{"title":"WITHDRAWN: Winning in Baltimore: The Story of How BMORE Put Racial Equity at the Center of Teacher Union Organizing","authors":"Jessica T. Shiller, Bmore Caucus","doi":"10.5070/b8randomtest","DOIUrl":"https://doi.org/10.5070/b8randomtest","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":"44787993","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 am an immigrant, born to formerly undocumented parents who left Hong Kong for the United States with barely a middle school education and a pair of tourist visas. Separated from my parents for four years, I later joined them at the age of seven. Upon arriving in the United States, I was one of three English Learners (ELs) in the entire elementary school. I had not known at the time what this label would signify until I became a classroom teacher in New York City 15 years later. In my current role as an assistant professor at California Polytechnic State University, part of a network of state universities that prepares approximately 6,000 California teachers annually for public school classrooms (California State University, 2019), my work centers on historical and contemporary perspectives of culturally, racially, and linguistically marginalized peoples and environments. In my daily work as a teacher educator, I prepare future teachers so that they can create more socially just classrooms through deepening their knowledge and practices toward greater civic engagement and advocacy for the most underserved students in their classrooms and schools. tears parents left their country because States excellent. The well created ways for me to engage meaningfully with disciplinary ideas I English.
我是一名移民，我的父母以前是非法移民，我离开香港去了美国，只受过中学教育，只有两张旅游签证。我和父母分开了四年，后来在七岁的时候加入了他们。刚到美国时，我是整个小学三个英语学习者之一。我当时并不知道这个标签意味着什么，直到15年后我成为纽约市的一名课堂教师。我目前的职位是加州州立理工大学(California Polytechnic State University)的助理教授，该大学是州立大学网络的一部分，每年为公立学校的课堂准备大约6000名加州教师(加州州立大学，2019年)，我的工作集中在文化、种族和语言边缘化人群和环境的历史和当代视角上。在我作为一名教师教育者的日常工作中，我为未来的教师做准备，使他们能够通过深化他们的知识和实践，为教室和学校中最缺乏服务的学生提供更多的公民参与和倡导，从而创造更社会公正的教室。泪流满面的父母离开祖国是因为国家优秀。良好的创造方式让我有意义地参与到我的英语学科思想中。
{"title":"Emergent Bilingual and Multilingual Learners in California: Californians Together Passing the Torch to the Next Generation of Advocates (1996 to Present)","authors":"T. Cheuk","doi":"10.5070/b89146421","DOIUrl":"https://doi.org/10.5070/b89146421","url":null,"abstract":"I am an immigrant, born to formerly undocumented parents who left Hong Kong for the United States with barely a middle school education and a pair of tourist visas. Separated from my parents for four years, I later joined them at the age of seven. Upon arriving in the United States, I was one of three English Learners (ELs) in the entire elementary school. I had not known at the time what this label would signify until I became a classroom teacher in New York City 15 years later. In my current role as an assistant professor at California Polytechnic State University, part of a network of state universities that prepares approximately 6,000 California teachers annually for public school classrooms (California State University, 2019), my work centers on historical and contemporary perspectives of culturally, racially, and linguistically marginalized peoples and environments. In my daily work as a teacher educator, I prepare future teachers so that they can create more socially just classrooms through deepening their knowledge and practices toward greater civic engagement and advocacy for the most underserved students in their classrooms and schools. tears parents left their country because States excellent. The well created ways for me to engage meaningfully with disciplinary ideas I English.","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/b89146421","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41607977","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): Masta, Stephanie | Abstract: In this article, I analyze, evaluate, and problematize the structure of settler colonialism and demonstrate how it is a process that remains entrenched in the U.S. educational system. I build on previous work done on settler colonial ideology by linking structural forms of settler colonial power to the lived experiences of Indigenous students, using their voices to describe how pervasive and harmful settler colonial ideology is in practice. From their descriptions of the replication of colonial ideology within policies and practices in higher education, the participants create a compelling image of the ongoing dominant influence of settler colonial power in their lives. Challenging settler colonial ideology is not just about providing a more accurate historical record of what occurred in the U.S. Rather, challenging settler colonial ideology reaffirms the value and importance of Indigenous people in the U.S.
{"title":"Challenging the Relationship Between Settler Colonial Ideology and Higher Education Spaces","authors":"Stephanie Masta","doi":"10.5070/B80037547","DOIUrl":"https://doi.org/10.5070/B80037547","url":null,"abstract":"Author(s): Masta, Stephanie | Abstract: In this article, I analyze, evaluate, and problematize the structure of settler colonialism and demonstrate how it is a process that remains entrenched in the U.S. educational system. I build on previous work done on settler colonial ideology by linking structural forms of settler colonial power to the lived experiences of Indigenous students, using their voices to describe how pervasive and harmful settler colonial ideology is in practice. From their descriptions of the replication of colonial ideology within policies and practices in higher education, the participants create a compelling image of the ongoing dominant influence of settler colonial power in their lives. Challenging settler colonial ideology is not just about providing a more accurate historical record of what occurred in the U.S. Rather, challenging settler colonial ideology reaffirms the value and importance of Indigenous people in the U.S.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/B80037547","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46094941","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): Garcia, Antero; Mirra, Nicole | Abstract: This manuscript examines how national reading policies in the United States shape specific kinds of civic identities for K–12 students. We engage in a thematic discourse analysis of two contemporary national policy documents—the Common Core State Standards (CCSS) and the National Assessment of Educational Progress (NAEP) Reading Framework—to understand the ways citizenship is defined and constructed at the national level. By reading these documents for how they conceptualize civic-based educational outcomes, we interrogate the disconnects between this language and the civic contexts—and potential outlets for civic action—that young people are navigating in the United States today. We examine how seemingly benign policy documents define citizenship in increasingly narrow visions of individualist passivity, and how such definitions run counter to the expansive visions necessary to honor the lived experiences of young citizens of color. Our analysis highlights how these policy documents structure literacy practices, including the variety of texts that students encounter, opportunities to analyze those texts, and specific forms of engagement with media and messages found in society, in ways that stymie a Freirian reading of the word and the world. Ultimately, we suggest how educators might work within the limited pedagogical spaces of these policies toward liberatory ends.
{"title":"“Signifying Nothing”: Identifying Conceptions of Youth Civic Identity in the English Language Arts Common Core State Standards and the National Assessment of Educational Progress’ Reading Framework","authors":"Antero Garcia, Nicole Mirra","doi":"10.5070/B88235831","DOIUrl":"https://doi.org/10.5070/B88235831","url":null,"abstract":"Author(s): Garcia, Antero; Mirra, Nicole | Abstract: This manuscript examines how national reading policies in the United States shape specific kinds of civic identities for K–12 students. We engage in a thematic discourse analysis of two contemporary national policy documents—the Common Core State Standards (CCSS) and the National Assessment of Educational Progress (NAEP) Reading Framework—to understand the ways citizenship is defined and constructed at the national level. By reading these documents for how they conceptualize civic-based educational outcomes, we interrogate the disconnects between this language and the civic contexts—and potential outlets for civic action—that young people are navigating in the United States today. We examine how seemingly benign policy documents define citizenship in increasingly narrow visions of individualist passivity, and how such definitions run counter to the expansive visions necessary to honor the lived experiences of young citizens of color. Our analysis highlights how these policy documents structure literacy practices, including the variety of texts that students encounter, opportunities to analyze those texts, and specific forms of engagement with media and messages found in society, in ways that stymie a Freirian reading of the word and the world. Ultimately, we suggest how educators might work within the limited pedagogical spaces of these policies toward liberatory ends.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/B88235831","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43970930","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}
Nicola A. McClung, E. Barry, Diana Neebe, Yvette Mere-Cook, Qi Wang, Millie Gonzalez-Balsam
Author(s): McClung, Nicola A.; Barry, Elaine; Neebe, Diana; Mere-Cook, Yvette; Wang, Qi; Gonzalez-Balsam, Millie | Abstract: Students’ freedom of choice is critical to promoting equity and literacy in the classroom. When students choose what they read, they are more likely to find books that represent their lives, interests, and personal desires and feel that they are autonomous and can self-regulate learning. Previous research suggests that offering choice during learning activities increases motivation. However, less is known about whether choice is related to reading performance and which factors predict choice. Examining data from fourth-grade students, we found that students’ perception of choice in their reading materials is associated with literacy achievement, even when accounting for the degree to which the teacher reports providing choice of texts in the classroom and student interest. These findings suggest that true choice (i.e., choice that resides within the student) is linked to greater learning than choice that a teacher determines externally. Further, we argue it may be especially important for educators to explore ways to expand the perceived options available to students with the lowest demonstrated in-school literacy competencies.
{"title":"Choice Matters: Equity and Literacy Achievement","authors":"Nicola A. McClung, E. Barry, Diana Neebe, Yvette Mere-Cook, Qi Wang, Millie Gonzalez-Balsam","doi":"10.5070/B80037656","DOIUrl":"https://doi.org/10.5070/B80037656","url":null,"abstract":"Author(s): McClung, Nicola A.; Barry, Elaine; Neebe, Diana; Mere-Cook, Yvette; Wang, Qi; Gonzalez-Balsam, Millie | Abstract: Students’ freedom of choice is critical to promoting equity and literacy in the classroom. When students choose what they read, they are more likely to find books that represent their lives, interests, and personal desires and feel that they are autonomous and can self-regulate learning. Previous research suggests that offering choice during learning activities increases motivation. However, less is known about whether choice is related to reading performance and which factors predict choice. Examining data from fourth-grade students, we found that students’ perception of choice in their reading materials is associated with literacy achievement, even when accounting for the degree to which the teacher reports providing choice of texts in the classroom and student interest. These findings suggest that true choice (i.e., choice that resides within the student) is linked to greater learning than choice that a teacher determines externally. Further, we argue it may be especially important for educators to explore ways to expand the perceived options available to students with the lowest demonstrated in-school literacy competencies.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/B80037656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42467014","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): Yoon, Irene H. | Abstract: Racial humor among students of color presents a sociopolitical dilemma for teachers, requiring rapid calculations of if and how to respond in ways that support an inclusive and equitable classroom climate. This analysis uses two instances of racial humor in an elementary classroom to unpack a White teacher’s responses to students of color who were both creators of and audience to racial jokes. Starting from the point of affirming the teacher’s decision to intervene, findings explore the ramifications of how intervening had multiple, layered consequences for the dynamics of silencing and racialization among students of color. The purpose of this approach is to model how to sift through the complications of silencing race talk and to support conceptual and practical conversations about anti-racist pedagogical moves in the midst of fleeting, meaningful moments in classroom socialization to race.
{"title":"Silencing Racialized Humor in Elementary School: Consequences of Colormuting and Whiteness for Students of Color","authors":"Irene h. Yoon","doi":"10.5070/B88136900","DOIUrl":"https://doi.org/10.5070/B88136900","url":null,"abstract":"Author(s): Yoon, Irene H. | Abstract: Racial humor among students of color presents a sociopolitical dilemma for teachers, requiring rapid calculations of if and how to respond in ways that support an inclusive and equitable classroom climate. This analysis uses two instances of racial humor in an elementary classroom to unpack a White teacher’s responses to students of color who were both creators of and audience to racial jokes. Starting from the point of affirming the teacher’s decision to intervene, findings explore the ramifications of how intervening had multiple, layered consequences for the dynamics of silencing and racialization among students of color. The purpose of this approach is to model how to sift through the complications of silencing race talk and to support conceptual and practical conversations about anti-racist pedagogical moves in the midst of fleeting, meaningful moments in classroom socialization to race.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/B88136900","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42520215","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): Casey, Zachary A; McCanless, Michael J | Abstract: This paper analyzes the work of Herbert M. Kliebard, not only as a curricular historian, but also as a curricular theorist. We focus on his approach to studying the history of education and curriculum as a methodological framework for understanding the purpose of education. Next, we explore two important curricular events in the 1930s: The Eight-Year Study and the social studies textbooks of Harold Rugg. While the 1930s were markedly different from today, most notably in terms of the demographic and educational contexts of the United States, our analysis points to ways that educational scholars in the 21st century might mobilize more Kliebardian insights in their work. In both sections, we build from Kliebard’s discussion to explore ways in which massive poverty and economic precarity did not lead to the federal centralization of curriculum and school policy, but rather to a range of localized and radical curricular interventions and practices. We then draw from the sense of possibility at the core of Kliebard’s work to show that even in the face of seemingly commonsense responses to the growing poverty of school-aged youth, multiple opportunities for resistance remain. We conclude with future directions for curriculum theory and curriculum studies to carve out critical spaces where transgressional and transformational scholarship remain inherently possible.
{"title":"Looking Backward to Go Forward: Toward a Kliebardian Approach to Curriculum Theory","authors":"Zachary A. Casey, Michael McCanless","doi":"10.5070/b88134612","DOIUrl":"https://doi.org/10.5070/b88134612","url":null,"abstract":"Author(s): Casey, Zachary A; McCanless, Michael J | Abstract: This paper analyzes the work of Herbert M. Kliebard, not only as a curricular historian, but also as a curricular theorist. We focus on his approach to studying the history of education and curriculum as a methodological framework for understanding the purpose of education. Next, we explore two important curricular events in the 1930s: The Eight-Year Study and the social studies textbooks of Harold Rugg. While the 1930s were markedly different from today, most notably in terms of the demographic and educational contexts of the United States, our analysis points to ways that educational scholars in the 21st century might mobilize more Kliebardian insights in their work. In both sections, we build from Kliebard’s discussion to explore ways in which massive poverty and economic precarity did not lead to the federal centralization of curriculum and school policy, but rather to a range of localized and radical curricular interventions and practices. We then draw from the sense of possibility at the core of Kliebard’s work to show that even in the face of seemingly commonsense responses to the growing poverty of school-aged youth, multiple opportunities for resistance remain. We conclude with future directions for curriculum theory and curriculum studies to carve out critical spaces where transgressional and transformational scholarship remain inherently possible.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/b88134612","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46574828","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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