Pub Date : 2022-03-01DOI: 10.1177/14778785221092192
Douglas W. Yacek
In this response to reviewers, I revisit some of the central positions and theses of my book The Transformative Classroom and engage with several important criticisms. In doing so, I try to point out what I think is of particular value for further understanding the transformative potential of the classroom, especially where I think I could have captured this better in the book.
{"title":"Revisiting The Transformative Classroom: A response to Schroeder-Strong, Merrifield, Morgan, and Dahlbeck","authors":"Douglas W. Yacek","doi":"10.1177/14778785221092192","DOIUrl":"https://doi.org/10.1177/14778785221092192","url":null,"abstract":"In this response to reviewers, I revisit some of the central positions and theses of my book The Transformative Classroom and engage with several important criticisms. In doing so, I try to point out what I think is of particular value for further understanding the transformative potential of the classroom, especially where I think I could have captured this better in the book.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43322502","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 : 2022-03-01DOI: 10.1177/14778785221088133
Mark P. Schroeder-Strong
Douglas Yacek’s Transformative Education is critiqued according to how well various transformative education practices reflect current motivational theories. The conversion, emancipation, reconstruction, and aspirational strategies are set against popular theories of motivation in education: Deci and Ryan’s Self-Determination Theory, Carol Dweck’s Growth Mindset Theory, and Abraham Maslow’s Human Needs Theory. Overall, the aspirational approach is found to be more consistent with motivational theory, and future directions for the aspirational approach are discussed.
{"title":"Motivational aspects of transformative education","authors":"Mark P. Schroeder-Strong","doi":"10.1177/14778785221088133","DOIUrl":"https://doi.org/10.1177/14778785221088133","url":null,"abstract":"Douglas Yacek’s Transformative Education is critiqued according to how well various transformative education practices reflect current motivational theories. The conversion, emancipation, reconstruction, and aspirational strategies are set against popular theories of motivation in education: Deci and Ryan’s Self-Determination Theory, Carol Dweck’s Growth Mindset Theory, and Abraham Maslow’s Human Needs Theory. Overall, the aspirational approach is found to be more consistent with motivational theory, and future directions for the aspirational approach are discussed.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46133085","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 : 2022-03-01DOI: 10.1177/14778785221087009
J. Dahlbeck
Douglas Yacek’s recent book The Transformative Classroom proposes a useful aspirational model of transformative education. In this critical commentary, I review this model and suggest that while it succeeds in overcoming some ethical shortcomings of other dominant models of transformative education, I would like to suggest that focusing on more subtle transformative gestures could have the benefit of being less dependent of the teacher’s intention to transform and of being less constrained by the expectation that transformation should take place primarily in the classroom. When transformation is conceived as an educational fiction, it may be conceived as a retroactive experience constructed around memories of the teacher's transformative gestures, thereby adding to Yacek’s aspirational model by allowing for transformation to continue beyond the walls of the classroom.
{"title":"Transformative gestures","authors":"J. Dahlbeck","doi":"10.1177/14778785221087009","DOIUrl":"https://doi.org/10.1177/14778785221087009","url":null,"abstract":"Douglas Yacek’s recent book The Transformative Classroom proposes a useful aspirational model of transformative education. In this critical commentary, I review this model and suggest that while it succeeds in overcoming some ethical shortcomings of other dominant models of transformative education, I would like to suggest that focusing on more subtle transformative gestures could have the benefit of being less dependent of the teacher’s intention to transform and of being less constrained by the expectation that transformation should take place primarily in the classroom. When transformation is conceived as an educational fiction, it may be conceived as a retroactive experience constructed around memories of the teacher's transformative gestures, thereby adding to Yacek’s aspirational model by allowing for transformation to continue beyond the walls of the classroom.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66016132","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 : 2022-03-01DOI: 10.1177/14778785221087016
H. Morgan
In his theory of educational transformation, Douglas Yacek outlines the possibility of aspiration as an educational model. In Yacek’s aspirational model, students undergo an awakening, acknowledge their ethical distance, recognize their ethical difference, and then make a resolution to change. After providing the theoretical background in conversation with other theories of transformation, Yacek offers the reader practical tools to actualize the aspirational classroom. This review proceeds to raise questions regarding the applicability of aspirational theory in a contemporary classroom, explicating additional barriers to the project and offering areas where additional research and problem-solving may be necessary.
{"title":"Yacek’s Transformative Classroom in the contemporary K-12 system","authors":"H. Morgan","doi":"10.1177/14778785221087016","DOIUrl":"https://doi.org/10.1177/14778785221087016","url":null,"abstract":"In his theory of educational transformation, Douglas Yacek outlines the possibility of aspiration as an educational model. In Yacek’s aspirational model, students undergo an awakening, acknowledge their ethical distance, recognize their ethical difference, and then make a resolution to change. After providing the theoretical background in conversation with other theories of transformation, Yacek offers the reader practical tools to actualize the aspirational classroom. This review proceeds to raise questions regarding the applicability of aspirational theory in a contemporary classroom, explicating additional barriers to the project and offering areas where additional research and problem-solving may be necessary.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41842953","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 : 2022-03-01DOI: 10.1177/14778785221090016
Emily Y. Tran
Integrations is the latest volume in the History and Philosophy series from the University of Chicago Press. Lawrence Blum and Zoë Burkholder bring together historical and philosophical inquiry to examine the complex history and ongoing possibilities of school integration, that ‘most exalted and controversial ideal’ which many Americans have long ‘assumed to be [the] most obvious cure’ (pp. 3, 1) for racial inequality in education. In the past as in the present, parents and activists from various communities have defined integration – and thus assessed its desirability as a remedy for racial injustice – in disparate ways. Blum and Burkholder contend that a pluralist and egalitarian form of school integration remains a necessary foundation for civic education in a multiracial democracy. More broadly, they argue that educational and civic equality will remain elusive until the structures of racial and class injustice in American society are dismantled. The two opening chapters offer historical accounts of (a) how public schools have functioned as state-sponsored tools of white supremacy and (b) the concurrent and sustained efforts of communities of color to challenge educational racism. Drawing on the most recent scholarship, the authors consider the efforts of African American, Native American, Latinx, and Asian American communities in turn. Chapter 1, spanning the years between the foundation of American public school systems and the Brown decision in 1954, demonstrates how white officials discriminated against children of color by excluding them from public schools or segregating them in underfunded and dilapidated facilitates. White officials circumscribed the curricular programming available to children of color in many ways. Publicly funded Black schools in the South were required to follow a manual or industrial curriculum, government-run institutions for Native American children were instruments of cultural annihilation, and Mexican American students were prohibited from learning in Spanish under an aggressive Americanization program. Students, parents, and activists of color responded with direct attacks on racist policies through legal or diplomatic channels, overt resistance to white authorities, and measured accommodation. Importantly, many activists questioned the utility of racial 1090016 TRE0010.1177/14778785221090016Theory and Research in EducationBook review book-review2022
{"title":"Book review: Lawrence Blum and Zoë Burkholder, Integrations: The Struggle for Racial Equality and Civic Renewal in Public Education","authors":"Emily Y. Tran","doi":"10.1177/14778785221090016","DOIUrl":"https://doi.org/10.1177/14778785221090016","url":null,"abstract":"Integrations is the latest volume in the History and Philosophy series from the University of Chicago Press. Lawrence Blum and Zoë Burkholder bring together historical and philosophical inquiry to examine the complex history and ongoing possibilities of school integration, that ‘most exalted and controversial ideal’ which many Americans have long ‘assumed to be [the] most obvious cure’ (pp. 3, 1) for racial inequality in education. In the past as in the present, parents and activists from various communities have defined integration – and thus assessed its desirability as a remedy for racial injustice – in disparate ways. Blum and Burkholder contend that a pluralist and egalitarian form of school integration remains a necessary foundation for civic education in a multiracial democracy. More broadly, they argue that educational and civic equality will remain elusive until the structures of racial and class injustice in American society are dismantled. The two opening chapters offer historical accounts of (a) how public schools have functioned as state-sponsored tools of white supremacy and (b) the concurrent and sustained efforts of communities of color to challenge educational racism. Drawing on the most recent scholarship, the authors consider the efforts of African American, Native American, Latinx, and Asian American communities in turn. Chapter 1, spanning the years between the foundation of American public school systems and the Brown decision in 1954, demonstrates how white officials discriminated against children of color by excluding them from public schools or segregating them in underfunded and dilapidated facilitates. White officials circumscribed the curricular programming available to children of color in many ways. Publicly funded Black schools in the South were required to follow a manual or industrial curriculum, government-run institutions for Native American children were instruments of cultural annihilation, and Mexican American students were prohibited from learning in Spanish under an aggressive Americanization program. Students, parents, and activists of color responded with direct attacks on racist policies through legal or diplomatic channels, overt resistance to white authorities, and measured accommodation. Importantly, many activists questioned the utility of racial 1090016 TRE0010.1177/14778785221090016Theory and Research in EducationBook review book-review2022","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49404636","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 : 2022-03-01DOI: 10.1177/14778785221090853
James Southworth
Although the literature on critical thinking and transformative learning has remained relatively distinct, they have both emphasized the importance of working through and resolving states of doubt. There has been less focus, however, on how we can bring ourselves from a confirmed belief to a position of doubt. This is a foundational skill. Without it, the possibility for intellectual and personal growth is limited. In part one, I focus on critical thinking to investigate what ability and/or disposition can help thinkers arouse a state of doubt. I first consider traditional dispositions of critical thinking, specifically reflection and open-mindedness, and argue that they are largely ineffective as they do not confront the problem of cognitive bias. I then propose perspective-taking as an essential tool to bring about a position of doubt. In part two, I examine leading theorists in transformative experience, transformative education, and transformative learning, who have also largely neglected perspective-taking. I illustrate that perspective-taking can initiate some instances of transformative learning and thereby provides a connecting point to critical thinking. Nevertheless, when engaging with perspective-taking exercises, I argue that instructors ought to prioritize the development of students’ critical thinking skills. In part three, I focus my discussion on incorporating nonfiction perspective-taking readings into university course syllabi as a way to develop students’ critical thinking while creating the conditions for transformative learning.
{"title":"Bridging critical thinking and transformative learning: The role of perspective-taking","authors":"James Southworth","doi":"10.1177/14778785221090853","DOIUrl":"https://doi.org/10.1177/14778785221090853","url":null,"abstract":"Although the literature on critical thinking and transformative learning has remained relatively distinct, they have both emphasized the importance of working through and resolving states of doubt. There has been less focus, however, on how we can bring ourselves from a confirmed belief to a position of doubt. This is a foundational skill. Without it, the possibility for intellectual and personal growth is limited. In part one, I focus on critical thinking to investigate what ability and/or disposition can help thinkers arouse a state of doubt. I first consider traditional dispositions of critical thinking, specifically reflection and open-mindedness, and argue that they are largely ineffective as they do not confront the problem of cognitive bias. I then propose perspective-taking as an essential tool to bring about a position of doubt. In part two, I examine leading theorists in transformative experience, transformative education, and transformative learning, who have also largely neglected perspective-taking. I illustrate that perspective-taking can initiate some instances of transformative learning and thereby provides a connecting point to critical thinking. Nevertheless, when engaging with perspective-taking exercises, I argue that instructors ought to prioritize the development of students’ critical thinking skills. In part three, I focus my discussion on incorporating nonfiction perspective-taking readings into university course syllabi as a way to develop students’ critical thinking while creating the conditions for transformative learning.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46456821","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 : 2022-03-01DOI: 10.1177/14778785221090855
Eric Luckey
What is dissent? And how should educators teach students the skills and dispositions of this democratic virtue? By engaging with the 2011 article by Sarah M. Stitzlein on ‘Democratic education in an era of town hall protests’, this retrospective article discusses Stitzlein’s definition of dissent, her curricular approach to teaching dissent, and the context in which she offered both. It concludes by offering a refined definition of dissent and reassessing the curricular implications for democratic educators.
{"title":"Refining dissent: Response to Sarah M. Stitzlein’s ‘Democratic education in an era of town hall protests’ (2011)","authors":"Eric Luckey","doi":"10.1177/14778785221090855","DOIUrl":"https://doi.org/10.1177/14778785221090855","url":null,"abstract":"What is dissent? And how should educators teach students the skills and dispositions of this democratic virtue? By engaging with the 2011 article by Sarah M. Stitzlein on ‘Democratic education in an era of town hall protests’, this retrospective article discusses Stitzlein’s definition of dissent, her curricular approach to teaching dissent, and the context in which she offered both. It concludes by offering a refined definition of dissent and reassessing the curricular implications for democratic educators.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42281649","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 : 2022-03-01DOI: 10.1177/14778785221085938
Jeffery M. Frank
This article is a retrospective look at Chris Lebron’s essay ‘Thoughts on Racial Democratic Education and Moral Virtue’. I argue that Lebron’s work remains extremely relevant, both for its vision of antiracist education, and for the methodological questions it allows readers to contend with. As we are living in an age of increasing backlash to antiracist education, taking another look at Lebron’s essay also allows us to consider the reasonableness of this backlash and what this backlash says about imagination and failures of imagination.
{"title":"Failures of imagination: Racial justice in philosophy and education","authors":"Jeffery M. Frank","doi":"10.1177/14778785221085938","DOIUrl":"https://doi.org/10.1177/14778785221085938","url":null,"abstract":"This article is a retrospective look at Chris Lebron’s essay ‘Thoughts on Racial Democratic Education and Moral Virtue’. I argue that Lebron’s work remains extremely relevant, both for its vision of antiracist education, and for the methodological questions it allows readers to contend with. As we are living in an age of increasing backlash to antiracist education, taking another look at Lebron’s essay also allows us to consider the reasonableness of this backlash and what this backlash says about imagination and failures of imagination.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45470657","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 : 2022-03-01DOI: 10.1177/14778785221095708
Ben Kotzee
{"title":"Introduction","authors":"Ben Kotzee","doi":"10.1177/14778785221095708","DOIUrl":"https://doi.org/10.1177/14778785221095708","url":null,"abstract":"","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45868774","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 : 2022-03-01DOI: 10.1177/14778785221102035
John P. Fantuzzo
There is currently bipartisan support for criminal justice reform in the United States. One reform, recently passed through the Consolidated Appropriations Act/COVID relief package (December 2020), restored need-based, higher educational aid for incarcerated persons. With a resurgence of college-in-prison programs on the horizon, this article joins recent efforts to understand the moral justification of these programs not exclusively in terms of reductions in recidivism rates but in terms of a duty-based recognition of human dignity. It contributes to these efforts by examining the meaning and implications of recognizing human dignity behind bars, contending that the achievements of college-in-prison programs are morally justified insofar as they provide a model for recognizing the human dignity of all incarcerated persons (not just the select few they educate) and thereby spur the transformation of an institution that systematically ignores the role of human dignity in our moral lives.
{"title":"Recognizing human dignity behind bars: A moral justification for college-in-prison programs","authors":"John P. Fantuzzo","doi":"10.1177/14778785221102035","DOIUrl":"https://doi.org/10.1177/14778785221102035","url":null,"abstract":"There is currently bipartisan support for criminal justice reform in the United States. One reform, recently passed through the Consolidated Appropriations Act/COVID relief package (December 2020), restored need-based, higher educational aid for incarcerated persons. With a resurgence of college-in-prison programs on the horizon, this article joins recent efforts to understand the moral justification of these programs not exclusively in terms of reductions in recidivism rates but in terms of a duty-based recognition of human dignity. It contributes to these efforts by examining the meaning and implications of recognizing human dignity behind bars, contending that the achievements of college-in-prison programs are morally justified insofar as they provide a model for recognizing the human dignity of all incarcerated persons (not just the select few they educate) and thereby spur the transformation of an institution that systematically ignores the role of human dignity in our moral lives.","PeriodicalId":46679,"journal":{"name":"Theory and Research in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43989879","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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