Pub Date : 2022-07-04DOI: 10.1080/00131946.2022.2096454
Danielle J. Thomas, M. Johnson, Anthony L. Brown
Abstract This article explores how Black male teachers in Hollywood films continue to be encoded with meanings derived from deficit social science discourse generated through a white-controlled epistemic order. Drawing from the framework of critical public pedagogy and utilizing the critical visual cultural tradition, we contend that the representation of Black male teachers on film is rooted in longstanding conceptual narratives of Black men and boys. Findings indicate that cinematic films both develop their scripts around and contextualize the necessity of Black male teachers within deficit sociological tropes of absent Black fathers and their endangered sons.
{"title":"(Un)Natural Saviors and Motivators: Analyzing the Pathological Scripting of Black Male Teachers in Hollywood Films","authors":"Danielle J. Thomas, M. Johnson, Anthony L. Brown","doi":"10.1080/00131946.2022.2096454","DOIUrl":"https://doi.org/10.1080/00131946.2022.2096454","url":null,"abstract":"Abstract This article explores how Black male teachers in Hollywood films continue to be encoded with meanings derived from deficit social science discourse generated through a white-controlled epistemic order. Drawing from the framework of critical public pedagogy and utilizing the critical visual cultural tradition, we contend that the representation of Black male teachers on film is rooted in longstanding conceptual narratives of Black men and boys. Findings indicate that cinematic films both develop their scripts around and contextualize the necessity of Black male teachers within deficit sociological tropes of absent Black fathers and their endangered sons.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"58 1","pages":"458 - 473"},"PeriodicalIF":0.9,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45458847","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}
Pub Date : 2022-06-22DOI: 10.1080/00131946.2022.2087656
Benjamin Blaisdell, Syntia Santos Dietz, C. Howard
Abstract This article presents an autoethnographic reflection from three education scholars—a white man, a Latinx woman, and a Black woman—on the institutional presence of whiteness in the academy. We started developing this reflection when jointly conducting a study of faculty and students of color in a predominantly white institution (PWI). Ongoing discussion of that study’s interviews and themes led us to write about how that work affected us personally. As our reflection progressed and we continued to analyze what we wrote, what started as a reflection on conducting race research became a set of narratives about our experiences with whiteness in the academy more broadly. We share those narratives to highlight the visceral nature of whiteness, i.e., the emotional weight and harm of whiteness’ looming presence in the academy. We also explore how the research act—when conducted as critical, collaborative autoethnography—can serve as a form of antiracist community building and help carve out space for speaking back to the othering and silencing white narratives of white racial spaces like PWIs.
{"title":"The Secret Hurt: Exposing the Visceral Nature of Whiteness in the Academy","authors":"Benjamin Blaisdell, Syntia Santos Dietz, C. Howard","doi":"10.1080/00131946.2022.2087656","DOIUrl":"https://doi.org/10.1080/00131946.2022.2087656","url":null,"abstract":"Abstract This article presents an autoethnographic reflection from three education scholars—a white man, a Latinx woman, and a Black woman—on the institutional presence of whiteness in the academy. We started developing this reflection when jointly conducting a study of faculty and students of color in a predominantly white institution (PWI). Ongoing discussion of that study’s interviews and themes led us to write about how that work affected us personally. As our reflection progressed and we continued to analyze what we wrote, what started as a reflection on conducting race research became a set of narratives about our experiences with whiteness in the academy more broadly. We share those narratives to highlight the visceral nature of whiteness, i.e., the emotional weight and harm of whiteness’ looming presence in the academy. We also explore how the research act—when conducted as critical, collaborative autoethnography—can serve as a form of antiracist community building and help carve out space for speaking back to the othering and silencing white narratives of white racial spaces like PWIs.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"58 1","pages":"474 - 494"},"PeriodicalIF":0.9,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44233252","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}
Pub Date : 2022-06-21DOI: 10.1080/03055698.2022.2091406
Nurit Paz-Baruch
{"title":"The role of gender and cognitive mechanisms in mathematical and reading performance","authors":"Nurit Paz-Baruch","doi":"10.1080/03055698.2022.2091406","DOIUrl":"https://doi.org/10.1080/03055698.2022.2091406","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41710554","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}
Pub Date : 2022-06-14DOI: 10.1080/03055698.2022.2088228
M. Madeeha, N. Khattab, M. Samara, T. Modood, A. Barham
{"title":"Explaining the educational aspirations-expectations mismatch among middle school students: the role of parental expectations, attitudinal and demographic factors","authors":"M. Madeeha, N. Khattab, M. Samara, T. Modood, A. Barham","doi":"10.1080/03055698.2022.2088228","DOIUrl":"https://doi.org/10.1080/03055698.2022.2088228","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45625500","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}
Pub Date : 2022-06-10DOI: 10.1080/00131946.2022.2079090
C. Mullen
Abstract A settler colonial educator of European descent, I write as an uninvited guest on Indigenous land. Truths of the past are determining the future of humanity, a contribution that allyship can make. In this article, I share vital information and critical ideas that underscore the importance of allyship in the contexts of settler colonialism and educational transformation. My purpose is to help anticolonial educators connect their Indigenous teaching, research, and activism to the vision and goals of decolonization. Much of the allyship work in education puts “decolonial” consciousness-raising at the center of transformation, but without much attention to its humanitarian relationships (beyond racist binaries), reparation (amends are in order), and freedom (disproportionate containment continues). Through ongoing dialogue, the educational community can invoke meaningful work on behalf of tribal justice. As argued, pedagogies that are filtered through settler colonial consciousness need recentering to grapple with radical politics of the day and Indigenous ways of seeing the future. This article is organized with Allies for Politicizing Pedagogy—my literature-informed framework, introduced for the first time—and its three elements/themes: (a) allyship and dialogic transparency, (b) decolonization and the radical imaginary, and (c) Indigenous futurity and the future. A reflection ends this work.
{"title":"I Write as an Uninvited Guest on Indigenous Land: Recentering Allyship in Education","authors":"C. Mullen","doi":"10.1080/00131946.2022.2079090","DOIUrl":"https://doi.org/10.1080/00131946.2022.2079090","url":null,"abstract":"Abstract A settler colonial educator of European descent, I write as an uninvited guest on Indigenous land. Truths of the past are determining the future of humanity, a contribution that allyship can make. In this article, I share vital information and critical ideas that underscore the importance of allyship in the contexts of settler colonialism and educational transformation. My purpose is to help anticolonial educators connect their Indigenous teaching, research, and activism to the vision and goals of decolonization. Much of the allyship work in education puts “decolonial” consciousness-raising at the center of transformation, but without much attention to its humanitarian relationships (beyond racist binaries), reparation (amends are in order), and freedom (disproportionate containment continues). Through ongoing dialogue, the educational community can invoke meaningful work on behalf of tribal justice. As argued, pedagogies that are filtered through settler colonial consciousness need recentering to grapple with radical politics of the day and Indigenous ways of seeing the future. This article is organized with Allies for Politicizing Pedagogy—my literature-informed framework, introduced for the first time—and its three elements/themes: (a) allyship and dialogic transparency, (b) decolonization and the radical imaginary, and (c) Indigenous futurity and the future. A reflection ends this work.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"58 1","pages":"495 - 510"},"PeriodicalIF":0.9,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44585791","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}
Pub Date : 2022-06-08DOI: 10.1080/03055698.2022.2081787
S. Ninković, Olivera Knežević-Florić, Dejan Đorđić
{"title":"Transformational leadership and teachers’ use of differentiated instruction in Serbian schools: investigating the mediating effects of teacher collaboration and self-efficacy","authors":"S. Ninković, Olivera Knežević-Florić, Dejan Đorđić","doi":"10.1080/03055698.2022.2081787","DOIUrl":"https://doi.org/10.1080/03055698.2022.2081787","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45220648","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}
Pub Date : 2022-05-31DOI: 10.1080/00131946.2022.2057311
David Stovall
Abstract The following article is an edited transcript of the R. Freeman Butts lecture of the American Educational Studies Association that took place on November 5, 2021, in Portland, Oregon. In the address, Stovall provides an assessment of the recent attacks on Critical Race Theory and the work needed to resist the current attacks.
{"title":"The Enemy Said We Will Not Make it Home: Critical Race Theory, Educational Foundations and the Fight Against Precarity","authors":"David Stovall","doi":"10.1080/00131946.2022.2057311","DOIUrl":"https://doi.org/10.1080/00131946.2022.2057311","url":null,"abstract":"Abstract The following article is an edited transcript of the R. Freeman Butts lecture of the American Educational Studies Association that took place on November 5, 2021, in Portland, Oregon. In the address, Stovall provides an assessment of the recent attacks on Critical Race Theory and the work needed to resist the current attacks.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"58 1","pages":"421 - 434"},"PeriodicalIF":0.9,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44671025","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}
Pub Date : 2022-05-31DOI: 10.1080/00131946.2022.2051031
R. Foster, Mnemo Zin, Sami Keto, Jani Pulkki
Abstract Western modernity has shaped people’s thought patterns and value hierarchies, relegating humans to the position of supremacy. This anthropocentric worldview has disconnected humans from the rest of nature and eventually led to the social and ecological catastrophe. This paper shows that collective memory work can help us recognize how we are always socialized within and by human communities and also already ecosocialized within and by the rest of nature. The motivation to use the ecosocialization framework to analyze childhood memories comes from our wish to problematize the anthropocentric view of life further and resituate childhood and growing up beyond exclusively social and human contexts. We draw on the memories collected in the Re-Connect / Re-Collect: Crossing the Divides through Memories of Cold War Childhoods project (2019–2021). We “think with theory” to reveal traces of ecosocialization present in childhood memories. On this basis, we suggest that including multisensory awareness practices in memory workshops to recognize our bodily belonging—as participants create their memory stories bringing into focus relations with more-than-humans—could potentialize collective biography as a form of transformative ecosocial education.
{"title":"Recognizing Ecosocialization in Childhood Memories","authors":"R. Foster, Mnemo Zin, Sami Keto, Jani Pulkki","doi":"10.1080/00131946.2022.2051031","DOIUrl":"https://doi.org/10.1080/00131946.2022.2051031","url":null,"abstract":"Abstract Western modernity has shaped people’s thought patterns and value hierarchies, relegating humans to the position of supremacy. This anthropocentric worldview has disconnected humans from the rest of nature and eventually led to the social and ecological catastrophe. This paper shows that collective memory work can help us recognize how we are always socialized within and by human communities and also already ecosocialized within and by the rest of nature. The motivation to use the ecosocialization framework to analyze childhood memories comes from our wish to problematize the anthropocentric view of life further and resituate childhood and growing up beyond exclusively social and human contexts. We draw on the memories collected in the Re-Connect / Re-Collect: Crossing the Divides through Memories of Cold War Childhoods project (2019–2021). We “think with theory” to reveal traces of ecosocialization present in childhood memories. On this basis, we suggest that including multisensory awareness practices in memory workshops to recognize our bodily belonging—as participants create their memory stories bringing into focus relations with more-than-humans—could potentialize collective biography as a form of transformative ecosocial education.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":"58 1","pages":"560 - 574"},"PeriodicalIF":0.9,"publicationDate":"2022-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47741211","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}
Pub Date : 2022-05-29DOI: 10.1080/03055698.2022.2081788
Pei-Zhen Chen, T. Chang, C. Wu
{"title":"Class of Oz: role-play gamification integrated into classroom management motivates elementary students to learn","authors":"Pei-Zhen Chen, T. Chang, C. Wu","doi":"10.1080/03055698.2022.2081788","DOIUrl":"https://doi.org/10.1080/03055698.2022.2081788","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47104789","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}
Pub Date : 2022-05-23DOI: 10.1080/03055698.2022.2079374
E. Fletcher, T. Tan
{"title":"Implementation matters: a comparison study of career academy and comprehensive high school students’ engagement in college and career readiness activities","authors":"E. Fletcher, T. Tan","doi":"10.1080/03055698.2022.2079374","DOIUrl":"https://doi.org/10.1080/03055698.2022.2079374","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":" ","pages":""},"PeriodicalIF":0.9,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42441335","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：