Author(s): Buttimer, Christopher John | Abstract: This study explores the challenges and successes that two public school teachers experienced while implementing youth participatory action research (YPAR) with their students in core academic classrooms. Most academic studies of YPAR have focused on university-based researchers implementing YPAR with youth outside school settings or in special courses inside schools such as electives. Hence, the findings of existing research may not adequately predict the experiences of teachers implementing YPAR within the constraints and requirements of core academic classrooms. Using action research and ethnographic approaches including interviews, field notes, teaching artifacts from classroom observations, and reflective conversations with teachers, I found that the two teachers successfully implemented the epistemological tenets of YPAR in many ways and achieved positive outcomes. However, they were also stymied by structural issues common to core academic classrooms, such as required curricula, standardized testing, and large class sizes.
{"title":"The Challenges and Possibilities of Youth Participatory Action Research for Teachers and Students in Public School Classrooms","authors":"Chris Buttimer","doi":"10.5070/B88133830","DOIUrl":"https://doi.org/10.5070/B88133830","url":null,"abstract":"Author(s): Buttimer, Christopher John | Abstract: This study explores the challenges and successes that two public school teachers experienced while implementing youth participatory action research (YPAR) with their students in core academic classrooms. Most academic studies of YPAR have focused on university-based researchers implementing YPAR with youth outside school settings or in special courses inside schools such as electives. Hence, the findings of existing research may not adequately predict the experiences of teachers implementing YPAR within the constraints and requirements of core academic classrooms. Using action research and ethnographic approaches including interviews, field notes, teaching artifacts from classroom observations, and reflective conversations with teachers, I found that the two teachers successfully implemented the epistemological tenets of YPAR in many ways and achieved positive outcomes. However, they were also stymied by structural issues common to core academic classrooms, such as required curricula, standardized testing, and large class sizes.","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/B88133830","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70693410","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): Shamash, Rebecca | Abstract: This article addresses how the elite class in the United States is (re)produced by and through institutions of higher education, especially the most selective institutions. Through a review of critical, interdisciplinary research on socioeconomic inequality, elitism, and higher education, this paper begins with an overview of contemporary economic inequality and a description of the “new elites” that benefit from this inequality. Using neoliberal ideology and meritocracy as frameworks, I then discuss how recent and current trends in higher education have allowed colleges and universities, particularly those considered most prestigious, to intensify inequality and contribute to class reproduction. Specifically, as the role of income supersedes that of inheritance in fueling inequality, outsized wealth can be much more easily claimed as fair and deserved and simply a natural byproduct of a system—supported by prestigious institutions of higher education—that rewards individual drive, intelligence, and virtue.
{"title":"(Re)production of the Contemporary Elite Through Higher Education: A Review of Critical Scholarship","authors":"R. Shamash","doi":"10.5070/B88134482","DOIUrl":"https://doi.org/10.5070/B88134482","url":null,"abstract":"Author(s): Shamash, Rebecca | Abstract: This article addresses how the elite class in the United States is (re)produced by and through institutions of higher education, especially the most selective institutions. Through a review of critical, interdisciplinary research on socioeconomic inequality, elitism, and higher education, this paper begins with an overview of contemporary economic inequality and a description of the “new elites” that benefit from this inequality. Using neoliberal ideology and meritocracy as frameworks, I then discuss how recent and current trends in higher education have allowed colleges and universities, particularly those considered most prestigious, to intensify inequality and contribute to class reproduction. Specifically, as the role of income supersedes that of inheritance in fueling inequality, outsized wealth can be much more easily claimed as fair and deserved and simply a natural byproduct of a system—supported by prestigious institutions of higher education—that rewards individual drive, intelligence, and virtue.","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/B88134482","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44024029","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): Caffrey, Genevieve Erker; Rogers, Rebecca | Abstract: Inspired by critical literacy practices, sixth-grade students at Carter Elementary designed, curated, and publicly displayed a museum exhibit to expose and confront issues of social justice. Through this case study of one display within the exhibit, we analyze the ideas and stances represented in each of its artifacts and investigate how, together, the data sources create a discursive chain in regard to social action. We call on critically oriented discourse analysis (Gee, 2005; Rogers a Mosley Wetzel, 2013) to interpret the densely multimodal artifacts, considering how ideas and stances are embodied and intertextual. Our findings reveal how student-created museum learning can stimulate transformative stances toward social action and serve as powerful mediums for youth activism. The study contributes important insights to the field of literacy studies, particularly how social action can be integrated into teaching and learning processes through multimodal public exhibits.
作者：Caffrey，Genevieve Erker；Rogers，Rebecca |摘要：受批判性识字实践的启发，卡特小学六年级的学生设计、策划并公开展示了一个博物馆展览，以揭露和面对社会正义问题。通过对展览中的一个展览的案例研究，我们分析了其每件作品中所代表的思想和立场，并研究了数据源如何共同创建关于社会行动的话语链。我们呼吁以批判性为导向的话语分析（Gee，2005；Rogers a Mosley Wetzel，2013）来解释密集的多模态工件，考虑到思想和立场是如何体现和互文的。我们的研究结果揭示了学生创建的博物馆学习如何激发对社会行动的变革立场，并成为青年激进主义的强大媒介。该研究为扫盲研究领域提供了重要见解，特别是如何通过多模式的公共展览将社会行动融入教学过程。
{"title":"Students Taking Social Action: Critical Literacy Practices Through School-As-Museum Learning","authors":"G. Caffrey, R. Rogers","doi":"10.5070/b88134957","DOIUrl":"https://doi.org/10.5070/b88134957","url":null,"abstract":"Author(s): Caffrey, Genevieve Erker; Rogers, Rebecca | Abstract: Inspired by critical literacy practices, sixth-grade students at Carter Elementary designed, curated, and publicly displayed a museum exhibit to expose and confront issues of social justice. Through this case study of one display within the exhibit, we analyze the ideas and stances represented in each of its artifacts and investigate how, together, the data sources create a discursive chain in regard to social action. We call on critically oriented discourse analysis (Gee, 2005; Rogers a Mosley Wetzel, 2013) to interpret the densely multimodal artifacts, considering how ideas and stances are embodied and intertextual. Our findings reveal how student-created museum learning can stimulate transformative stances toward social action and serve as powerful mediums for youth activism. The study contributes important insights to the field of literacy studies, particularly how social action can be integrated into teaching and learning processes through multimodal public exhibits.","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/b88134957","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49106216","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): Clement, Davis | Abstract: Teach For America (TFA) corps members, in reflecting on their experiences, have described their motivations to join the program as idealistic, ambitious, and “profound drives to effect educational change” (Crawford-Garrett, 2012, p. 27) that eventually had to be reconciled with unexpected, harsh realities—both in their placement schools and in the TFA program itself. Matsui (2015) argues that popular culture is the source of this unrealistic idealism about teaching. This hero teacher narrative is a familiar theme in films such as Stand and Deliver, Dangerous Minds, and Freedom Writers, as well as in documentaries such as Waiting for Superman and The Lottery, some of which feature TFA teachers. TFA taps into this vein of popular idealism in its recruitment efforts. This post-intentional phenomenological study sought instances of the hero teacher narrative in the beliefs and motivations of TFA applicants and pre-service corps members—not as post-service reflections, as with many counternarratives, but in pre-service interviews, before conceptions of their initial intentions could be reconstructed by considering actual experiences. Findings suggest that TFA applicants may be pursuing ed cred, a unique conceptualization of legitimacy that blends the competence of professional mystique and the competitive hero teacher narrative with three new experiential variations: the drive for credibility, preference for convenience, and need for a credential. Implications for policy and leadership are discussed.
摘要:“为美国而教”(Teach For America, TFA)团队成员在反思他们的经历时，将他们加入该计划的动机描述为理想主义的、雄心勃勃的，以及“影响教育变革的深刻动力”(Crawford-Garrett, 2012, p. 27)，最终不得不与意想不到的、残酷的现实——无论是在他们的安置学校还是在TFA项目本身——达成和解。Matsui(2015)认为流行文化是这种不切实际的教学理想主义的来源。这种英雄教师叙事是电影《挺身而出》、《危险思想》、《自由作家》以及纪录片《等待超人》和《彩票》中常见的主题，其中一些以TFA教师为主角。TFA在招聘工作中利用了这种流行的理想主义。这项后意向现象学研究在TFA申请人和职前团队成员的信念和动机中寻找英雄教师叙事的实例——不是像许多反叙事那样作为职后反思，而是在职前访谈中，在考虑实际经历重建他们的最初意图概念之前。研究结果表明，TFA申请者可能正在追求学历，这是一种独特的合法性概念，它融合了专业神秘感和竞争英雄教师叙事的能力，以及三种新的经验变化:对可信度的驱动、对便利的偏好和对证书的需求。对政策和领导的影响进行了讨论。
{"title":"Legitimizing the Dilettante: Teach For America and the Allure of Ed Cred","authors":"Davis Clement","doi":"10.5070/B8BRE7232956","DOIUrl":"https://doi.org/10.5070/B8BRE7232956","url":null,"abstract":"Author(s): Clement, Davis | Abstract: Teach For America (TFA) corps members, in reflecting on their experiences, have described their motivations to join the program as idealistic, ambitious, and “profound drives to effect educational change” (Crawford-Garrett, 2012, p. 27) that eventually had to be reconciled with unexpected, harsh realities—both in their placement schools and in the TFA program itself. Matsui (2015) argues that popular culture is the source of this unrealistic idealism about teaching. This hero teacher narrative is a familiar theme in films such as Stand and Deliver, Dangerous Minds, and Freedom Writers, as well as in documentaries such as Waiting for Superman and The Lottery, some of which feature TFA teachers. TFA taps into this vein of popular idealism in its recruitment efforts. This post-intentional phenomenological study sought instances of the hero teacher narrative in the beliefs and motivations of TFA applicants and pre-service corps members—not as post-service reflections, as with many counternarratives, but in pre-service interviews, before conceptions of their initial intentions could be reconstructed by considering actual experiences. Findings suggest that TFA applicants may be pursuing ed cred, a unique conceptualization of legitimacy that blends the competence of professional mystique and the competitive hero teacher narrative with three new experiential variations: the drive for credibility, preference for convenience, and need for a credential. Implications for policy and leadership are discussed.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2018-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/B8BRE7232956","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45552112","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): Rumberger, Alyson T. | Abstract: I examine one set of elementary school library standards (New York City School Library System, n.d.) in an effort to analyze the impact that the standards might have on literacy experiences for young children in one urban school setting. Employing a critical discourse analysis framework, I examine the language that the Empire State Information Fluency Continuum uses to privilege certain kinds of knowledge construction. Focusing on the descriptions of knowledge, inquiry, and informational literacy constructed by the standards, I argue that the Information Fluency Continuum perpetuates notions of literacy and inquiry that are linear and hierarchical. I argue that educator conceptions of inquiry, engagements with texts, and social responsibility practices must be widened. Rather than expecting students to follow a sequential set of steps, libraries might be a space where students are given agency to decide when and how they would engage in literacy and pursue inquiries.
{"title":"Constructing the Literate Child in the Library: An Analysis of School Library Standards","authors":"Alyson T. Rumberger","doi":"10.5070/B8BRE7232303","DOIUrl":"https://doi.org/10.5070/B8BRE7232303","url":null,"abstract":"Author(s): Rumberger, Alyson T. | Abstract: I examine one set of elementary school library standards (New York City School Library System, n.d.) in an effort to analyze the impact that the standards might have on literacy experiences for young children in one urban school setting. Employing a critical discourse analysis framework, I examine the language that the Empire State Information Fluency Continuum uses to privilege certain kinds of knowledge construction. Focusing on the descriptions of knowledge, inquiry, and informational literacy constructed by the standards, I argue that the Information Fluency Continuum perpetuates notions of literacy and inquiry that are linear and hierarchical. I argue that educator conceptions of inquiry, engagements with texts, and social responsibility practices must be widened. Rather than expecting students to follow a sequential set of steps, libraries might be a space where students are given agency to decide when and how they would engage in literacy and pursue inquiries.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2018-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/B8BRE7232303","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46747145","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): Felix, Eric R. | Abstract: A critical function of community college is providing students with pathways to a bachelor’s degree through transfer. Although students hold high aspirations of transferring, their rates of success are extremely low. In California, policymakers have used legislation as a primary mechanism of addressing transfer inefficiencies in the state’s tiered higher education system. This article explores the ways that recent state-level reform policy SB-1440 (Student Transfer Achievement Reform Act, 2010)—intended to streamline the transfer process through Associate Degrees for Transfer—affected existing practices, practitioners, and transfer-seeking students at one community college. Employing an ethnographic approach, this study highlights the interaction between the existing context and policy mandates that reshape campus transfer culture. The findings indicate that, although the transfer policy reform was intended to improve transfer pathways for students, there was a disconnect between students’ aspirations and the state higher education institutions accepting these Associate Degrees for Transfer. Additionally, there was a misalignment between campus practitioners’ efforts to implement transfer reform and students’ awareness of improvements. To compensate for this disconnect, students formed a student counter-space. These findings suggest the need for transformative higher education policy, built upon concepts of transfer infrastructure, to improve college opportunities and outcomes for students across the state.
{"title":"Using Ethnography to Understand How Policy Reform Influences the Transfer Process at One Community College","authors":"Eric R. Felix","doi":"10.5070/b8bre7229718","DOIUrl":"https://doi.org/10.5070/b8bre7229718","url":null,"abstract":"Author(s): Felix, Eric R. | Abstract: A critical function of community college is providing students with pathways to a bachelor’s degree through transfer. Although students hold high aspirations of transferring, their rates of success are extremely low. In California, policymakers have used legislation as a primary mechanism of addressing transfer inefficiencies in the state’s tiered higher education system. This article explores the ways that recent state-level reform policy SB-1440 (Student Transfer Achievement Reform Act, 2010)—intended to streamline the transfer process through Associate Degrees for Transfer—affected existing practices, practitioners, and transfer-seeking students at one community college. Employing an ethnographic approach, this study highlights the interaction between the existing context and policy mandates that reshape campus transfer culture. The findings indicate that, although the transfer policy reform was intended to improve transfer pathways for students, there was a disconnect between students’ aspirations and the state higher education institutions accepting these Associate Degrees for Transfer. Additionally, there was a misalignment between campus practitioners’ efforts to implement transfer reform and students’ awareness of improvements. To compensate for this disconnect, students formed a student counter-space. These findings suggest the need for transformative higher education policy, built upon concepts of transfer infrastructure, to improve college opportunities and outcomes for students across the state.","PeriodicalId":42751,"journal":{"name":"Berkeley Review of Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2018-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5070/b8bre7229718","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43057772","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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