{"title":"A tale of two projects: YPAR in and out of school – bounded versus open inquiry","authors":"Thomas Albright","doi":"10.5070/b813160533","DOIUrl":"https://doi.org/10.5070/b813160533","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141927339","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":"A Revised GTCrit Framework: A Broadened Critical Lens for Gifted and Advanced Education Settings","authors":"Sarah Ann Caroleo","doi":"10.5070/b812260162","DOIUrl":"https://doi.org/10.5070/b812260162","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139958968","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":"Racial Control and Student Labor","authors":"Bennett Brazelton","doi":"10.5070/b812148836","DOIUrl":"https://doi.org/10.5070/b812148836","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49113669","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}
Amina Smaller, Shaunassey Johnson, Eva García, Savannah McCullough, Nhia Chang, Karla García, Yasmin Smaller, Leyla Suleiman, Abigail Romblaski
How do youth move in an uprising? Members of YoUthROC, a BIPOC-centered, youth-led research group with young people from both the university and the community, reflect on creating a youth-powered curriculum that processes years of activism and inspires young people to use teaching as a way to create change in their communities. To ensure the relevance of their curriculum to the current needs, strengths, and curiosities of young people, the YoUthROC team wrote and collected autoethnographies, cataloged historical artifacts, analyzed social media, and conducted public focus groups and Instagram spotlight interviews during a year of uprising and unrest in Minneapolis, Minnesota. Results from this research include the following themes: the centrality of collectivism, internal and collective self-determination, and young people’s already-existing commitment to analysis and change. Educators, adult activists, and youth need to see that young people are central to social movements and are already contributing profoundly to anti-racist, anti-oppression work. This reflection and YoUthROC’s ongoing work is for young people eager to engage in activism, teachers looking to create authentic student-centered classrooms, and adult researchers ready to learn from and create with youth researchers.
{"title":"From Youth Activism to Youth-Powered Curriculum","authors":"Amina Smaller, Shaunassey Johnson, Eva García, Savannah McCullough, Nhia Chang, Karla García, Yasmin Smaller, Leyla Suleiman, Abigail Romblaski","doi":"10.5070/b812162340","DOIUrl":"https://doi.org/10.5070/b812162340","url":null,"abstract":"How do youth move in an uprising? Members of YoUthROC, a BIPOC-centered, youth-led research group with young people from both the university and the community, reflect on creating a youth-powered curriculum that processes years of activism and inspires young people to use teaching as a way to create change in their communities. To ensure the relevance of their curriculum to the current needs, strengths, and curiosities of young people, the YoUthROC team wrote and collected autoethnographies, cataloged historical artifacts, analyzed social media, and conducted public focus groups and Instagram spotlight interviews during a year of uprising and unrest in Minneapolis, Minnesota. Results from this research include the following themes: the centrality of collectivism, internal and collective self-determination, and young people’s already-existing commitment to analysis and change. Educators, adult activists, and youth need to see that young people are central to social movements and are already contributing profoundly to anti-racist, anti-oppression work. This reflection and YoUthROC’s ongoing work is for young people eager to engage in activism, teachers looking to create authentic student-centered classrooms, and adult researchers ready to learn from and create with youth researchers.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136006202","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":"Nice to Whom?: How Midwestern Niceness Undermines Educational Equity","authors":"Riley Drake, Gabriel Rodríguez","doi":"10.5070/b812153038","DOIUrl":"https://doi.org/10.5070/b812153038","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48547852","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}
Chris Buttimer, Richard D Colwell, D. Coleman, Farah Faruqi, Laura R. Larke, J. Reich
To understand the experiences of educators during the 2020 extended school closures, we interviewed 40 teachers from across the country in public, charter, and private schools, at different grade levels and in different subject areas. Teachers articulated three main concerns about emergency remote schooling: (a) student motivation, (b) professional loss and burnout, and (c) exacerbated inequities. As the climate emergency makes school disruptions more common, school systems must learn from the tragic school closings under COVID-19 to prepare for an uncertain future. We propose five design considerations to build school systems with greater resilience for the long-term: center equity, focus on relationship-building, address student motivation, address staff motivation and burnout, and mitigate uncertainty.
{"title":"What’s Lost, What’s Left, What’s Next: Lessons Learned From the Lived Experiences of Teachers During the Pandemic","authors":"Chris Buttimer, Richard D Colwell, D. Coleman, Farah Faruqi, Laura R. Larke, J. Reich","doi":"10.5070/b811251975","DOIUrl":"https://doi.org/10.5070/b811251975","url":null,"abstract":"To understand the experiences of educators during the 2020 extended school closures, we interviewed 40 teachers from across the country in public, charter, and private schools, at different grade levels and in different subject areas. Teachers articulated three main concerns about emergency remote schooling: (a) student motivation, (b) professional loss and burnout, and (c) exacerbated inequities. As the climate emergency makes school disruptions more common, school systems must learn from the tragic school closings under COVID-19 to prepare for an uncertain future. We propose five design considerations to build school systems with greater resilience for the long-term: center equity, focus on relationship-building, address student motivation, address staff motivation and burnout, and mitigate uncertainty.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46339175","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 2011, Chile experienced massive student protests against the marketization of education. During 2013, center-left President Michelle Bachelet proposed tuition-free higher education for Chile’s families in the bottom 70th percentile of the income distribution, fueling controversy due to the uncertainty and unexpected consequences of the policy. This study analyzes how the tuitionfree policy was developed, the actors involved, the political discourse deployed during implementation, and the strategy used to make this policy a reality. Using semi-structured interviews with key actors, such as policymakers and scholars, and a review of newspaper columns, we explore how politicians and bureaucrats translated the students’ demands into the tuition-free policy. Our findings suggest that the policy translation process included the involvement of former student leaders, prioritization of the tuition-free policy, and a quick, straightforward implementation process that enabled the government to fulfill its promise.
{"title":"Policy Translation of Social Movements Demands: The Case of Free-Tuition in Higher Education in Chile","authors":"D. Véliz, A. Pickenpack, Cristóbal Villalobos","doi":"10.5070/b811254542","DOIUrl":"https://doi.org/10.5070/b811254542","url":null,"abstract":"In 2011, Chile experienced massive student protests against the marketization of education. During 2013, center-left President Michelle Bachelet proposed tuition-free higher education for Chile’s families in the bottom 70th percentile of the income distribution, fueling controversy due to the uncertainty and unexpected consequences of the policy. This study analyzes how the tuitionfree policy was developed, the actors involved, the political discourse deployed during implementation, and the strategy used to make this policy a reality. Using semi-structured interviews with key actors, such as policymakers and scholars, and a review of newspaper columns, we explore how politicians and bureaucrats translated the students’ demands into the tuition-free policy. Our findings suggest that the policy translation process included the involvement of former student leaders, prioritization of the tuition-free policy, and a quick, straightforward implementation process that enabled the government to fulfill its promise.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46774984","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":"Can teacher protests reify what they protest?: Examining the rationalities of recent teacher activism through a Foucauldian analytics","authors":"N. Karvelis","doi":"10.5070/b811252375","DOIUrl":"https://doi.org/10.5070/b811252375","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45049368","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":"Contextual Support in the Home for Children's Early Literacy Development","authors":"Lingfen Li, Antoinette Doyle","doi":"10.5070/b811145300","DOIUrl":"https://doi.org/10.5070/b811145300","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42029709","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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