Pub Date : 2023-12-01DOI: 10.17763/1943-5045-93.4.533
J. Foubert
In this article, Jennifer L. McCarthy Foubert draws attention to Black parents’ collective school engagement. Applying critical race theory’s critique of liberalism as a theoretical frame, she argues that Black parents who participated in her qualitative multicase study resisted white supremacy as they engaged for the collective in everyday school involvement, school and extracurricular choices, and parent groups. She concludes by urging family-school partnership scholars, policy makers, and school leader and teacher educators to embrace collective engagement for its contributions to educational justice.
在这篇文章中，詹妮弗-麦卡锡-福伯特（Jennifer L. McCarthy Foubert）提请人们注意黑人家长集体参与学校事务的情况。她以批判种族理论对自由主义的批判为理论框架，论证了参与其定性多案例研究的黑人家长在日常学校参与、学校和课外活动选择以及家长团体中的集体参与时，抵制了白人至上主义。最后，她敦促家校合作学者、政策制定者、学校领导和教师教育者接受集体参与，因为集体参与有助于实现教育公正。
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Pub Date : 2023-12-01DOI: 10.17763/1943-5045-93.4.556
Elena Aydarova
In recent years, a wave of science of reading (SOR) reforms have swept across the nation. Although advocates argue that these are based on science-based research, SOR remains a contested and ambiguous notion. In this essay, Elena Aydarova uses an anthropology of policy approach to analyze advocacy efforts that promoted SOR reforms and legislative deliberations in Tennessee. Drawing on Barthes’s theory of mythology, this analysis sheds light on the semiotic chains that link SOR with tradition, knowledge-build ingcurricula, and the scaling down of social safety nets. This deciphering of SOR mythologies under scores how the focus on “science” distorts the intentions of these myths to naturalize socioeconomic inequality and depoliticize social conditions of precarity. This study problematizes the claims made by SOR advocates and sheds light on the ways these reforms are likely to reproduce, rather than disrupt, inequities and injustices.
近年来，科学阅读（SOR）改革浪潮席卷全国。尽管倡导者认为这些改革是以科学研究为基础的，但 "科学阅读 "仍然是一个有争议和模糊的概念。在这篇文章中，Elena Aydarova 运用政策人类学的方法分析了田纳西州推动 SOR 改革的倡导工作和立法审议情况。这一分析借鉴了巴特的神话理论，揭示了将 SOR 与传统、知识建设课程和缩减社会安全网联系在一起的符号链。通过对 SOR 神话的解读，我们可以看出对 "科学 "的关注如何扭曲了这些神话的意图，使社会经济不平等自然化，并使不稳定的社会条件非政治化。本研究对 SOR 倡导者的主张提出了质疑，并揭示了这些改革可能复制而非破坏不平等和不公正的方式。
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Pub Date : 2023-12-01DOI: 10.17763/1943-5045-93.4.486
Jacob Pleasants, Daniel G. Krutka, T. P. Nichols
In this essay, Jacob Pleasants, Dani el G. Krutka, and T. Philip Nichols outline a vision for how technology education can and ought to occur through the core subject areas of science, social studies, and English language arts. In their argument for the development of a technoskeptical stance for thinking critically and making informed decisions about technology, they discuss past and current efforts to address both the teaching and use of technology within the subject areas and possibilities for a deeper and more coherent technology education. To support that goal, they present the Technoskepticism Iceberg as a conceptual framework to identify the technical, psycho social, and political dimensions of technology and highlight ways of thinking with greater depth about those dimensions.
在这篇文章中，雅各布-普莱森茨（Jacob Pleasants）、丹尼-克鲁特卡（Dani el G. Krutka）和T-菲利普-尼科尔斯（T. Philip Nichols）概述了如何通过科学、社会研究和英语语言艺术等核心学科领域开展技术教育的愿景。他们主张发展技术怀疑论的立场，以便对技术进行批判性思考并做出明智的决定。他们讨论了过去和当前在学科领域内解决技术教学和使用问题的努力，以及更深入、更连贯的技术教育的可能性。为了支持这一目标，他们提出了技术怀疑论冰山（Technoskepticism Iceberg）这一概念框架，以确定技术的技术、社会心理和政治层面，并强调对这些层面进行更深入思考的方法。
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Pub Date : 2023-12-01DOI: 10.17763/1943-5045-93.4.592
Caroline Tucker
{"title":"Campus Economics: How Economic Thinking Can Help Improve College and University Decisions, by Sandy Baum and Michael McPherson","authors":"Caroline Tucker","doi":"10.17763/1943-5045-93.4.592","DOIUrl":"https://doi.org/10.17763/1943-5045-93.4.592","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"317 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139022617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.17763/1943-5045-93.4.586
Megan L Bogia
{"title":"A Dream Defaulted: The Student Loan Crisis Among Black Borrowers, by Jason N. Houle and Fenaba R. Addo","authors":"Megan L Bogia","doi":"10.17763/1943-5045-93.4.586","DOIUrl":"https://doi.org/10.17763/1943-5045-93.4.586","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"267 ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139024976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.17763/1943-5045-93.4.459
Thomas Albright, Gretchen Brion-Meisels
In this essay Thomas Albright and Gretchen Brion-Meisels build on the work of foundational scholars in intergenerational participatory action research (PAR) to explore the conceptualization and mobilization of various research processes. Motivated to understand the opportunities and dangers of using critical participatory approaches within neoliberal institutions like public schools, they interviewed fourteen scholars working in the field to understand their core commitments when engaging in PAR, specifically their framing of purpose, participation, and power both within their research initiatives and for the broader field. Albright and Brion-Meisels’s findings illustrate these scholars’ shared intellectual, ethical, and political commitments. Also, many of them described PAR as an ontoepistemological endeavor, recognizing that the entanglements are not simply a method, epistemology, or add-on intervention to be mobilized but a coconstitution of knowing and being—a knowing-in-being and being-in-knowing.
托马斯-奥尔布赖特（Thomas Albright）和格雷琴-布里昂-梅塞尔斯（Gretchen Brion-Meisels）在这篇文章中，以代际参与行动研究（PAR）的奠基学者的工作为基础，探讨了各种研究过程的概念化和动员问题。为了了解在公立学校等新自由主义机构中使用批判性参与方法的机遇和危险，他们采访了 14 位在该领域工作的学者，以了解他们在参与 PAR 时的核心承诺，特别是他们在其研究计划和更广泛的领域中对目的、参与和权力的构架。Albright 和 Brion-Meisels 的研究结果表明了这些学者在知识、伦理和政治方面的共同承诺。此外，他们中的许多人将 PAR 描述为一种认识论上的努力，认识到这种纠葛不仅仅是一种方法、认识论或需要动员的附加干预措施，而是一种认识与存在的结合体--在存在中认识，在认识中存在。
{"title":"From Democratic Participation to Cariño: Exploring the Core Commitments of Foundational Scholars in the Field of Youth Participatory Action Research","authors":"Thomas Albright, Gretchen Brion-Meisels","doi":"10.17763/1943-5045-93.4.459","DOIUrl":"https://doi.org/10.17763/1943-5045-93.4.459","url":null,"abstract":"In this essay Thomas Albright and Gretchen Brion-Meisels build on the work of foundational scholars in intergenerational participatory action research (PAR) to explore the conceptualization and mobilization of various research processes. Motivated to understand the opportunities and dangers of using critical participatory approaches within neoliberal institutions like public schools, they interviewed fourteen scholars working in the field to understand their core commitments when engaging in PAR, specifically their framing of purpose, participation, and power both within their research initiatives and for the broader field. Albright and Brion-Meisels’s findings illustrate these scholars’ shared intellectual, ethical, and political commitments. Also, many of them described PAR as an ontoepistemological endeavor, recognizing that the entanglements are not simply a method, epistemology, or add-on intervention to be mobilized but a coconstitution of knowing and being—a knowing-in-being and being-in-knowing.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"77 3","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139015545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.17763/1943-5045-93.4.582
Maya Alkateb-Chami
{"title":"Language and Education in Africa: A Fresh Approach to the Debates on Language, Education, and Cultural Identity, by Bert van Pinxteren","authors":"Maya Alkateb-Chami","doi":"10.17763/1943-5045-93.4.582","DOIUrl":"https://doi.org/10.17763/1943-5045-93.4.582","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"322 ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139013466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-01DOI: 10.17763/1943-5045-93.4.516
Jessica A. Scott, G. Kasun, Stephanie J. Gardiner-Walsh
In this positional essay, Jessica A. Scott, G. Sue Kasun, and Stephanie J. Gardiner-Walsh discuss their experiences and frustrations around American Sign Language interpreters in higher education settings. They draw from their intersecting experiences as researchers of language and/or deaf education to call for a “flipping of scripts” around how we frame who is being interpreted for in signed language contexts. They argue that the majoritarian, ableist mindset in higher education needs to shift to remember that hearing/abled individuals also need to learn from disabled individuals and that the field of multilingual education needs to better engage signed language in the broader field.
在这篇立场论文中，杰西卡-斯科特（Jessica A. Scott）、苏-卡森（G. Sue Kasun）和斯蒂芬妮-加德纳-沃尔什（Stephanie J. Gardiner-Walsh）讨论了她们在高等教育环境中担任美国手语翻译的经历和挫折。她们从自己作为语言和/或聋人教育研究者的交叉经验中汲取养分，呼吁我们 "翻转脚本"，思考在手语环境中如何确定被翻译的对象。他们认为，高等教育中的多数主义、能力主义思维需要转变，要记住听力/残障人士也需要向残障人士学习，多语言教育领域需要更好地将手语纳入更广泛的领域。
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Pub Date : 2023-09-01DOI: 10.17763/1943-5045-93.3.391
MAYA ALKATEB-CHAMI
{"title":"Theorizing Resistance in Education Research: An Introduction to the Reprint of Giroux’s “Theories of Reproduction and Resistance in the New Sociology of Education”","authors":"MAYA ALKATEB-CHAMI","doi":"10.17763/1943-5045-93.3.391","DOIUrl":"https://doi.org/10.17763/1943-5045-93.3.391","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135434275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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