Pub Date : 2022-06-01DOI: 10.1177/01614681221114494
Andrew O'shea
Background/Context: Recent accounts of learning from experience in education tend to impoverish development and temporal processes as constructive categories for thinking about freedom and action. Drawing on Jacques Rancière’s critique of development, Gert Biesta’s 2010 article, “How to Exist Politically and Learn from It: Hannah Arendt and the Problem of Democratic Education,” makes the case for a mode of democratic education that excludes the concept of development. In doing so, Biesta interprets Hannah Arendt’s work as both problematic and constructive for democratic education. Purpose: This article challenges Biesta’s reading of Arendt’s concept of natality and development by focusing on what she calls the “double aspect of the child.” It questions Biesta’s deconstruction of development and attempts to show that natality and development cannot be that easily separated, especially if we are to maintain Arendt’s radical account of freedom. The purpose of the research is to reclaim Arendt’s “temporal framing” of childhood and adulthood, and to argue that development, while not unproblematic in traditional psychological accounts, is in fact a necessary condition of her concept of natality—what she calls the essence of education. Research Design: The argument in this article is developed through a critical interpretation and discussion of the works of Gert Biesta and Hannah Arendt, with a specific focus on their ideas about action and new beginnings, and the role of development for an adequate understanding of natality in education. Conclusions/Recommendations: In making my case for a more radical reading of natality in education than Biesta offers, I present an alternative, with the aid of David Archard’s work, to the standard normative account of the developmental model that Biesta attributes to Arendt when he describes her account of the “child”–“adult” relation as “too psychological.” I then appeal to Arendt’s understanding of temporality in her essay “Between Past and Future,” in which she names the “gap” in time as the juncture where freedom can occur. I attempt to show that this gap mirrors our actual human birth and our reception into a language community, in such a way that suggests how freedom and action entail a kind of “unready readiness” that is not unique to newborns. However, unlike Biesta, who acknowledges as much with respect to our insertion into the human world, I maintain that this temporal gap in time is a constitutive feature of development and, as such, of natality. I conclude by arguing that development and becoming are important concepts that should not be left solely to the discipline of psychology if we are to reduce the likelihood of developmentalism in education.
{"title":"Natality and Development in Education: A Rapprochement Between Hannah Arendt and Gert Biesta?","authors":"Andrew O'shea","doi":"10.1177/01614681221114494","DOIUrl":"https://doi.org/10.1177/01614681221114494","url":null,"abstract":"Background/Context: Recent accounts of learning from experience in education tend to impoverish development and temporal processes as constructive categories for thinking about freedom and action. Drawing on Jacques Rancière’s critique of development, Gert Biesta’s 2010 article, “How to Exist Politically and Learn from It: Hannah Arendt and the Problem of Democratic Education,” makes the case for a mode of democratic education that excludes the concept of development. In doing so, Biesta interprets Hannah Arendt’s work as both problematic and constructive for democratic education. Purpose: This article challenges Biesta’s reading of Arendt’s concept of natality and development by focusing on what she calls the “double aspect of the child.” It questions Biesta’s deconstruction of development and attempts to show that natality and development cannot be that easily separated, especially if we are to maintain Arendt’s radical account of freedom. The purpose of the research is to reclaim Arendt’s “temporal framing” of childhood and adulthood, and to argue that development, while not unproblematic in traditional psychological accounts, is in fact a necessary condition of her concept of natality—what she calls the essence of education. Research Design: The argument in this article is developed through a critical interpretation and discussion of the works of Gert Biesta and Hannah Arendt, with a specific focus on their ideas about action and new beginnings, and the role of development for an adequate understanding of natality in education. Conclusions/Recommendations: In making my case for a more radical reading of natality in education than Biesta offers, I present an alternative, with the aid of David Archard’s work, to the standard normative account of the developmental model that Biesta attributes to Arendt when he describes her account of the “child”–“adult” relation as “too psychological.” I then appeal to Arendt’s understanding of temporality in her essay “Between Past and Future,” in which she names the “gap” in time as the juncture where freedom can occur. I attempt to show that this gap mirrors our actual human birth and our reception into a language community, in such a way that suggests how freedom and action entail a kind of “unready readiness” that is not unique to newborns. However, unlike Biesta, who acknowledges as much with respect to our insertion into the human world, I maintain that this temporal gap in time is a constitutive feature of development and, as such, of natality. I conclude by arguing that development and becoming are important concepts that should not be left solely to the discipline of psychology if we are to reduce the likelihood of developmentalism in education.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74408218","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 : 2022-06-01DOI: 10.1177/01614681221113376
B. Superfine
Background: Over the past decade, courts increasingly have considered cases that involve clashes between public, secular private, and religious institutions in education. Such clashes appear to have intensified as recently as the 2019–2020 Supreme Court term, and the confirmation of Associate Justice Amy Coney Barrett to the Court in 2020 suggests that issues centered on these institutions will continue to receive significant judicial attention. While these recent cases have focused on a range of education law and policy issues, some have focused on arguably the most fundamental legal issues applicable to such schools—the instances in which the legal distinctions between public, secular private, and religious schools are strong or weak. Purpose: This study examines three recent, major federal cases as both historical and legal cases to highlight the restructuring of the distinctions among public, secular private, and religions schools in the institutional setting of the courts. I examine how the courts have historically structured these distinctions; how these three recent cases have restructured these distinctions; and the education law and policy implications moving forward. Research Design: This article is a legal analysis and historical case study. Findings: Three recent and high-profile education cases reflect a spectrum of how the highest courts have restructured distinctions between public, secular private, and religious schools in a short period. In some instances, courts have blurred the legal distinctions between these types of schools by allowing religious schools to receive governmental support even in situations in which states have directly attempted to exclude institutions like them from receiving such support. In other instances, courts have strengthened these distinctions by differentiating how public, secular private, and religious schools are treated with respect to their abilities to discriminate. Conclusion: Taken together, the three cases underscore the intensifying attention of the courts to restructuring the distinctions between the public, secular private, and religious spheres in education. These distinctions reflect judicial engagement with major educational and political goals, such as pluralism, communality, and discrimination, and are grounded in a long history of courts’ involvement in this field. Especially in a field characterized by highly politicized debates, attention to the distinction between the public, secular private, and religious spheres in education is critical for understanding how and why fundamental educational policy decisions have been and continue to be made.
{"title":"The Breakdown of the Distinction Between the Public, Secular Private, and Religious Spheres in Education Law and Policy","authors":"B. Superfine","doi":"10.1177/01614681221113376","DOIUrl":"https://doi.org/10.1177/01614681221113376","url":null,"abstract":"Background: Over the past decade, courts increasingly have considered cases that involve clashes between public, secular private, and religious institutions in education. Such clashes appear to have intensified as recently as the 2019–2020 Supreme Court term, and the confirmation of Associate Justice Amy Coney Barrett to the Court in 2020 suggests that issues centered on these institutions will continue to receive significant judicial attention. While these recent cases have focused on a range of education law and policy issues, some have focused on arguably the most fundamental legal issues applicable to such schools—the instances in which the legal distinctions between public, secular private, and religious schools are strong or weak. Purpose: This study examines three recent, major federal cases as both historical and legal cases to highlight the restructuring of the distinctions among public, secular private, and religions schools in the institutional setting of the courts. I examine how the courts have historically structured these distinctions; how these three recent cases have restructured these distinctions; and the education law and policy implications moving forward. Research Design: This article is a legal analysis and historical case study. Findings: Three recent and high-profile education cases reflect a spectrum of how the highest courts have restructured distinctions between public, secular private, and religious schools in a short period. In some instances, courts have blurred the legal distinctions between these types of schools by allowing religious schools to receive governmental support even in situations in which states have directly attempted to exclude institutions like them from receiving such support. In other instances, courts have strengthened these distinctions by differentiating how public, secular private, and religious schools are treated with respect to their abilities to discriminate. Conclusion: Taken together, the three cases underscore the intensifying attention of the courts to restructuring the distinctions between the public, secular private, and religious spheres in education. These distinctions reflect judicial engagement with major educational and political goals, such as pluralism, communality, and discrimination, and are grounded in a long history of courts’ involvement in this field. Especially in a field characterized by highly politicized debates, attention to the distinction between the public, secular private, and religious spheres in education is critical for understanding how and why fundamental educational policy decisions have been and continue to be made.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73641569","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 : 2022-06-01DOI: 10.1177/01614681221111426
Mira Debs, M. Makris, E. Castillo, Alexander Rodriguez, Ayana Smith, Joseph Ingall
Background: New York City is one of the most segregated school districts in the country, but between 2012 and 2021, school integration moved from a marginal to a central education policy. Existing narratives have emphasized the efforts of parents and school and political leaders, with less attention given to the significance of citywide coalitions of activists, especially youth activists. Purpose: We examine how grassroots activists contributed to advancing school integration policy, and the opportunities and challenges that resulted, through urban regime theory, and specifically civic capacity, which highlights how various constituencies build a shared agenda for policy change. Research Design: Working in partnership with four youth interviewers at two integration activist organizations, we conducted 72 semi-structured interviews with New York City student, parent, and community activists. We also observed 36 hours of public meeting observations and collected publicly available documents, including 360 newspaper articles and policy documents, to triangulate our findings. Conclusions: We found that activist coalitions made progress in developing civic capacity through increased collaboration among diverse stakeholders, notably youth, toward a shared definition of integration. However, growing tensions with rival coalitions and the fragmented political landscape of NYC limited the strength and durability of civic capacity.
{"title":"Building Civic Capacity: The History and Landscape of NYC Integration Activism, 2012–2021","authors":"Mira Debs, M. Makris, E. Castillo, Alexander Rodriguez, Ayana Smith, Joseph Ingall","doi":"10.1177/01614681221111426","DOIUrl":"https://doi.org/10.1177/01614681221111426","url":null,"abstract":"Background: New York City is one of the most segregated school districts in the country, but between 2012 and 2021, school integration moved from a marginal to a central education policy. Existing narratives have emphasized the efforts of parents and school and political leaders, with less attention given to the significance of citywide coalitions of activists, especially youth activists. Purpose: We examine how grassroots activists contributed to advancing school integration policy, and the opportunities and challenges that resulted, through urban regime theory, and specifically civic capacity, which highlights how various constituencies build a shared agenda for policy change. Research Design: Working in partnership with four youth interviewers at two integration activist organizations, we conducted 72 semi-structured interviews with New York City student, parent, and community activists. We also observed 36 hours of public meeting observations and collected publicly available documents, including 360 newspaper articles and policy documents, to triangulate our findings. Conclusions: We found that activist coalitions made progress in developing civic capacity through increased collaboration among diverse stakeholders, notably youth, toward a shared definition of integration. However, growing tensions with rival coalitions and the fragmented political landscape of NYC limited the strength and durability of civic capacity.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84679833","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 : 2022-06-01DOI: 10.1177/01614681221111070
E. Degollado, R. Bell, Rosalyn V. Harvey‐Torres
Background/Context: Historically, the literature on access to quality education for Mexican Americans has been wrought with injustices committed on them because of the racist and deficit thinking of the time. This includes, but is not limited to, access to literacy in English and Spanish. This article focuses on las escuelitas, or little schools, as sites of resistance that fostered Spanish literacy as an extension of the home before official schooling in all English public schools. These little schools were community-based initiatives that taught Texas Mexican children Spanish literacy and Mexican culture from the late 1800s to the mid-1900s in the borderlands. Purpose/Objective/Research Question/Focus of Study: Drawing on nepantla and border thinking as theoretical frameworks, we argue that biliterate subjectivities emerge(d) from geographically contingent ideologies rooted in colonizing codes of power. We asked: (1) How do participants describe their early literacy experiences in las escuelitas? (2) How do the discursive characterizations of participants’ early literacy experiences inform our understanding of emerging discursive biliterate subjectivities? Research Design: Employing a Foucauldian genealogical analysis, this article examines the experiences of nine escuelitas attendees. Oral histories were collected form a group of Mexican Americans who attended las escuelitas in the 1940s and were from the same graduating high school class, though they did not attend the same escuelita. Alongside their narratives, we draw on historical accounts of las escuelitas and broader Mexican American history of education of the southwestern United States. Other data include poems and textbooks provided by the participants themselves. Foucauldian genealogical analysis offered a more nuanced story in which to situate their narratives. Findings/Results: The findings demonstrate how biliterate subjectivities were produced ideologically as the participants lived and made meaning in a time when official biliteracy was not only inconceivable, but effectively outlawed by English-only laws governing public schools. We go on to consider the clandestine biliteracy of escuelita attendees of the early 20th century, in contrast to the growing popularity of official forms of biliteracy for (some) contemporary students in schools today. To do so, we detail how participants engaged in complex and contradictory discursive characterizations that revealed their nepantla and border thinking as a way of reading and writing the world. Thus, las escuelitas provide historical insight into not only the ingenuity of communities to resist English hegemony, but also how present-day bilingual education often reinscribes marginalization. Conclusions/Recommendations: The discursive narratives demonstrate the complexity of forming subjectivities in relation to biliteracy. We reveal the ways in which their biliterate subjectivities of reading the word informed the ways in which they also
{"title":"“I Learned How to Read in Spanish”: A Genealogical Analysis of Biliterate Subjective Possibilities in South Texas Escuelitas and Beyond","authors":"E. Degollado, R. Bell, Rosalyn V. Harvey‐Torres","doi":"10.1177/01614681221111070","DOIUrl":"https://doi.org/10.1177/01614681221111070","url":null,"abstract":"Background/Context: Historically, the literature on access to quality education for Mexican Americans has been wrought with injustices committed on them because of the racist and deficit thinking of the time. This includes, but is not limited to, access to literacy in English and Spanish. This article focuses on las escuelitas, or little schools, as sites of resistance that fostered Spanish literacy as an extension of the home before official schooling in all English public schools. These little schools were community-based initiatives that taught Texas Mexican children Spanish literacy and Mexican culture from the late 1800s to the mid-1900s in the borderlands. Purpose/Objective/Research Question/Focus of Study: Drawing on nepantla and border thinking as theoretical frameworks, we argue that biliterate subjectivities emerge(d) from geographically contingent ideologies rooted in colonizing codes of power. We asked: (1) How do participants describe their early literacy experiences in las escuelitas? (2) How do the discursive characterizations of participants’ early literacy experiences inform our understanding of emerging discursive biliterate subjectivities? Research Design: Employing a Foucauldian genealogical analysis, this article examines the experiences of nine escuelitas attendees. Oral histories were collected form a group of Mexican Americans who attended las escuelitas in the 1940s and were from the same graduating high school class, though they did not attend the same escuelita. Alongside their narratives, we draw on historical accounts of las escuelitas and broader Mexican American history of education of the southwestern United States. Other data include poems and textbooks provided by the participants themselves. Foucauldian genealogical analysis offered a more nuanced story in which to situate their narratives. Findings/Results: The findings demonstrate how biliterate subjectivities were produced ideologically as the participants lived and made meaning in a time when official biliteracy was not only inconceivable, but effectively outlawed by English-only laws governing public schools. We go on to consider the clandestine biliteracy of escuelita attendees of the early 20th century, in contrast to the growing popularity of official forms of biliteracy for (some) contemporary students in schools today. To do so, we detail how participants engaged in complex and contradictory discursive characterizations that revealed their nepantla and border thinking as a way of reading and writing the world. Thus, las escuelitas provide historical insight into not only the ingenuity of communities to resist English hegemony, but also how present-day bilingual education often reinscribes marginalization. Conclusions/Recommendations: The discursive narratives demonstrate the complexity of forming subjectivities in relation to biliteracy. We reveal the ways in which their biliterate subjectivities of reading the word informed the ways in which they also","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86614326","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 : 2022-05-02DOI: 10.1177/01614681221093286
S. Rodriguez
Background/Context: Undocumented youth navigate unwelcoming federal, state, and local contexts in the United States. Although previous research shows the significant impact of immigration policy and enforcement on educational outcomes and social-emotional well-being, this study sheds light on the multiple, intersecting policy, and school contexts that hinder social and educational mobility. Purpose: The purpose of the study is to elicit Latinx undocumented immigrant youth experiences in a southern state to contribute to evolving research on their experiences in K-12 schools. In addition, the purpose was to understand how undocumented youth (a) talk about the policies that impact their daily lives, (b) perceive the organizational-level structures that exist to support them in school and community contexts, and (c) articulate a sense of belonging through their community and school interactions in relation to processes of racialization and its impact on immigration status. Conceptually, the paper uses a multilevel, interactional framework to show the impact of racialization of Latinx undocumented immigrants in policy, school, and community, and relational contexts. Research Design: The study is a 3-year critical ethnography of two Title I high schools in the U.S. South that maintains particularly restrictive policies toward immigrants. Fieldwork from two school sites and interviews with 63 undocumented youth, and relevant personnel deepen our understanding of their status of illegality—specifically how their material lives are impacted by policy and institutional-level dynamics and constraints. Conclusions/Recommendations: The author shows how youth voice through ethnographic evidence counteracts anti-immigrant policies and criminalization of Latinx immigrants; youth critique social policy and institutions that seek to limit their progress in society. The implications for policymakers, educators, and school-based personnel is significant Although legal status may impose certain limitations on undocumented students’ educational opportunities, their educational trajectories are still highly determined by school structures. Knowing this, educators can respond effectively to ensure educational rights and equitable educational practice.
{"title":"“Immigration Knocks on the Door . . . We Are Stuck . . .”: A Multilevel Analysis of Undocumented Youth’s Experiences of Racism, System Failure, and Resistance in Policy and School Contexts","authors":"S. Rodriguez","doi":"10.1177/01614681221093286","DOIUrl":"https://doi.org/10.1177/01614681221093286","url":null,"abstract":"Background/Context: Undocumented youth navigate unwelcoming federal, state, and local contexts in the United States. Although previous research shows the significant impact of immigration policy and enforcement on educational outcomes and social-emotional well-being, this study sheds light on the multiple, intersecting policy, and school contexts that hinder social and educational mobility. Purpose: The purpose of the study is to elicit Latinx undocumented immigrant youth experiences in a southern state to contribute to evolving research on their experiences in K-12 schools. In addition, the purpose was to understand how undocumented youth (a) talk about the policies that impact their daily lives, (b) perceive the organizational-level structures that exist to support them in school and community contexts, and (c) articulate a sense of belonging through their community and school interactions in relation to processes of racialization and its impact on immigration status. Conceptually, the paper uses a multilevel, interactional framework to show the impact of racialization of Latinx undocumented immigrants in policy, school, and community, and relational contexts. Research Design: The study is a 3-year critical ethnography of two Title I high schools in the U.S. South that maintains particularly restrictive policies toward immigrants. Fieldwork from two school sites and interviews with 63 undocumented youth, and relevant personnel deepen our understanding of their status of illegality—specifically how their material lives are impacted by policy and institutional-level dynamics and constraints. Conclusions/Recommendations: The author shows how youth voice through ethnographic evidence counteracts anti-immigrant policies and criminalization of Latinx immigrants; youth critique social policy and institutions that seek to limit their progress in society. The implications for policymakers, educators, and school-based personnel is significant Although legal status may impose certain limitations on undocumented students’ educational opportunities, their educational trajectories are still highly determined by school structures. Knowing this, educators can respond effectively to ensure educational rights and equitable educational practice.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73108481","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 : 2022-05-01DOI: 10.1177/01614681221104043
Rose K. Pozos, Samuel J. Severance, J. Denner, Kip Téllez
Background: Multilingual learners have been overlooked and understudied in computer science education research. As the CS for All movement grows, it is essential to design integrated, justice-oriented curricula that help young multilingual learners begin to develop computational thinking skills and discourses. Purpose: We present a conceptual framework and accompanying design principles for justice-centered computational thinking activities that are language-rich, with the aim of supporting learners’ agency and building their capacity over time to use computing for good in their communities. Setting: Our work takes place in a research–practice partnership centered in an elementary school in California with a significant multilingual Latinx population. Research Design: We have engaged in two cycles of design-based research with preservice and in-service teachers at an elementary school. Through analysis of one case study during the second and most recent cycle, we examined the potential of teachers using our design principles for supporting multilingual learners’ language development through engagement in computational thinking. Conclusions: Our findings suggest that multilingual learners will engage in productive discourse when computational thinking lessons are designed to (1) be meaningfully contextualized, (2) position students as agentic learners, and (3) promote coherence over time. However, more research is needed to understand how teachers use these principles over time, and what additional supports are needed to ensure coordination between stakeholders to develop and effectively implement coherent learning progressions.
{"title":"Exploring Design Principles in Computational Thinking Instruction for Multilingual Learners","authors":"Rose K. Pozos, Samuel J. Severance, J. Denner, Kip Téllez","doi":"10.1177/01614681221104043","DOIUrl":"https://doi.org/10.1177/01614681221104043","url":null,"abstract":"Background: Multilingual learners have been overlooked and understudied in computer science education research. As the CS for All movement grows, it is essential to design integrated, justice-oriented curricula that help young multilingual learners begin to develop computational thinking skills and discourses. Purpose: We present a conceptual framework and accompanying design principles for justice-centered computational thinking activities that are language-rich, with the aim of supporting learners’ agency and building their capacity over time to use computing for good in their communities. Setting: Our work takes place in a research–practice partnership centered in an elementary school in California with a significant multilingual Latinx population. Research Design: We have engaged in two cycles of design-based research with preservice and in-service teachers at an elementary school. Through analysis of one case study during the second and most recent cycle, we examined the potential of teachers using our design principles for supporting multilingual learners’ language development through engagement in computational thinking. Conclusions: Our findings suggest that multilingual learners will engage in productive discourse when computational thinking lessons are designed to (1) be meaningfully contextualized, (2) position students as agentic learners, and (3) promote coherence over time. However, more research is needed to understand how teachers use these principles over time, and what additional supports are needed to ensure coordination between stakeholders to develop and effectively implement coherent learning progressions.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77442126","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 : 2022-05-01DOI: 10.1177/01614681221104141
Sarah C. Radke, Sara E. Vogel, Jasmine Y. Ma, C. Hoadley, Laura Ascenzi-Moreno
Background/Context: Bi/multilingual students’ STEM learning is better supported when educators leverage their language and cultural practices as resources, but STEM subject divisions have been historically constructed based on oppressive, dominant values and exclude the ways of knowing of nondominant groups. Truly promoting equity requires expanding and transforming STEM disciplines. Purpose/Objective/Research Question/Focus of Study: This article contributes to efforts to illuminate emergent bi/multilingual students’ ways of knowing, languaging, and doing in STEM. We follow the development of syncretic literacies in relation to translanguaging practices, asking, How do knowledges and practices from different communities get combined and reorganized by students and teachers in service of new modeling practices? Setting and Participants: We focus on a seventh-grade science classroom, deliberately designed to support syncretic literacies and translanguaging practices, where computer science concepts were infused into the curriculum through modeling activities. The majority of the students in the bilingual program had arrived in the United States at most three years before enrolling, from the Caribbean and Central and South America. Research Design: We analyze one lesson that was part of a larger research–practice partnership focused on teaching computer science through leveraging translanguaging practices and syncretic literacies. The lesson was a modeling and computing activity codesigned by the teacher and two researchers about post–Hurricane María outmigration from Puerto Rico. Analysis used microethnographic methods to trace how students assembled translanguaging, social, and schooled practices to make sense of and construct models. Findings/Results: Findings show how students assembled representational forms from a variety of practices as part of accomplishing and negotiating both designed and emergent goals. These included sensemaking, constructing, explaining, justifying, and interpreting both the physical and computational models of migration. Conclusions/Recommendations: Implications support the development of theory and pedagogy that intentionally make space for students to engage in meaning-making through translanguaging and syncretic practices in order to provide new possibilities for lifting up STEM learning that may include, but is not constrained by, disciplinary learning. Additional implications for teacher education and student assessment practices call for reconceptualizing schooling beyond day-to-day curriculum as part of making an ontological shift away from prioritizing math, science, and CS disciplinary and language objectives as defined by and for schooling, and toward celebrating, supporting, and centering students’ diverse, syncretic knowledges and knowledge use.
{"title":"Emergent Bilingual Middle Schoolers’ Syncretic Reasoning in Statistical Modeling","authors":"Sarah C. Radke, Sara E. Vogel, Jasmine Y. Ma, C. Hoadley, Laura Ascenzi-Moreno","doi":"10.1177/01614681221104141","DOIUrl":"https://doi.org/10.1177/01614681221104141","url":null,"abstract":"Background/Context: Bi/multilingual students’ STEM learning is better supported when educators leverage their language and cultural practices as resources, but STEM subject divisions have been historically constructed based on oppressive, dominant values and exclude the ways of knowing of nondominant groups. Truly promoting equity requires expanding and transforming STEM disciplines. Purpose/Objective/Research Question/Focus of Study: This article contributes to efforts to illuminate emergent bi/multilingual students’ ways of knowing, languaging, and doing in STEM. We follow the development of syncretic literacies in relation to translanguaging practices, asking, How do knowledges and practices from different communities get combined and reorganized by students and teachers in service of new modeling practices? Setting and Participants: We focus on a seventh-grade science classroom, deliberately designed to support syncretic literacies and translanguaging practices, where computer science concepts were infused into the curriculum through modeling activities. The majority of the students in the bilingual program had arrived in the United States at most three years before enrolling, from the Caribbean and Central and South America. Research Design: We analyze one lesson that was part of a larger research–practice partnership focused on teaching computer science through leveraging translanguaging practices and syncretic literacies. The lesson was a modeling and computing activity codesigned by the teacher and two researchers about post–Hurricane María outmigration from Puerto Rico. Analysis used microethnographic methods to trace how students assembled translanguaging, social, and schooled practices to make sense of and construct models. Findings/Results: Findings show how students assembled representational forms from a variety of practices as part of accomplishing and negotiating both designed and emergent goals. These included sensemaking, constructing, explaining, justifying, and interpreting both the physical and computational models of migration. Conclusions/Recommendations: Implications support the development of theory and pedagogy that intentionally make space for students to engage in meaning-making through translanguaging and syncretic practices in order to provide new possibilities for lifting up STEM learning that may include, but is not constrained by, disciplinary learning. Additional implications for teacher education and student assessment practices call for reconceptualizing schooling beyond day-to-day curriculum as part of making an ontological shift away from prioritizing math, science, and CS disciplinary and language objectives as defined by and for schooling, and toward celebrating, supporting, and centering students’ diverse, syncretic knowledges and knowledge use.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80583820","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 : 2022-05-01DOI: 10.1177/01614681221104040
A. Chronaki, Núria Planas, Petra Svensson Källberg
Background: The focus on translanguaging practices in multilingual classrooms can be seen, by and large, as responding to risks of violence entailed in diverse contexts of language use, including the teaching and learning of mathematics. However, the practice of translanguaging alone cannot counteract the hegemonic authority of our relation to language curricula being present through interactions among teachers, students, and researchers, as well as material resources. Purpose: Drawing on Bakhtin’s philosophy of language, we discuss dialogicality as a critical and democratic organizing principle for the pervasive polyphony that characterizes every utterance constituting heteroglossia. Dialogicality reconstitutes our relation to language through the “other” and the need to see any utterance as a nonteleological process among subjects and objects. As such, the aim is to explore how acts of dialogicality may address the potential risks of onto/epistemic violence in translanguaging practices. Focusing on either emergent or orchestrated translanguaging in three European states: Greece, Catalonia and Sweden, we discuss how dialogicality allows for alternative accounts of language use in complex classroom events. Method: Methodologically, we start by encountering the sociopolitical context of monolingual and monologic curricula in Europe, where the three cases we theorize take place, along with our considerations for dialogicality in the realm of translanguaging. Our theorizing-in-practice unfolds a double effort in reading. First, what can we read today as risks of onto/epistemic violence in each of these cases? And second, what is the potential of dialogic translanguaging across the cases and within the boundaries of state monolingual policy and monologic discursive culture of school mathematics? Findings: The present article contributes by discussing dialogicality as a relational onto/epistemology toward addressing translanguaging practices. Concerning the first question, our theorizing-in-practice shares evidence of the inevitable presence of onto/epistemic violence in every utterance. The limited scope of a crude mathematisation process through language appears continuously in mathematics classrooms, serving to place either the object or the subject into fixed narratives. Regarding the second question, our dialogical reading of translanguaging denotes the importance of the importance of minor responding(s) to such moments of violent risk. We understand them as “cracks” in the authoritative status of monolingual and monologic mathematics curricula; we argue that such minor, yet crucial, cracks are of great significance for creating acts of dialogicality from “below,” disrupting the hegemonic authority of an assumed neutral mathematical language. Conclusions/Recommendations: The risk of onto/epistemic violence is inevitable in any discursive and embodied encounter in multilingual mathematics classrooms, including the translanguaging practices. The st
{"title":"Onto/Epistemic Violence and Dialogicality in Translanguaging Practices Across Multilingual Mathematics Classrooms","authors":"A. Chronaki, Núria Planas, Petra Svensson Källberg","doi":"10.1177/01614681221104040","DOIUrl":"https://doi.org/10.1177/01614681221104040","url":null,"abstract":"Background: The focus on translanguaging practices in multilingual classrooms can be seen, by and large, as responding to risks of violence entailed in diverse contexts of language use, including the teaching and learning of mathematics. However, the practice of translanguaging alone cannot counteract the hegemonic authority of our relation to language curricula being present through interactions among teachers, students, and researchers, as well as material resources. Purpose: Drawing on Bakhtin’s philosophy of language, we discuss dialogicality as a critical and democratic organizing principle for the pervasive polyphony that characterizes every utterance constituting heteroglossia. Dialogicality reconstitutes our relation to language through the “other” and the need to see any utterance as a nonteleological process among subjects and objects. As such, the aim is to explore how acts of dialogicality may address the potential risks of onto/epistemic violence in translanguaging practices. Focusing on either emergent or orchestrated translanguaging in three European states: Greece, Catalonia and Sweden, we discuss how dialogicality allows for alternative accounts of language use in complex classroom events. Method: Methodologically, we start by encountering the sociopolitical context of monolingual and monologic curricula in Europe, where the three cases we theorize take place, along with our considerations for dialogicality in the realm of translanguaging. Our theorizing-in-practice unfolds a double effort in reading. First, what can we read today as risks of onto/epistemic violence in each of these cases? And second, what is the potential of dialogic translanguaging across the cases and within the boundaries of state monolingual policy and monologic discursive culture of school mathematics? Findings: The present article contributes by discussing dialogicality as a relational onto/epistemology toward addressing translanguaging practices. Concerning the first question, our theorizing-in-practice shares evidence of the inevitable presence of onto/epistemic violence in every utterance. The limited scope of a crude mathematisation process through language appears continuously in mathematics classrooms, serving to place either the object or the subject into fixed narratives. Regarding the second question, our dialogical reading of translanguaging denotes the importance of the importance of minor responding(s) to such moments of violent risk. We understand them as “cracks” in the authoritative status of monolingual and monologic mathematics curricula; we argue that such minor, yet crucial, cracks are of great significance for creating acts of dialogicality from “below,” disrupting the hegemonic authority of an assumed neutral mathematical language. Conclusions/Recommendations: The risk of onto/epistemic violence is inevitable in any discursive and embodied encounter in multilingual mathematics classrooms, including the translanguaging practices. The st","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88477481","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 : 2022-05-01DOI: 10.1177/01614681221103977
Marie Thérèse Farrugia
Context: The island of Malta is a former British colony, and to this day, education continues to be accessed bilingually. For mathematics education, Maltese and English are used for verbal interaction, with subject-specific words tending to be retained in English. Written mathematics texts are in English, including textbooks, worksheets, digital texts, and examinations. Thus, the “academic” language of mathematics is generally considered—and accepted—to be English. Objective of Research: It is important for Maltese students to gain access to the academic (English) mathematics language to access the discourse of power and still use Maltese in the process. The focus of this study is language as part of the discourse of fractions. The research question was: How can Maltese bilingual children be supported in accessing the discourse of fractions? Participants: The author assumed the dual role of teacher and researcher. The students were 16 nine-year-old children attending a fourth-grade class. Six of these children also participated in two interviews each. Intervention: The author adopted a teacher/researcher role and taught the topic Fractions (five lessons). The topic was chosen at the request of the class teacher. The class teacher stated that although her students had previously mastered fractions of a region (e.g., 1/3 of a circle), they had not understood fractions of quantities (e.g., 1/3 of a set of 12 books). During her teaching, the author focused on language explicitly; she started discussions on fractions with the students using Maltese and English, and gently prompted them toward increased use of mathematical English. The aim of this more detailed articulation of mathematical ideas was for the children to express a better understanding of fractions of quantities. Research Design: This qualitative case study centered its analysis on the classroom interaction and interview data. The theoretical framework drew from Anna Sfard’s definition of mathematical discourse, namely, that a discourse consists of words, endorsed narratives, routines, and visual mediators. “Understanding of fractions” was considered in terms of participation in, or engagement with, in the discourse of fractions. Conclusions: The initial use of translanguaging enabled new discourse elements related to endorsed narratives, routines, and visual mediators. These three elements then supported lengthier and varied contributions in the academic language, and thus, I argue that the endorsed narratives, routines, and visual mediators served as “anchors” to support new language practices (new words of the discourse). Ultimately, the children’s engagement with the four discourse elements indicated that by the end of the five lessons, they had a better understanding of fractions of quantities.
{"title":"Engaging in the Discourse of Fractions in a Bilingual Maltese Classroom","authors":"Marie Thérèse Farrugia","doi":"10.1177/01614681221103977","DOIUrl":"https://doi.org/10.1177/01614681221103977","url":null,"abstract":"Context: The island of Malta is a former British colony, and to this day, education continues to be accessed bilingually. For mathematics education, Maltese and English are used for verbal interaction, with subject-specific words tending to be retained in English. Written mathematics texts are in English, including textbooks, worksheets, digital texts, and examinations. Thus, the “academic” language of mathematics is generally considered—and accepted—to be English. Objective of Research: It is important for Maltese students to gain access to the academic (English) mathematics language to access the discourse of power and still use Maltese in the process. The focus of this study is language as part of the discourse of fractions. The research question was: How can Maltese bilingual children be supported in accessing the discourse of fractions? Participants: The author assumed the dual role of teacher and researcher. The students were 16 nine-year-old children attending a fourth-grade class. Six of these children also participated in two interviews each. Intervention: The author adopted a teacher/researcher role and taught the topic Fractions (five lessons). The topic was chosen at the request of the class teacher. The class teacher stated that although her students had previously mastered fractions of a region (e.g., 1/3 of a circle), they had not understood fractions of quantities (e.g., 1/3 of a set of 12 books). During her teaching, the author focused on language explicitly; she started discussions on fractions with the students using Maltese and English, and gently prompted them toward increased use of mathematical English. The aim of this more detailed articulation of mathematical ideas was for the children to express a better understanding of fractions of quantities. Research Design: This qualitative case study centered its analysis on the classroom interaction and interview data. The theoretical framework drew from Anna Sfard’s definition of mathematical discourse, namely, that a discourse consists of words, endorsed narratives, routines, and visual mediators. “Understanding of fractions” was considered in terms of participation in, or engagement with, in the discourse of fractions. Conclusions: The initial use of translanguaging enabled new discourse elements related to endorsed narratives, routines, and visual mediators. These three elements then supported lengthier and varied contributions in the academic language, and thus, I argue that the endorsed narratives, routines, and visual mediators served as “anchors” to support new language practices (new words of the discourse). Ultimately, the children’s engagement with the four discourse elements indicated that by the end of the five lessons, they had a better understanding of fractions of quantities.","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85212075","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 : 2022-05-01DOI: 10.1177/01614681221103929
Sylvia Celedón-Pattichis, Carlos A. LópezLeiva, M. Pattichis, M. Civil
Background and Context We refer to multilingual learners1 as students who are learning more than one language and whose home language is different from the country’s dominant language(s) (e.g., English in the United States). As of 2020, approximately 56% of the world population spoke more than one language. In fact, 13% of the world population speaks three languages fluidly (Moungin, 2020). Speaking more than one language is an expectation and a need in the everyday activities of most people in this world. However, displacement and colonization are some of the factors that have required populations such as refugees to learn new languages. According to McAuliffe and Khadria (2020), the global refugee population was 25.9 million in 2018. Of this number, 52% were under 18 years of age, suggesting that a large proportion of them were school-age children. Approximately 6.7 million refugees left Syria, and 3.7 million of them were hosted in Turkey. In the United States, there are about 4.5 million multilingual students, and more than three fourths of this student population speak Spanish as their first language (U.S. Department of Education, 2017). In fact, the United States hosts the second largest population of Spanish speakers in the world, after Mexico (Thompson, 2021).
{"title":"Teaching and Learning Mathematics and Computing in Multilingual Contexts","authors":"Sylvia Celedón-Pattichis, Carlos A. LópezLeiva, M. Pattichis, M. Civil","doi":"10.1177/01614681221103929","DOIUrl":"https://doi.org/10.1177/01614681221103929","url":null,"abstract":"Background and Context We refer to multilingual learners1 as students who are learning more than one language and whose home language is different from the country’s dominant language(s) (e.g., English in the United States). As of 2020, approximately 56% of the world population spoke more than one language. In fact, 13% of the world population speaks three languages fluidly (Moungin, 2020). Speaking more than one language is an expectation and a need in the everyday activities of most people in this world. However, displacement and colonization are some of the factors that have required populations such as refugees to learn new languages. According to McAuliffe and Khadria (2020), the global refugee population was 25.9 million in 2018. Of this number, 52% were under 18 years of age, suggesting that a large proportion of them were school-age children. Approximately 6.7 million refugees left Syria, and 3.7 million of them were hosted in Turkey. In the United States, there are about 4.5 million multilingual students, and more than three fourths of this student population speak Spanish as their first language (U.S. Department of Education, 2017). In fact, the United States hosts the second largest population of Spanish speakers in the world, after Mexico (Thompson, 2021).","PeriodicalId":22248,"journal":{"name":"Teachers College Record: The Voice of Scholarship in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81892627","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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