

Harvard Educational Review Pub Date : 2023-09-01 DOI: 10.17763/1943-5045-93.3.313

TAEYEON KIM

{"title":"The Human Side of Accountability: Dilemmas of Reaching All Learners","authors":"TAEYEON KIM","doi":"10.17763/1943-5045-93.3.313","DOIUrl":"https://doi.org/10.17763/1943-5045-93.3.313","url":null,"abstract":"This portraiture-informed study by Taeyeon Kim challenges the dominant discourse of accountability, which often focuses on high-stakes policies at the expense of relational aspects of accountability in schools. Building on working theories of accountability, humanizing leadership, and paradox theory, Kim theorizes the “human side of accountability,” where leaders simultaneously address the tensions of multiple demands and implement policy mandates in ways that attempt to mitigate their unintended harm to students, particularly minoritized students. Using interviews, shadowing, photo-elicited focus groups, and artifacts generated from a yearlong qualitative study of three US elementary school principals, Kim explores how school principals make meaning of accountability in their daily practices and how they address dilemmas created by competing demands. The analysis suggests that leaders’ enactment of accountability can be understood as a daily balancing act of promoting equity to provide missing and overlooked support in policy man dates. This article thus challenges existing policy approaches and provides strategies for rethinking how processes of accountability can be imagined in school settings.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135428787","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

Making Bureaucracy Work: Norms, Education and Public Service Delivery in Rural India, by Akshay Mangla 《让官僚主义发挥作用:印度农村的规范、教育和公共服务提供》，作者:阿克沙伊·曼拉

4区教育学

Harvard Educational Review Pub Date : 2023-09-01 DOI: 10.17763/1943-5045-93.3.438

Abhinav Ghosh

引用次数: 2

Identity Capitalists: The Powerful Insiders Who Exploit Diversity to Maintain Inequality 身份资本家:利用多样性维持不平等的强大内部人士

IF 1.7 4区教育学

Harvard Educational Review Pub Date : 2023-06-01 DOI: 10.17763/1943-5045-93.2.271

Mekka A. Smith

引用次数: 7