Pub Date : 2023-03-01DOI: 10.17763/1943-5045-93.1.26
Catherine Compton-Lilly, M. Hawkins
In this longitudinal case study, Catherine Compton-Lilly and Margaret R. Hawkins explore one immigrant youth’s engagement with transglobal activities and flows of information and his emerging awareness of the world. Contending that transglobal flows create learning opportunities that are rarely available to children raised in mononational and monocultural spaces, the authors add to scholarship that highlights the knowledge, awareness, understandings, and literacies that children in transglobal families bring to class rooms. Specifically, they examine twelve years of longitudinal data following the youth’s development of a critical cosmopolitan stance and then apply a transliteracies framework to analyze complementary facets of emergence, uptake, resonance, and scale implicated in transglobal relations and comparisons. The article closes with recommendations for educational practice.
{"title":"Global Flows and Critical Cosmopolitanism: A Longitudinal Case Study","authors":"Catherine Compton-Lilly, M. Hawkins","doi":"10.17763/1943-5045-93.1.26","DOIUrl":"https://doi.org/10.17763/1943-5045-93.1.26","url":null,"abstract":"In this longitudinal case study, Catherine Compton-Lilly and Margaret R. Hawkins explore one immigrant youth’s engagement with transglobal activities and flows of information and his emerging awareness of the world. Contending that transglobal flows create learning opportunities that are rarely available to children raised in mononational and monocultural spaces, the authors add to scholarship that highlights the knowledge, awareness, understandings, and literacies that children in transglobal families bring to class rooms. Specifically, they examine twelve years of longitudinal data following the youth’s development of a critical cosmopolitan stance and then apply a transliteracies framework to analyze complementary facets of emergence, uptake, resonance, and scale implicated in transglobal relations and comparisons. The article closes with recommendations for educational practice.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49659030","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 : 2022-12-01DOI: 10.17763/1943-5045-92.4.573
Mekka A. Smith
{"title":"You Are Your Best Thing: Vulnerability, Shame Resilience, and the Black Experience","authors":"Mekka A. Smith","doi":"10.17763/1943-5045-92.4.573","DOIUrl":"https://doi.org/10.17763/1943-5045-92.4.573","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43437081","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 : 2022-12-01DOI: 10.17763/1943-5045-92.4.566a
Abigail Orrick
{"title":"Thinking Like an Economist: How Efficiency Replaced Equality in U.S. Public Policy","authors":"Abigail Orrick","doi":"10.17763/1943-5045-92.4.566a","DOIUrl":"https://doi.org/10.17763/1943-5045-92.4.566a","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44975288","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 : 2022-12-01DOI: 10.17763/1943-5045-92.4.486
Y. Matsumoto
In this critical essay, Yumi Matsumoto uses the concept of English as a lingua franca to understand multilinguals’ communicative practices and to support an alternative understanding of English language use among international students in US university classrooms. The essay draws on two examples of university classroom interactions involving non-native international students’ English use and considers them through both more traditional perspectives on second language acquisition and an English as lingua franca approach, which analyzes communicative practices without making assumptions about students’ status as either native or non-native English speakers. These cases suggest that multilingual international student English use is transforming the notion of “Englishes,” specifically multiple English language norms and communicative practices in US university classrooms. By understanding international students’ communicative practices and valuing how they communicate and achieve understanding through different Englishes, Matsumoto asserts, we can provide better educational support for multilingual international students and empower them.
{"title":"Multilingual International Students’ Communicative Practices in US University Classrooms: Rethinking Appropriate Englishes Through English as a Lingua Franca Perspectives","authors":"Y. Matsumoto","doi":"10.17763/1943-5045-92.4.486","DOIUrl":"https://doi.org/10.17763/1943-5045-92.4.486","url":null,"abstract":"In this critical essay, Yumi Matsumoto uses the concept of English as a lingua franca to understand multilinguals’ communicative practices and to support an alternative understanding of English language use among international students in US university classrooms. The essay draws on two examples of university classroom interactions involving non-native international students’ English use and considers them through both more traditional perspectives on second language acquisition and an English as lingua franca approach, which analyzes communicative practices without making assumptions about students’ status as either native or non-native English speakers. These cases suggest that multilingual international student English use is transforming the notion of “Englishes,” specifically multiple English language norms and communicative practices in US university classrooms. By understanding international students’ communicative practices and valuing how they communicate and achieve understanding through different Englishes, Matsumoto asserts, we can provide better educational support for multilingual international students and empower them.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47233305","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 : 2022-12-01DOI: 10.17763/1943-5045-92.4.508
Rosalie Rolón-Dow
In this narrative study, Rosalie Rolón-Dow explores the nature of academic microaggressions that racially minoritized undergraduate students experience at predominantly white institutions. She illustrates microaggression incidents related to (in) visibility, intellect or academic contributions, and curriculum relevant to students’ racial identities, communities, or histories. Using a critical race theory microaggression framework, she analyzes academic microaggressions in the broader context of institutional racism and white supremacy to show how white supremacy tools like othering, monoculturalism, nativism, white ascendancy, normativity, and ignorance are deployed. Rolón-Dow calls for colleges and universities to deepen their understanding of the effects of microaggressions on students’ academic lives and contends that institutions seeking to become more racially inclusive must address the ways that ideologies inherent in white supremacy continue to be expressed through racial microaggressions.
{"title":"At the Root of Their Stories: Black and Latinx Students’ Experiences with Academic Microaggressions","authors":"Rosalie Rolón-Dow","doi":"10.17763/1943-5045-92.4.508","DOIUrl":"https://doi.org/10.17763/1943-5045-92.4.508","url":null,"abstract":"In this narrative study, Rosalie Rolón-Dow explores the nature of academic microaggressions that racially minoritized undergraduate students experience at predominantly white institutions. She illustrates microaggression incidents related to (in) visibility, intellect or academic contributions, and curriculum relevant to students’ racial identities, communities, or histories. Using a critical race theory microaggression framework, she analyzes academic microaggressions in the broader context of institutional racism and white supremacy to show how white supremacy tools like othering, monoculturalism, nativism, white ascendancy, normativity, and ignorance are deployed. Rolón-Dow calls for colleges and universities to deepen their understanding of the effects of microaggressions on students’ academic lives and contends that institutions seeking to become more racially inclusive must address the ways that ideologies inherent in white supremacy continue to be expressed through racial microaggressions.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49519602","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 : 2022-12-01DOI: 10.17763/1943-5045-92.4.533
D. Liebowitz
Most teacher evaluation policies in the United States seek to improve student outcomes by providing developmental supports to grow teachers’ skills and by imposing accountability pressures to increase their effort. In this research synthesis and analytic essay, David D. Liebowitz argues that proper policy design has been understood as successfully balancing the accountability and growth dimensions of teacher evaluation. He details six conditions that determine whether joint-aim teacher evaluation policies will improve student outcomes and assesses the extent to which they are likely to be met given the causal evidence from the education, economics, social psychology, and management research literatures. The article concludes with recommendations to more clearly delineate the accountability and growth aims of teacher evaluation.
美国的大多数教师评价政策都是通过提供发展性支持来提高教师的技能，并通过施加问责压力来增加他们的努力，从而寻求改善学生的成绩。在这篇研究综合和分析文章中，David D. Liebowitz认为，适当的政策设计已经被理解为成功地平衡了教师评价的问责制和成长维度。他详细介绍了决定共同目标教师评价政策是否会改善学生成绩的六个条件，并根据教育、经济学、社会心理学和管理研究文献的因果证据，评估了这些条件可能达到的程度。文章最后提出了一些建议，以更清晰地描述教师评价的责任和成长目标。
{"title":"Teacher Evaluation for Growth and Accountability: Under What Conditions Does It Improve Student Outcomes?","authors":"D. Liebowitz","doi":"10.17763/1943-5045-92.4.533","DOIUrl":"https://doi.org/10.17763/1943-5045-92.4.533","url":null,"abstract":"Most teacher evaluation policies in the United States seek to improve student outcomes by providing developmental supports to grow teachers’ skills and by imposing accountability pressures to increase their effort. In this research synthesis and analytic essay, David D. Liebowitz argues that proper policy design has been understood as successfully balancing the accountability and growth dimensions of teacher evaluation. He details six conditions that determine whether joint-aim teacher evaluation policies will improve student outcomes and assesses the extent to which they are likely to be met given the causal evidence from the education, economics, social psychology, and management research literatures. The article concludes with recommendations to more clearly delineate the accountability and growth aims of teacher evaluation.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45826423","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 : 2022-12-01DOI: 10.17763/1943-5045-92.4.461
Francine Menashy, Zeena Zakharia
In this qualitative research essay, Francine Menashy and Zeena Zakharia advance Charles Mills’s concept of White ignorance for understanding racial power hierarchies in global education governance. They reveal how global education organizations “sanitize racial inequities and silence conversations on race” and how in global education racism has been largely considered a US-based problem, which denies the fact that White supremacy is a global system. The authors argue that White ignorance has inhibited structural change in global education policies and practices. And while the Black Lives Matter movement has called for a global reckoning with entrenched racism and White supremacy, limited attention has been paid to racial inequities in global education circles.
{"title":"White Ignorance in Global Education","authors":"Francine Menashy, Zeena Zakharia","doi":"10.17763/1943-5045-92.4.461","DOIUrl":"https://doi.org/10.17763/1943-5045-92.4.461","url":null,"abstract":"In this qualitative research essay, Francine Menashy and Zeena Zakharia advance Charles Mills’s concept of White ignorance for understanding racial power hierarchies in global education governance. They reveal how global education organizations “sanitize racial inequities and silence conversations on race” and how in global education racism has been largely considered a US-based problem, which denies the fact that White supremacy is a global system. The authors argue that White ignorance has inhibited structural change in global education policies and practices. And while the Black Lives Matter movement has called for a global reckoning with entrenched racism and White supremacy, limited attention has been paid to racial inequities in global education circles.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46846421","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 : 2022-12-01DOI: 10.17763/1943-5045-92.4.570
Swati Puri
{"title":"Race at the Top: Asian Americans and Whites in Pursuit of the American Dream in Suburban Schools","authors":"Swati Puri","doi":"10.17763/1943-5045-92.4.570","DOIUrl":"https://doi.org/10.17763/1943-5045-92.4.570","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41856452","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 : 2022-09-01DOI: 10.17763/1943-5045-92.3.437a
Alysha Banerji
{"title":"The Doctoral Journey as an Emotional, Embodied, Political Experience: Stories from the Field","authors":"Alysha Banerji","doi":"10.17763/1943-5045-92.3.437a","DOIUrl":"https://doi.org/10.17763/1943-5045-92.3.437a","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42151117","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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