Pub Date : 2021-09-01DOI: 10.17763/1943-5045-91.3.409
A. Kirby
Kirby reviews Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice by Scott Seider and Daren Graves.
{"title":"Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice","authors":"A. Kirby","doi":"10.17763/1943-5045-91.3.409","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.409","url":null,"abstract":"Kirby reviews Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice by Scott Seider and Daren Graves.","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":"47342448","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: 10.17763/1943-5045-91.3.362
Carrie C. Snow
In this Voices: Reflective Accounts of Education essay, Carrie C. Snow reflects on her experiences as both a recipient of pull-out services as a young child and as a special educator. She highlights the complex nature of special education services and how their provision is rife with gray areas. Negotiating various tensions in decision-making around whether to provide push-in or pull-out services to students with special educational needs, special educators can embrace this sense of gray to create and sustain flexible practices that forefront quality learning for their students. She discusses ways that pull-out services for students with distinct needs can work to support their learning, as well as ways they do not. For students to cultivate a trust for schooling, feel an interconnectedness, and experience joy in learning, teachers’ decisions around special education service delivery can never be cut and dried.
{"title":"The Push and Pull of Inclusive Practices in Contemporary Public Schooling","authors":"Carrie C. Snow","doi":"10.17763/1943-5045-91.3.362","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.362","url":null,"abstract":"In this Voices: Reflective Accounts of Education essay, Carrie C. Snow reflects on her experiences as both a recipient of pull-out services as a young child and as a special educator. She highlights the complex nature of special education services and how their provision is rife with gray areas. Negotiating various tensions in decision-making around whether to provide push-in or pull-out services to students with special educational needs, special educators can embrace this sense of gray to create and sustain flexible practices that forefront quality learning for their students. She discusses ways that pull-out services for students with distinct needs can work to support their learning, as well as ways they do not. For students to cultivate a trust for schooling, feel an interconnectedness, and experience joy in learning, teachers’ decisions around special education service delivery can never be cut and dried.","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":"47669594","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: 10.17763/1943-5045-91.3.382
Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, J. P. Holschuh
In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations. They explore the connections among the Common Core State Standards, New Criticism, and the ELA classroom and focus on the prevalence of interpretive monism, which is the belief that only one interpretation is appropriate for students when reading a literary text. The essay explicates a heuristic for ELA literacy that centers on students actively creating interpretations of and transforming literary texts. By embracing this heuristic, the authors assert, teachers can focus on student-led interpretations of literary texts and thus empower their students.
在这篇文章中，作者Todd Reynolds、Leslie S.Rush、Jodi P.Lampi和Jodi Patrick Holschuh提供了一种学科启发，将文学和识字理论联系起来。中学英语语言艺术（ELA）课堂位于文学理论和识字理论的交叉点，文学理论往往不包括教学实践，识字理论也没有考虑学科差异。Reynolds和合著者提出了一种针对学科素养的英语语言艺术启发式方法，以引导教师接受学生主导的解释。他们探索了共同核心国家标准、新批评和ELA课堂之间的联系，并关注解释一元论的流行，即认为学生在阅读文学文本时只有一种解释是合适的。本文阐述了ELA识字的启发式方法，该方法以学生积极创造对文学文本的解释和转换为中心。作者断言，通过采用这种启发式方法，教师可以专注于学生主导的文学文本解读，从而赋予学生权力。
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Pub Date : 2021-09-01DOI: 10.17763/1943-5045-91.3.412
Ellis E. Reid V
{"title":"Charter School City: What the End of Traditional Public Schools in New Orleans Means for American Education","authors":"Ellis E. Reid V","doi":"10.17763/1943-5045-91.3.412","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.412","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":"45418715","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: 10.17763/1943-5045-91.3.293
A. Villavicencio, C. Miranda, Jia‐Lin Liu, H. Cherng
With the increasing numbers of immigrant and refugee students across the US K–12 system, the xenophobia of the current political climate, and the effects of COVID-19 on the immigrant community, it is critical to examine schools that serve immigrant students and their families. Drawing on case studies of two public high schools that exclusively serve immigrant students, authors Adriana Villavicencio, Chandler Patton Miranda, Jia-Lin Liu, and Hua-Yu Sebastian Cherng examine how educators frame the current political context and how this frame informs their collective approach to engaging with and supporting families. The study finds that these schools shifted norms of parental engagement by proactively forging relationships with families, cultivating alliances with community partners, and mediating within families around challenges related to work and higher education to benefit the communities they serve. In so doing, these school actors have shifted the norms of parental engagement to center the perspectives, voices, and experiences of immigrant families.
随着美国K-12体系中移民和难民学生人数的增加，当前政治气候的仇外心理，以及COVID-19对移民社区的影响，审查为移民学生及其家庭服务的学校至关重要。作者Adriana Villavicencio、Chandler Patton Miranda、Jia-Lin Liu和Hua-Yu Sebastian cheng通过对两所专门为移民学生服务的公立高中的案例研究，研究了教育工作者如何构建当前的政治背景，以及这个框架如何影响他们与家庭接触和支持家庭的集体方法。研究发现，这些学校通过积极地与家庭建立关系，培养与社区伙伴的联盟，以及在家庭内部调解与工作和高等教育相关的挑战，从而改变了父母参与的规范，以造福他们所服务的社区。在这样做的过程中，这些学校演员已经改变了父母参与的规范，以移民家庭的观点、声音和经历为中心。
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Pub Date : 2021-09-01DOI: 10.17763/1943-5045-91.3.319
Stephanie M. Álvarez, J. L. Martinez, Annabel Salamanca, Erika Salamanca, Roberto Reyna
In this article, Stephanie Alvarez, José L. Martínez, Annabel Salamanca, Erika Salamanca, and Roberto C. Reyna share the impacts of Cosecha Voices, a pedagogical approach used with college students from migrant farmworker backgrounds at one of the largest Hispanic-Serving Institutions in the United States. They argue that Cosecha Voices affirms, validates, and humanizes the migrant farmworker experience and can help students not only unpack and document their migrant farmworker experiences but also strengthen their sense of self-empowerment. Utilizing testimonio, students are able to affirm and find strength in their migrant farmworker lifestyle that helps support them through their college journey. This Voices: Reflective Accounts of Education essay centers the voices of former program participants in its analysis of program impact and offers a program description, personal reflections from participants, and future considerations for similar research.
在这篇文章中，Stephanie Alvarez、jos L. Martínez、Annabel Salamanca、Erika Salamanca和Roberto C. Reyna分享Cosecha之声的影响，Cosecha之声是美国最大的拉美裔服务机构之一，针对农民工背景的大学生使用的教学方法。他们认为，Cosecha之声肯定、确认并人性化了农民工的经历，不仅可以帮助学生整理和记录他们的农民工经历，还可以增强他们的自我赋权意识。利用推荐信，学生们能够肯定并找到他们农民工生活方式的力量，这有助于支持他们的大学之旅。这篇题为《声音:反思教育》的文章以前项目参与者的声音为中心，分析了项目的影响，并提供了项目描述、参与者的个人反思以及对类似研究的未来考虑。
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Pub Date : 2021-09-01DOI: 10.17763/1943-5045-91.3.405
O. Jonathan
{"title":"Educating for Durable Solutions: Histories of Schooling in Kenya’s Dadaab and Kakuma Refugee Camps","authors":"O. Jonathan","doi":"10.17763/1943-5045-91.3.405","DOIUrl":"https://doi.org/10.17763/1943-5045-91.3.405","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":"45859246","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 : 2021-06-01DOI: 10.17763/1943-5045-91.2.281
M. Cohen
{"title":"Unmuted: Conversations on Prejudice, Oppression, and Social Justice","authors":"M. Cohen","doi":"10.17763/1943-5045-91.2.281","DOIUrl":"https://doi.org/10.17763/1943-5045-91.2.281","url":null,"abstract":"","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42023173","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 : 2021-06-01DOI: 10.17763/1943-5045-91.2.204
A. Nikolaidis, Winston C. Thompson
Rule violations are expected in schools, and assessments of the severity of those violations and the appropriate disciplinary responses are a significant aspect of educators’ responsibilities. While most educators and policy makers reject rule violation as a permissible behavior in schools, is such a categorical rejection always a suitable response, and are there circumstances that might merit an alternative response? In this article, A. C. Nikolaidis and Winston C. Thompson argue that under unjust circumstances, noncompliance with school rules may be permissible and even desirable. Building on a contractual framework placing systemic injustice at the center of inquiry, they show that under unjust conditions schools forfeit their ability to hold students accountable for role-dependent violations.
学校违纪是预料之中的事，对违纪行为的严重程度进行评估和适当的纪律处分是教育工作者责任的一个重要方面。虽然大多数教育工作者和政策制定者拒绝将违反规则作为学校允许的行为，但这种断然拒绝总是合适的反应吗?是否存在值得采取替代反应的情况?在这篇文章中，A. C. Nikolaidis和Winston C. Thompson认为，在不公正的情况下，不遵守校规可能是允许的，甚至是可取的。在将系统性不公正置于调查中心的契约框架的基础上，他们表明，在不公正的条件下，学校丧失了让学生对角色依赖的违规行为负责的能力。
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Pub Date : 2021-06-01DOI: 10.17763/1943-5045-91.2.157
Russell S. Thacker, Sydney Freeman
Representations of Black leaders in the provost position are few, which speaks to historic views on Black intellectualism, barriers to administrative service, and a lack of professional networks and mentors. In this essay, Russell S. Thacker and Sydney Freeman Jr. examine the lived experiences of thirteen current and former Black provosts at predominantly White institutions and outline strategies to help other aspiring leaders of color prepare for senior administrative positions in higher education. They highlight the unique barriers faced in the preparation and service of Black provosts and also reveal positive evidence that institutions are increasingly open to the diverse backgrounds and contributions brought by leaders of color.
{"title":"“When I Show Up”: Black Provosts at Predominantly White Institutions","authors":"Russell S. Thacker, Sydney Freeman","doi":"10.17763/1943-5045-91.2.157","DOIUrl":"https://doi.org/10.17763/1943-5045-91.2.157","url":null,"abstract":"Representations of Black leaders in the provost position are few, which speaks to historic views on Black intellectualism, barriers to administrative service, and a lack of professional networks and mentors. In this essay, Russell S. Thacker and Sydney Freeman Jr. examine the lived experiences of thirteen current and former Black provosts at predominantly White institutions and outline strategies to help other aspiring leaders of color prepare for senior administrative positions in higher education. They highlight the unique barriers faced in the preparation and service of Black provosts and also reveal positive evidence that institutions are increasingly open to the diverse backgrounds and contributions brought by leaders of color.","PeriodicalId":48207,"journal":{"name":"Harvard Educational Review","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46185426","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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