Harvard Educational Review最新文献

{"title":"White Organizers and White Organizations? Dilemmas of Whiteness in a Youth-Led Movement for School Integration","authors":"Alexandra Freidus","doi":"10.17763/1943-5045-93.2.202","DOIUrl":"https://doi.org/10.17763/1943-5045-93.2.202","url":null,"abstract":"In this ethnographic study, Alexandra Freidus investigates the dilemmas of whiteness that challenge a youth-led campaign for school integration in New York City. Analyzing field observations, interviews, and internal documents, she illustrates the ways whiteness shaped young people’s identities as allies and activists, contributed to an organizational culture that many members of color considered a “White space,” and operated as both an asset and a limitation in the group’s organizing tactics. Her findings point to the need for multi racial educational coalitions and social movements to critically and consciously engage with the dilemmas of whiteness inherent in their work.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46348433","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}

{"title":"Spare the Rod: Punishment and the Moral Community of Schools","authors":"Dustin Webster","doi":"10.17763/1943-5045-93.2.275","DOIUrl":"https://doi.org/10.17763/1943-5045-93.2.275","url":null,"abstract":"space left for agency. This work is innovative in its attempt to draw on participants’ definitions of situations, while using a variety of sources and other conceptual tools. The book makes a significant scholarly contribution and opens a new way of writing about schooling and the Catholic Church in Ireland. On one side, there have been extremely critical writings that have not explored the complex dialectic of the relationship between church and state, the national question, and people’s own religiosity. On the other side, other works have placed great emphasis on congregations’ contributions to Catholic schooling without including a critical experiential viewpoint. This work brings some fresh perspectives to the issues. The book closes by moving to the future — “Looking backwards, looking forwards” (189) — toward a new approach to Catholic education. One that is pluralist and open to the world, involving new curricular approaches and a new understanding of piety. However, the authors make it clear that within the context of the expansion of education in Ireland, inequalities persist. Thus, they conclude by saying that Catholic secondary schools, just as their Protestant counterparts, continue to reproduce inequality, and that in spite of the significant changes that have taken place in Ireland since the 1960s, such as the movement away from a theocratic state and positive developments in the provision of secondary education, the Catholic Church continues to have significant control over this level of schooling. I am impressed by the scope and design of this research, and I am certain that it will have a privileged place in the literature on education and the Catholic Church. The authors skillfully integrate the structural elements, enrich the social analysis with contributions from cultural history, and go deep into subjective aspects and experiential testimonies. This book will be of great interest to historians of education, historians of the Catholic Church, and historians interested in Ireland. It will also attract the attention of theologians. In summary, it will be of interest to a variety of readers, and, notably, is a book that will cover a lacuna. I strongly recommend the reading of this book.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47040670","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}

{"title":"The Clearing: On Black Education Studies and the Problem of “Antiblackness”","authors":"Kihana Miraya Ross, J. Givens","doi":"10.17763/1943-5045-93.2.149","DOIUrl":"https://doi.org/10.17763/1943-5045-93.2.149","url":null,"abstract":"In this essay, authors kihana miraya ross and Jarvis R. Givens make their case for a distinct field of education research—Black education studies, which builds on Black studies and education studies. They explore a key analytic in Black education studies, antiblackness, examining its early and more recent uses as an analytic in education research to forward a more holistic understanding of the concept. In doing so, they highlight the relationship between education as a social institution and the sustained manifestation of antiblackness. The authors conclude by considering how and why scholars might employ Black education studies to center Black life and living.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41296176","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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"title":"English Linguistic Imperialism from Below: Moral Aspiration and Social Mobility","authors":"Swati Puri","doi":"10.17763/1943-5045-93.2.267","DOIUrl":"https://doi.org/10.17763/1943-5045-93.2.267","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43515618","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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}

{"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":null,"pages":null},"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}