Pub Date : 2023-09-01DOI: 10.17763/1943-5045-93.3.289
SHARON STEIN, JAN HARE
In this article Sharon Stein and Jan Hare ask how higher education institutions might begin to confront the connections between climate change and colonization. To grapple with this question, they examine the dynamics through which climate action can reproduce colonial relations and reflect on the challenges, complexities, and possibilities that emerged in the context of one university’s Indigenous engagement efforts around a climate emergency declaration. The authors suggest that if universities seek to interrupt climate colonialism, they will need to commit to upholding Indigenous rights, knowledges, and self-determination and to accepting responsibility for repairing colonial harm and developing respectful, reciprocal relationships with Indigenous communities and lands. To fulfill these commitments, universities will need to avoid the common tendency to seek quick solutions and instead support the development of institutional conditions and individual capacities that would make it possible to have difficult conversations about the historical and ongoing ways that they have been complicit in social and ecological harm.
{"title":"The Challenges of Interrupting Climate Colonialism in Higher Education: Reflections on a University Climate Emergency Plan","authors":"SHARON STEIN, JAN HARE","doi":"10.17763/1943-5045-93.3.289","DOIUrl":"https://doi.org/10.17763/1943-5045-93.3.289","url":null,"abstract":"In this article Sharon Stein and Jan Hare ask how higher education institutions might begin to confront the connections between climate change and colonization. To grapple with this question, they examine the dynamics through which climate action can reproduce colonial relations and reflect on the challenges, complexities, and possibilities that emerged in the context of one university’s Indigenous engagement efforts around a climate emergency declaration. The authors suggest that if universities seek to interrupt climate colonialism, they will need to commit to upholding Indigenous rights, knowledges, and self-determination and to accepting responsibility for repairing colonial harm and developing respectful, reciprocal relationships with Indigenous communities and lands. To fulfill these commitments, universities will need to avoid the common tendency to seek quick solutions and instead support the development of institutional conditions and individual capacities that would make it possible to have difficult conversations about the historical and ongoing ways that they have been complicit in social and ecological harm.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"67 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":"135428788","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 : 2023-09-01DOI: 10.17763/1943-5045-93.3.366
BECCA SPINDEL BASSETT
In this ethnographic study, Becca Spindel Bassett investigates why low-income and first-generation students access fewer resources and gain fewer benefits from their university campuses than do their higher-income, continuing-generation peers. Building on sociological theories that emphasize the relational and political dynamics of resource acquisition, the article explores the disadvantages that these students face in making persuasive claims on university resources and the role that faculty and staff can play in mitigating these disadvantages. Drawing on a year-long ethnographic study of two universities that serve and graduate large numbers of low-income, first-generation students, Bassett finds that faculty and staff drew on three common, proactive strategies to empower students to make effective claims on university resources, which directed them toward valuable resources and elevated their local social status. These findings challenge foundational theories in higher education that attribute equity gaps to individual-level differences, as well as reveal the importance of claims-making processes in determining who succeeds and who struggles on campus and underscore the critical role that faculty and staff can play in fostering more structurally and culturally supportive campuses.
{"title":"“Do You Know How to Ask for an Incomplete?” Reconceptualizing Low-Income, First-Generation Student Success Through a Resource Acquisition Lens","authors":"BECCA SPINDEL BASSETT","doi":"10.17763/1943-5045-93.3.366","DOIUrl":"https://doi.org/10.17763/1943-5045-93.3.366","url":null,"abstract":"In this ethnographic study, Becca Spindel Bassett investigates why low-income and first-generation students access fewer resources and gain fewer benefits from their university campuses than do their higher-income, continuing-generation peers. Building on sociological theories that emphasize the relational and political dynamics of resource acquisition, the article explores the disadvantages that these students face in making persuasive claims on university resources and the role that faculty and staff can play in mitigating these disadvantages. Drawing on a year-long ethnographic study of two universities that serve and graduate large numbers of low-income, first-generation students, Bassett finds that faculty and staff drew on three common, proactive strategies to empower students to make effective claims on university resources, which directed them toward valuable resources and elevated their local social status. These findings challenge foundational theories in higher education that attribute equity gaps to individual-level differences, as well as reveal the importance of claims-making processes in determining who succeeds and who struggles on campus and underscore the critical role that faculty and staff can play in fostering more structurally and culturally supportive campuses.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"47 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":"135434272","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}
{"title":"Nonprofit Neighborhoods: An Urban History of Inequality and the American State, by Claire Dunning","authors":"Abbie Cohen","doi":"10.17763/1943-5045-93.3.446","DOIUrl":"https://doi.org/10.17763/1943-5045-93.3.446","url":null,"abstract":"Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Abbie Cohen; Nonprofit Neighborhoods: An Urban History of Inequality and the American State, by Claire Dunning. Harvard Educational Review 1 September 2023; 93 (3): 446–450. doi: https://doi.org/10.17763/1943-5045-93.3.446 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest Search","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"23 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":"135434276","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 : 2023-09-01DOI: 10.17763/1943-5045-93.3.396
HENRY A. GIROUX
In the past ten years radical educators have developed several theories around the notions of reproduction and resistance. In this article, Henry Giroux critically analyzes the major positions of these theories, finding them inadequate as a foundation for a critical science of schooling. He concludes by outlining the directions for a new theory of resistance and schooling which contains an understanding of how power, resistance, and human agency can become central elements in the struggle for social justice in schools and in society.
{"title":"Reprint: Theories of Reproduction and Resistance in the New Sociology of Education: A Critical Analysis","authors":"HENRY A. GIROUX","doi":"10.17763/1943-5045-93.3.396","DOIUrl":"https://doi.org/10.17763/1943-5045-93.3.396","url":null,"abstract":"In the past ten years radical educators have developed several theories around the notions of reproduction and resistance. In this article, Henry Giroux critically analyzes the major positions of these theories, finding them inadequate as a foundation for a critical science of schooling. He concludes by outlining the directions for a new theory of resistance and schooling which contains an understanding of how power, resistance, and human agency can become central elements in the struggle for social justice in schools and in society.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"66 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":"135434271","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 : 2023-09-01DOI: 10.17763/1943-5045-93.3.342
TATIANA GERON
In this essay Tatiana Geron argues that classroom “crowdedness”—the spatial, temporal, and group dynamics of many students interacting in a shared space—shapes teachers’ every day ethical decision-making and should be essential to an ethical theory of teaching. Drawing from Philip K. Jackson’s ethnographic work and her own teaching experience, Geron identifies features of the classroom that contribute to its ethical complexity—size, compulsory closeness, diversity, temporal pressures, and group dynamics—and lead to three types of challenges for teachers: linear challenges, or ethical difficulties that scale up with classroom size; second-order challenges that arise from the unintended consequences of teacher decisions; and integral challenges that arise from the group dynamic as teachers and students interact as ethical agents. Geron uses a case study of teacher decision-making to explore these features and the potential they create for novel resolutions to ethical dilemmas in the classroom.
{"title":"Ethical Decision-Making in the “Crowded Classroom”","authors":"TATIANA GERON","doi":"10.17763/1943-5045-93.3.342","DOIUrl":"https://doi.org/10.17763/1943-5045-93.3.342","url":null,"abstract":"In this essay Tatiana Geron argues that classroom “crowdedness”—the spatial, temporal, and group dynamics of many students interacting in a shared space—shapes teachers’ every day ethical decision-making and should be essential to an ethical theory of teaching. Drawing from Philip K. Jackson’s ethnographic work and her own teaching experience, Geron identifies features of the classroom that contribute to its ethical complexity—size, compulsory closeness, diversity, temporal pressures, and group dynamics—and lead to three types of challenges for teachers: linear challenges, or ethical difficulties that scale up with classroom size; second-order challenges that arise from the unintended consequences of teacher decisions; and integral challenges that arise from the group dynamic as teachers and students interact as ethical agents. Geron uses a case study of teacher decision-making to explore these features and the potential they create for novel resolutions to ethical dilemmas in the classroom.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"42 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":"135428785","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 : 2023-09-01DOI: 10.17763/1943-5045-93.3.313
TAEYEON KIM
This portraiture-informed study by Taeyeon Kim challenges the dominant discourse of accountability, which often focuses on high-stakes policies at the expense of relational aspects of accountability in schools. Building on working theories of accountability, humanizing leadership, and paradox theory, Kim theorizes the “human side of accountability,” where leaders simultaneously address the tensions of multiple demands and implement policy mandates in ways that attempt to mitigate their unintended harm to students, particularly minoritized students. Using interviews, shadowing, photo-elicited focus groups, and artifacts generated from a yearlong qualitative study of three US elementary school principals, Kim explores how school principals make meaning of accountability in their daily practices and how they address dilemmas created by competing demands. The analysis suggests that leaders’ enactment of accountability can be understood as a daily balancing act of promoting equity to provide missing and overlooked support in policy man dates. This article thus challenges existing policy approaches and provides strategies for rethinking how processes of accountability can be imagined in school settings.
{"title":"The Human Side of Accountability: Dilemmas of Reaching All Learners","authors":"TAEYEON KIM","doi":"10.17763/1943-5045-93.3.313","DOIUrl":"https://doi.org/10.17763/1943-5045-93.3.313","url":null,"abstract":"This portraiture-informed study by Taeyeon Kim challenges the dominant discourse of accountability, which often focuses on high-stakes policies at the expense of relational aspects of accountability in schools. Building on working theories of accountability, humanizing leadership, and paradox theory, Kim theorizes the “human side of accountability,” where leaders simultaneously address the tensions of multiple demands and implement policy mandates in ways that attempt to mitigate their unintended harm to students, particularly minoritized students. Using interviews, shadowing, photo-elicited focus groups, and artifacts generated from a yearlong qualitative study of three US elementary school principals, Kim explores how school principals make meaning of accountability in their daily practices and how they address dilemmas created by competing demands. The analysis suggests that leaders’ enactment of accountability can be understood as a daily balancing act of promoting equity to provide missing and overlooked support in policy man dates. This article thus challenges existing policy approaches and provides strategies for rethinking how processes of accountability can be imagined in school settings.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"100 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":"135428787","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 : 2023-06-01DOI: 10.17763/1943-5045-93.2.271
Mekka A. Smith
{"title":"Identity Capitalists: The Powerful Insiders Who Exploit Diversity to Maintain Inequality","authors":"Mekka A. Smith","doi":"10.17763/1943-5045-93.2.271","DOIUrl":"https://doi.org/10.17763/1943-5045-93.2.271","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48651342","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 : 2023-06-01DOI: 10.17763/1943-5045-93.2.202
Alexandra Freidus
In this ethnographic study, Alexandra Freidus investigates the dilemmas of whiteness that challenge a youth-led campaign for school integration in New York City. Analyzing field observations, interviews, and internal documents, she illustrates the ways whiteness shaped young people’s identities as allies and activists, contributed to an organizational culture that many members of color considered a “White space,” and operated as both an asset and a limitation in the group’s organizing tactics. Her findings point to the need for multi racial educational coalitions and social movements to critically and consciously engage with the dilemmas of whiteness inherent in their work.
{"title":"White Organizers and White Organizations? Dilemmas of Whiteness in a Youth-Led Movement for School Integration","authors":"Alexandra Freidus","doi":"10.17763/1943-5045-93.2.202","DOIUrl":"https://doi.org/10.17763/1943-5045-93.2.202","url":null,"abstract":"In this ethnographic study, Alexandra Freidus investigates the dilemmas of whiteness that challenge a youth-led campaign for school integration in New York City. Analyzing field observations, interviews, and internal documents, she illustrates the ways whiteness shaped young people’s identities as allies and activists, contributed to an organizational culture that many members of color considered a “White space,” and operated as both an asset and a limitation in the group’s organizing tactics. Her findings point to the need for multi racial educational coalitions and social movements to critically and consciously engage with the dilemmas of whiteness inherent in their work.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46348433","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 : 2023-06-01DOI: 10.17763/1943-5045-93.2.275
Dustin Webster
space left for agency. This work is innovative in its attempt to draw on participants’ definitions of situations, while using a variety of sources and other conceptual tools. The book makes a significant scholarly contribution and opens a new way of writing about schooling and the Catholic Church in Ireland. On one side, there have been extremely critical writings that have not explored the complex dialectic of the relationship between church and state, the national question, and people’s own religiosity. On the other side, other works have placed great emphasis on congregations’ contributions to Catholic schooling without including a critical experiential viewpoint. This work brings some fresh perspectives to the issues. The book closes by moving to the future — “Looking backwards, looking forwards” (189) — toward a new approach to Catholic education. One that is pluralist and open to the world, involving new curricular approaches and a new understanding of piety. However, the authors make it clear that within the context of the expansion of education in Ireland, inequalities persist. Thus, they conclude by saying that Catholic secondary schools, just as their Protestant counterparts, continue to reproduce inequality, and that in spite of the significant changes that have taken place in Ireland since the 1960s, such as the movement away from a theocratic state and positive developments in the provision of secondary education, the Catholic Church continues to have significant control over this level of schooling. I am impressed by the scope and design of this research, and I am certain that it will have a privileged place in the literature on education and the Catholic Church. The authors skillfully integrate the structural elements, enrich the social analysis with contributions from cultural history, and go deep into subjective aspects and experiential testimonies. This book will be of great interest to historians of education, historians of the Catholic Church, and historians interested in Ireland. It will also attract the attention of theologians. In summary, it will be of interest to a variety of readers, and, notably, is a book that will cover a lacuna. I strongly recommend the reading of this book.
{"title":"Spare the Rod: Punishment and the Moral Community of Schools","authors":"Dustin Webster","doi":"10.17763/1943-5045-93.2.275","DOIUrl":"https://doi.org/10.17763/1943-5045-93.2.275","url":null,"abstract":"space left for agency. This work is innovative in its attempt to draw on participants’ definitions of situations, while using a variety of sources and other conceptual tools. The book makes a significant scholarly contribution and opens a new way of writing about schooling and the Catholic Church in Ireland. On one side, there have been extremely critical writings that have not explored the complex dialectic of the relationship between church and state, the national question, and people’s own religiosity. On the other side, other works have placed great emphasis on congregations’ contributions to Catholic schooling without including a critical experiential viewpoint. This work brings some fresh perspectives to the issues. The book closes by moving to the future — “Looking backwards, looking forwards” (189) — toward a new approach to Catholic education. One that is pluralist and open to the world, involving new curricular approaches and a new understanding of piety. However, the authors make it clear that within the context of the expansion of education in Ireland, inequalities persist. Thus, they conclude by saying that Catholic secondary schools, just as their Protestant counterparts, continue to reproduce inequality, and that in spite of the significant changes that have taken place in Ireland since the 1960s, such as the movement away from a theocratic state and positive developments in the provision of secondary education, the Catholic Church continues to have significant control over this level of schooling. I am impressed by the scope and design of this research, and I am certain that it will have a privileged place in the literature on education and the Catholic Church. The authors skillfully integrate the structural elements, enrich the social analysis with contributions from cultural history, and go deep into subjective aspects and experiential testimonies. This book will be of great interest to historians of education, historians of the Catholic Church, and historians interested in Ireland. It will also attract the attention of theologians. In summary, it will be of interest to a variety of readers, and, notably, is a book that will cover a lacuna. I strongly recommend the reading of this book.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47040670","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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