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Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice 批判意识的学校教育:让黑人和拉丁裔青年参与分析、引导和挑战种族不公正
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-09-01 DOI: 10.17763/1943-5045-91.3.409
A. Kirby
{"title":"Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice","authors":"A. Kirby","doi":"10.17763/1943-5045-91.3.409","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.409","url":null,"abstract":"Kirby reviews Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice by Scott Seider and Daren Graves.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47342448","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
The Push and Pull of Inclusive Practices in Contemporary Public Schooling 包容性实践在当代公立学校教育中的推动与拉动
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-09-01 DOI: 10.17763/1943-5045-91.3.362
Carrie C. Snow
{"title":"The Push and Pull of Inclusive Practices in Contemporary Public Schooling","authors":"Carrie C. Snow","doi":"10.17763/1943-5045-91.3.362","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.362","url":null,"abstract":"In this Voices: Reflective Accounts of Education essay, Carrie C. Snow reflects on her experiences as both a recipient of pull-out services as a young child and as a special educator. She highlights the complex nature of special education services and how their provision is rife with gray areas. Negotiating various tensions in decision-making around whether to provide push-in or pull-out services to students with special educational needs, special educators can embrace this sense of gray to create and sustain flexible practices that forefront quality learning for their students. She discusses ways that pull-out services for students with distinct needs can work to support their learning, as well as ways they do not. For students to cultivate a trust for schooling, feel an interconnectedness, and experience joy in learning, teachers’ decisions around special education service delivery can never be cut and dried.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47669594","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
Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory 超越诠释一元论:文学理论与识字理论的学科启发式
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-09-01 DOI: 10.17763/1943-5045-91.3.382
Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, J. P. Holschuh
{"title":"Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory","authors":"Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, J. P. Holschuh","doi":"10.17763/1943-5045-91.3.382","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.382","url":null,"abstract":"In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations. They explore the connections among the Common Core State Standards, New Criticism, and the ELA classroom and focus on the prevalence of interpretive monism, which is the belief that only one interpretation is appropriate for students when reading a literary text. The essay explicates a heuristic for ELA literacy that centers on students actively creating interpretations of and transforming literary texts. By embracing this heuristic, the authors assert, teachers can focus on student-led interpretations of literary texts and thus empower their students.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47940538","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
Charter School City: What the End of Traditional Public Schools in New Orleans Means for American Education 特许学校城市:新奥尔良传统公立学校的终结对美国教育意味着什么
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-09-01 DOI: 10.17763/1943-5045-91.3.412
Ellis E. Reid V
{"title":"Charter School City: What the End of Traditional Public Schools in New Orleans Means for American Education","authors":"Ellis E. Reid V","doi":"10.17763/1943-5045-91.3.412","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.412","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45418715","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: 5
“What’s Going to Happen to Us?” Cultivating Partnerships with Immigrant Families in an Adverse Political Climate “我们会怎么样?”在不利的政治气候下培养与移民家庭的伙伴关系
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-09-01 DOI: 10.17763/1943-5045-91.3.293
A. Villavicencio, C. Miranda, Jia‐Lin Liu, H. Cherng
{"title":"“What’s Going to Happen to Us?” Cultivating Partnerships with Immigrant Families in an Adverse Political Climate","authors":"A. Villavicencio, C. Miranda, Jia‐Lin Liu, H. Cherng","doi":"10.17763/1943-5045-91.3.293","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.293","url":null,"abstract":"With the increasing numbers of immigrant and refugee students across the US K–12 system, the xenophobia of the current political climate, and the effects of COVID-19 on the immigrant community, it is critical to examine schools that serve immigrant students and their families. Drawing on case studies of two public high schools that exclusively serve immigrant students, authors Adriana Villavicencio, Chandler Patton Miranda, Jia-Lin Liu, and Hua-Yu Sebastian Cherng examine how educators frame the current political context and how this frame informs their collective approach to engaging with and supporting families. The study finds that these schools shifted norms of parental engagement by proactively forging relationships with families, cultivating alliances with community partners, and mediating within families around challenges related to work and higher education to benefit the communities they serve. In so doing, these school actors have shifted the norms of parental engagement to center the perspectives, voices, and experiences of immigrant families.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44275843","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: 5
Cosecha Voices: Migrant Farmworker Students, Pedagogy, Voice, and Self-Determination Cosecha的声音:农民工、学生、教育、声音和自决
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-09-01 DOI: 10.17763/1943-5045-91.3.319
Stephanie M. Álvarez, J. L. Martinez, Annabel Salamanca, Erika Salamanca, Roberto Reyna
{"title":"Cosecha Voices: Migrant Farmworker Students, Pedagogy, Voice, and Self-Determination","authors":"Stephanie M. Álvarez, J. L. Martinez, Annabel Salamanca, Erika Salamanca, Roberto Reyna","doi":"10.17763/1943-5045-91.3.319","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.319","url":null,"abstract":"In this article, Stephanie Alvarez, José L. Martínez, Annabel Salamanca, Erika Salamanca, and Roberto C. Reyna share the impacts of Cosecha Voices, a pedagogical approach used with college students from migrant farmworker backgrounds at one of the largest Hispanic-Serving Institutions in the United States. They argue that Cosecha Voices affirms, validates, and humanizes the migrant farmworker experience and can help students not only unpack and document their migrant farmworker experiences but also strengthen their sense of self-empowerment. Utilizing testimonio, students are able to affirm and find strength in their migrant farmworker lifestyle that helps support them through their college journey. This Voices: Reflective Accounts of Education essay centers the voices of former program participants in its analysis of program impact and offers a program description, personal reflections from participants, and future considerations for similar research.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44661828","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
Educating for Durable Solutions: Histories of Schooling in Kenya’s Dadaab and Kakuma Refugee Camps 为持久解决方案而教育:肯尼亚达达阿布和卡库马难民营的教育历史
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-09-01 DOI: 10.17763/1943-5045-91.3.405
O. Jonathan
{"title":"Educating for Durable Solutions: Histories of Schooling in Kenya’s Dadaab and Kakuma Refugee Camps","authors":"O. Jonathan","doi":"10.17763/1943-5045-91.3.405","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.405","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45859246","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
Unmuted: Conversations on Prejudice, Oppression, and Social Justice 《无声:关于偏见、压迫和社会正义的对话》
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-06-01 DOI: 10.17763/1943-5045-91.2.281
M. Cohen
{"title":"Unmuted: Conversations on Prejudice, Oppression, and Social Justice","authors":"M. Cohen","doi":"10.17763/1943-5045-91.2.281","DOIUrl":"https://doi.org/10.17763/1943-5045-91.2.281","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42023173","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
Breaking School Rules: The Permissibility of Student Noncompliance in an Unjust Educational System 打破校规：在不公正的教育体系中学生不遵守规定的可容许性
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-06-01 DOI: 10.17763/1943-5045-91.2.204
A. Nikolaidis, Winston C. Thompson
{"title":"Breaking School Rules: The Permissibility of Student Noncompliance in an Unjust Educational System","authors":"A. Nikolaidis, Winston C. Thompson","doi":"10.17763/1943-5045-91.2.204","DOIUrl":"https://doi.org/10.17763/1943-5045-91.2.204","url":null,"abstract":"Rule violations are expected in schools, and assessments of the severity of those violations and the appropriate disciplinary responses are a significant aspect of educators’ responsibilities. While most educators and policy makers reject rule violation as a permissible behavior in schools, is such a categorical rejection always a suitable response, and are there circumstances that might merit an alternative response? In this article, A. C. Nikolaidis and Winston C. Thompson argue that under unjust circumstances, noncompliance with school rules may be permissible and even desirable. Building on a contractual framework placing systemic injustice at the center of inquiry, they show that under unjust conditions schools forfeit their ability to hold students accountable for role-dependent violations.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42945030","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
“When I Show Up”: Black Provosts at Predominantly White Institutions “当我出现”:黑人教务长在白人占主导地位的机构
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-06-01 DOI: 10.17763/1943-5045-91.2.157
Russell S. Thacker, Sydney Freeman
{"title":"“When I Show Up”: Black Provosts at Predominantly White Institutions","authors":"Russell S. Thacker, Sydney Freeman","doi":"10.17763/1943-5045-91.2.157","DOIUrl":"https://doi.org/10.17763/1943-5045-91.2.157","url":null,"abstract":"Representations of Black leaders in the provost position are few, which speaks to historic views on Black intellectualism, barriers to administrative service, and a lack of professional networks and mentors. In this essay, Russell S. Thacker and Sydney Freeman Jr. examine the lived experiences of thirteen current and former Black provosts at predominantly White institutions and outline strategies to help other aspiring leaders of color prepare for senior administrative positions in higher education. They highlight the unique barriers faced in the preparation and service of Black provosts and also reveal positive evidence that institutions are increasingly open to the diverse backgrounds and contributions brought by leaders of color.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46185426","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
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