Pub Date : 2019-12-15DOI: 10.14288/CE.V10I21.186453
K. Garrett, Amanda Lujan, Kahlil Simpson
This article draws on critical literacy frameworks and action research methodology to consider how two scholar-practitioners – one working in higher education and one in a middle school setting - utilize their embodied knowledge as members of marginalized communities to increase institutional access and create opportunities for critical engagement and humanization among their students. We situate our research within the literature of critical literacy and we draw on discourses of bodies and embodiment in education to detail the ways in which critical literacy theory and practice might be utilized to unearth missing narratives, promote humanizing educational approaches, and foster institutional change. We end by discussing key implications and offering suggestions for future research and practice in the field.
{"title":"Centering Bodies in Contentious Times","authors":"K. Garrett, Amanda Lujan, Kahlil Simpson","doi":"10.14288/CE.V10I21.186453","DOIUrl":"https://doi.org/10.14288/CE.V10I21.186453","url":null,"abstract":"This article draws on critical literacy frameworks and action research methodology to consider how two scholar-practitioners – one working in higher education and one in a middle school setting - utilize their embodied knowledge as members of marginalized communities to increase institutional access and create opportunities for critical engagement and humanization among their students. We situate our research within the literature of critical literacy and we draw on discourses of bodies and embodiment in education to detail the ways in which critical literacy theory and practice might be utilized to unearth missing narratives, promote humanizing educational approaches, and foster institutional change. We end by discussing key implications and offering suggestions for future research and practice in the field.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"25 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85858926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-10-01DOI: 10.14288/CE.V10I16.186429
Sharon Stein, V. Andreotti, R. Boxall
This article offers a review of the strategic opportunities and ethical risks involved in the institutional pursuit of private funding for graduate students in the social sciences, arts, and humanities (SSAH) fields. There is little existing research about private funding for SSAH research, and this article seeks to address this gap. In addition to reviewing relevant literature about trends in the privatization of higher education, shifting funding priorities, and the ethics of private funding, we offer a set of guiding principles for developing a private funding policy in SSAH fields. We also illustrate relevant considerations and concerns using the example of a private funding policy for graduate student within a faculty of education in a public university in Canada. The discussions in this paper are relevant to public higher education institutions questioning how they can ensure the integrity and sustainability of their research activities in a changing funding environment. Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Critical Education, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available from http://creativecommons.org/licenses/by-ncnd/3.0/. All other uses must be approved by the author(s) or Critical Education. Critical Education is published by the Institute for Critical Educational Studies and housed at the University of British Columbia. Articles are indexed by EBSCO Education Research Complete and Directory of Open Access Journal. C r i t i c a l E d u c a t i o n 2 Compared to students and scholars working in science, technology, engineering and mathematics (STEM) disciplines, researchers in social science, arts, and humanities (SSAH) disciplines tend to have fewer and shallower sources of both internal and external funding. In particular, the contemporary context of global trends toward the increased privatization and marketization of higher education puts SSAH research at a considerable competitive disadvantage for funding, which affects not only faculty but also graduate students. In this context, public institutions are increasingly seeking private sources of funding for students. Yet there is a notable lack of literature about non-public sector funding for graduate studies in SSAH. Further, although concerns about private funding are increasingly widespread, many people lack a sense of how to actually address these concerns in their own contexts. Rather than argue “for or against” private funding, this article discusses both the opportunities and risks involved in the pursuit of private funding for SSAH fields in public universities, both in general and specifically as it relates to graduate student funding. In doing so, it offers scaffolding for further, contextspecific conversations about private funding for those working in higher education.
{"title":"The Ethics of Private Funding for Graduate Students in the Social Sciences, Arts, and Humanities","authors":"Sharon Stein, V. Andreotti, R. Boxall","doi":"10.14288/CE.V10I16.186429","DOIUrl":"https://doi.org/10.14288/CE.V10I16.186429","url":null,"abstract":"This article offers a review of the strategic opportunities and ethical risks involved in the institutional pursuit of private funding for graduate students in the social sciences, arts, and humanities (SSAH) fields. There is little existing research about private funding for SSAH research, and this article seeks to address this gap. In addition to reviewing relevant literature about trends in the privatization of higher education, shifting funding priorities, and the ethics of private funding, we offer a set of guiding principles for developing a private funding policy in SSAH fields. We also illustrate relevant considerations and concerns using the example of a private funding policy for graduate student within a faculty of education in a public university in Canada. The discussions in this paper are relevant to public higher education institutions questioning how they can ensure the integrity and sustainability of their research activities in a changing funding environment. Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Critical Education, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available from http://creativecommons.org/licenses/by-ncnd/3.0/. All other uses must be approved by the author(s) or Critical Education. Critical Education is published by the Institute for Critical Educational Studies and housed at the University of British Columbia. Articles are indexed by EBSCO Education Research Complete and Directory of Open Access Journal. C r i t i c a l E d u c a t i o n 2 Compared to students and scholars working in science, technology, engineering and mathematics (STEM) disciplines, researchers in social science, arts, and humanities (SSAH) disciplines tend to have fewer and shallower sources of both internal and external funding. In particular, the contemporary context of global trends toward the increased privatization and marketization of higher education puts SSAH research at a considerable competitive disadvantage for funding, which affects not only faculty but also graduate students. In this context, public institutions are increasingly seeking private sources of funding for students. Yet there is a notable lack of literature about non-public sector funding for graduate studies in SSAH. Further, although concerns about private funding are increasingly widespread, many people lack a sense of how to actually address these concerns in their own contexts. Rather than argue “for or against” private funding, this article discusses both the opportunities and risks involved in the pursuit of private funding for SSAH fields in public universities, both in general and specifically as it relates to graduate student funding. In doing so, it offers scaffolding for further, contextspecific conversations about private funding for those working in higher education.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"14 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90973605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-15DOI: 10.14288/CE.V10I15.186428
P. Boda
Given recent pushes toward homogenous teacher education, teacher educator pedagogy necessitates modeled critical practice. The research presented here provides an analysis to ground the call for a move beyond teacher education pedagogy focused on the dissemination of knowledge about critical issues in classrooms. Utilizing two methodological traditions – namely, critical discourse analysis and phenomenography – this paper reports on the discursive moments enacted in a graduate course that sought to foster critical understandings of issues in urban science education, intending to lead to critical practices employed by this population of teacher candidates and doctoral students. Findings support that not only was there a preponderance of the dissemination model of teaching and learning, but also that the students within this course, even when working in groups, were unable to generate critical unit plans for prospectus science lessons in K-12 classrooms. Implications for this study are discussed in relation to the literature on critical teacher education.
{"title":"Investigating Power and Agency in Singular Diversity-Requirement Education Courses:","authors":"P. Boda","doi":"10.14288/CE.V10I15.186428","DOIUrl":"https://doi.org/10.14288/CE.V10I15.186428","url":null,"abstract":"Given recent pushes toward homogenous teacher education, teacher educator pedagogy necessitates modeled critical practice. The research presented here provides an analysis to ground the call for a move beyond teacher education pedagogy focused on the dissemination of knowledge about critical issues in classrooms. Utilizing two methodological traditions – namely, critical discourse analysis and phenomenography – this paper reports on the discursive moments enacted in a graduate course that sought to foster critical understandings of issues in urban science education, intending to lead to critical practices employed by this population of teacher candidates and doctoral students. Findings support that not only was there a preponderance of the dissemination model of teaching and learning, but also that the students within this course, even when working in groups, were unable to generate critical unit plans for prospectus science lessons in K-12 classrooms. Implications for this study are discussed in relation to the literature on critical teacher education.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"122 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76839600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-01DOI: 10.14288/CE.V10I14.186326
Lana Parker
In this study, I employ critical discourse analysis (CDA) of Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (Growing Success) to surface significant themes in a document that has been influential across a major school district in Canada. I use an adaptation of Fairclough’s three-tiered taxonomy of description, interpretation, and explanation to deconstruct word-level content, investigate voices heard and silenced, and situate the text production and interpretation within a social context. My findings suggest that despite allusions to equity, the Growing Success policy reflects neoliberal values, particularly as it defines success and achievement. I conclude with a brief discussion of what may be needed in order to reconceptualise success in more inclusive terms.
{"title":"Deconstructing Growing Success","authors":"Lana Parker","doi":"10.14288/CE.V10I14.186326","DOIUrl":"https://doi.org/10.14288/CE.V10I14.186326","url":null,"abstract":"In this study, I employ critical discourse analysis (CDA) of Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (Growing Success) to surface significant themes in a document that has been influential across a major school district in Canada. I use an adaptation of Fairclough’s three-tiered taxonomy of description, interpretation, and explanation to deconstruct word-level content, investigate voices heard and silenced, and situate the text production and interpretation within a social context. My findings suggest that despite allusions to equity, the Growing Success policy reflects neoliberal values, particularly as it defines success and achievement. I conclude with a brief discussion of what may be needed in order to reconceptualise success in more inclusive terms.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"13 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82363763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-08DOI: 10.14288/CE.V10I20.186452
Sheliza Ladhani
{"title":"Decentering the Veil: Transforming the Discourse Surrounding Muslim Women","authors":"Sheliza Ladhani","doi":"10.14288/CE.V10I20.186452","DOIUrl":"https://doi.org/10.14288/CE.V10I20.186452","url":null,"abstract":"","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"68 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89320195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-08DOI: 10.14288/CE.V10I17.186433
Dosun Ko, A. Bal
Racial disproportionality in special education is a symptom of larger social justice problems in a racially stratified society. Despite the favorable expectation of the effects of culture-free, universal and objective “evidence-based” interventions in serving students from nondominant groups, overrepresentation of students of color in special education continues to hinder efforts at achieving equity in and through education. In this article, we draw on Deleuze and Guattari’s rhizome metaphor and Vygotskian cultural-historical activity theory to analyze the dominant paradigm for intervention research in special education. We illustrate how the naturalized a priori assumptions and practices have contributed to the reinforcement of the racialization of disability. We then offer a rhizomatic research design as an alternative in which teachers, parents, students, administrators, university researchers, and community members engage in collective knowledge production and decision-making activities to develop systemic solutions to racial disproportionality within their local contexts. Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Critical Education, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available from http://creativecommons.org/licenses/by-ncnd/3.0/. All other uses must be approved by the author(s) or Critical Education. Critical Education is published by the Institute for Critical Educational Studies and housed at the University of British Columbia. Articles are indexed by EBSCO Education Research Complete and Directory of Open Access Journal. C r i t i c a l E d u c a t i o n 2 Racialization of disability has been a central issue in the quest for equity in education. Since the 1960s, racial disparities in academic and social opportunities and outcomes in special education programs have been widely reported nationally and internationally (Artiles, 2011; Artiles & Bal, 2008; Donovan & Cross, 2002; Dunn, 1968; Harry & Klingner, 2014; Skiba et al., 2011). In the United States, students from historically marginalized communities are subjected to disproportionately higher representation in relatively less visible disability categories (e.g., emotional disturbance [ED], learning disabilities [LD], and speech/language impairments [SLI]), primarily relying on the judgment of school personnel and observational tools. According to the 40th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2018), African American students are twice as likely to be labeled as emotionally disturbed and placed in special education. Native American students are more than four times as likely to be labeled as having developmental delay compared to all other racial/ethnic peers combined. Racial disproportionality is a
{"title":"Rhizomatic Research Design in a Smooth Space of Learning","authors":"Dosun Ko, A. Bal","doi":"10.14288/CE.V10I17.186433","DOIUrl":"https://doi.org/10.14288/CE.V10I17.186433","url":null,"abstract":"Racial disproportionality in special education is a symptom of larger social justice problems in a racially stratified society. Despite the favorable expectation of the effects of culture-free, universal and objective “evidence-based” interventions in serving students from nondominant groups, overrepresentation of students of color in special education continues to hinder efforts at achieving equity in and through education. In this article, we draw on Deleuze and Guattari’s rhizome metaphor and Vygotskian cultural-historical activity theory to analyze the dominant paradigm for intervention research in special education. We illustrate how the naturalized a priori assumptions and practices have contributed to the reinforcement of the racialization of disability. We then offer a rhizomatic research design as an alternative in which teachers, parents, students, administrators, university researchers, and community members engage in collective knowledge production and decision-making activities to develop systemic solutions to racial disproportionality within their local contexts. Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author(s) and Critical Education, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. More details of this Creative Commons license are available from http://creativecommons.org/licenses/by-ncnd/3.0/. All other uses must be approved by the author(s) or Critical Education. Critical Education is published by the Institute for Critical Educational Studies and housed at the University of British Columbia. Articles are indexed by EBSCO Education Research Complete and Directory of Open Access Journal. C r i t i c a l E d u c a t i o n 2 Racialization of disability has been a central issue in the quest for equity in education. Since the 1960s, racial disparities in academic and social opportunities and outcomes in special education programs have been widely reported nationally and internationally (Artiles, 2011; Artiles & Bal, 2008; Donovan & Cross, 2002; Dunn, 1968; Harry & Klingner, 2014; Skiba et al., 2011). In the United States, students from historically marginalized communities are subjected to disproportionately higher representation in relatively less visible disability categories (e.g., emotional disturbance [ED], learning disabilities [LD], and speech/language impairments [SLI]), primarily relying on the judgment of school personnel and observational tools. According to the 40th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (U.S. Department of Education, 2018), African American students are twice as likely to be labeled as emotionally disturbed and placed in special education. Native American students are more than four times as likely to be labeled as having developmental delay compared to all other racial/ethnic peers combined. Racial disproportionality is a","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"19 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84225488","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-08DOI: 10.14288/CE.V10I18.186438
D. Jacobs
Efforts to decolonize and Indigenize education are occurring throughout Canada, and to a lesser degree in the United States. Although initially about addressing the historical and continuing oppression of Indigenous peoples, I expand the goals to include the survival of all humans and our non-human relatives. In light of our global crises, we must move more forcefully toward truth, reconciliation and Indigenous sovereignty, while at the same time decolonizing and bringing Indigenous worldview and local Indigenous knowledge into and across the curriculum for the benefit of all students. Unfortunately, resistance from both Indigenous and non-Indigenous critics of this mandate continue. A main concern relates to who should be allowed to implement such education and who should have access to it. I offer a rationale for engaging all people in this enterprise in spite of the complexity and risks that are outweighed by the profound potential for bringing our world back into balance. Pointing out the important difference between pan-Indigenousism and local place-based knowledge and why both are needed, conclude with specific suggestions for how all educators can help with decolonizing and Indigenizing schooling immediately.
{"title":"The Indigenization Controversy: For Whom and By Whom?","authors":"D. Jacobs","doi":"10.14288/CE.V10I18.186438","DOIUrl":"https://doi.org/10.14288/CE.V10I18.186438","url":null,"abstract":"Efforts to decolonize and Indigenize education are occurring throughout Canada, and to a lesser degree in the United States. Although initially about addressing the historical and continuing oppression of Indigenous peoples, I expand the goals to include the survival of all humans and our non-human relatives. In light of our global crises, we must move more forcefully toward truth, reconciliation and Indigenous sovereignty, while at the same time decolonizing and bringing Indigenous worldview and local Indigenous knowledge into and across the curriculum for the benefit of all students. Unfortunately, resistance from both Indigenous and non-Indigenous critics of this mandate continue. A main concern relates to who should be allowed to implement such education and who should have access to it. I offer a rationale for engaging all people in this enterprise in spite of the complexity and risks that are outweighed by the profound potential for bringing our world back into balance. Pointing out the important difference between pan-Indigenousism and local place-based knowledge and why both are needed, conclude with specific suggestions for how all educators can help with decolonizing and Indigenizing schooling immediately.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"10 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86656280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-01DOI: 10.14288/CE.V10I12.186427
G. Souvlis, Panayota Gounari
This paper aims to provide a better understanding of the current developments in higher education in Greece. Towards this direction, it offers a historicized overview of the relation between the state and higher education in Greece over the last forty years by situating it within a broader context, that is, by taking into consideration both students’ protests from below and the wider global transformations from above. In order to conceptualize the historicity of these dynamics, we propose a periodization in three temporally discrete, though dialectically interlinked, phases as we set to explain the substantial penetration, through specific policies, of neoliberalism in the Greek university after 2008, a project that until that time had not been successful.
{"title":"State and Universities in Greece (1974-2018): From the Demand for Democratization to the Constellation of Neoliberalism","authors":"G. Souvlis, Panayota Gounari","doi":"10.14288/CE.V10I12.186427","DOIUrl":"https://doi.org/10.14288/CE.V10I12.186427","url":null,"abstract":"This paper aims to provide a better understanding of the current developments in higher education in Greece. Towards this direction, it offers a historicized overview of the relation between the state and higher education in Greece over the last forty years by situating it within a broader context, that is, by taking into consideration both students’ protests from below and the wider global transformations from above. In order to conceptualize the historicity of these dynamics, we propose a periodization in three temporally discrete, though dialectically interlinked, phases as we set to explain the substantial penetration, through specific policies, of neoliberalism in the Greek university after 2008, a project that until that time had not been successful.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"24 1","pages":"1-19"},"PeriodicalIF":1.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89318560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-27DOI: 10.14288/CE.V10I13.186525
Erin L. Castro, M. Gould
Since first publishing the Call for Papers for this volume (2017), we have spent more than two years “ruminating” with the twelve authors who have contributed to this project and many others in the higher education in prison community who have generously offered feedback, posed questions (and some challenges) and most notably, we express our gratitude to the instructors who have brought these readings into their classrooms, to incarcerated and non-incarcerated students, and rigorously engaged the ideas offered. In this final essay, we touch on three themes that we believe are relevant to the present moment and purpose of this volume and that are central to field building efforts: equity in higher education, the quality and “promise” of Pell grant restoration, and how and why we should foster a community of scholarship and practice.
{"title":"Higher Education in Prison","authors":"Erin L. Castro, M. Gould","doi":"10.14288/CE.V10I13.186525","DOIUrl":"https://doi.org/10.14288/CE.V10I13.186525","url":null,"abstract":"Since first publishing the Call for Papers for this volume (2017), we have spent more than two years “ruminating” with the twelve authors who have contributed to this project and many others in the higher education in prison community who have generously offered feedback, posed questions (and some challenges) and most notably, we express our gratitude to the instructors who have brought these readings into their classrooms, to incarcerated and non-incarcerated students, and rigorously engaged the ideas offered. In this final essay, we touch on three themes that we believe are relevant to the present moment and purpose of this volume and that are central to field building efforts: equity in higher education, the quality and “promise” of Pell grant restoration, and how and why we should foster a community of scholarship and practice.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"98 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89111641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-06-01DOI: 10.14288/CE.V10I11.186423
Ashlee B. Anderson
With this paper, I explore the impact of teacher attrition on Teach For America’s (TFA) ability to produce more long-term, systemic educational change. I do so via my application of critical race theory and Gloria Ladson-Billings’ concept of the “education debt” to TFA’s consistently high rates of attrition. I begin with a general discussion of long-term educational change, paying particular attention to how and why teacher attrition matters. Next, I present the four components of Ladson-Billings’ (2006a) conception of the “education debt,” after which I explore just one factor that I believe may prevent the realization of TFA’s goal of ending educational inequity (teacher attrition) in both practical and moral terms. Using critical race theory as an additional level of analysis that is consistent with Ladson-Billings “education debt” framework, I conclude that TFA’s concrete materiality falls short of its intention to end educational inequity, especially concerning the longevity of its recruits. This, I contend, suggests the need for educational resources to be equitably redistributed, in part, via high quality educators for our most under-served youth populations, including those currently taught by TFA.
{"title":"Assessing the “Education Debt”: Teach For America and the Problem of Attrition","authors":"Ashlee B. Anderson","doi":"10.14288/CE.V10I11.186423","DOIUrl":"https://doi.org/10.14288/CE.V10I11.186423","url":null,"abstract":"With this paper, I explore the impact of teacher attrition on Teach For America’s (TFA) ability to produce more long-term, systemic educational change. I do so via my application of critical race theory and Gloria Ladson-Billings’ concept of the “education debt” to TFA’s consistently high rates of attrition. I begin with a general discussion of long-term educational change, paying particular attention to how and why teacher attrition matters. Next, I present the four components of Ladson-Billings’ (2006a) conception of the “education debt,” after which I explore just one factor that I believe may prevent the realization of TFA’s goal of ending educational inequity (teacher attrition) in both practical and moral terms. Using critical race theory as an additional level of analysis that is consistent with Ladson-Billings “education debt” framework, I conclude that TFA’s concrete materiality falls short of its intention to end educational inequity, especially concerning the longevity of its recruits. This, I contend, suggests the need for educational resources to be equitably redistributed, in part, via high quality educators for our most under-served youth populations, including those currently taught by TFA.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"3 1","pages":"1-19"},"PeriodicalIF":1.0,"publicationDate":"2019-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79655280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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