Pub Date : 2021-11-29DOI: 10.17763/1943-5045-91.4.540
M. Cohen
{"title":"The Sum of Us: What Racism Costs Everyone and How We Can Prosper Together","authors":"M. Cohen","doi":"10.17763/1943-5045-91.4.540","DOIUrl":"https://doi.org/10.17763/1943-5045-91.4.540","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47710073","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 : 2021-11-29DOI: 10.17763/1943-5045-91.4.482
Luis E. Poza
In this essay, Luis E. Poza argues that educational dignity can help practices and reforms targeting students classified as English learners move beyond a narrow focus on programmatic and material factors related to English language development and instead toward more holistic consideration of these students and their schooling ecologies. In aligning the philosophical and legal operationalizations of dignity with landmark judicial victories for racially and linguistically minoritized students, he argues that dignity frameworks are relevant and actionable for more effectively imagining and designing education as an empowering, emancipatory endeavor.
在这篇文章中，Luis E. Poza认为，教育尊严可以帮助针对被归类为英语学习者的学生的实践和改革，超越对与英语语言发展相关的程序性和物质因素的狭隘关注，而是更全面地考虑这些学生及其学校生态。在将尊严的哲学和法律运作与种族和语言上的少数民族学生的具有里程碑意义的司法胜利结合起来时，他认为尊严框架与更有效地想象和设计教育作为一种赋权和解放的努力是相关的和可操作的。
{"title":"Adding Flesh to the Bones: Dignity Frames for English Learner Education","authors":"Luis E. Poza","doi":"10.17763/1943-5045-91.4.482","DOIUrl":"https://doi.org/10.17763/1943-5045-91.4.482","url":null,"abstract":"In this essay, Luis E. Poza argues that educational dignity can help practices and reforms targeting students classified as English learners move beyond a narrow focus on programmatic and material factors related to English language development and instead toward more holistic consideration of these students and their schooling ecologies. In aligning the philosophical and legal operationalizations of dignity with landmark judicial victories for racially and linguistically minoritized students, he argues that dignity frameworks are relevant and actionable for more effectively imagining and designing education as an empowering, emancipatory endeavor.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42153200","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 : 2021-11-29DOI: 10.17763/1943-5045-91.4.433
Zid Mancenido
In this article, Zid Mancenido examines how high-achieving students are socialized to believe that they should not become K–12 classroom teachers. Research has well established that academically successful students are often disinterested in teaching as a career, yet there has been little attention to how this disinterest is developed through the process of career exploration. To address this gap in the literature, Mancenido conducts a narrative inquiry based on interviews with high-achieving recent college graduates and graduating seniors. He presents six representative vignettes to demonstrate how high achievers learn through explicit and implicit signals that teaching is not appropriate for someone like them. This process is social, with parents and peers playing a significant role in shaping beliefs. These findings suggest that policy efforts to recruit more high achievers into teaching may benefit from more focus earlier in the career exploration pipeline.
{"title":"How High Achievers Learn That They Should Not Become Teachers","authors":"Zid Mancenido","doi":"10.17763/1943-5045-91.4.433","DOIUrl":"https://doi.org/10.17763/1943-5045-91.4.433","url":null,"abstract":"In this article, Zid Mancenido examines how high-achieving students are socialized to believe that they should not become K–12 classroom teachers. Research has well established that academically successful students are often disinterested in teaching as a career, yet there has been little attention to how this disinterest is developed through the process of career exploration. To address this gap in the literature, Mancenido conducts a narrative inquiry based on interviews with high-achieving recent college graduates and graduating seniors. He presents six representative vignettes to demonstrate how high achievers learn through explicit and implicit signals that teaching is not appropriate for someone like them. This process is social, with parents and peers playing a significant role in shaping beliefs. These findings suggest that policy efforts to recruit more high achievers into teaching may benefit from more focus earlier in the career exploration pipeline.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49577561","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 : 2021-11-29DOI: 10.17763/1943-5045-91.4.543
Tara P. Nicola
{"title":"When Colleges Close: Leading in a Time of Crisis","authors":"Tara P. Nicola","doi":"10.17763/1943-5045-91.4.543","DOIUrl":"https://doi.org/10.17763/1943-5045-91.4.543","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49207741","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 : 2021-11-29DOI: 10.17763/1943-5045-91.4.511
K. M. Kane, K. H. Quartz, Lindsey T. Kunisaki
In this article, Kevin M. Kane, Karen Hunter Quartz, and Lindsey T. Kunisaki describe the transformative parent engagement fostered in a multigenerational afterschool arts program at a community school. Community schools bring together families, teachers, and other neighborhood partners to help students learn, grow, and thrive and often integrate health, education, and social services. This embedded case study shows how community schools can also nurture cultural assets in the form of parents’ community cultural wealth. The learning of these community school parents demonstrates the mutually reinforcing relationships between transformative parent engagement, collaborative leadership, expanded learning opportunities, and integrated student supports. This study highlights the transformative impact of culturally sustaining arts on individuals, families, and the school as a whole, offering implications for researchers and practitioners in community-based arts education and community school development.
{"title":"Multigenerational Art Making at a Community School: A Case Study of Transformative Parent Engagement","authors":"K. M. Kane, K. H. Quartz, Lindsey T. Kunisaki","doi":"10.17763/1943-5045-91.4.511","DOIUrl":"https://doi.org/10.17763/1943-5045-91.4.511","url":null,"abstract":"In this article, Kevin M. Kane, Karen Hunter Quartz, and Lindsey T. Kunisaki describe the transformative parent engagement fostered in a multigenerational afterschool arts program at a community school. Community schools bring together families, teachers, and other neighborhood partners to help students learn, grow, and thrive and often integrate health, education, and social services. This embedded case study shows how community schools can also nurture cultural assets in the form of parents’ community cultural wealth. The learning of these community school parents demonstrates the mutually reinforcing relationships between transformative parent engagement, collaborative leadership, expanded learning opportunities, and integrated student supports. This study highlights the transformative impact of culturally sustaining arts on individuals, families, and the school as a whole, offering implications for researchers and practitioners in community-based arts education and community school development.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44045126","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 : 2021-09-01DOI: 10.17763/1943-5045-91.3.419
Alyssa Napier
{"title":"The Young Crusaders: The Untold Story of the Children and Teenagers Who Galvanized the Civil Rights Movement","authors":"Alyssa Napier","doi":"10.17763/1943-5045-91.3.419","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.419","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46314749","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 : 2021-09-01DOI: 10.17763/1943-5045-91.3.341
Nicolas J. Tanchuk, Tomas Rocha, M. Kruse
The concept of privilege is widely used in social justice education to denote unearned advantages accrued by members of dominant groups through the oppression of subordinate groups. In this conceptual essay, Nicolas Tanchuk, Tomas Rocha, and Marc Kruse argue that an atomistic conception of advantage implicit in the discourse of privilege supports persistent inequity between groups contrary to the intentions of social justice educators. To solve this “problem of privilege,” the authors draw on themes in Black feminist and Indigenous thought to advance a reframing of the way educators teach advantage that is based in foundational relational responsibilities. This new frame, social justice education as mutual aid, retains the power to describe oppressive relations between groups while portraying oppression as disadvantageous to all.
{"title":"Is Complicity in Oppression a Privilege? Toward Social Justice Education as Mutual Aid","authors":"Nicolas J. Tanchuk, Tomas Rocha, M. Kruse","doi":"10.17763/1943-5045-91.3.341","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.341","url":null,"abstract":"The concept of privilege is widely used in social justice education to denote unearned advantages accrued by members of dominant groups through the oppression of subordinate groups. In this conceptual essay, Nicolas Tanchuk, Tomas Rocha, and Marc Kruse argue that an atomistic conception of advantage implicit in the discourse of privilege supports persistent inequity between groups contrary to the intentions of social justice educators. To solve this “problem of privilege,” the authors draw on themes in Black feminist and Indigenous thought to advance a reframing of the way educators teach advantage that is based in foundational relational responsibilities. This new frame, social justice education as mutual aid, retains the power to describe oppressive relations between groups while portraying oppression as disadvantageous to all.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41599425","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 : 2021-09-01DOI: 10.17763/1943-5045-91.3.415
Shandra M. Jones
{"title":"The Last Negroes at Harvard: The Class of 1963 and the 18 Young Men Who Changed Harvard Forever","authors":"Shandra M. Jones","doi":"10.17763/1943-5045-91.3.415","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.415","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43995777","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}
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：