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Hiding in Plain Sight: The Invisibilized Challenges of Black Girlhood in Elite Independent Schools 隐藏在普通的视线:黑人女孩在精英私立学校的隐形挑战
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-28 DOI: 10.1177/01614681231197278
Chinyere Odim
Background/Context: The experiences of Black girls navigating elite, predominantly white independent schools remain underresearched in the academy despite this issue being integral in disciplines such as sociology, education, and African American studies. Within such institutions, Black girls must navigate the duality of their privilege in having access to the highest quality and resourced education with the marginality of being a demographic minority within a space controlled by cultural elites. Purpose: This study investigates the experiences of Black girls in independent schools via the accounts of Black-woman-identifying alumni of such institutions. This study utilizes a Black feminist framework for understanding the often overlooked excess challenges that Black girls are forced to face. Research Design: Through qualitative semi-structured, conversational interviews with 13 Black women graduates of 10 Mid-Atlantic and New England boarding and day schools, this study explores how the graduates reflect on their experiences navigating elite schooling during formative adolescent years, decision-making processes, and management of Black girl identities within the exceedingly white and wealthy context of independent schools. Conclusions: Significant themes that emerged from the qualitative data generated by this study include feelings of rootlessness from Black and white communities, difficulty navigating a racialized and gendered social hierarchy, and heightened levels of social anxiety and self-consciousness about physical and ideological selves. Through a thematic retelling from those who have lived through the challenges and understand how they are presented in these contexts, the significance of this study’s exploration of Black girls in independent school is the (1) liberation of these historically marginalized voices and (2) potential to provide current school leaders a framework for how best to support their students.
背景/背景:尽管黑人女孩在以白人为主的私立精英学校的经历在社会学、教育学和非裔美国人研究等学科中不可或缺,但学术界对这一问题的研究仍然不足。在这样的机构中,黑人女孩必须在她们获得最高质量和资源教育的特权与在文化精英控制的空间中作为人口少数群体的边缘地位之间进行导航。目的:本研究通过对私立学校的黑人女性校友的描述来调查黑人女孩在私立学校的经历。本研究利用黑人女权主义框架来理解黑人女孩被迫面对的经常被忽视的过度挑战。研究设计:通过对10所中大西洋和新英格兰寄宿和走读学校的13名黑人女性毕业生进行定性的半结构化访谈,本研究探讨了这些毕业生如何反思她们在青少年时期进入精英学校的经历、决策过程,以及在白人和富裕的私立学校背景下管理黑人女孩的身份。结论:从本研究产生的定性数据中得出的重要主题包括来自黑人和白人社区的无根感,难以驾驭种族化和性别化的社会等级,以及对身体和意识形态自我的社交焦虑和自我意识水平的提高。通过对那些经历过挑战并理解这些挑战在这些背景下如何呈现的人的主题复述,本研究探索私立学校黑人女孩的意义在于:(1)解放这些历史上被边缘化的声音;(2)有可能为当前的学校领导提供一个如何最好地支持学生的框架。
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引用次数: 0
Gender Justice within Elite All-Boys Schools? Possibilities of a Whole-School Approach 精英男校的性别公正?全校教学方法的可能性
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-01 DOI: 10.1177/01614681231194418
A. Howard, A. Keddie
Background/Context: Although the study of elite schools has been quite popular in recent years, elite all-boys schools in the United States have largely remained outside the gaze of researchers. Purpose: Two stories are presented to identify possibilities for advancing gender justice in those schools. Methods: Drawing on interview data of participants at two schools, the stories presented reflect common practices and relations found in a larger study on the lessons that 127 recent alumni of elite all-boys schools across the United States learned through their experiences at these institutions. Findings/Results: The stories reveal the disturbing ways in which hegemonic masculinities are reproduced through practices of homophobia, heterosexism, and misogyny within elite all-boys schools that highlight the challenges of engaging in gender justice work. Conclusions/Recommendations: Three areas of practice for elite all-boys schools are proposed that are imperative in working toward gender justice: (1) school climate and environment; (2) leadership for and commitment to gender justice; and (3) teaching and learning.
背景/背景:尽管近年来对精英学校的研究非常流行,但美国精英男校在很大程度上仍处于研究人员的视线之外。目的:提出两个故事,以确定在这些学校促进性别公正的可能性。方法:根据两所学校参与者的访谈数据,所呈现的故事反映了在一项更大规模的研究中发现的共同做法和关系,该研究对全美127名精英男校的近期校友通过他们在这些机构的经历中学到的教训进行了研究。发现/结果:这些故事揭示了令人不安的方式,即霸权男性通过在精英男校中的同性恋恐惧症、异性恋歧视和厌女症的实践来再现,这突显了参与性别正义工作的挑战。结论/建议:本文提出了精英男校在实现性别公正方面必须采取的三个实践领域:(1)学校气候和环境;(2)对性别正义的领导和承诺;(3)教与学。
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引用次数: 0
Institutional Historical Acknowledgement: What Does It Hurt to Embrace the Past? 制度性的历史承认:拥抱过去有什么害处?
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-01 DOI: 10.1177/01614681231194404
M. Purdy
In this commentary, Purdy calls independent schools to grapple with their complicated and full institutional histories. Offering examples of schools and individuals doing this work, Purdy contends that independent schools need histories of diversity, equity, and inclusion that span the entirety of United States history, like those being uncovered by higher education institutions that are delving deeply into the relationship between their institutions and legacies of enslavement. Purdy presents a concise history of what we know now about how independent schools have reflected the racism embedded in United States society, how the civil rights movement pushed independent schools to desegregate and admit more Black students, and how Dr. William Dandridge, the first director of Minority Affairs for the National Association of Independent Schools (NAIS) in the 1970s, challenged independent school leaders on their thinking about race. This commentary concludes by encouraging independent schools to ask the hard questions, because even with all the progress that has been made to make independent schools more diverse, inclusive, and equitable, Black students continue to shed light on the institutional and interpersonal racism that they contend with today.
在这篇评论中,珀迪呼吁私立学校努力了解它们复杂而完整的制度历史。珀迪提供了一些学校和个人从事这项工作的例子,他认为,独立学校需要跨越整个美国历史的多样性、公平和包容的历史,就像那些正在深入研究其机构与奴隶制遗产之间关系的高等教育机构所发现的那样。珀迪简要介绍了我们现在所知道的关于独立学校如何反映美国社会根深蒂固的种族主义的历史,民权运动如何推动独立学校废除种族隔离并招收更多的黑人学生,以及20世纪70年代全国独立学校协会(NAIS)的第一位少数民族事务主任威廉·丹德里奇博士如何挑战独立学校领导人对种族的看法。这篇评论的最后鼓励独立学校提出尖锐的问题,因为即使在使独立学校更加多样化、包容性和公平方面取得了所有进展,黑人学生仍在继续揭示他们今天所面临的制度性和人际性种族主义。
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引用次数: 0
LGBTQ+ Identity Affirmation in International Schools: An Ethical Framework for Educators 国际学校中的LGBTQ+身份肯定:教育工作者的伦理框架
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-01 DOI: 10.1177/01614681231194416
Emily Meadows
Educators are increasingly facing questions around LGBTQ+ equity and belonging in their practice, and they may struggle to identify a position that does justice to the weight of these matters. Those with limited training and experience in LGBTQ+ equity work may find that relying on popular opinion or a search engine to develop answers feels unprofessional at best, and potentially dangerous at worst. This article proposes instead a conceptual framework with which to consider four prominent ethical lenses that educators may use in evaluating LGBTQ+ matters: professional, cultural, legal, and health and safety. The purpose of the framework is to apply these lenses to support equity, belonging, and identity affirmation for LGBTQ+ students. Each lens is laid out with relevant research and is designed with the specific context of international schools in mind, including those operating within socially conservative settings. The framework serves as a practical tool for conscientious educators seeking guidance to carefully and intentionally address varying perspectives around the sensitive and important topic of LGBTQ+ identity affirmation in schools.
教育工作者在实践中越来越多地面临着LGBTQ+的公平和归属问题,他们可能很难找到一个公正对待这些问题的立场。那些在LGBTQ+权益工作方面受过有限培训和经验的人可能会发现,依靠民意或搜索引擎来寻找答案,往好了说是不专业的,往坏了说是潜在的危险。本文提出了一个概念框架,用来考虑教育工作者在评估LGBTQ+问题时可能使用的四个突出的伦理镜头:专业、文化、法律、健康和安全。该框架的目的是运用这些镜头来支持LGBTQ+学生的平等、归属感和身份肯定。每个镜头都有相关的研究,并在设计时考虑到国际学校的具体背景,包括那些在社会保守环境下运作的学校。该框架为有责任心的教育工作者提供了一个实用的工具,帮助他们在学校中寻找有关LGBTQ+身份认同这一敏感而重要的话题的指导,以谨慎和有意地解决不同的观点。
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引用次数: 0
The Burden of Acting Human: Rethinking Race, Class, and Gender Experiences in U.S. Independent Schools 表现人性的负担:重新思考美国独立学校的种族、阶级和性别经验
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-01 DOI: 10.1177/01614681231194406
Ángel Gonzalez
Background/Context: Ongoing tensions surrounding equity and diversity work, particularly around race and gender, in independent schools have led to various responses. Many independent schools have made statements and pledges, and have crafted strategic plans to address systemic racism after receiving internal and external pressure to take action following the murder of George Floyd. Purpose/Objective/Research Question/Focus of Study: This study examines how young adolescent cisgender Black and Latinx students, specifically cisgender boys at two independent middle schools, navigate the often-contradictory forces of gender, race, and class. Research Design: Drawing on one year of participant observation and 33 semi-structured interviews, I examine how these students contend with the simultaneity of color-blind and race-conscious realities in the United States. Conclusions/Recommendations: This study finds that as teachers, administrators, and boards engage in subsequent equity and diversity efforts, they must pause and reconsider our students’ lived experiences that are part and parcel of ongoing calls for action. Moreover, educators should center the interrogation of what it means to be human in independent schools—in our missions, policies, culture, curriculum, traditions, admissions, and hiring—as one of the most urgent institutional tasks needed to activate the most liberating possibilities of schooling.
背景/背景:在私立学校中,围绕公平和多样性工作,特别是围绕种族和性别的紧张局势导致了各种各样的反应。在乔治·弗洛伊德(George Floyd)被谋杀后,许多私立学校受到内部和外部的压力,要求采取行动,他们发表了声明和承诺,并制定了解决系统性种族主义的战略计划。目的/目标/研究问题/研究重点:本研究考察了两所独立中学的青少年顺性黑人和拉丁裔学生,特别是顺性男孩,如何驾驭性别、种族和阶级等经常相互矛盾的力量。研究设计:通过一年的参与观察和33个半结构化访谈,我研究了这些学生如何在美国同时面对色盲和种族意识的现实。结论/建议:本研究发现,随着教师、管理人员和董事会参与后续的公平和多样性努力,他们必须暂停并重新考虑我们学生的生活经历,这是正在进行的行动呼吁的重要组成部分。此外,教育工作者应该把在私立学校中作为人的意义——在我们的使命、政策、文化、课程、传统、招生和招聘中——作为最紧迫的制度任务之一,以激活教育中最解放的可能性。
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引用次数: 0
From Testing to Teaching: Equity for Multilingual Learners in International Schools 从测试到教学:国际学校多语言学习者的公平
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-01 DOI: 10.1177/01614681231194413
Jonas Nordmeyer
Background/Context: The landscape of English-medium independent schools today is increasingly multilingual, challenging traditional monolingual norms of English testing and teaching. Multilingual learners—students who are able to navigate school in more than one language—are more vulnerable to the negative impacts of standardized tests in English because in many schools, these assessments are used solely to determine students’ proficiency for placement, labeling, or tracking purposes. International schools provide a useful context in which to investigate the intersection of language and equity. As independent institutions situated in complex transnational and postcolonial linguistic ecosystems, international schools determine their own local policies and programs for English language assessment and support. Purpose/Objective/Research Question/Focus of Study: This article is about the relationship between testing and teaching, and how educators describe this relationship within a particular network of international schools. Examining the relationship between English language assessment and instruction for multilingual learners helps to describe pathways toward more inclusive schools. Inquiring into how schools can build on the assets of multilingual learners requires rethinking the monolingual norm of English as an exclusive path for learning and a marker of privilege. Additionally, studying a global network of schools illustrates how resources that were developed in the United States can be used more globally: at the classroom level, within a whole-school context, and across a transnational educational consortium. Research Design: I use a mixed-methods analysis to investigate how educators describe programs that serve multilingual learners. I analyze school-based narratives written by educators across a global consortium of 500 international schools to inquire into the relationship between testing and teaching. Findings/Results: Within this particular global network, I found that educators describe links between English language assessments and other program components: an asset-based approach, professional learning, and school-wide systems to serve multilingual learners. I explain how a systemic approach to connecting assessments and instruction can contribute to more equitable schools for multilingual learners. Additionally, by comparing schools that recently joined the network and schools that had been members for three or more years, I identified a developmental trajectory, moving from a primary focus on English language assessments to increased collaborative practices for serving a multilingual school community. Conclusions/Recommendations: This initial research has important implications for independent schools and educators of multilingual learners. Understanding how the global and the local integrate illustrates how schools can adapt rather than adopt new assessments and instructional resources: both changing and being changed by new tool
背景/背景:如今,以英语为媒介的私立学校越来越多地采用多语言教学,这对传统的单语言英语测试和教学模式构成了挑战。多语言学习者——能够在学校使用多种语言的学生——更容易受到英语标准化考试的负面影响,因为在许多学校,这些评估仅用于确定学生的熟练程度,以进行安排、标记或跟踪。国际学校为研究语言与公平的交集提供了一个有用的环境。作为位于复杂的跨国和后殖民语言生态系统中的独立机构,国际学校确定了自己在当地的英语语言评估和支持政策和计划。目的/目的/研究问题/研究重点:本文是关于测试和教学之间的关系,以及教育工作者如何在特定的国际学校网络中描述这种关系。考察多语言学习者的英语语言评估和教学之间的关系有助于描述通往更具包容性的学校的途径。探究学校如何利用多语言学习者的优势,需要重新思考英语单语规范作为学习的独家途径和特权的标志。此外,对全球学校网络的研究表明,在美国开发的资源如何在全球范围内得到更大的利用:在课堂层面,在全校范围内,以及在跨国教育联盟中。研究设计:我使用混合方法分析来调查教育工作者如何描述为多语言学习者服务的项目。我分析了全球500所国际学校的教育工作者所写的基于学校的故事,以探究测试和教学之间的关系。发现/结果:在这个特殊的全球网络中,我发现教育工作者描述了英语语言评估与其他项目组成部分之间的联系:基于资产的方法、专业学习和全校范围内为多语言学习者服务的系统。我解释了将评估和教学联系起来的系统方法如何有助于为多语言学习者提供更公平的学校。此外,通过比较最近加入网络的学校和加入网络三年或三年以上的学校,我确定了一个发展轨迹,从主要关注英语语言评估到增加合作实践,为多语言学校社区服务。结论/建议:这项初步研究对多语学习者的独立学校和教育者具有重要意义。了解全球和地方如何整合说明学校如何适应而不是采用新的评估和教学资源:既改变也被新工具改变。通过描述英语语言评估工具和相关实践社区对全校系统的影响,以更好地为多语言学习者服务,本研究有可能为未来的学校改进工作提供信息。尽管多语言在独立学校中的作用仍然存在关键问题,但本研究提供了一个视角,通过这个视角,我们可以理解思想和实践在不同空间中的运动。
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引用次数: 0
Keepers of the Flame: Gender, Race, and the Myth of Meritocracy in K–12 Educational Leadership 《火焰的守护者:性别、种族和K-12教育领导中的精英神话》
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-01 DOI: 10.1177/01614681231204665
Sarah Margaret Odell
Purpose: This study is part of a larger study of 18 aspiring school leaders that aims to understand how gender identity and gender performance impacted their experience in the K–12 independent school leadership pipeline. One of the key findings was that meritocracy played an important role in how individuals understood what the outcomes of their ascent to leadership should be. This article focuses on that finding through the voices of aspiring K–12 independent school leaders who have tried to enter the pipeline or have come through the pipeline. Method: This study uses Carol Gilligan’s Listening Guide method of data analysis. It was important to use a method and frame the study in a methodology that enabled marginalized voices to be heard. The Listening Guide requires the research to go through three “listenings” of the data: listening to the landscape, where the researcher takes note of everything that was said in the interview and what was not said; listening for the I, where the researcher makes I poems out of all of the I statements in the interview to hear for a deeper layer of consciousness; and finally, listening for contrapuntal voices, which acknowledges that people speak in multiple voices. Through these three listenings, a voice emerged from the data of the keepers of the flame: White women believed that specific work would guarantee them access to leadership. Findings: White women believe and are complicit in upholding meritocracy while White men articulated meritocracy as a lie that they benefit from. One of the interviewees, Joe, was unique among the men I interviewed—he was the only sitting head of school that I interviewed, and he was the only man who spoke so pointedly about the leadership pipeline advantaging someone like him. Black women, on the other hand, have always known from their racialized and gendered experience of the world that their hard work will be overlooked. This also came through in study interviews with Black women aspiring to leadership. For them, keeping silent is an issue of survival. As Carol Gilligan wrote, the story of women’s voices and women’s silences is not a simple one: It is not a question of one gender or race being above another. Rather, it is a story about resistance. An individual’s belief about how much work is necessary to gain access to leadership proves how White patriarchy centers the pipeline and either enforces silence or enables voice in one’s ability to move up. Meritocracy, and whether or not the individual believed it, turned out to be explicitly tied to one’s gender and racial identities. More diverse school leadership may lead to more equitable independent schools.
目的:本研究是对18名有抱负的学校领导的更大研究的一部分,旨在了解性别认同和性别表现如何影响他们在K-12独立学校领导管道中的经历。其中一个重要发现是,在个人如何理解自己升任领导的结果方面,精英管理发挥了重要作用。这篇文章主要通过雄心勃勃的K-12独立学校领导的声音来关注这一发现,他们试图进入管道或已经通过管道。方法:本研究采用Carol Gilligan的听力指南方法进行数据分析。重要的是使用一种方法,并以一种能够听取边缘化声音的方法来组织这项研究。《倾听指南》要求研究人员对数据进行三次“倾听”:倾听整体情况,研究人员注意到采访中所说的一切和没有说的一切;倾听“我”,研究者从访谈中所有的“我”语句中提炼出“我”的诗来倾听更深层次的意识;最后,听对位的声音,它承认人们用多种声音说话。通过这三次倾听,一个声音从“火炬守护者”的数据中浮现出来:白人女性相信,具体的工作可以保证她们获得领导职位。研究发现:白人女性相信并参与支持精英管理,而白人男性则把精英管理说成是他们从中受益的谎言。在我采访过的男性中,乔是唯一一位在任的校长,也是唯一一位如此尖锐地谈到领导力培养对他这样的人有利的人。另一方面,黑人女性从她们在这个世界上被种族化和性别化的经历中一直知道,她们的努力工作会被忽视。这也体现在对渴望成为领导者的黑人女性的研究访谈中。对他们来说,保持沉默是一种生存问题。正如卡罗尔·吉利根(Carol Gilligan)所写,女性发声和女性沉默的故事并不简单:这不是一个性别或种族高于另一个性别或种族的问题。相反,这是一个关于抵抗的故事。一个人关于需要付出多少努力才能获得领导地位的信念,证明了白人父权制是如何将管道集中起来的,它要么强制保持沉默,要么让一个人在晋升的过程中发出声音。事实证明,任人唯贤,无论个人是否相信,都与一个人的性别和种族身份明确地联系在一起。更多元化的学校领导可能会导致更公平的独立学校。
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引用次数: 0
Minding the Gap in Education Discourse: Equity, Inclusion, and Belonging in Independent and International Schools 注意教育话语的差距:独立学校和国际学校的公平、包容和归属感
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-01 DOI: 10.1177/01614681231207165
Nicole Brittingham Furlonge, Kenny Graves, Thu-Nga Morris, Sarah Odell
This special issue of Teachers College Record—“Minding the Gap in Education Discourse: Equity, Inclusion, and Belonging in Independent and International Schools”—aims to bring attention to independent and international private schools through the lenses of equity, inclusion, and belonging. In this issue, scholars and practitioners address gaps in education and education leadership discourse regarding considerations of equity, inclusion, and belonging. Historically, education discourse regarding equity, inclusion, and belonging has skewed largely toward public and charter education. While, according to the National Center for Educational Statistics (NCES), just 9% of PK-12 students nationally are enrolled in independent schools, independent schools nationally have much to contribute to the critical conversation concerning equity across the educational ecosystem. When we expand our attention to include international private schools, the numbers and scale shift dramatically. According to ISC Research, international private schools serve 6.74 million students. When the growing engagement of international private schools in the work of equity, inclusion, and belonging is considered, even more questions and possibilities emerge for the examining, understanding, and acting in research-informed ways on behalf of equity, inclusion, and belonging in education writ large. This special issue insists on the importance of considering schools as national and global systems of learning and socialization, and independent and international schools in particular as important players in the ecosystem of education in the United States and globally. The works in this issue tune us to the complex, multileveled ecosystem that we refer to as PK–12 schooling and to the importance of noticing and acting at all levels of that ecosystem to ensure research-informed thinking, decision-making, action, and impact.
本期《师范学院记录》特刊——“关注教育话语的差距:独立和国际学校的公平、包容和归属感”——旨在通过公平、包容和归属感的视角,引起人们对独立和国际私立学校的关注。在本期中,学者和实践者讨论了教育和教育领导话语中关于公平、包容和归属感的差距。从历史上看,关于公平、包容和归属感的教育话语在很大程度上倾向于公立和特许教育。然而,根据国家教育统计中心(NCES)的数据,全国只有9%的PK-12学生在私立学校就读,私立学校在全国范围内对整个教育生态系统中关于公平的关键对话做出了很大贡献。当我们将注意力扩大到包括国际私立学校时,数量和规模会发生巨大变化。根据ISC研究,国际私立学校为674万学生提供服务。当考虑到国际私立学校越来越多地参与公平、包容和归属感的工作时,更多的问题和可能性出现了,以研究为依据的方式,代表教育中的公平、包容和归属感进行检查、理解和行动。本期特刊强调了将学校视为国家和全球学习和社会化系统的重要性,特别是将独立学校和国际学校视为美国和全球教育生态系统中的重要参与者。本期的作品将我们带到了我们称之为PK-12学校教育的复杂、多层次的生态系统,以及在生态系统的各个层面上注意和行动的重要性,以确保研究知情的思考、决策、行动和影响。
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引用次数: 0
Listen and Learn: Equity, Embodied Pedagogies, and Engaging Asian American Buddhists 聆听与学习:公平、具身教学法与吸引亚裔美国佛教徒
IF 1 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-01 DOI: 10.1177/01614681231197279
Chenxing Han, Andrew Housiaux
In this article, we consider the intersection of experiential learning and equity work through the lens of a 10-week project: “Listening to the Buddhists in Our Backyard” (L2BB), undertaken in collaboration with a group of six high school seniors at Phillips Academy in Andover, Massachusetts, in the spring of 2022. L2BB was part of a broader undertaking known as The Workshop, an experimental school-within-a-school that seeks to reimagine education beyond the restrictive norms or “grammar” of schooling. Mirroring the emergent and adaptive methods of L2BB, this article incorporates student voices, narrative interviews, and methodological reflections to advance our claim that an embodied, listening-first model of learning avoids common pitfalls of community-based learning while enabling students to develop a more accurate picture of racial and religious minorities in the United States.
在本文中,我们通过一个为期10周的项目来考虑体验式学习和公平工作的交叉点:“倾听我们后院的佛教徒”(L2BB),该项目于2022年春季在马萨诸塞州安多弗的菲利普斯学院与六名高中毕业生合作开展。L2BB是一个更广泛的项目“工作坊”的一部分,“工作坊”是一个实验性的“校中校”,旨在重新构想教育,超越学校的限制性规范或“语法”。这篇文章反映了L2BB的新兴和适应性方法,结合了学生的声音、叙述访谈和方法论反思,以推进我们的主张,即一种体现的、倾听优先的学习模式避免了社区学习的常见陷阱,同时使学生能够更准确地了解美国的种族和宗教少数群体。
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引用次数: 0
Storying the Gap: Women’s Leadership Literacies 讲述差距:女性的领导素养
4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-08-01 DOI: 10.1177/01614681231206709
Jessica Flaxman
Gender disparity at the leadership level of large (defined by the National Association of Independent Schools [NAIS] as > 700 students) K–12 independent schools is a critical and persistent issue in the ongoing effort to foster equity and justice in historically white and male-led independent schools in the United States. The number of women leading all independent schools has increased from 31% in 2009 to 41% in 2021. However, while a greater number of women lead independent schools today than in years past, they more often achieve the headship in small and K–8 schools and remain less likely (22%) to achieve headship of large (> 700) independent schools. Using mixed-methods research conducted with 30 of the 45 women leading large K–12 independent schools in 2020, this study identified some of the unique leadership literacies, or skills and competencies, that women possess and perform as heads of school. Refracted through the rhizomal lens of multiple literacies theory, findings from this study reframe traditional, gendered leadership theories and posit the importance for women leaders of habitually negotiating gender bias, anchoring in the personal, and demonstrating expertise.
大型私立学校(由全国独立学校协会[NAIS]定义为>在美国历史上白人和男性主导的私立学校中,K-12私立学校是一个持续努力促进公平和正义的关键和持久问题。女性领导私立学校的人数从2009年的31%增加到2021年的41%。然而,尽管与过去相比,如今有更多的女性领导私立学校,但她们更多地在小型学校和K-8学校担任校长,而在大型学校担任校长的可能性仍然较低(22%)。700所私立学校。本研究采用混合方法对2020年领导大型K-12私立学校的45名女性中的30名进行了研究,确定了女性作为学校校长所拥有和表现出的一些独特的领导素养,或技能和能力。通过多元素养理论的折射,本研究的发现重新构建了传统的性别领导理论,并提出了女性领导者习惯性地解决性别偏见、锚定个人和展示专业知识的重要性。
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Teachers College Record
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