Patriann Smith, Julie Smit, Beverly Finch, A. Nigam, D. Burke
This study examined the elements of [critical] multicultural awareness ([C]MA) and [critical] multilingual awareness ([C]MLA) identified in the pedagogical responsiveness of five literacy teacher educators (LTEs), the factors that influenced such awareness, and the ways in which these forms of awareness shaped educators’ pedagogical responsiveness in literacy. Findings based on data from LTEs’ Scholarly Personal Narratives (SPNs) and comprehensive bi-weekly reports showed that educators reflected certain elements of [C]MA and [C]MLA as they worked with teachers to support writing instruction for culturally and linguistically diverse students (CLDs). Factors influencing awareness were assumptions based on otherness and teaching experience, positioning, observations related to literacy expertise, and discipline. Awareness, in turn, influenced educators’ pedagogical responsiveness as they developed the ability to capitalize on linguistic and cultural difference. Implications for teacher educators’ awareness and responsiveness are highlighted.
{"title":"(Critical) Multilingual and Multicultural Awareness in the Pedagogical Responsiveness of Educators","authors":"Patriann Smith, Julie Smit, Beverly Finch, A. Nigam, D. Burke","doi":"10.5070/b811145763","DOIUrl":"https://doi.org/10.5070/b811145763","url":null,"abstract":"This study examined the elements of [critical] multicultural awareness ([C]MA) and [critical] multilingual awareness ([C]MLA) identified in the pedagogical responsiveness of five literacy teacher educators (LTEs), the factors that influenced such awareness, and the ways in which these forms of awareness shaped educators’ pedagogical responsiveness in literacy. Findings based on data from LTEs’ Scholarly Personal Narratives (SPNs) and comprehensive bi-weekly reports showed that educators reflected certain elements of [C]MA and [C]MLA as they worked with teachers to support writing instruction for culturally and linguistically diverse students (CLDs). Factors influencing awareness were assumptions based on otherness and teaching experience, positioning, observations related to literacy expertise, and discipline. Awareness, in turn, influenced educators’ pedagogical responsiveness as they developed the ability to capitalize on linguistic and cultural difference. Implications for teacher educators’ awareness and responsiveness are highlighted.","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":"42657245","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":"Development and Validation of an Empirical Instrument to assess Empathy Driven Organizational Justice systems in schools","authors":"Debarshi Roy","doi":"10.5070/b811151325","DOIUrl":"https://doi.org/10.5070/b811151325","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":"46341522","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}
Author(s): Jaffee, Laura | Abstract: This article explores insurgent knowledge created by student organizers who are collectively challenging institutional complicity with U.S. imperialism, racial capitalism, settler-colonialism, and disability injustice through social movements on U.S. college campuses. Taking Syracuse University as a case study of anti-imperialist student organizing from 1968-1970, I analyze student protest materials—primarily political education leaflets and literature opposing the Vietnam War and anti-Black racism—from the university archives. Following a lineage of anti-imperialist student organizing from the second half of the twentieth century to the present-day student movement for justice in Palestine, I highlight traces of disability within histories of student protest that have largely been framed as extraneous to disability issues and histories on U.S. campuses. My argument is twofold: 1. Student movements opposing Israeli apartheid, U.S. imperialism, and settler-colonialism are also movements for disability justice, and 2. Student movements for disability justice must actively oppose Israeli apartheid, U.S. imperialism, and settler-colonialism. Through collective labor and direct action aimed at transformation over inclusion, student protestors throughout history and today offer a different framing of what a university might do under other, non-white supremacist, heteropatriarchal, and settler-capitalist social relations and economic conditions that impede collective access. The visions put forth by student organizers can inform how we teach and labor at universities to bring our politics and practices in closer alignment with the principles of disability justice.
{"title":"Student Movements Against the Imperial University: Toward a Genealogy of Disability Justice in U.S. Higher Education","authors":"L. Jaffee","doi":"10.5070/b810249443","DOIUrl":"https://doi.org/10.5070/b810249443","url":null,"abstract":"Author(s): Jaffee, Laura | Abstract: This article explores insurgent knowledge created by student organizers who are collectively challenging institutional complicity with U.S. imperialism, racial capitalism, settler-colonialism, and disability injustice through social movements on U.S. college campuses. Taking Syracuse University as a case study of anti-imperialist student organizing from 1968-1970, I analyze student protest materials—primarily political education leaflets and literature opposing the Vietnam War and anti-Black racism—from the university archives. Following a lineage of anti-imperialist student organizing from the second half of the twentieth century to the present-day student movement for justice in Palestine, I highlight traces of disability within histories of student protest that have largely been framed as extraneous to disability issues and histories on U.S. campuses. My argument is twofold: 1. Student movements opposing Israeli apartheid, U.S. imperialism, and settler-colonialism are also movements for disability justice, and 2. Student movements for disability justice must actively oppose Israeli apartheid, U.S. imperialism, and settler-colonialism. Through collective labor and direct action aimed at transformation over inclusion, student protestors throughout history and today offer a different framing of what a university might do under other, non-white supremacist, heteropatriarchal, and settler-capitalist social relations and economic conditions that impede collective access. The visions put forth by student organizers can inform how we teach and labor at universities to bring our politics and practices in closer alignment with the principles of disability justice.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44227693","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}
Bethy Leonardi, Amy N. Farley, Emmett Harsin Drager, Jax Gonzales
Author(s): leonardi, bethy; Farley, Amy N.; Harsin Drager, Emmett; Gonzales, Jax | Abstract: In this mixed methods study, we use quantitative and narrative survey data from 47 parents/guardians of trans youth to understand their experiences navigating schools. In our analytic process, we recognized that how students identified mattered to parents/guardians’ stories. We use trans theories and concepts of materiality, embodiment, and subjection to understand our initial thematic analysis. Our findings indicate the need to attend to students’ material bodies, how their embodied experiences differ based on how they are read and which “rules” they “break,” and how masculinity and femininity might be regulated differently. We aim to contribute to the growing literature in PK-12 education that calls for research to differentiate the experiences of trans students by unpacking the T.
{"title":"Unpacking the T: Understanding the Diverse Experiences Trans Students Navigating Schools","authors":"Bethy Leonardi, Amy N. Farley, Emmett Harsin Drager, Jax Gonzales","doi":"10.5070/b810245267","DOIUrl":"https://doi.org/10.5070/b810245267","url":null,"abstract":"Author(s): leonardi, bethy; Farley, Amy N.; Harsin Drager, Emmett; Gonzales, Jax | Abstract: In this mixed methods study, we use quantitative and narrative survey data from 47 parents/guardians of trans youth to understand their experiences navigating schools. In our analytic process, we recognized that how students identified mattered to parents/guardians’ stories. We use trans theories and concepts of materiality, embodiment, and subjection to understand our initial thematic analysis. Our findings indicate the need to attend to students’ material bodies, how their embodied experiences differ based on how they are read and which “rules” they “break,” and how masculinity and femininity might be regulated differently. We aim to contribute to the growing literature in PK-12 education that calls for research to differentiate the experiences of trans students by unpacking the T.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45060601","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}
Author(s): DeBray, Elizabeth H. | Abstract: This qualitative case study considers the politics of the coalitions that emerged to address fair and affordable housing in the Atlanta metropolitan area between 2017 and 2020 and the connections or barriers they identified to educational opportunity. It applies regional, civic capacity, and social construction of policy frameworks to explore in which arenas the two issue areas of housing and education have been linked by policymakers, and by selected civic entities, non-profit organizations, and philanthropies. The case draws on demographic data, interviews, and documents in the analysis of the barriers to, and possibilities for, coordination of housing and education policy instruments to promote educational opportunity in the region. The author found that the majority of efforts to bridge the two policy areas were developed and led by non-profit actors, and mostly took the form of place-based interventions rather than mobility programs.n Implications of these findings for policy design are discussed.
{"title":"The Politics of Fair and Affordable Housing in Metropolitan Atlanta: Challenges for Educational Opportunity","authors":"Elizabeth H. DeBray","doi":"10.5070/b810253852","DOIUrl":"https://doi.org/10.5070/b810253852","url":null,"abstract":"Author(s): DeBray, Elizabeth H. | Abstract: This qualitative case study considers the politics of the coalitions that emerged to address fair and affordable housing in the Atlanta metropolitan area between 2017 and 2020 and the connections or barriers they identified to educational opportunity. It applies regional, civic capacity, and social construction of policy frameworks to explore in which arenas the two issue areas of housing and education have been linked by policymakers, and by selected civic entities, non-profit organizations, and philanthropies. The case draws on demographic data, interviews, and documents in the analysis of the barriers to, and possibilities for, coordination of housing and education policy instruments to promote educational opportunity in the region. The author found that the majority of efforts to bridge the two policy areas were developed and led by non-profit actors, and mostly took the form of place-based interventions rather than mobility programs.n Implications of these findings for policy design are discussed.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42180661","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}
Author(s): Cormier, Christopher J. | Abstract: nBlack male teachers are scarce, and Black males who teach special education are so rare as to be metaphorical unicorns. As a result, both empirical and theoretical research that examines the trajectories of Black male teachers has almost completely avoided addressing Black men who teach special education. This narrative synthesis examines the historical landscape of Black teachers in general, the difficulties they face, and the limited empirical research on Black male special education teachers. Policy and research implications are explored, reflecting the dire need for Black male special education teachers in the United States and programs to improve their participation and retention.
{"title":"Unicorns Are Real: A Narrative Synthesis of Black Men’s Career Trajectories in Special Education in the United States","authors":"Christopher J. Cormier","doi":"10.5070/b810247605","DOIUrl":"https://doi.org/10.5070/b810247605","url":null,"abstract":"Author(s): Cormier, Christopher J. | Abstract: nBlack male teachers are scarce, and Black males who teach special education are so rare as to be metaphorical unicorns. As a result, both empirical and theoretical research that examines the trajectories of Black male teachers has almost completely avoided addressing Black men who teach special education. This narrative synthesis examines the historical landscape of Black teachers in general, the difficulties they face, and the limited empirical research on Black male special education teachers. Policy and research implications are explored, reflecting the dire need for Black male special education teachers in the United States and programs to improve their participation and retention.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41688365","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}
Author(s): Straubhaar, Rolf | Abstract: Drawing from a six-month ethnography of tenth grade immigrant students from Mexico and their teachers in a Central Texas English immersion program, this article documents multiple contradictory teacher practices regarding the use of English and Spanish in the classroom. This article argues that these varying practices represented a tension between Literacy High’s official English-only policy and a contradictory political ideology prioritizing performance on standardized tests that led to tolerance of Spanish language use.
{"title":"“We teach in English here”: Conflict between language ideology and test accountability in an English-only newcomer school","authors":"Rolf Straubhaar","doi":"10.5070/b810142318","DOIUrl":"https://doi.org/10.5070/b810142318","url":null,"abstract":"Author(s): Straubhaar, Rolf | Abstract: Drawing from a six-month ethnography of tenth grade immigrant students from Mexico and their teachers in a Central Texas English immersion program, this article documents multiple contradictory teacher practices regarding the use of English and Spanish in the classroom. This article argues that these varying practices represented a tension between Literacy High’s official English-only policy and a contradictory political ideology prioritizing performance on standardized tests that led to tolerance of Spanish language use.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46817884","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":"Professionalizing Teachers and Teaching Amid the Pandemic in Chile","authors":"Cristóbal Madero","doi":"10.5070/B810151997","DOIUrl":"https://doi.org/10.5070/B810151997","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49191898","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}
Author(s): Turner, David Charles | Abstract: Black student activism in the 21st century has gained international notoriety with popular movements such as #StudentBlackOut, #FeesMustFall, and #ConcernedStudent1950. Between 2014-2017, Black students manipulated the momentum of a larger social movement (the Movement for Black Lives) in order to secure organizing victories for racial justice, both on and off their college campuses. This essay explores the meaning making processes of Black student activists who participated either in on campus or off campus activism between 2014-2017. Emerging themes from the interviews have demonstrated that Black student activists are both politicized and enter movement organizing because of catalytic events, and they see themselves as resource brokers who funnel university resources, labor, and energy into dispossessed communities. I argue that students use their racialized subjectivities in the neoliberal university space to leverage resources. In addition, Black students are highly aware of their positionality, and they raise critiques of their class-fluid positions as college students and the protections that student identity provides them.
作者：Turner，David Charles |摘要：21世纪的黑人学生激进主义因#StudentBlackOut、#FeesMustWall和#ConcernedStudent1950等流行运动而在国际上臭名昭著。2014-2017年间，黑人学生操纵了一场更大的社会运动（黑人生命运动）的势头，以确保在大学校园内外为种族正义组织胜利。本文探讨了2014-2017年间参与校内或校外活动的黑人学生活动家的意义形成过程。采访中出现的主题表明，黑人学生活动家既被政治化，又因催化事件而参与运动组织，他们将自己视为资源经纪人，将大学资源、劳动力和能源输送到被剥夺的社区。我认为，学生们利用他们在新自由主义大学空间中的种族化主观主义来利用资源。此外，黑人学生非常清楚自己的地位，他们对自己作为大学生的阶级流动地位以及学生身份为他们提供的保护提出了批评。
{"title":"Mobilizing Blackness: Analyzing 21st Century Black Student Collective Agency in the University","authors":"D. Turner","doi":"10.5070/B810145321","DOIUrl":"https://doi.org/10.5070/B810145321","url":null,"abstract":"Author(s): Turner, David Charles | Abstract: Black student activism in the 21st century has gained international notoriety with popular movements such as #StudentBlackOut, #FeesMustFall, and #ConcernedStudent1950. Between 2014-2017, Black students manipulated the momentum of a larger social movement (the Movement for Black Lives) in order to secure organizing victories for racial justice, both on and off their college campuses. This essay explores the meaning making processes of Black student activists who participated either in on campus or off campus activism between 2014-2017. Emerging themes from the interviews have demonstrated that Black student activists are both politicized and enter movement organizing because of catalytic events, and they see themselves as resource brokers who funnel university resources, labor, and energy into dispossessed communities. I argue that students use their racialized subjectivities in the neoliberal university space to leverage resources. In addition, Black students are highly aware of their positionality, and they raise critiques of their class-fluid positions as college students and the protections that student identity provides them.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43795496","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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