Pub Date : 2023-08-01DOI: 10.1177/01614681231200943
Clare Sisisky
Many educators are considering ways to increase student intercultural competence and support student identity development as they seek to create more inclusive and equitable schools and contribute to more just societies. This study provides analysis of one type of learning experience intentionally designed around intercultural engagement—independent high school programs that immerse students in international contexts for short-term learning experiences. This mixed-method study included 191 young alumni from six different independent schools in North America and focused on better understanding how these learning experiences have lived with their participants over time. Due in part to adolescent neuroplasticity, the study demonstrates that intercultural experiences that immerse students in relational learning beyond their home culture can influence them over time, including in their intercultural and identity development. The study specifically demonstrates that participants self-report continued influence of the program on their intercultural communication and perspective-taking skills and behavior frequency. The study identified two areas of limitations, namely that participants reported a conflicted or negative response to community service-focused programs over time and that participants with a transnational identity reported limited influence. These limitations and the participant reflections on the importance of relational learning suggest a dialectic approach as an effective way to reach the full potential of immersive learning for adolescents. Educators who strive to teach essential intercultural competencies that support school or districtwide efforts to create more inclusive and equitable school cultures might gain insights from this study's findings on the power of relational intercultural engagement for student learning.
{"title":"Immersive Intercultural Learning Experiences in High School: Reflections From Independent School Alumni","authors":"Clare Sisisky","doi":"10.1177/01614681231200943","DOIUrl":"https://doi.org/10.1177/01614681231200943","url":null,"abstract":"Many educators are considering ways to increase student intercultural competence and support student identity development as they seek to create more inclusive and equitable schools and contribute to more just societies. This study provides analysis of one type of learning experience intentionally designed around intercultural engagement—independent high school programs that immerse students in international contexts for short-term learning experiences. This mixed-method study included 191 young alumni from six different independent schools in North America and focused on better understanding how these learning experiences have lived with their participants over time. Due in part to adolescent neuroplasticity, the study demonstrates that intercultural experiences that immerse students in relational learning beyond their home culture can influence them over time, including in their intercultural and identity development. The study specifically demonstrates that participants self-report continued influence of the program on their intercultural communication and perspective-taking skills and behavior frequency. The study identified two areas of limitations, namely that participants reported a conflicted or negative response to community service-focused programs over time and that participants with a transnational identity reported limited influence. These limitations and the participant reflections on the importance of relational learning suggest a dialectic approach as an effective way to reach the full potential of immersive learning for adolescents. Educators who strive to teach essential intercultural competencies that support school or districtwide efforts to create more inclusive and equitable school cultures might gain insights from this study's findings on the power of relational intercultural engagement for student learning.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135002236","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 : 2023-08-01DOI: 10.1177/01614681231199558
Katherine “Katie” Clonan-Roy, Rhiannon Maton, Charlotte E. Jacobs, Casey Matthews, Michael Kokozos, Erika Kitzmiller
Background: Between early 2020 and today, our society has experienced a distressing global pandemic, horrifying brutalities committed against BIPOC individuals and communities, uprisings for racial justice, and a violent attack on our nation’s capital. While these events and phenomena have been challenging and traumatic, they have also inspired calls for equity-focused action within and beyond schools. Purpose: Many schools have intensified their diversity, equity, inclusion, justice, and anti-racism (DEIJA) work by revising their curricula, providing equity-focused professional development for educators, offering extracurricular programs like affinity and accountability spaces for BIPOC and white students, and many other initiatives. However, this work has occurred against a contentious backdrop, including parent and caregiver resistance to DEIJA work and attacks on schools for allegedly teaching critical race theory. Research Design: Between the summer of 2020 and the spring of 2022, we conducted research with one independent school, called the Waterford School, in a metropolitan area as it engaged in intensified DEIJA work. During this time, we surveyed and ran focus groups with caregivers, students, faculty, staff, and administrators to capture their experiences with and perspectives on school DEIJA work. White caregivers were the most vocal and resistant constituent group, and in this article, we examine the perspectives that they brought to these conversations on Waterford’s DEIJA initiatives. Conclusions: This analysis shows how, in both their support of and dissent to the DEIJA work, white caregivers’ perspectives often reflected and reinforced characteristics associated with white supremacy culture (WSC). We also show how caregivers’ perspectives on the DEIJA work and pressure on Waterford often posed racial equity detours, which created an illusion of progress toward racial equity while obscuring ongoing racial inequity.
{"title":"White Parent and Caregiver Perceptions of, and Resistance to, Equity and Anti-Racism Work in an Independent School","authors":"Katherine “Katie” Clonan-Roy, Rhiannon Maton, Charlotte E. Jacobs, Casey Matthews, Michael Kokozos, Erika Kitzmiller","doi":"10.1177/01614681231199558","DOIUrl":"https://doi.org/10.1177/01614681231199558","url":null,"abstract":"Background: Between early 2020 and today, our society has experienced a distressing global pandemic, horrifying brutalities committed against BIPOC individuals and communities, uprisings for racial justice, and a violent attack on our nation’s capital. While these events and phenomena have been challenging and traumatic, they have also inspired calls for equity-focused action within and beyond schools. Purpose: Many schools have intensified their diversity, equity, inclusion, justice, and anti-racism (DEIJA) work by revising their curricula, providing equity-focused professional development for educators, offering extracurricular programs like affinity and accountability spaces for BIPOC and white students, and many other initiatives. However, this work has occurred against a contentious backdrop, including parent and caregiver resistance to DEIJA work and attacks on schools for allegedly teaching critical race theory. Research Design: Between the summer of 2020 and the spring of 2022, we conducted research with one independent school, called the Waterford School, in a metropolitan area as it engaged in intensified DEIJA work. During this time, we surveyed and ran focus groups with caregivers, students, faculty, staff, and administrators to capture their experiences with and perspectives on school DEIJA work. White caregivers were the most vocal and resistant constituent group, and in this article, we examine the perspectives that they brought to these conversations on Waterford’s DEIJA initiatives. Conclusions: This analysis shows how, in both their support of and dissent to the DEIJA work, white caregivers’ perspectives often reflected and reinforced characteristics associated with white supremacy culture (WSC). We also show how caregivers’ perspectives on the DEIJA work and pressure on Waterford often posed racial equity detours, which created an illusion of progress toward racial equity while obscuring ongoing racial inequity.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135002420","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 : 2023-08-01DOI: 10.1177/01614681231194414
Esther Bettney Heidt
Background: In recent years, scholars and educators have criticized exclusionary language ideologies and policies within international schools. International schools often emphasize proficiency in English as a language of power instead of valuing students’ and teachers’ dynamic multilingual practices. Focus of Study: Although oppressive language ideologies and policies in international schools are a central concern for critical education scholars, relatively little is known about international schools that are negotiating a shift toward more inclusive and equitable approaches. To understand the role of language ideologies and policies within an international school context, I examined the following research question: What language ideologies influence language policy creation and appropriation at Colegio Colombiano (CC)? Research Design: To answer this question and further understand the complex and shifting roles of language ideologies and policies within international schools, I conducted a case study at CC, an international school in Colombia. Data Collection: Through collaborative research with nine teachers, I examined how teachers engaged with more equitable approaches to multilingual education. I collected and analyzed various types of data, including school language policies, lesson and unit plans, classroom observations, teacher and student interviews, and a teacher questionnaire. Findings: Through analyzing the collected data, I found a spectrum of language ideologies and language policies, as many faculty demonstrated a significant shift away from oppressive and exclusionary language ideologies and language policies through an increasing recognition of Spanish. On the other hand, although explicit messages about English as superior were no longer officially promoted, colonialistic ideologies and policies persisted that valorized English, denigrated Spanish, and ignored other societal and home languages. To analyze these findings further, I critically examined the described spectrum of language ideologies and policies through Pennycook’s (2000) framework of language ideologies. Conclusions: I conclude with key considerations for educators and researchers across diverse contexts as they critically reconsider and decolonize current approaches to multilingual education.
{"title":"A Critical Examination of Language Ideologies and Policies in an International School in Colombia","authors":"Esther Bettney Heidt","doi":"10.1177/01614681231194414","DOIUrl":"https://doi.org/10.1177/01614681231194414","url":null,"abstract":"Background: In recent years, scholars and educators have criticized exclusionary language ideologies and policies within international schools. International schools often emphasize proficiency in English as a language of power instead of valuing students’ and teachers’ dynamic multilingual practices. Focus of Study: Although oppressive language ideologies and policies in international schools are a central concern for critical education scholars, relatively little is known about international schools that are negotiating a shift toward more inclusive and equitable approaches. To understand the role of language ideologies and policies within an international school context, I examined the following research question: What language ideologies influence language policy creation and appropriation at Colegio Colombiano (CC)? Research Design: To answer this question and further understand the complex and shifting roles of language ideologies and policies within international schools, I conducted a case study at CC, an international school in Colombia. Data Collection: Through collaborative research with nine teachers, I examined how teachers engaged with more equitable approaches to multilingual education. I collected and analyzed various types of data, including school language policies, lesson and unit plans, classroom observations, teacher and student interviews, and a teacher questionnaire. Findings: Through analyzing the collected data, I found a spectrum of language ideologies and language policies, as many faculty demonstrated a significant shift away from oppressive and exclusionary language ideologies and language policies through an increasing recognition of Spanish. On the other hand, although explicit messages about English as superior were no longer officially promoted, colonialistic ideologies and policies persisted that valorized English, denigrated Spanish, and ignored other societal and home languages. To analyze these findings further, I critically examined the described spectrum of language ideologies and policies through Pennycook’s (2000) framework of language ideologies. Conclusions: I conclude with key considerations for educators and researchers across diverse contexts as they critically reconsider and decolonize current approaches to multilingual education.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"81 1","pages":"276 - 299"},"PeriodicalIF":1.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73616924","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 : 2023-08-01DOI: 10.1177/01614681231205644
Michael Kokozos
{"title":"Anti-Oppressive Education in “Elite” Schools: Promising Practices and Cautionary Tales From the Field","authors":"Michael Kokozos","doi":"10.1177/01614681231205644","DOIUrl":"https://doi.org/10.1177/01614681231205644","url":null,"abstract":"","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053893","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 : 2023-08-01DOI: 10.1177/01614681231194407
Heather Hill, M. Warren, Charlotte E. Jacobs
Background/Context: An increasing body of literature reveals how systems of racism, sexism, and classism intersect to marginalize Black girls in contexts of schooling. Few studies have explored this topic from the perspectives of Black girls in all-girls independent schools pursuing antiracist school reform. Purpose/Objective/Research Question/Focus of Study: This study examined the experiences of Black girls in all-girls independent schools to understand how they perceived themselves as mapped into or left out of conversations about race in school and society. Research Design: The study employed a qualitative research design. A total of 42 middle and high school students participated in a semi-structured focus group interview lasting 60–120 minutes. Interviews were conducted in person and online. Audio-recordings were transcribed for analysis. Data analysis involved a multilayered approach. First, transcriptions of the focus group interviews were analyzed using thematic analysis techniques to identify recurring themes and patterns. A Black Girl Cartography framework was employed to distinguish the spatial and relational aspects of the participants’ experiences and identities. Finally, critical discourse analysis was applied to examine the interplay between power, identity, culture, and spatiality within the participants’ narratives. Findings/Results: Data revealed that Black girls were navigating conversations about race across one-on-one, peer group, advisory meeting, classroom-based, and schoolwide interactions, where they perceived themselves to be physically and epistemologically marginalized and/or excluded. We identified dimensions of racetalk that aided in their experience of marginalization and exclusion: (1) placelessness, (2) selflessness, and (3) Blackgirlhoodlessness. Data also revealed that while participants were navigating ideologies, practices, and procedures that threatened their opportunities for development, they were also charting spaces for their individual and collective joy, healing, and racial socialization. Conclusions/Recommendations: Implications from these data explore the ways in which all-girls independent schools overlook Black girls’ unique geopolitical locations in schools and society and, in so doing, miss opportunities to nurture their development. This study contributes to a rich understanding of the complex interplay between power, identity, culture, and spatiality that Black girls navigate in schooling and society. We advocate for an application of principles and best practices aligned with culturally relevant and culturally sustaining pedagogies that center the experiences of Black girls. We recommend that schools (1) employ situated and intersectional approaches to antiracist educational reform, (2) center Black girl mattering in schooling, and (3) nurture Black girl self-love, joy, and racial literacy.
{"title":"Mapping the Boundaries of Racetalk: Examining the Experiences of Black Girls in Independent Schools","authors":"Heather Hill, M. Warren, Charlotte E. Jacobs","doi":"10.1177/01614681231194407","DOIUrl":"https://doi.org/10.1177/01614681231194407","url":null,"abstract":"Background/Context: An increasing body of literature reveals how systems of racism, sexism, and classism intersect to marginalize Black girls in contexts of schooling. Few studies have explored this topic from the perspectives of Black girls in all-girls independent schools pursuing antiracist school reform. Purpose/Objective/Research Question/Focus of Study: This study examined the experiences of Black girls in all-girls independent schools to understand how they perceived themselves as mapped into or left out of conversations about race in school and society. Research Design: The study employed a qualitative research design. A total of 42 middle and high school students participated in a semi-structured focus group interview lasting 60–120 minutes. Interviews were conducted in person and online. Audio-recordings were transcribed for analysis. Data analysis involved a multilayered approach. First, transcriptions of the focus group interviews were analyzed using thematic analysis techniques to identify recurring themes and patterns. A Black Girl Cartography framework was employed to distinguish the spatial and relational aspects of the participants’ experiences and identities. Finally, critical discourse analysis was applied to examine the interplay between power, identity, culture, and spatiality within the participants’ narratives. Findings/Results: Data revealed that Black girls were navigating conversations about race across one-on-one, peer group, advisory meeting, classroom-based, and schoolwide interactions, where they perceived themselves to be physically and epistemologically marginalized and/or excluded. We identified dimensions of racetalk that aided in their experience of marginalization and exclusion: (1) placelessness, (2) selflessness, and (3) Blackgirlhoodlessness. Data also revealed that while participants were navigating ideologies, practices, and procedures that threatened their opportunities for development, they were also charting spaces for their individual and collective joy, healing, and racial socialization. Conclusions/Recommendations: Implications from these data explore the ways in which all-girls independent schools overlook Black girls’ unique geopolitical locations in schools and society and, in so doing, miss opportunities to nurture their development. This study contributes to a rich understanding of the complex interplay between power, identity, culture, and spatiality that Black girls navigate in schooling and society. We advocate for an application of principles and best practices aligned with culturally relevant and culturally sustaining pedagogies that center the experiences of Black girls. We recommend that schools (1) employ situated and intersectional approaches to antiracist educational reform, (2) center Black girl mattering in schooling, and (3) nurture Black girl self-love, joy, and racial literacy.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"220 1","pages":"133 - 158"},"PeriodicalIF":1.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89382710","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 : 2023-08-01DOI: 10.1177/01614681231197883
Renée Marcellus
“Lifting Voices” is a reflection on both my own identity journey and that of several Black women educators as a means of examining how schools can be more intentional in supporting the identity development of their Black female students. By drawing connections across the educational experiences of the Black women I interviewed and putting them in conversation with the issues we address as educators who work with Black female students, I assert that our experiences do not exist in isolation—rather, many aspects of them are shared and transcend time and place. To recognize the manifestations of misogynoir still present in schools is to own that there is still work to be done without minimizing the progress that has been made. I primarily highlight representation in faculty and curriculum, educator training, and access to resources as concrete steps toward greater institutional support of Black girls and more broadly, the establishment of more inclusive school communities that nurture all students and celebrate differences.
{"title":"Lifting Voices: An Exploration of Black Girls’ Educational Experiences","authors":"Renée Marcellus","doi":"10.1177/01614681231197883","DOIUrl":"https://doi.org/10.1177/01614681231197883","url":null,"abstract":"“Lifting Voices” is a reflection on both my own identity journey and that of several Black women educators as a means of examining how schools can be more intentional in supporting the identity development of their Black female students. By drawing connections across the educational experiences of the Black women I interviewed and putting them in conversation with the issues we address as educators who work with Black female students, I assert that our experiences do not exist in isolation—rather, many aspects of them are shared and transcend time and place. To recognize the manifestations of misogynoir still present in schools is to own that there is still work to be done without minimizing the progress that has been made. I primarily highlight representation in faculty and curriculum, educator training, and access to resources as concrete steps toward greater institutional support of Black girls and more broadly, the establishment of more inclusive school communities that nurture all students and celebrate differences.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"4 1","pages":"159 - 166"},"PeriodicalIF":1.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89809675","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}
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.
{"title":"Keepers of the Flame: Gender, Race, and the Myth of Meritocracy in K–12 Educational Leadership","authors":"S. Odell","doi":"10.3102/2006315","DOIUrl":"https://doi.org/10.3102/2006315","url":null,"abstract":"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.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"1 1","pages":"334 - 353"},"PeriodicalIF":1.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75991907","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 : 2023-08-01DOI: 10.1177/01614681231200705
Kiyomasa (Kiyo) Kuwana
As predominantly White institutions (PWIs), independent schools in the United States can alienate students who are either not White or do not possess the cultural capital necessary to navigate those spaces. Scholars have argued that alliance/affinity spaces help students of color acclimate to PWIs and help create a sense of belonging. My work with the Asian Student Alliance (ASA) over the past 2 years has shown that, while the ASA leadership can and has supported its affinity members, the lack of attention that the school administration gives to events outside of the campus puts the onus on student leaders to become adults and process complex events without feeling that the institution cares for them. The students, however, do not necessarily want to take on the task. In the end, school administrators and teachers should work to challenge the model minority myth and the perpetual foreigner stereotype: school leaders must work with student leaders to address AAPI hate at the institutional level, and history teachers at PWIs must cover Asian American history and activism more in the curriculum to challenge these two stereotypes and invite students to consider, and discuss, how they can engage in their own form of activism with each other.
{"title":"Centering Asian American Voices in Independent Schools","authors":"Kiyomasa (Kiyo) Kuwana","doi":"10.1177/01614681231200705","DOIUrl":"https://doi.org/10.1177/01614681231200705","url":null,"abstract":"As predominantly White institutions (PWIs), independent schools in the United States can alienate students who are either not White or do not possess the cultural capital necessary to navigate those spaces. Scholars have argued that alliance/affinity spaces help students of color acclimate to PWIs and help create a sense of belonging. My work with the Asian Student Alliance (ASA) over the past 2 years has shown that, while the ASA leadership can and has supported its affinity members, the lack of attention that the school administration gives to events outside of the campus puts the onus on student leaders to become adults and process complex events without feeling that the institution cares for them. The students, however, do not necessarily want to take on the task. In the end, school administrators and teachers should work to challenge the model minority myth and the perpetual foreigner stereotype: school leaders must work with student leaders to address AAPI hate at the institutional level, and history teachers at PWIs must cover Asian American history and activism more in the curriculum to challenge these two stereotypes and invite students to consider, and discuss, how they can engage in their own form of activism with each other.","PeriodicalId":48274,"journal":{"name":"Teachers College Record","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135002237","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 : 2023-08-01DOI: 10.1177/01614681231202830
Marta Filip-Fouser
Background/Context: Few studies have examined civic identity development among international individuals on educational sojourns in the United States. This study broadens our understanding of processes that facilitate meaning making of sojourn experiences among socioeconomically diverse international students from Thailand. Specifically, I focus on examining transnational spaces as platforms for social interactions, exchange of ideas, and development of individual and collective practices, and their overall impact on the civic self. Research Design: Data for this study were collected through semi-structured individual interviews with 21 Royal Thai Scholars who pursued multiyear study in the United States and then returned to their home country to contribute their knowledge and skills. Participants were at different points of their educational sojourns at the time of the data collection; 16 were enrolled in boarding schools, colleges, or universities, and five completed their studies and returned to Thailand. Conclusions: Findings suggest that transnational spaces play three roles that contribute to the development of civic self: they afford opportunities for connection with other transnational individuals to process sojourn experiences and help develop strategies to navigate them; they serve as political socialization spaces in which youth become aware of and connected to their communities; and they serve as platforms where youth develop criticality, voice their opinions, and build empathy. The study highlights the importance of creating intentional opportunities for international students that help them develop cognitive, emotional, moral, and active engagement skills, process their experiences, and facilitate the formation of their transnational civic identities.
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Pub Date : 2023-06-01DOI: 10.1177/01614681231191291
B. Baker, K. Mills, Peter McDonald, Liang Wang
Background: Artificial intelligence (AI) applications have been implemented across all levels of education, with the rapid developments of chatbots and AI language models, like ChatGPT, demonstrating the urgent need to conceptualize the key debates and their implications for a new era of learning and assessment. This adoption occurs in a context where AI is dramatically remapping “the human,” the purposes of schooling, and pedagogy. Focus of Study: The paper examines how different formulations of “human” became interwoven with the sliding signifier of “intelligence” through a series of violent exclusions, and how the shifting contour of “intelligence” produces uneven and unjust ontological scales undergirding both education and AI fields. Its purpose is to engage the education research community in dialogue about biases, the nature of ethics, and decision-making concerning AI in education. Research Design: This paper adapts a historical-philosophical method. It traces the effects of colonialism and racialization within humanism’s emergence through Sylvia Wynter’s historiography of “figure of Man,” especially via the invention of “intelligence,” which has linked education and computer science. It also investigates themes central to modern education such as justice, equity, and in/exclusion through a philosophical examination of the ontological scales of “human.” Conclusions: After outlining how “intelligence” has shifted from reason-as-morality to concepts of natural intelligence, we argue that current examples of AI in Education (AIEd), like classroom chatbots and social agents, constitute an intermediary point in the arc toward a new computational superintelligence—the emergence of man3—illustrating the opportunities, risks, and ethical issues in pedagogical applications based on emotion. We outline three differing visions of AIEd’s future, concluding with a series of provocations (onto-epistemological, practice-based, and purposes of schooling) that exceed such models and that, given rapid innovations in machine learning, require urgent consideration from multiple stakeholders.
背景:随着聊天机器人和人工智能语言模型(如ChatGPT)的快速发展，人工智能(AI)应用已经在各级教育中实施，这表明迫切需要将关键辩论及其对学习和评估新时代的影响概念化。这种采用发生在人工智能正在戏剧性地重塑“人类”、学校教育和教育学目的的背景下。研究重点:本文探讨了“人类”的不同表述如何通过一系列激烈的排斥与“智能”的滑动能指交织在一起，以及“智能”轮廓的移动如何在教育和人工智能领域产生不平衡和不公正的本体论尺度。其目的是让教育研究界参与到关于人工智能在教育中的偏见、伦理本质和决策的对话中来。研究设计:本文采用历史哲学方法。它通过西尔维娅·温特(Sylvia Wynter)对“人的形象”(figure of Man)的历史编纂，特别是通过将教育和计算机科学联系在一起的“智能”(intelligence)一词的发明，追溯了人文主义出现过程中殖民主义和种族化的影响。它还通过对“人类”本体论尺度的哲学考察，研究了现代教育的核心主题，如正义、公平和排斥。结论:在概述了“智能”如何从“理性即道德”转变为“自然智能”的概念之后，我们认为，当前教育中的人工智能(AIEd)的例子，如课堂聊天机器人和社会代理，构成了通往新的计算超级智能(人类的出现)的弧线中的一个中间点，说明了基于情感的教学应用中的机遇、风险和伦理问题。我们概述了AIEd未来的三种不同愿景，最后提出了一系列超越这些模型的挑战(本体认识论、基于实践的和教育目的)，考虑到机器学习的快速创新，需要多个利益相关者的紧急考虑。
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