发布求助
文献互助 智能选刊 最新文献

Harvard Educational Review最新文献

筛选
英文 中文
Minds Wide Shut: How the New Fundamentalisms Divide Us 《思想大封闭:新原教旨主义如何分裂我们
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-06-01 DOI: 10.17763/1943-5045-92.2.310
Eric Torres
{"title":"Minds Wide Shut: How the New Fundamentalisms Divide Us","authors":"Eric Torres","doi":"10.17763/1943-5045-92.2.310","DOIUrl":"https://doi.org/10.17763/1943-5045-92.2.310","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48595271","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
Civic Education in the Age of Mass Migration: Implications for Theory and Practice 大规模移民时代的公民教育：理论与实践启示
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-06-01 DOI: 10.17763/1943-5045-92.2.304a
Alysha Banerji
{"title":"Civic Education in the Age of Mass Migration: Implications for Theory and Practice","authors":"Alysha Banerji","doi":"10.17763/1943-5045-92.2.304a","DOIUrl":"https://doi.org/10.17763/1943-5045-92.2.304a","url":null,"abstract":"Civic Education in the Age of Mass Migration: Implications for Theory and Practice, by Angela M. Banks is reviewed.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47656002","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
Datafication Meets Platformization: Materializing Data Processes in Teaching and Learning 数据化与平台化:在教学和学习中实现数据过程
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-06-01 DOI: 10.17763/1943-5045-92.2.257
Luci Pangrazio, A. Stornaiuolo, T. Nichols, Antero Garcia, T. Philip
{"title":"Datafication Meets Platformization: Materializing Data Processes in Teaching and Learning","authors":"Luci Pangrazio, A. Stornaiuolo, T. Nichols, Antero Garcia, T. Philip","doi":"10.17763/1943-5045-92.2.257","DOIUrl":"https://doi.org/10.17763/1943-5045-92.2.257","url":null,"abstract":"In this contribution to the Platform Studies in Education symposium, Luci Pangrazio, Amy Stornaiuolo, T. Philip Nichols, Antero Garcia, and Thomas M. Philip explore how digital platforms can be used to build knowledge and understanding of datafication processes among teachers and students. The essay responds to the turn toward data-driven teaching and learning in education and argues that digital data is not only generated through national, state, and classroom-level assessments but also produced through the platform technologies that increasingly support all kinds of school operations. While much has been written about the promise of such technologies for schools, less is known about the role digital platforms play in constituting this data and how the platforms can be critically engaged to build knowledge and understanding of datafication processes in classrooms. This article explores these dynamics through three vignettes that investigate platforms as an interface for teaching and learning about data. In doing so, the essay speaks back to three interrelated properties of datafication—reduction, abstraction, and individualization— in ways that can be made visible for analysis, critique, and resistance in schools.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46049089","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: 4
Governed by Edtech? Valuing Pedagogical Autonomy in a Platform Society 由教育科技管理？平台社会中的教育自主价值
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-06-01 DOI: 10.17763/1943-5045-92.2.284
N. Kerssens, J. V. van Dijck
{"title":"Governed by Edtech? Valuing Pedagogical Autonomy in a Platform Society","authors":"N. Kerssens, J. V. van Dijck","doi":"10.17763/1943-5045-92.2.284","DOIUrl":"https://doi.org/10.17763/1943-5045-92.2.284","url":null,"abstract":"In this essay, Niels Kerssens and José van Dijck discuss the implications of platformization on the key public value of pedagogical autonomy in K–12 education. They focus on two interconnected concerns: how the integration of education into a global digital infrastructure contests the institutional pedagogical autonomy of schools and how the integration of digital platforms with educational practices in classrooms challenges the professional pedagogical autonomy of teachers. The authors engage with the symposium contributions by Williamson, Gulson, Perrotta & Witzenberger on the Amazon infrastructure and by Pangrazio, Stornaiuolo, Nichols, Garcia & Philip on platform practices at the classroom level. With this dual focus, Kerssens and van Dijck explore how critical research in the emerging field of platform studies in education pertains to both the political-economic level of building educational platform infrastructures and the social-technical level of how teaching and learning are (re)shaped by digital platforms. The essay concludes with a brief discussion of recommendations for the future governance of edtech to serve the pedagogical interest of schools and teachers.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46865729","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: 10
Relative Racialization and Asian American College Student Activism 相对种族化与亚裔大学生激进主义
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-06-01 DOI: 10.17763/1943-5045-92.2.182
Samuel D. Museus
{"title":"Relative Racialization and Asian American College Student Activism","authors":"Samuel D. Museus","doi":"10.17763/1943-5045-92.2.182","DOIUrl":"https://doi.org/10.17763/1943-5045-92.2.182","url":null,"abstract":"In this qualitative study, Samuel D. Museus analyzes how relative racialization processes and their dynamics shape Asian American college students’ racial justice activism. The findings from his qualitative interviews with activist Asian American undergraduates reveal how these students perceived relative racialization processes as raising barriers to their racial justice efforts. Specifically, they saw these forms of racialization as promoting racialized comparisons and competition among communities of color involved in racial justice activism and as leading to the marginalization of Asian Americans in racial justice agendas—which reinforced internalized racism that inhibited racial justice work within this population.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"61 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41263367","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
Curricular Countermovements: How White Parents Mounted a Popular Challenge to Ethnic Studies 课程对抗运动:白人父母如何对种族研究发起流行挑战
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-06-01 DOI: 10.17763/1943-5045-92.2.157
Ethan Chang
{"title":"Curricular Countermovements: How White Parents Mounted a Popular Challenge to Ethnic Studies","authors":"Ethan Chang","doi":"10.17763/1943-5045-92.2.157","DOIUrl":"https://doi.org/10.17763/1943-5045-92.2.157","url":null,"abstract":"In this critical ethnography, Ethan Chang investigates how white parent-activists organized an oppositional movement to ethnic studies. Drawing on critical whiteness studies, cultural studies, and studies of countermovements, he argues that these parents crafted an oppositional narrative that positioned white, Christian, American boys as victims of ethnic studies curricula. Chang then traces how the parents leveraged this narrative to forge a coalition with disability advocates and to “digitally suture,” or bind, their local ethnic studies countermovement to broader right-wing populist activism. Data includes eleven months of participant observation, 146 public school board testimonies, and twenty ethnographic interviews. The article concludes with a discussion of how studies of curricular countermovements might inform scholarly and activist attempts to divest from whiteness and make ethnic studies available to all students.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45087639","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: 6
Platform Studies in Education 教育平台研究
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-06-01 DOI: 10.17763/1943-5045-92.2.209
T. Nichols, Antero Garcia
{"title":"Platform Studies in Education","authors":"T. Nichols, Antero Garcia","doi":"10.17763/1943-5045-92.2.209","DOIUrl":"https://doi.org/10.17763/1943-5045-92.2.209","url":null,"abstract":"In this introductory essay in the “Platform Studies in Education” symposium, T. Philip Nichols and Antero Garcia consider the expanding role of platform technologies in teaching, learning, and administration and the contributions of education research to the emerging multidisciplinary literature of platform studies. Their essay outlines theoretical lineages that identify platforms not as standalone tools but as multisided markets linking their users to competing social, technical, and political-economic imperatives. It also highlights connections to related education research that demonstrates the impact of these conflicting imperatives for equitable student learning, teacher education, and policy making. The authors conclude by reflecting on the critical interventions that greater attention to platform relations in education might offer and the forms of coalitional work, across disciplinary and geographic borders, needed to realize these potentials.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41945369","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: 7
The Economic, Social, and Political Dimensions of Platform Studies in Education 教育平台研究的经济、社会和政治维度
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-06-01 DOI: 10.17763/1943-5045-92.2.206
Alyssa Napier, Abigail Orrick
{"title":"The Economic, Social, and Political Dimensions of Platform Studies in Education","authors":"Alyssa Napier, Abigail Orrick","doi":"10.17763/1943-5045-92.2.206","DOIUrl":"https://doi.org/10.17763/1943-5045-92.2.206","url":null,"abstract":"Over the last several decades, we have witnessed the potential for educational technology, or edtech, to bring digital learning and media to learners around the globe and to support students in learning, activism, and identity development. Alongside these innovations, scholars have examined the pitfalls and injustices of various educational technologies, including the racism built into school surveillance technology, the tendency to pursue technological solutions to education's social and political problems, and the inequalities of virtual schooling during the COVID-19 pandemic. Recently, scholars of edtech have turned their attention to studying digital platforms, or infrastructures that enable multiple interactions between data, software code and a range of heterogenous actors.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67705701","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
Amazon and the New Global Connective Architectures of Education Governance 亚马逊与教育治理的新全球连接架构
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-06-01 DOI: 10.17763/1943-5045-92.2.231
Ben Williamson, K. Gulson, Carlo Perrotta, Kevin Witzenberger
{"title":"Amazon and the New Global Connective Architectures of Education Governance","authors":"Ben Williamson, K. Gulson, Carlo Perrotta, Kevin Witzenberger","doi":"10.17763/1943-5045-92.2.231","DOIUrl":"https://doi.org/10.17763/1943-5045-92.2.231","url":null,"abstract":"In this analytical essay, part of Harvard Educational Review’s symposium on Platform Studies in Education, Ben Williamson, Kalervo N. Gulson, Carlo Perrotta, and Kevin Witzenberger argue that global technology companies have begun acting as governance organizations in education. Their analysis focuses on the global technology company Amazon, which has begun penetrating education through a connective architecture of digital infrastructure and platform services. Looking at Amazon technical documentation and publicly available materials, the authors identify and examine five interlocking governance operations and their effects: inscribing commercial business models on the education sector, habituating educational users to Amazon technologies, creating new interfaces with educational institutions, platforming third-party education providers on the cloud, and seeking market dominance over provision and control of key information infrastructures of education. In showing how Amazon is potentially developing infrastructural dominance in the education sector as part of its transformation into a statelike corporation with significant social, technical, economic, and political power to govern and control state and public services, this article highlights the broader implications of increasing technological governance in education.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42551426","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: 16
How the Word Is Passed: A Reckoning with the History of Slavery Across America 这个词是如何传递的：对美国奴隶制历史的反思
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-06-01 DOI: 10.17763/1943-5045-92.2.307
Abigail Orrick
{"title":"How the Word Is Passed: A Reckoning with the History of Slavery Across America","authors":"Abigail Orrick","doi":"10.17763/1943-5045-92.2.307","DOIUrl":"https://doi.org/10.17763/1943-5045-92.2.307","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43216963","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: 3
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信