{"title":":Beyond the Classroom Walls: Imagining the Future of Education, from Community Schools to Communiversities","authors":"M. Wolske","doi":"10.1086/724412","DOIUrl":"https://doi.org/10.1086/724412","url":null,"abstract":"","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47040999","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}
The author—in the role of one teacher observing another—documented a spring 2021 remote introductory art history course during the COVID-19 pandemic when graduate student teaching assistants called a campus-wide strike. Forced to improvise, the professor replaced formal analysis papers and exams with an ungraded journal. Drawing from the content of these journals, notes from the Zoom classes, and email correspondence with the professor, the author explicates how students took this journal assignment as an invitation to respond personally to the course content, and as an opportunity to grapple with their own identities. These journals allowed students to use art to explore similarities and differences freely across culture, space, and time. With the traditional requirement for an academic argument temporarily on pause, the author raises questions that characterize our present day: how to encourage a world that accepts different identities without hostility.
{"title":"“The Stories We Tell Ourselves Shape Our Identities”","authors":"Kathe Jervis","doi":"10.1086/724405","DOIUrl":"https://doi.org/10.1086/724405","url":null,"abstract":"The author—in the role of one teacher observing another—documented a spring 2021 remote introductory art history course during the COVID-19 pandemic when graduate student teaching assistants called a campus-wide strike. Forced to improvise, the professor replaced formal analysis papers and exams with an ungraded journal. Drawing from the content of these journals, notes from the Zoom classes, and email correspondence with the professor, the author explicates how students took this journal assignment as an invitation to respond personally to the course content, and as an opportunity to grapple with their own identities. These journals allowed students to use art to explore similarities and differences freely across culture, space, and time. With the traditional requirement for an academic argument temporarily on pause, the author raises questions that characterize our present day: how to encourage a world that accepts different identities without hostility.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"20 1","pages":"25 - 51"},"PeriodicalIF":0.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43853284","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}
Patricia Carini (1932–2021) was a progressive educator and thinker who was among the key figures of open education. This article reflects on her work, illuminating its quality as an art of listening. The idea of listening has been of primary importance within the tradition of progressive education in the United States and internationally. Progressive educators have listened to the spoken and unspoken words and expressions of children, to what is called in Reggio Emilia the “hundred languages” of children, resisting the modern school institution and its principle of efficiency. Following a brief history of Carini and the Prospect School in North Bennington, Vermont, this article describes the connection of Carini’s work to the public philosophy of John Dewey and exemplifies the listening quality of her work through stories of two children. Listening, Carini was ever learning from children. As an art of listening and learning, Carini’s legacy unites with today’s progressive efforts in education, inspiring the generations of educators to come.
{"title":"The Art of Listening","authors":"Yoshie Kittaka","doi":"10.1086/724407","DOIUrl":"https://doi.org/10.1086/724407","url":null,"abstract":"Patricia Carini (1932–2021) was a progressive educator and thinker who was among the key figures of open education. This article reflects on her work, illuminating its quality as an art of listening. The idea of listening has been of primary importance within the tradition of progressive education in the United States and internationally. Progressive educators have listened to the spoken and unspoken words and expressions of children, to what is called in Reggio Emilia the “hundred languages” of children, resisting the modern school institution and its principle of efficiency. Following a brief history of Carini and the Prospect School in North Bennington, Vermont, this article describes the connection of Carini’s work to the public philosophy of John Dewey and exemplifies the listening quality of her work through stories of two children. Listening, Carini was ever learning from children. As an art of listening and learning, Carini’s legacy unites with today’s progressive efforts in education, inspiring the generations of educators to come.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"20 1","pages":"14 - 24"},"PeriodicalIF":0.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43873241","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}
In this welcome to part three of the symposium honoring Pat Carini, we focus on some of the history that Pat played a part in, describing her wide and deep influence on so many. This story begins in a small school in Vermont. From founding the Prospect School to growing the Archive of Children’s Work and the descriptive inquiry processes and organizing and leading institutes and conferences for educators, we trace her influence and mentorship within larger organizations, teacher education programs, schools and inquiry groups, and also through her writing.
{"title":"A Philosopher in Action","authors":"Joan Bradbury, Cara E. Furman","doi":"10.1086/724400","DOIUrl":"https://doi.org/10.1086/724400","url":null,"abstract":"In this welcome to part three of the symposium honoring Pat Carini, we focus on some of the history that Pat played a part in, describing her wide and deep influence on so many. This story begins in a small school in Vermont. From founding the Prospect School to growing the Archive of Children’s Work and the descriptive inquiry processes and organizing and leading institutes and conferences for educators, we trace her influence and mentorship within larger organizations, teacher education programs, schools and inquiry groups, and also through her writing.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"20 1","pages":"6 - 13"},"PeriodicalIF":0.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48998807","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}
In this tribute to Patricia Carini’s lifework and her influence on our work, we wrestle with a challenging question: How do we understand and hold onto a focus on the individual as a key practice of education as liberation, given the ways that a radical centering of the individual has buoyed systems of racial oppression? We end with the kind of answer we imagine Pat would have lauded—one that refuses a simple answer and holds onto the notion of both/and. We suggest that descriptive work with its focus on individuals is a deeply political act that offers a path to a radical reclamation of each child as a full person deserving of an education that is expansive. However, we argue that this descriptive work is necessary but insufficient to the task of liberatory education, and it must be undertaken with an explicit antiracist and antioppressive framework that finds ways to collectively observe and describe the specific forms that white supremacy (and other forms of oppression) take in the lives of our children, families, and communities.
{"title":"“Human Capacity Widely Distributed”","authors":"Thea Renda Abu El-Haj, Katherine Schultz","doi":"10.1086/724397","DOIUrl":"https://doi.org/10.1086/724397","url":null,"abstract":"In this tribute to Patricia Carini’s lifework and her influence on our work, we wrestle with a challenging question: How do we understand and hold onto a focus on the individual as a key practice of education as liberation, given the ways that a radical centering of the individual has buoyed systems of racial oppression? We end with the kind of answer we imagine Pat would have lauded—one that refuses a simple answer and holds onto the notion of both/and. We suggest that descriptive work with its focus on individuals is a deeply political act that offers a path to a radical reclamation of each child as a full person deserving of an education that is expansive. However, we argue that this descriptive work is necessary but insufficient to the task of liberatory education, and it must be undertaken with an explicit antiracist and antioppressive framework that finds ways to collectively observe and describe the specific forms that white supremacy (and other forms of oppression) take in the lives of our children, families, and communities.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"20 1","pages":"101 - 121"},"PeriodicalIF":0.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44404404","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}
clarity than it is possible today. Psychoanalysis already shows the mechanics of dreams the role of the unconscious. The hope is justified that the mechanics of creative work and its sources will be unveiled one day as well. This may be the preliminary step to understanding its necessary community function and also its vital importance for the individual. He must be activized by doing instead of being merely a receptive participant. Our mass-produced civilization, the tiresome work at the conveyor belts, the cheap narcotics given in records, books, papers, magazines, cinema, radio and, of course the disappearance of leisure killed folk art. The artist who already started to become a specialist in the craftsman-guilds of the middle ages took over every aspect of its functions. Specialization was forced upon us through hundreds of ungoverned happenings and their mostly unforeseen effects; through hastened decisions in accepting and developing the machine as the only means of production; through a first unexpected but later forced gigantic growth of population, profit motives, etc., all claimed today as providential or “economic” necessities. For the time being, very few people know that the present form of specialization is a terrible weapon against us, against human nature. I am not speaking against the machine or the machine age. The machine is a splendid invention and will form the new basis for a more developed human society. But after the glorious technomania of the twenties, we know
{"title":"The Contribution of the Arts to Social Reconstruction (1943)","authors":"L. Moholy-Nagy","doi":"10.1086/722021","DOIUrl":"https://doi.org/10.1086/722021","url":null,"abstract":"clarity than it is possible today. Psychoanalysis already shows the mechanics of dreams the role of the unconscious. The hope is justified that the mechanics of creative work and its sources will be unveiled one day as well. This may be the preliminary step to understanding its necessary community function and also its vital importance for the individual. He must be activized by doing instead of being merely a receptive participant. Our mass-produced civilization, the tiresome work at the conveyor belts, the cheap narcotics given in records, books, papers, magazines, cinema, radio and, of course the disappearance of leisure killed folk art. The artist who already started to become a specialist in the craftsman-guilds of the middle ages took over every aspect of its functions. Specialization was forced upon us through hundreds of ungoverned happenings and their mostly unforeseen effects; through hastened decisions in accepting and developing the machine as the only means of production; through a first unexpected but later forced gigantic growth of population, profit motives, etc., all claimed today as providential or “economic” necessities. For the time being, very few people know that the present form of specialization is a terrible weapon against us, against human nature. I am not speaking against the machine or the machine age. The machine is a splendid invention and will form the new basis for a more developed human society. But after the glorious technomania of the twenties, we know","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"429 - 431"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49175597","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}
In this autoethnographic article, I describe the ways in which I have used and adapted Descriptive Inquiry and the descriptive processes to further understand and support the needs of marginalized populations across three settings: a bilingual special education classroom in an urban school district, a research study with Spanish-dominant mothers, and a professional learning community in a racially integrated suburban school district. Using each setting, this article will describe the way Descriptive Inquiry and the processes have been adapted for use within (1) multitiered support systems for multiply marginalized learners, (2) research studies to elicit narratives from adult participants, and finally, (3) professional learning communities to unpack and understand teacher and student positionality in cross-racial relationships. Throughout the article, I show these adaptations/modifications were in keeping with Patricia Carini’s and Descriptive Inquiry’s core values and beliefs. The article closes with thoughts on how to honor, sustain, and grow Carini’s work while also attending to issues of injustice and inequity in education.
{"title":"Descriptive Inquiry at the Margins","authors":"María Cioè-Peña","doi":"10.1086/722013","DOIUrl":"https://doi.org/10.1086/722013","url":null,"abstract":"In this autoethnographic article, I describe the ways in which I have used and adapted Descriptive Inquiry and the descriptive processes to further understand and support the needs of marginalized populations across three settings: a bilingual special education classroom in an urban school district, a research study with Spanish-dominant mothers, and a professional learning community in a racially integrated suburban school district. Using each setting, this article will describe the way Descriptive Inquiry and the processes have been adapted for use within (1) multitiered support systems for multiply marginalized learners, (2) research studies to elicit narratives from adult participants, and finally, (3) professional learning communities to unpack and understand teacher and student positionality in cross-racial relationships. Throughout the article, I show these adaptations/modifications were in keeping with Patricia Carini’s and Descriptive Inquiry’s core values and beliefs. The article closes with thoughts on how to honor, sustain, and grow Carini’s work while also attending to issues of injustice and inequity in education.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"306 - 329"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44377659","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}
Betsy Wice, L. Strieb, Susan Shapiro, E. Powers, Edith Klausner, Rhoda Kanevsky, Jessica Morris Horowitz, Joanne Donahue, Judy Buchanan, Joe Alberti
Members of an urban teachers’ cooperative reflect on the influence of Patricia Carini over a 45-year history. They describe Carini’s influence on their classroom teaching and on their work as an ongoing inquiry and support group. Four newer members explain some ways that Carini’s thought and the Prospect processes continue to enrich urban classrooms and professional lives.
{"title":"A Friend from the Near Distance","authors":"Betsy Wice, L. Strieb, Susan Shapiro, E. Powers, Edith Klausner, Rhoda Kanevsky, Jessica Morris Horowitz, Joanne Donahue, Judy Buchanan, Joe Alberti","doi":"10.1086/722016","DOIUrl":"https://doi.org/10.1086/722016","url":null,"abstract":"Members of an urban teachers’ cooperative reflect on the influence of Patricia Carini over a 45-year history. They describe Carini’s influence on their classroom teaching and on their work as an ongoing inquiry and support group. Four newer members explain some ways that Carini’s thought and the Prospect processes continue to enrich urban classrooms and professional lives.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"353 - 370"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45459985","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}
In this paper, I am concerned with the ways in which one is habituated into looking at students through Descriptive Inquiry as meditation. In exploring this question, I trace my own journey from student to teacher educator—marking the ways in which Patricia Carini’s (2000) means of attending with care influenced and marked my journey at every turn. In sharing my journey in narrative form, I first showcase an alternative habituation to looking at students—rare in the current educational context—and then articulate how I seek to influence the habitus in which new teachers are educated.
{"title":"Meditating with Carini","authors":"Cara E. Furman","doi":"10.1086/722015","DOIUrl":"https://doi.org/10.1086/722015","url":null,"abstract":"In this paper, I am concerned with the ways in which one is habituated into looking at students through Descriptive Inquiry as meditation. In exploring this question, I trace my own journey from student to teacher educator—marking the ways in which Patricia Carini’s (2000) means of attending with care influenced and marked my journey at every turn. In sharing my journey in narrative form, I first showcase an alternative habituation to looking at students—rare in the current educational context—and then articulate how I seek to influence the habitus in which new teachers are educated.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"24 1","pages":"342 - 352"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41294594","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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