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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":null,"pages":null},"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
Managing Illegality on Campus: Undocumented Mismatch Between Students and Staff 管理校园违法行为:学生与工作人员之间无证的不匹配
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-03-01 DOI: 10.17763/1943-5045-92.1.32
H. Reed, S. Aptekar, Amy Hsin
{"title":"Managing Illegality on Campus: Undocumented Mismatch Between Students and Staff","authors":"H. Reed, S. Aptekar, Amy Hsin","doi":"10.17763/1943-5045-92.1.32","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.32","url":null,"abstract":"Contributing to the literature on the institutional experiences of undocumented youth, this article by Holly E. Reed, Sofya Aptekar, and Amy Hsin explores undocumented and “DACAmented” students’ experiences managing their illegality on campus and how college staff and faculty manage that illegality while organizing programs and support. Their analysis of in-depth qualitative interviews conducted with more than one hundred undocumented college students and former students and thirty-five faculty and staff members at the City University of New York identifies multiple points of tension. The “undocumented mismatch” between campus management of illegality and student experiences was evident in the exclusion and alienation of non-Latinx undocumented students, stress around legal status disclosure, and challenges around the issue of data confidentiality.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42904871","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: 2
Muslim Educators’ Pedagogies: Tools for Self, Social, and Spiritual Transformation 穆斯林教育者的教学法:自我、社会和精神转变的工具
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-03-01 DOI: 10.17763/1943-5045-92.1.107
Claire Alkouatli
{"title":"Muslim Educators’ Pedagogies: Tools for Self, Social, and Spiritual Transformation","authors":"Claire Alkouatli","doi":"10.17763/1943-5045-92.1.107","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.107","url":null,"abstract":"In this interpretive research study, Claire Alkouatli inquires into the pedagogical activities Sunni Muslim educators employ in sites of Islamic education that are often marginalized by stereotypes, misperceptions, and charges of anachronism and indoctrination. She invited thirty-five Muslim Canadian educators to share their perspectives on their pedagogies around teaching Islam to children and youth. Her thematic analysis of participants’ variegated descriptions coalesced into a three-theme pedagogical typology. Distinct from mainstream secular pedagogies at the levels of ontology, epistemology, and developmental psychology, Islamic pedagogies are situated within a wider conceptual paradigm. Recognizing their qualities of holism and “double cultural relevance,” they are functionally significant in teachers’ repertoires for helping young Muslims think across paradigms and may contribute to both sociocultural continuity and more equal inter-epistemic interaction in heterogeneous societies.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42492729","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
Scripting the Moves: Culture and Control in a “No-Excuses” Charter chool 策划行动:“无借口”特许学校的文化与控制
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-03-01 DOI: 10.17763/1943-5045-92.1.140
Abigail Orrick
{"title":"Scripting the Moves: Culture and Control in a “No-Excuses” Charter chool","authors":"Abigail Orrick","doi":"10.17763/1943-5045-92.1.140","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.140","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48025246","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
How Did the Post-9/11 GI Bill Affect Vet eran Students’ Undergraduate College Choices? An Application of Propensity Scores in Difference-in-Differences Models 9/11后退伍军人法案如何影响退伍军人的本科选择？倾向得分在差异中差异模型中的应用
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-03-01 DOI: 10.17763/1943-5045-92.1.1
Liang Zhang
{"title":"How Did the Post-9/11 GI Bill Affect Vet eran Students’ Undergraduate College Choices? An Application of Propensity Scores in Difference-in-Differences Models","authors":"Liang Zhang","doi":"10.17763/1943-5045-92.1.1","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.1","url":null,"abstract":"The Post-9/11 GI Bill represents significant public investment in and commitment to veterans who have served in the armed forces and those who will serve in the future. Recent studies have examined its effect on veterans’ college participation. In this study, Liang Zhang uses data from four waves of the National Postsecondary Student Aid Study between 2004 and 2016 to examine the effect of the Post-9/11 GI Bill on veterans’ college choices. This analysis finds, most notably, that veterans who received federal education benefits attended colleges in more expensive locations after the implementation of the bill. Moreover, a greater proportion of veterans attended private for-profit institutions instead of public institutions. Also, the bill had no significant impact on choices in terms of institution level as measured by four-year versus two-year colleges, Carnegie Classification, or program type (online versus in-person).","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48121260","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
An African American Dilemma: A History of School Integration and Civil Rights in the North 非裔美国人的困境:北方学校融合与民权的历史
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-03-01 DOI: 10.17763/1943-5045-92.1.134a
Alyssa Napier
{"title":"An African American Dilemma: A History of School Integration and Civil Rights in the North","authors":"Alyssa Napier","doi":"10.17763/1943-5045-92.1.134a","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.134a","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42490687","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
Reading Identities, Mobilities, and Reading Futures: Critical Spatial Perspectives on Adolescent Access to Literacy Resources 阅读身份、流动性和阅读未来：青少年获得识字资源的批判性空间视角
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-03-01 DOI: 10.17763/1943-5045-92.1.55
Chin Ee Loh, Baoqi Sun, Chan‐Hoong Leong
{"title":"Reading Identities, Mobilities, and Reading Futures: Critical Spatial Perspectives on Adolescent Access to Literacy Resources","authors":"Chin Ee Loh, Baoqi Sun, Chan‐Hoong Leong","doi":"10.17763/1943-5045-92.1.55","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.55","url":null,"abstract":"In this article, Chin Ee Loh, Baoqi Sun, and Chan-Hoong Leong utilize a critical spatial perspective to examine how students from different socioeconomic statuses access reading resources at home, in school, and in the community. Using Geographic Information System (GIS) data, they evaluate the distribution of reading resources in Singapore by mapping out students’ physical distances to libraries and bookstores. They juxtapose the data against case studies of students and survey data from more than six thousand participants from six secondary schools in Singapore to understand their use of resources for reading. Findings show that while students may have equal access to reading resources in terms of access to public resources for books, home backgrounds significantly affect students’ actual access. The critical spatial approach of this study provides a new way to evaluate the efficacy and equity of resource distribution and access for twenty-first-century learning.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49261738","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
“I Wouldn’t Invite Them to the Cookout”: How Black Male Special Education Teachers Feel About Socializing with Their White Colleagues “我不会邀请他们去库库特”：黑人男性特殊教育教师对与白人同事社交的感受
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-03-01 DOI: 10.17763/1943-5045-92.1.86
Christopher J. Cormier
{"title":"“I Wouldn’t Invite Them to the Cookout”: How Black Male Special Education Teachers Feel About Socializing with Their White Colleagues","authors":"Christopher J. Cormier","doi":"10.17763/1943-5045-92.1.86","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.86","url":null,"abstract":"In this research article, Christopher J. Cormier analyzes interviews he conducted with five Black male US special education teachers to understand how they experienced social ties in the workplace. The interviews reveal the raced and gendered dynamics that complicated the interviewees’ relationships with their predominantly White and female colleagues and how these Black male teachers chose to forgo social activities with their White colleagues even while knowing that this avoidance could limit their opportunities for broader career advancement.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46770835","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
The PhD Parenthood Trap: Caught Between Work and Family in Academia 博士为人父母的陷阱:夹在学术界的工作和家庭之间
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2022-03-01 DOI: 10.17763/1943-5045-92.1.137
Tara P. Nicola
{"title":"The PhD Parenthood Trap: Caught Between Work and Family in Academia","authors":"Tara P. Nicola","doi":"10.17763/1943-5045-92.1.137","DOIUrl":"https://doi.org/10.17763/1943-5045-92.1.137","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46931554","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
On the Intersectional Amplification of Barriers to College Internships: A Comparative Case Study Analysis 高校实习障碍的交叉放大——比较案例分析
IF 1.7 4区 教育学
Harvard Educational Review Pub Date : 2021-11-29 DOI: 10.17763/1943-5045-91.4.457
M. Wolfgram, Brian D. Vivona, Tamanna Akram
{"title":"On the Intersectional Amplification of Barriers to College Internships: A Comparative Case Study Analysis","authors":"M. Wolfgram, Brian D. Vivona, Tamanna Akram","doi":"10.17763/1943-5045-91.4.457","DOIUrl":"https://doi.org/10.17763/1943-5045-91.4.457","url":null,"abstract":"In this article, authors Matthew Wolfgram, Brian Vivona, and Tamanna Akram present a comparative case study analysis of five students from a comprehensive, urban Hispanic-Serving Institution whose experiences exemplify a coordination of intersectional factors that amplify barriers to internship participation. Research shows that college internships yield academic, economic, and professional benefits. However, the opportunity to locate and participate in internships is not equal across student demographic and socioeconomic contexts. There are multiple complex barriers to internship participation for students who are socially and institutionally minoritized by race, gender, and other contextual factors, including finances, work responsibilities, travel, and gendered familial obligations. These factors intersect with systems of power and privilege to amplify challenges and foreclose futures. The authors argue that the delineation of barriers into types alone, such as financial, social, and cultural, without additional analysis of the dynamics of how such barriers intersect and amplify, runs the risk of misconstruing students’ actual experiences when they struggle to access internships and other educational opportunities.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46033336","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: 11
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