{"title":"The Emotional Labor of Race-Gender Dialogue in Higher Education","authors":"Gema Cardona","doi":"10.5070/B810151618","DOIUrl":"https://doi.org/10.5070/B810151618","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":"45169957","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}
Amy Liu, Shannon Toma, M. Levis-Fitzgerald, A. Russell
Author(s): Liu, Amy; Toma, Shannon; Levis-Fitzgerald, Marc; Russell, Arlene A. | Abstract: This study aims to better understand the role that teacher exploration programs play in supporting science teacher education recruitment and retention in ways that are consistent with social justice goals. Utilizing reflective and descriptive journal data from 126 STEM undergraduate students engaged in an intensive and immersive four-day internship that took place in summer 2015 and summer 2016, this study examines how a well-integrated field experience prepares students to consider a possible future science teaching career in high needs schools. Findings indicate that students who participated in this summer field experience program developed classroom pedagogical knowledge and skills, as well as heightened interpersonal, socioemotional understanding with respect to students. As preparation for the possibility of entering a social-justice focused credential teaching program, the internships also exposed the STEM undergraduates to high-need schools, fostered interns' social justice awareness, and provided an opportunity for them to reflect experientially – in terms of their own educational privileges and from their field time in the classrooms – on educational inequities confronting schools and students. These experiences allowed the STEM interns to more deeply appreciate the importance of connecting with students and developing positive and constructive relationships with them, a valuable foundation for those who may choose to pursue a formal social-justice oriented teacher education program.
{"title":"The Role of a Summer Field Experience in Fostering STEM Students' Socioemotional Perceptions and Social Justice Awareness as Preparation for a Science Teaching Career","authors":"Amy Liu, Shannon Toma, M. Levis-Fitzgerald, A. Russell","doi":"10.5070/b89244648","DOIUrl":"https://doi.org/10.5070/b89244648","url":null,"abstract":"Author(s): Liu, Amy; Toma, Shannon; Levis-Fitzgerald, Marc; Russell, Arlene A. | Abstract: This study aims to better understand the role that teacher exploration programs play in supporting science teacher education recruitment and retention in ways that are consistent with social justice goals. Utilizing reflective and descriptive journal data from 126 STEM undergraduate students engaged in an intensive and immersive four-day internship that took place in summer 2015 and summer 2016, this study examines how a well-integrated field experience prepares students to consider a possible future science teaching career in high needs schools. Findings indicate that students who participated in this summer field experience program developed classroom pedagogical knowledge and skills, as well as heightened interpersonal, socioemotional understanding with respect to students. As preparation for the possibility of entering a social-justice focused credential teaching program, the internships also exposed the STEM undergraduates to high-need schools, fostered interns' social justice awareness, and provided an opportunity for them to reflect experientially – in terms of their own educational privileges and from their field time in the classrooms – on educational inequities confronting schools and students. These experiences allowed the STEM interns to more deeply appreciate the importance of connecting with students and developing positive and constructive relationships with them, a valuable foundation for those who may choose to pursue a formal social-justice oriented teacher education program.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/b89244648","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41680587","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): Qaiser, Zara | Abstract: Early childhood is a time of rapid development when children are constantly influenced by experiences and relationships formed in informal environments. In a world that is increasingly reliant on digital media, parents and other caregivers play an important role in managing their children’s use of it. Parents’ choices regarding digital media use heavily depend on their understanding of how children learn from them and how they impact children’s development at different ages and developmental stages. The use of digital media has potential benefits in terms of improved cognitive and literacy skills, but it also has potential risks in terms of lower executive functioning and social-emotional skills due to a lack of social interactions. This article informs the role of parents and other caregivers who can help children benefit from the opportunities that digital media present, while making sure that children experience real-life interactions that are vital to children’s overall development.
{"title":"Early Childhood Education and Care and the Use of Digital Media in Informal Environments","authors":"Z. Qaiser","doi":"10.5070/b89242103","DOIUrl":"https://doi.org/10.5070/b89242103","url":null,"abstract":"Author(s): Qaiser, Zara | Abstract: Early childhood is a time of rapid development when children are constantly influenced by experiences and relationships formed in informal environments. In a world that is increasingly reliant on digital media, parents and other caregivers play an important role in managing their children’s use of it. Parents’ choices regarding digital media use heavily depend on their understanding of how children learn from them and how they impact children’s development at different ages and developmental stages. The use of digital media has potential benefits in terms of improved cognitive and literacy skills, but it also has potential risks in terms of lower executive functioning and social-emotional skills due to a lack of social interactions. This article informs the role of parents and other caregivers who can help children benefit from the opportunities that digital media present, while making sure that children experience real-life interactions that are vital to children’s overall development.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/b89242103","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42225415","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): Patterson, Ryan | Abstract: This essay explores the history of activism among students of color at the University of Oregon from 1968 to 2015. These students sought to further democratize and diversify curriculum and student services through various means of reform. Beginning in 1968 with the Black Student Union’s demands and proposals for sweeping institutional reform, which included the proposal for a School of Black Studies, this research examines how the Black Student Union created a foundation for future activism among students of color in later decades. Coalitions of affinity groups in the 1990s continued this activist work and pressured the university administration and faculty to adopt a more culturally pluralistic curriculum. This essay also includes a brief examination of the state of Oregon’s and the city of Eugene, Oregon’s, history, and their well-documented history of racism and exclusion. This brief examination provides necessary historical context and illuminates how the University of Oregon’s sparse policies regarding race reflect the state’s historic lack of diversity.
{"title":"Disrupt, Defy, and Demand: Movements Toward Multiculturalism at the University of Oregon, 1968-2015","authors":"R. Patterson","doi":"10.5070/b89242323","DOIUrl":"https://doi.org/10.5070/b89242323","url":null,"abstract":"Author(s): Patterson, Ryan | Abstract: This essay explores the history of activism among students of color at the University of Oregon from 1968 to 2015. These students sought to further democratize and diversify curriculum and student services through various means of reform. Beginning in 1968 with the Black Student Union’s demands and proposals for sweeping institutional reform, which included the proposal for a School of Black Studies, this research examines how the Black Student Union created a foundation for future activism among students of color in later decades. Coalitions of affinity groups in the 1990s continued this activist work and pressured the university administration and faculty to adopt a more culturally pluralistic curriculum. This essay also includes a brief examination of the state of Oregon’s and the city of Eugene, Oregon’s, history, and their well-documented history of racism and exclusion. This brief examination provides necessary historical context and illuminates how the University of Oregon’s sparse policies regarding race reflect the state’s historic lack of diversity.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/b89242323","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46829997","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): Karvelis, Noah | Abstract: In response to a need for increased engagement given the #RedForEd movement, this article draws upon my experience as an organizer and participant in the recent wave of teacher activism to provide implications for theories of teacher agency and political transformation. First, I conceptualize the Arizona #RedForEd movement’s unique position beyond the state’s logics of political power, considering the possibilities that such a position created for teacher-activists in Arizona. I then confront the decreasing power of the movement in order to demonstrate the need for increased theorizations of the reflexive capacities of institutionalized power structures to sustain oppositional education social movements. I consider the recent history of the RedForEd movement with the hope of forwarding renewed considerations of political transformation, power, and teacher agency, which can inform movements that challenge the hegemonic limits placed upon social-justice-oriented movement work.
{"title":"Towards a Theory of Teacher Agency: Conceptualizing the Political Positions and Possibilities of Teacher Movements","authors":"N. Karvelis","doi":"10.5070/b89146418","DOIUrl":"https://doi.org/10.5070/b89146418","url":null,"abstract":"Author(s): Karvelis, Noah | Abstract: In response to a need for increased engagement given the #RedForEd movement, this article draws upon my experience as an organizer and participant in the recent wave of teacher activism to provide implications for theories of teacher agency and political transformation. First, I conceptualize the Arizona #RedForEd movement’s unique position beyond the state’s logics of political power, considering the possibilities that such a position created for teacher-activists in Arizona. I then confront the decreasing power of the movement in order to demonstrate the need for increased theorizations of the reflexive capacities of institutionalized power structures to sustain oppositional education social movements. I consider the recent history of the RedForEd movement with the hope of forwarding renewed considerations of political transformation, power, and teacher agency, which can inform movements that challenge the hegemonic limits placed upon social-justice-oriented movement work.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/b89146418","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48810881","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":"Seven Days that Shook Oakland and the One that Shook Us Up","authors":"C. Gordon","doi":"10.5070/b89146451","DOIUrl":"https://doi.org/10.5070/b89146451","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49506211","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): Robinson, Thomas Bradley | Abstract: Accountability regimes, value added, vouchers—it is difficult to ignore the evidence of market-based rationalities in global discourses around education. Such rationalities rely heavily on Information and Communications Technologies (ICTs) for their propagation and maintenance under the guise of educational technologies, or ed-tech. The purpose of this literature review is to examine educational research focused on the role ICTs have played in the neoliberalization of education across the globe. The author contends that future inquiry needs to substantiate the broad claims about the pernicious effects of neoliberalized educational technologies by engaging more directly with those most affected: teachers and students.
{"title":"Policies and People: A Review of Neoliberalism and Educational Technologies in P-12 Education Research","authors":"T. Robinson","doi":"10.5070/b89139249","DOIUrl":"https://doi.org/10.5070/b89139249","url":null,"abstract":"Author(s): Robinson, Thomas Bradley | Abstract: Accountability regimes, value added, vouchers—it is difficult to ignore the evidence of market-based rationalities in global discourses around education. Such rationalities rely heavily on Information and Communications Technologies (ICTs) for their propagation and maintenance under the guise of educational technologies, or ed-tech. The purpose of this literature review is to examine educational research focused on the role ICTs have played in the neoliberalization of education across the globe. The author contends that future inquiry needs to substantiate the broad claims about the pernicious effects of neoliberalized educational technologies by engaging more directly with those most affected: teachers and students.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/b89139249","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48317487","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":"In North Carolina, Education Activists Face an Uphill Battle","authors":"Justin Parmenter","doi":"10.5070/b89146420","DOIUrl":"https://doi.org/10.5070/b89146420","url":null,"abstract":"","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70693561","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): Liou, Daniel D, | Abstract: This paper draws on the concepts of settled expectations and the educational racial contract to provide an analysis of the current social movements calling for the improvement of teacher salaries and work conditions in K-12 schools. This paper argues that some teacher unions’ lack of centering race in their advocacy to ameliorate educational inequities will not radically transform how teachers are treated in the profession, unless there is an increase in motivation to fully recognize the humanity and educational needs of Students of Color in American society. The author calls for teacher activists to reject the false consciousness of their own settled expectations and work on equal footing with Communities of Color to co-author an emancipatory educational contract on the basis of relational equity, respect, and sympathetic touch.
{"title":"Disrupting the Ideology of Settled Expectations: Forging New Social Movements to Dismantle the Educational Racial Contract","authors":"Daniel D. Liou","doi":"10.5070/b89146424","DOIUrl":"https://doi.org/10.5070/b89146424","url":null,"abstract":"Author(s): Liou, Daniel D, | Abstract: This paper draws on the concepts of settled expectations and the educational racial contract to provide an analysis of the current social movements calling for the improvement of teacher salaries and work conditions in K-12 schools. This paper argues that some teacher unions’ lack of centering race in their advocacy to ameliorate educational inequities will not radically transform how teachers are treated in the profession, unless there is an increase in motivation to fully recognize the humanity and educational needs of Students of Color in American society. The author calls for teacher activists to reject the false consciousness of their own settled expectations and work on equal footing with Communities of Color to co-author an emancipatory educational contract on the basis of relational equity, respect, and sympathetic touch.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/b89146424","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43219840","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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