{"title":":Gender and Education in Kenya","authors":"Melissa Feiger","doi":"10.1086/722023","DOIUrl":"https://doi.org/10.1086/722023","url":null,"abstract":"","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":" ","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47529925","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 personal reflection, the author explores her own learning in becoming a language teacher educator who aims to develop preservice teachers’ critical intercultural praxis. By revisiting the course reflections of one of her preservice teachers, the author confronts her failures and perceptions about what it means to be a “critical” teacher educator who prioritizes education grounded in social justice, power, (in)equity, and cultural identity. This piece offers insights into the importance of teaching from where students are at in their own journeys of becoming, which may require that teacher educators broaden their worldviews and open up possibilities for new praxis, particularly in terms of interculturality.
{"title":"Lessons on Becoming a “Critical” Intercultural Language Teacher Educator","authors":"Amanda J. Swearingen","doi":"10.1086/722022","DOIUrl":"https://doi.org/10.1086/722022","url":null,"abstract":"In this personal reflection, the author explores her own learning in becoming a language teacher educator who aims to develop preservice teachers’ critical intercultural praxis. By revisiting the course reflections of one of her preservice teachers, the author confronts her failures and perceptions about what it means to be a “critical” teacher educator who prioritizes education grounded in social justice, power, (in)equity, and cultural identity. This piece offers insights into the importance of teaching from where students are at in their own journeys of becoming, which may require that teacher educators broaden their worldviews and open up possibilities for new praxis, particularly in terms of interculturality.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"432 - 444"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44193493","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}
A human being is developed only by the crystallization of the sum total of his experiences. Our present system of education contradicts this axiom by stressing preponderantly a single field of application. Instead of extending our milieu, as the primitive man was forced to do, combining as he did in one person hunter, craftsman, builder, physician, etc., we concern ourselves only with one definite occupation—leaving unused other faculties. Tradition and the voice of authority intimidate man today. He no longer dares to venture into certain fields of experience. He becomes a man of one calling; he no longer has first-hand experience elsewhere. In constant struggle with his instincts, he is overpowered by outside knowledge. His self-assurance is lost. He no longer dares to be his own physician, not even his own eye. The specialists—like members of a powerful secret society—obscure the road to all-sided individual experiences, the possibility for which exists in his normal functions, and the need for which arises from the center of his being. Today, the accent lies on the sharpest possible definition of the single vocation, on the building up of specialized faculties; the “market demand” is the guide. Thus aman becomes a locksmith or a lawyer or an architect or the like (working inside a closed sector of his faculties) and is at best a happy exception if, after he has finished his studies, he strives to widen the field of his calling, if he aspires to expand his special sector. At this point our whole system of education has hitherto been found wanting—notwithstanding all our vocational guidance, psychological testing, measurement of intelligence. Everything functions—and functions
{"title":"Education and the Bauhaus (1938)","authors":"L. Moholy-Nagy","doi":"10.1086/722020","DOIUrl":"https://doi.org/10.1086/722020","url":null,"abstract":"A human being is developed only by the crystallization of the sum total of his experiences. Our present system of education contradicts this axiom by stressing preponderantly a single field of application. Instead of extending our milieu, as the primitive man was forced to do, combining as he did in one person hunter, craftsman, builder, physician, etc., we concern ourselves only with one definite occupation—leaving unused other faculties. Tradition and the voice of authority intimidate man today. He no longer dares to venture into certain fields of experience. He becomes a man of one calling; he no longer has first-hand experience elsewhere. In constant struggle with his instincts, he is overpowered by outside knowledge. His self-assurance is lost. He no longer dares to be his own physician, not even his own eye. The specialists—like members of a powerful secret society—obscure the road to all-sided individual experiences, the possibility for which exists in his normal functions, and the need for which arises from the center of his being. Today, the accent lies on the sharpest possible definition of the single vocation, on the building up of specialized faculties; the “market demand” is the guide. Thus aman becomes a locksmith or a lawyer or an architect or the like (working inside a closed sector of his faculties) and is at best a happy exception if, after he has finished his studies, he strives to widen the field of his calling, if he aspires to expand his special sector. At this point our whole system of education has hitherto been found wanting—notwithstanding all our vocational guidance, psychological testing, measurement of intelligence. Everything functions—and functions","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"420 - 428"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42411841","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’s philosophy and ways of seeing and doing were born at a small, independent school in rural Vermont, but the reach of her ideas extended to teachers working in a variety of different settings. This article documents the impact of Carini’s work on the practices of the staff at The Cedar School (pseudonym) a small, progressive, public elementary school in New York City. Through the use of Carini’s processes, this multiracial group of teachers supported each other’s growth as educators, built knowledge collectively, and pushed back against educational policies that oppress children, teachers, and families. In addition, the author reflects on Carini’s impact on her work as a teacher educator at the Borough of Manhattan Community College, where she supports the ongoing development of a multiracial community of early childhood educators.
{"title":"“Make It into a Circle”","authors":"K. Cole","doi":"10.1086/722017","DOIUrl":"https://doi.org/10.1086/722017","url":null,"abstract":"Patricia Carini’s philosophy and ways of seeing and doing were born at a small, independent school in rural Vermont, but the reach of her ideas extended to teachers working in a variety of different settings. This article documents the impact of Carini’s work on the practices of the staff at The Cedar School (pseudonym) a small, progressive, public elementary school in New York City. Through the use of Carini’s processes, this multiracial group of teachers supported each other’s growth as educators, built knowledge collectively, and pushed back against educational policies that oppress children, teachers, and families. In addition, the author reflects on Carini’s impact on her work as a teacher educator at the Borough of Manhattan Community College, where she supports the ongoing development of a multiracial community of early childhood educators.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"371 - 389"},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44208992","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}
{"title":":Scripting the Moves: Culture and Control in a “No-Excuses” Charter School","authors":"Kate Phillippo","doi":"10.1086/722024","DOIUrl":"https://doi.org/10.1086/722024","url":null,"abstract":"","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"1 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44255528","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 valued children’s own play and work—writing, drawing, sculpting, building—as a critical mode of meaning-making and learning. Modern education often places little emphasis on such play and work: standards-based programs and projects absorb every moment of the school day, often requiring even more time than is available. Yet allowing children to play with the curriculum engages them without anxiety, gives them ownership, and calls forth serious endeavor—inviting students with a wide variety of interests, proclivities, challenges, and gifts. When teachers stop to observe and describe this play, they can use the insights gained to strengthen their practice and extend what is taught and learned, often beyond what the standards require. This article offers three brief stories from the public school practice of a teacher who did her teacher education at Prospect, collaborated with others through Summer Institutes, and worked with Pat throughout her graduate work. The stories reveal a practice rooted in a valuing of children and their capacities that honor Pat’s legacy, her values and the ways these shaped educational practice at the Prospect School. It explicates how understanding the phenomenological philosophy underlying the descriptive processes gives observational knowledge a trustable place in daily decisions. The article ends with examining the challenges of giving children ownership of their work in today’s classrooms as well as ways it can create openings for adults and children throughout a school. Most importantly it holds the importance of each child’s belief in their own place in today’s schools as the core to joyful expression and resilience.
{"title":"Teaching to Children’s Capacity","authors":"Gina Ritscher","doi":"10.1086/719207","DOIUrl":"https://doi.org/10.1086/719207","url":null,"abstract":"Patricia Carini valued children’s own play and work—writing, drawing, sculpting, building—as a critical mode of meaning-making and learning. Modern education often places little emphasis on such play and work: standards-based programs and projects absorb every moment of the school day, often requiring even more time than is available. Yet allowing children to play with the curriculum engages them without anxiety, gives them ownership, and calls forth serious endeavor—inviting students with a wide variety of interests, proclivities, challenges, and gifts. When teachers stop to observe and describe this play, they can use the insights gained to strengthen their practice and extend what is taught and learned, often beyond what the standards require. This article offers three brief stories from the public school practice of a teacher who did her teacher education at Prospect, collaborated with others through Summer Institutes, and worked with Pat throughout her graduate work. The stories reveal a practice rooted in a valuing of children and their capacities that honor Pat’s legacy, her values and the ways these shaped educational practice at the Prospect School. It explicates how understanding the phenomenological philosophy underlying the descriptive processes gives observational knowledge a trustable place in daily decisions. The article ends with examining the challenges of giving children ownership of their work in today’s classrooms as well as ways it can create openings for adults and children throughout a school. Most importantly it holds the importance of each child’s belief in their own place in today’s schools as the core to joyful expression and resilience.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"40 - 49"},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48156203","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 article, Himley traces the development of Patricia F. Carini’s philosophy of education and the descriptive processes she developed with others at the Prospect School in North Bennington, Vermont. The article introduces these big ideas through publications by Pat and others connected to Prospect—the person as active maker of meaning, the dialogic interanimation of the person and world, the making of works as our common human enterprise, and a humane education based on this human capacity, widely distributed. Throughout the article, in her own words, we hear Pat’s fierce voice as she calls for us to join together in the ongoing struggle for a humane education for children—for each and for all.
在这篇文章中，Himley追溯了Patricia F. Carini的教育哲学的发展，以及她在佛蒙特州北本宁顿的前景学校与其他人一起发展的描述过程。本文通过帕特和其他与《展望》相关的人的出版物介绍了这些伟大的思想——人是意义的积极创造者，人与世界的对话互动，作为我们共同的人类事业的作品创作，以及基于这种人类能力的人文教育，广泛分布。在整篇文章中，我们听到了帕特用自己的语言发出的强烈的声音，她呼吁我们团结起来，为每一个孩子、为所有人的人道教育而奋斗。
{"title":"Valuing Children—Each and All","authors":"Margaret Himley","doi":"10.1086/719218","DOIUrl":"https://doi.org/10.1086/719218","url":null,"abstract":"In this article, Himley traces the development of Patricia F. Carini’s philosophy of education and the descriptive processes she developed with others at the Prospect School in North Bennington, Vermont. The article introduces these big ideas through publications by Pat and others connected to Prospect—the person as active maker of meaning, the dialogic interanimation of the person and world, the making of works as our common human enterprise, and a humane education based on this human capacity, widely distributed. Throughout the article, in her own words, we hear Pat’s fierce voice as she calls for us to join together in the ongoing struggle for a humane education for children—for each and for all.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"18 - 39"},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46453183","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 article, the author examines classroom observation reports from the careers of 5 teachers who taught in 14 different schools in a range of grade levels, subject areas, and neighborhoods throughout New York City. These observation reports provide an important primary source for understanding the teaching principles that guided the practices of these teachers more than 30 years. The analysis illuminates many aspects of progressivism, a movement with which many teachers and midlevel administrators would have identified during this historical period.
{"title":"Performing Good Teaching","authors":"Liz Cain","doi":"10.1086/719211","DOIUrl":"https://doi.org/10.1086/719211","url":null,"abstract":"In this article, the author examines classroom observation reports from the careers of 5 teachers who taught in 14 different schools in a range of grade levels, subject areas, and neighborhoods throughout New York City. These observation reports provide an important primary source for understanding the teaching principles that guided the practices of these teachers more than 30 years. The analysis illuminates many aspects of progressivism, a movement with which many teachers and midlevel administrators would have identified during this historical period.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"90 - 108"},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41499509","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}
I begin with my experience, with the importance of words during my early years, then as a teacher. Through the Prospect Center’s Summer Institutes, I learned a descriptive process, Reflection on a Word, based in the work of Pat Carini at the Prospect School. I write about learning this process, the ways it entered my teaching life, and how it is important to my thoughts and actions now and as I look to the future. Through the example of Reflection on a Word, I discuss the collaborative nature of descriptive processes and the purposes of reflective conversation. I point to the caring that comes with slowing down and taking the opportunity to look closely, and to the importance of observation and portrayal of the person within a teaching life.
{"title":"Care with Words","authors":"Bruce D. Turnquist","doi":"10.1086/719209","DOIUrl":"https://doi.org/10.1086/719209","url":null,"abstract":"I begin with my experience, with the importance of words during my early years, then as a teacher. Through the Prospect Center’s Summer Institutes, I learned a descriptive process, Reflection on a Word, based in the work of Pat Carini at the Prospect School. I write about learning this process, the ways it entered my teaching life, and how it is important to my thoughts and actions now and as I look to the future. Through the example of Reflection on a Word, I discuss the collaborative nature of descriptive processes and the purposes of reflective conversation. I point to the caring that comes with slowing down and taking the opportunity to look closely, and to the importance of observation and portrayal of the person within a teaching life.","PeriodicalId":41440,"journal":{"name":"Schools-Studies in Education","volume":"19 1","pages":"66 - 76"},"PeriodicalIF":0.7,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45209003","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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