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Volume 109, Number 7 (2007)

 
by Herve Varenne
What might happen to our understanding of education if we, as researchers, systematically suspended our most common understandings of what is to count as education and, instead, trusted people to tell us what they do deliberately to transform each other and their conditions?
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by Lawrence Cremin
This article is reprinted from the Teachers College Record, 77(1).
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by Herve Varenne
The paper develops Cremin’s search for a broad “definition” of education and particularly his sense that education involves both effort and deliberation. Varenne argues that this sense can now be grounded in several developments in social and cultural theory including De Certeau’s critique of simple sociological determinism, Ranciere’s emphasis on the power of productive ignorance, Lave’s demonstration that all learning is a matter of social movement and transformation as allowed by social fields, and, particularly, Garfinkel’s affirmation that practical action involves finding out what is going on, and what can be done—that is, in a sense, all practical action involves continuing education, including, in our worlds, education about schooling and its claims to authority.
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by Herve Varenne
An introduction to Part I of this special issue.
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by Grey Gundaker
This paper explores the education in literacy and other matters that African Americans under enslavement gave each other.
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by Lesley Bartlett
Arguing against human capital theory and other ‘autonomous’ models of literacy, which suggest that literacy instruction results in automatic “effects” on individual and national economic development, this article reveals how the outcomes of literacy schooling are mediated by complex social interactions and by the meanings students attach to schooling.
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by Tracy Pilar Johnson
This paper examines how Hmong students in Thailand educating each other about what they can express they can be in the languages (Hmong and Thai) and styles of dressing available to them.
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by Fida J. Adely
This work outlines the ways in which Jordanian high school girls educate each other about various forms of Islam. It explores the importance of extra-curricular activities for the education of adolescent girls about patriotism, the proper way to live their faith and their lives as young women in contemporary Jordan.
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by Portia Culver Sabin
This article follows Sabin’s nine month residence in a college dormitory with 24 18 and 19 year old first-year students. Sabin discusses the work done by these students to create relationships of sentiment (friendship and romance) with one another. She pays particular attention to the differences between observed behavior and ideals of behavior, and suggests that “education” might be a suitable word to describe these students’ efforts to transform one another over time.
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by Herve Varenne
The five articles in this section take us in an unusual direction—unless one pays close attention to Cremin’s own practice in his historical investigations. If education is as much about teaching as about learning, and about setting up conditions as well as finding out about them, then we must also pay attention to the processes through which those responsible for the legitimate constitutions of institutions deliberately shape those whom they recruit, change their practices, and even reconstitute their very organization.
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by Anne Lormier
The lived experience of technological alienation is explored by examining interactions in which museum visitors reflect on and seek to account for their inability to see an exhibited 727 cockpit as they imagine a pilot would. This inability becomes for visitors a new order of datum, which can be used to educate oneself or others about the processes in which they are enmeshed, including family, schooling, and a complex economy.
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by Linda J. Lin
This article examines (mis-)education into American racism through the ways in which people find out about the difficulties of talking about race. Specifically, this article examines the telling of a (mis-)educative endeavor to “raise racial consciousness” as an educative endeavor.
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by James Mullooly
This article describes a series of events that brought matters of discipline to the forefront for all concerned at Loyola Middle School, a Catholic Jesuit middle school for disadvantaged Latino boys located in a Midwestern City. It is argued that the attention that has thus far focused on discipline has missed essential features of discipline’s operation.
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by Alison Stratton
This article examines the ways in which people are instructed to become Hard of Hearing in Sweden. Based on anthropological fieldwork, the article highlights the everyday life of an audiology clinic in southern Sweden and demonstrates educative practices of health care practitioners, hearing aid manufacturers, government representatives, and family members, and their effects (positive and negative) on patients with hearing loss.
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by Ilana Gershon & Solonaima Collins
This article compares how a Samoan and a Maori cultural group rehearse and perform in a competitive New Zealand’s secondary school cultural festival. The author offers an ethnographic study of how democratic citizenship is framed by indigenous and migrant students in this arena of civil society.
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by Ray McDermott & Jason Duque Raley
A commentary on the special issue.
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by Edmund W. Gordon & Michael Rebell
A commentary on the special issue.
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