Pub Date : 2017-11-01DOI: 10.14288/CE.V8I15.186265
M. Bulfin
Abstract This paper analyzes the push from the federal government to get more institutions of higher education to graduate greater numbers of science, technology, engineering, and mathematics (STEM) majors and educators. This push is based on research mostly coming from foundations and industries that employ STEM workers. Researchers question whether the STEM shortage is actually a reality or a myth driven by other factors. The author’s anecdotal experiences working for a university that prides itself on STEM are considered while offering a theory that policies and initiatives favoring STEM are but the latest instance of education being used as a tool of commerce. The theoretical implications of the push for STEM in universities are considered to question if a manufactured STEM “crisis” is just another insidious extension of neoliberal power into institutions and upon bodies in a Foucaultian sense. Keywords: STEM, higher education, power, capital
{"title":"InSTEMnifying Youth: STEM, Capital, & Power","authors":"M. Bulfin","doi":"10.14288/CE.V8I15.186265","DOIUrl":"https://doi.org/10.14288/CE.V8I15.186265","url":null,"abstract":"Abstract This paper analyzes the push from the federal government to get more institutions of higher education to graduate greater numbers of science, technology, engineering, and mathematics (STEM) majors and educators. This push is based on research mostly coming from foundations and industries that employ STEM workers. Researchers question whether the STEM shortage is actually a reality or a myth driven by other factors. The author’s anecdotal experiences working for a university that prides itself on STEM are considered while offering a theory that policies and initiatives favoring STEM are but the latest instance of education being used as a tool of commerce. The theoretical implications of the push for STEM in universities are considered to question if a manufactured STEM “crisis” is just another insidious extension of neoliberal power into institutions and upon bodies in a Foucaultian sense. Keywords: STEM, higher education, power, capital","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89777862","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 : 2017-11-01DOI: 10.14288/CE.V8I15.186260
P. Cole, Pat O'Riley
Abstract There is a growing realization from academics, the public, and Indigenous Peoples for compelling new narratives to reshape the ‘progress narrative’ of modernity based on the classical scientific paradigm that has privileged mind over body, heart and spirit; human over more-than-human; and overlooked the worldviews and knowledges of Indigenous Peoples. The prevailing narrative has created an imbalance that impacts the ethnosphere and the biosphere. Regardless, mainstream education is uncritically promoting STEM (science-technology-engineering-mathematics) thinking, an agent of empire fueling the state-military-industrial-education complex, This paper is a call to widen the Eurocentric and anthropocentric knowledge base of mainstream education to include as ‘equivalent’ Indigenous and other Other(ed) worldviews and epistemologies. This (re)storying of STEM is based on the teachings of my Elders and recent research with my community in British Columbia in solidarity with Indigenous communities in Peru as we work to regenerate more complex, culturally-inclusive possibilities for living together on a shared planet.
{"title":"Performing Survivance: (Re)Storying STEM Education from an Indigenous Perspective","authors":"P. Cole, Pat O'Riley","doi":"10.14288/CE.V8I15.186260","DOIUrl":"https://doi.org/10.14288/CE.V8I15.186260","url":null,"abstract":"Abstract There is a growing realization from academics, the public, and Indigenous Peoples for compelling new narratives to reshape the ‘progress narrative’ of modernity based on the classical scientific paradigm that has privileged mind over body, heart and spirit; human over more-than-human; and overlooked the worldviews and knowledges of Indigenous Peoples. The prevailing narrative has created an imbalance that impacts the ethnosphere and the biosphere. Regardless, mainstream education is uncritically promoting STEM (science-technology-engineering-mathematics) thinking, an agent of empire fueling the state-military-industrial-education complex, This paper is a call to widen the Eurocentric and anthropocentric knowledge base of mainstream education to include as ‘equivalent’ Indigenous and other Other(ed) worldviews and epistemologies. This (re)storying of STEM is based on the teachings of my Elders and recent research with my community in British Columbia in solidarity with Indigenous communities in Peru as we work to regenerate more complex, culturally-inclusive possibilities for living together on a shared planet.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"35 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73356487","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 : 2017-11-01DOI: 10.14288/CE.V8I15.186247
P. Kelly
The relative position of the social foundational studies of education (SFE) within the overall curriculum of teacher preparation has been tenuous for decades. Within the last several years, the confluence of three streams of pressure have undermined the inclusion of SFE courses within such curricula. These include, the perceived lack of direct applicability to the tasks of teaching, the rapidly rising costs of higher education, and political disillusionment. This paper explores each of the streams of resistance to SFE courses within teacher preparation. This exploration culminates in an examination of the latest incarnation of SFE-free teacher preparation programs, the UTeach model for preparing in the areas of science, technology, engineering and mathematics (STEM). Only two of the 39 reviewed UTeach replication programs required the inclusion of SFE courses for prospective STEM teachers. The paper concludes with a discussion of importance of including SFE coursework in the preparation of STEM teachers.
{"title":"STEM Deserves an F: The Role of Foundations of Education in the UTEACH Model of Teacher Preparation","authors":"P. Kelly","doi":"10.14288/CE.V8I15.186247","DOIUrl":"https://doi.org/10.14288/CE.V8I15.186247","url":null,"abstract":"The relative position of the social foundational studies of education (SFE) within the overall curriculum of teacher preparation has been tenuous for decades. Within the last several years, the confluence of three streams of pressure have undermined the inclusion of SFE courses within such curricula. These include, the perceived lack of direct applicability to the tasks of teaching, the rapidly rising costs of higher education, and political disillusionment. This paper explores each of the streams of resistance to SFE courses within teacher preparation. This exploration culminates in an examination of the latest incarnation of SFE-free teacher preparation programs, the UTeach model for preparing in the areas of science, technology, engineering and mathematics (STEM). Only two of the 39 reviewed UTeach replication programs required the inclusion of SFE courses for prospective STEM teachers. The paper concludes with a discussion of importance of including SFE coursework in the preparation of STEM teachers.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"84 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83972858","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 : 2017-10-15DOI: 10.14288/CE.V8I14.186182
Heather E. McGregor
Recent reforms to social studies and history education in Canada raise many questions about the relationship between Indigenous approaches to history, and the emphasis in new curricula on historical thinking. What are the implications of the relationship between these two reform movements for educators? This article illuminates literature on Indigenous histories and historical thinking—their intersections and divergences—in order to identify questions, conflicts and limitations produced in the encounter between these two fields. The article concludes with preliminary suggestions as to how educators may proceed to adapt their programs with the goals of historical thinking in mind, while remaining respectful of Indigenous imperatives for school learning.
{"title":"One Classroom, Two Teachers? Historical Thinking and Indigenous Education in Canada","authors":"Heather E. McGregor","doi":"10.14288/CE.V8I14.186182","DOIUrl":"https://doi.org/10.14288/CE.V8I14.186182","url":null,"abstract":"Recent reforms to social studies and history education in Canada raise many questions about the relationship between Indigenous approaches to history, and the emphasis in new curricula on historical thinking. What are the implications of the relationship between these two reform movements for educators? This article illuminates literature on Indigenous histories and historical thinking—their intersections and divergences—in order to identify questions, conflicts and limitations produced in the encounter between these two fields. The article concludes with preliminary suggestions as to how educators may proceed to adapt their programs with the goals of historical thinking in mind, while remaining respectful of Indigenous imperatives for school learning.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"17 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82571240","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 : 2017-10-01DOI: 10.14288/CE.V8I13.186313
W. Au
Schools in the United States are inundated with high-stakes, standardized tests, which are used as the central tool for educational policy and accountability systems there - often under the guise of promoting racial justice and civil rights. In this article the author uses empirical research on the impact of high-stakes to argue that, rather than promote educational equality, high-stakes testing in fact causes harm to working class and Black and Brown students as a form of retributive justice, which seeks to punish "wrongdoers" rather than addressing the actual material issues and conditions that contribute to educational achievement. Alternativey, in this article the author suggests that we can conceive of forms of restorative and transformative assessment that can be healing to our schools and communities as well as activist in nature.
{"title":"Can We Test for Liberation? Moving from Retributive to Restorative and Transformative Assessment in Schools","authors":"W. Au","doi":"10.14288/CE.V8I13.186313","DOIUrl":"https://doi.org/10.14288/CE.V8I13.186313","url":null,"abstract":"Schools in the United States are inundated with high-stakes, standardized tests, which are used as the central tool for educational policy and accountability systems there - often under the guise of promoting racial justice and civil rights. In this article the author uses empirical research on the impact of high-stakes to argue that, rather than promote educational equality, high-stakes testing in fact causes harm to working class and Black and Brown students as a form of retributive justice, which seeks to punish \"wrongdoers\" rather than addressing the actual material issues and conditions that contribute to educational achievement. Alternativey, in this article the author suggests that we can conceive of forms of restorative and transformative assessment that can be healing to our schools and communities as well as activist in nature.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"6 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89391433","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 : 2017-09-01DOI: 10.14288/CE.V8I12.186203
K. Heyer
In this revised keynote address, given at the Graduate Students's Research Forum in Faculty of Education at the University of Alberta, the author explores what might constitute a thinking education through contrasting such with identified impediments to thinking in the public place of schooling. To do so the author draws off key distinctions in the works of Hannah Arendt (e.g., between labour, work, and action) and Gert Biesta (e.g., between schooling aims for qualification, socialization, and what might be educational) along with the support of insights about thinking from Alain Badiou. While thinking, like love, may be untimely, they are truly educational as they invite us to re-cognize our relations to others in ways that encourage us to become more than that we have been socialized to believe.
{"title":"A Thinking Education","authors":"K. Heyer","doi":"10.14288/CE.V8I12.186203","DOIUrl":"https://doi.org/10.14288/CE.V8I12.186203","url":null,"abstract":"In this revised keynote address, given at the Graduate Students's Research Forum in Faculty of Education at the University of Alberta, the author explores what might constitute a thinking education through contrasting such with identified impediments to thinking in the public place of schooling. To do so the author draws off key distinctions in the works of Hannah Arendt (e.g., between labour, work, and action) and Gert Biesta (e.g., between schooling aims for qualification, socialization, and what might be educational) along with the support of insights about thinking from Alain Badiou. While thinking, like love, may be untimely, they are truly educational as they invite us to re-cognize our relations to others in ways that encourage us to become more than that we have been socialized to believe.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"23 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81742299","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 : 2017-08-01DOI: 10.14288/CE.V8I11.186192
M. Bentley, Stephen C. Fleury
The dominant narrative of curriculum and educational reforms prevailing in many countries is identified, described, and critiqued and an analysis advanced from the philosophical anthropology of education. A constructivist theoretical perspective is both critical and creative in offering (a) insight into the implicit and explicit dangers of the privileged form of knowledge in education, and (b) alternatives that reduce threats of ecocide and promote socially just and sustainable democracies. Examined in the context of official curriculum, the commodification of knowledge via testing and standards, and students’ epistemological development are the social and political consequences of the (1) reification, (2) de-contextualization, and (3) technocratization of school knowledge. A significant mismatch is found between current education and the state of the world, beset with environmental degradation, rapid technological change, and global economy. The educative task now is how to educate students for democratic citizenship in a new social-ecological era, requiring student-centered school cultures that apply the principle of epistemological symmetry in terms of respecting local knowledges and revealing science as a human endeavor.
{"title":"21st Century Science Education: A Critical-Creative Social Constructivist Perspective","authors":"M. Bentley, Stephen C. Fleury","doi":"10.14288/CE.V8I11.186192","DOIUrl":"https://doi.org/10.14288/CE.V8I11.186192","url":null,"abstract":"The dominant narrative of curriculum and educational reforms prevailing in many countries is identified, described, and critiqued and an analysis advanced from the philosophical anthropology of education. A constructivist theoretical perspective is both critical and creative in offering (a) insight into the implicit and explicit dangers of the privileged form of knowledge in education, and (b) alternatives that reduce threats of ecocide and promote socially just and sustainable democracies. Examined in the context of official curriculum, the commodification of knowledge via testing and standards, and students’ epistemological development are the social and political consequences of the (1) reification, (2) de-contextualization, and (3) technocratization of school knowledge. A significant mismatch is found between current education and the state of the world, beset with environmental degradation, rapid technological change, and global economy. The educative task now is how to educate students for democratic citizenship in a new social-ecological era, requiring student-centered school cultures that apply the principle of epistemological symmetry in terms of respecting local knowledges and revealing science as a human endeavor.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"17 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89078759","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}
Claiming that critical education generally, and marxist education specifically, is stuck in a dead-end of impotent critique, this article seeks to reinvigorate the fields by making marxist pedagogy magical. We have to, in other words, not just engage in productive and revolutionary critique, but more importantly, engage in the magical act of imagining possible futures. Selectively reading the three volumes of Marx's Capital , I demonstrate that Marx figures communism is different ways and with seemingly antagonistic emphases. At heart, then, Marx poses communism as a pedagogical problem and as one that demands magical thinking. Insisting that our history and present be the real concrete stuff of learning, experimenting, and doing, I next make the claim that we have already been post-capitalist (i.e., socialist), and that we have to reclaim the successful history of the international struggle of the dispossessed and exploited. In disavowing this history, we reinforce the neoliberal claim that there is no alternative to the market and democracy. I conclude by offering the U.S.-based Party for Socialism and Liberation as an example of magical marxist educators, calling on their imaginative Party program.
{"title":"Making Marxist Pedagogy Magical: From Critique to Imagination, or, How Bookkeepers Set Us Free","authors":"Derek R. Ford","doi":"10.14288/CE.V8I9.186183","DOIUrl":"https://doi.org/10.14288/CE.V8I9.186183","url":null,"abstract":"Claiming that critical education generally, and marxist education specifically, is stuck in a dead-end of impotent critique, this article seeks to reinvigorate the fields by making marxist pedagogy magical. We have to, in other words, not just engage in productive and revolutionary critique, but more importantly, engage in the magical act of imagining possible futures. Selectively reading the three volumes of Marx's Capital , I demonstrate that Marx figures communism is different ways and with seemingly antagonistic emphases. At heart, then, Marx poses communism as a pedagogical problem and as one that demands magical thinking. Insisting that our history and present be the real concrete stuff of learning, experimenting, and doing, I next make the claim that we have already been post-capitalist (i.e., socialist), and that we have to reclaim the successful history of the international struggle of the dispossessed and exploited. In disavowing this history, we reinforce the neoliberal claim that there is no alternative to the market and democracy. I conclude by offering the U.S.-based Party for Socialism and Liberation as an example of magical marxist educators, calling on their imaginative Party program.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"16 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83788856","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}
This longitudinal study investigates changes in the extent to which students express or reject a customer orientation towards their education from their initial summer orientation to the end of their second year in college. Fifteen of the 19 items associated with a customer orientation included in the survey (N=3885, n=1085, RR= 28%) exhibited statistically significant changes, all in ways consistent with a greater expression of a customer approach. Results also indicated that while students increasingly expressed a customer orientation, overall, they continued not to express beliefs consistent with a customer approach. Implications are discussed within the framework of neoliberal ideology.
{"title":"Neoliberal Ideology and College Students: Developing a Customer Orientation While in College","authors":"Daniel Saunders, Ethan A. Kolek","doi":"10.14288/CE.V8I8.186175","DOIUrl":"https://doi.org/10.14288/CE.V8I8.186175","url":null,"abstract":"This longitudinal study investigates changes in the extent to which students express or reject a customer orientation towards their education from their initial summer orientation to the end of their second year in college. Fifteen of the 19 items associated with a customer orientation included in the survey (N=3885, n=1085, RR= 28%) exhibited statistically significant changes, all in ways consistent with a greater expression of a customer approach. Results also indicated that while students increasingly expressed a customer orientation, overall, they continued not to express beliefs consistent with a customer approach. Implications are discussed within the framework of neoliberal ideology.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87773113","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}
Our concerns regarding the assumptions behind, politics of, and implications of using edTPA, an assessment tool purported to assess whether U.S. student teachers are “ready for the job” of teaching, are our primary focus here. We write from our perspectives as teacher educators in New York state, one of the states for which the edTPA is required for teacher licensure, drawing on diverse theoretical perspectives as we lay out our arguments against the problematic impacts of this so-called educational reform. We will strive to “connect the dots” as we see the multiple, and at times radical, changes to the field as all of a piece, making education just one more corporate project at the intersection of money, politics, and power. Last, we will offer some examples of as well as suggestions for resistance to this project, highlighting pedagogies of informed hope.
{"title":"Rage Against the Machine: Teacher Educators Try to Throw a Wrench in the (edTPA) Works","authors":"L. O'brien, S. Robb","doi":"10.14288/CE.V8I7.186172","DOIUrl":"https://doi.org/10.14288/CE.V8I7.186172","url":null,"abstract":"Our concerns regarding the assumptions behind, politics of, and implications of using edTPA, an assessment tool purported to assess whether U.S. student teachers are “ready for the job” of teaching, are our primary focus here. We write from our perspectives as teacher educators in New York state, one of the states for which the edTPA is required for teacher licensure, drawing on diverse theoretical perspectives as we lay out our arguments against the problematic impacts of this so-called educational reform. We will strive to “connect the dots” as we see the multiple, and at times radical, changes to the field as all of a piece, making education just one more corporate project at the intersection of money, politics, and power. Last, we will offer some examples of as well as suggestions for resistance to this project, highlighting pedagogies of informed hope.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"10 2 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90501220","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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