by David Hansen, Megan Laverty & Rory Varrato - 2020
The authors provide an overview of the special issue on reimaging research and practice at the crossroads of philosophy, teaching, and teacher education. They describe the purposes and the background of the research context out of which the issue arose, and they summarize the articles that comprise it.
by Cara Furman & Shannon Larsen - 2020
The authors deploy both qualitative data and philosophical argumentation to examine how an exercise, called "Interruptions," can help educators engage in thinking-in-action and, in turn, care for their ethical selves as persons responsible for the education of children and youth.
by María Paula Ghiso & Stephanie Burdick-Shepherd - 2020
The authors utilize the practice of philosophical meditation, as articulated in Pierre Hadot’s examination of philosophy as a way of life, to inquire into early childhood learning and teacher education, with particular attention to the discourses of improvement and accountability that have shaped current policies and reform efforts. The authors link this meditational focus with feminist and de-colonial theoretical perspectives to make visible the role of power in characterizations of children’s learning as related to norms of development, minoritized identities, and hierarchies of knowledge.
by Margaret Crocco - 2020
The author responds to several themes that emerge across the articles in the special issue, considering them in light of contexts of schooling, teacher education, and the contemporary historical moment in the United States. The articles raise salient concerns about what the reform movements of the last twenty or so years have meant for scholars, practitioners, and students who are involved in schooling and teacher preparation.
by Amato Nocera - 2020
This article focuses on Hubert Harrison’s participation and influence in several dimensions of the network of informal education that emerged in Harlem life in the first part of the 20th century: street oratory, educational forums, and the black press.
by Matthew Kelly - 2020
The article provides a history of district property taxation and school funding disparities in California during the 19th and 20th centuries, challenging accounts that deemphasize earlier traditions of state support for schools. The article contends that these accounts obscure how public policies, not just market forces shaping property values, create funding inequalities.
by Clarence Joldersma & Lisa Perhamus - 2020
Using an Ohio court case in which a single mother was convicted of stealing an education for crossing school district boundaries, this article uses Butler’s idea of precariousness, Arendt’s and Benjamin’s ideas of state violence, and Derrida’s idea of justice to come, to argue that the law creates unequal distribution of quality education. By distinguishing law from justice, it becomes clear that justice was not served in her case.
by Karen Hunter Quartz, Rebecca Cooper Geller & Shanté Stuart McQueen - 2020
This historical case study analyzes a local 90-year history of democratic schooling by focusing on three constitutive tensions: reform means versus ends, public versus private goods, and critical hope versus despair. By grappling with these democratic tensions, we conclude, urban communities can counter the dominant policy discourse of failing and turnaround schools to reimagine the promise of neighborhood schools as anchor democratic institutions.
by Alyssa Hadley Dunn - 2020
This research investigates the experiences of educators in one metropolitan high school over the course of one school year. In particular, the research questions include: (1) How is the morale of exceptional urban teachers affected by the contextual factors of a neoliberal school climate? (2) How does their morale relate to teachers’ reports of their pedagogy? Findings share how teachers were making sense of a climate that felt like a “sinking ship” over which they had no control and how a “vicious cycle of disempowerment” influenced the way they believed they were performing in the classroom.
by Paul Eaton & Petra Hendry - 2019
This article provides an analysis of the dominant narratives of educational history in which curriculum has been constructed as a reductionist, linear input-output closed system of knowledge production. Drawing on Deleuze and Guatarri’s concept of assemblage the authors engage the new materialism to revision curriculum as an ontological endeavor of being~becoming.
by Huriya Jabbar, Eliza Epstein, Wesley Edwards & Joanna Sánchez - 2019
This qualitative study explores how community college students constructed their “choice sets” and made decisions about where to transfer.
by Barrett Taylor, Kelly Rosinger, Lindsay Coco & Sheila Slaughter - 2019
Using Fligstein and McAdam’s theory of fields to posit that changing conditions reflect activities in overlapping and proximate fields, this study examines strategic actions that humanists undertake in response to shifting conditions.
by Hillary Parkhouse & Bryan Arnold - 2019
This study investigates whether students in classrooms using critical pedagogy might develop understandings of the roots of contemporary inequality.
by Christopher Harrison, John Wachen, Stephanie Brown & Lora Cohen-Vogel - 2019
This study presents findings and lessons learned from the National Center on Scaling Up Effective Schools (NCSU), which worked side-by-side with educators to implement a partnership-based continuous improvement process in a large urban school district.
by Harper Keenan - 2019
This article addresses how colonial violence is represented to young children in U.S. textbooks through a content analysis of California fourth-grade history textbook chapters on the Spanish colonial mission system.
by Federick Ngo & Jenna Sablan - 2019
This study examines the educational progress of Asian and Pacific Islander students using academic transcripts with disaggregated race/ethnicity data from a large California community college district. Focusing on Southeast Asian and Pacific Islander students, the authors analyze momentum towards key college persistence and completion milestones and track progression through developmental math education, one of the key barriers community college students face in completing community college.
by Dong Wook Jeong & Thomas Luschei - 2019
This article compares the distribution of teacher characteristics in South Korea and the United States, using data from the 2013 Teaching and Learning International Survey. Examining teacher distribution patterns across both schools and classrooms, the authors find greater cross-school inequities in the United States; cross-classroom differences are inequitable in both countries, but in different ways.
by Tara Brown, Alice Cook & Jesus Santos - 2019
Drawing on interviews with 25 Latina/o ninth-grade leavers and school policy documents, this article examines how uncertainties about high school completion arise and are negotiated in the school context in ways that contribute to risks for school-leaving. The article employs a theoretical framework that considers both objective and socially constructed dimensions of risk.
by Brett L. M. Levy, Annaly Babb-Guerra, Lena Batt & Wolf Owczarek - 2019
In the United States, elected leaders and the general public have become more politically polarized during the past several decades, and political scientists argue that strengthening our democracy requires civic participants to productively negotiate their differences. To explore how educators could help to foster such civic participation, we conducted a mixed-methods study to examine how students’ experiences in highly interactive government courses could affect their willingness to engage in political issues in an open-minded way.
by Sabina Neugebauer, Megan Hopkins & James Spillane - 2019
This study integrates social capital and social cognitive theories to frame an investigation of the social sources that contribute to teachers’ self-efficacy over time, and explores how social interactions that vary in their relationship with and proximity to instruction influence teachers’ developing self-efficacy.
by Kirsten Hextrum - 2019
Drawing on 47 life history interviews with Division I student-athletes, this paper questions the extent to which college sports offer meritocratic mobility. Findings reveal a sports-track-to-college pipeline and a correspondence between White middle-class communities and greater access to elite universities via athletics.
by Ethan Ris - 2018
Between 1895 and 1920, a cohort of business, philanthropic, and academic leaders wielding tremendous wealth and power sought to reshape the form and function of American higher education. Their efforts were largely unsuccessful, but studying them helps us understand the recurrent impulse to reform America’s colleges and universities.
by Wayne Journell - 2018
This article uses three commonly cited criteria for evaluating whether educators should frame marriage equality as controversial following the 2015 landmark ruling in Obergefell v. Hodges that legalized same-sex marriage in the United States.
by Douglas Yacek - 2018
This article investigates the ethical implications of the growing phenomenon of armed public school teachers.
by Jennifer Delaney & William Doyle - 2018
This study documents changes in the amount of volatility in state funding for higher education. It also identifies patterns in the volatility, and does so over a longer time period than has been investigated in past research, using data that spans over a half century (1951–2006).
by Roselien Vervaet , Mieke Van Houtte & Peter A. J. Stevens - 2018
This study examines the associations among a multicultural teacher culture, pupils’ perceptions of teachers’ multicultural educational practices, and the ethnic prejudice of Flemish secondary-school pupils.
by Sarah Stitzlein - 2018
This article challenges the recent shift toward teaching and measuring grit in schools by exposing its shortcomings and offering a more helpful and sustainable educational aim of pragmatist hope.
by Ansley Erickson & Andrew Highsmith - 2018
This article explores how the “neighborhood unit,” a school-centered planning concept popularized during the early twentieth century became an important mechanism for promoting racially segregated housing and schools.
by Scot Danforth - 2018
This historical analysis examines the parenting experiences of John Dewey and his wife Alice as they raised their son, Sabino, an adopted child with a physical disability. The paper illuminates the medical and political challenges confronted by the family and concludes with an initial exploration of how this experience might have influenced Dewey’s political thought and action.
by Raymond Brown, Deborah Heck, Donna Pendergast, Harry Kanasa & Ann Morgan - 2018
This article describes a four-year project spanning the development and trialing of the School Renewal Profiling Tool. The development was informed by a sociocultural theoretical framework that built on the work of Harré’s concept of the Vygotskian space and Lave and Wenger’s notion of situated learning to explore a learning-based approach to school renewal.
