{"title":"The Grammar of School Discipline: A Review of the Four Rs","authors":"Erin Riley-Lepo","doi":"10.47038/tpe.45.01.05","DOIUrl":"https://doi.org/10.47038/tpe.45.01.05","url":null,"abstract":"","PeriodicalId":52624,"journal":{"name":"The Professional Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47016510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This review of Bettina Love’s (2019) We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom places the book within the context of the school/prison nexus and the contemporary American prison abolition movement. It offers a summary of Love’s main arguments with suggestions for further reading, highlights chapters that could stand alone in course syllabi, and suggests uses for the text in teacher education, research, and the K-12 classroom. It also provides academic, historical, and theoretical connections to Love’s concept of abolitionist teaching. Ultimately, I propose the expansion and application of her work by suggesting that while Love is inspired by prison abolitionists, teachers must move further towards pragmatic connections to abolition in the classroom.
贝蒂娜·洛夫（Bettina Love）（2019）的《我们想做的不仅仅是生存：废奴主义教学与追求教育自由》（We Want Do More Than Survive：废奴派教学与追求教学自由）将这本书置于学校/监狱关系和当代美国废除监狱运动的背景下。它总结了洛夫的主要论点，并提出了进一步阅读的建议，强调了在课程大纲中可能独立的章节，并建议在教师教育、研究和K-12课堂中使用该文本。它还为洛夫的废奴主义教学理念提供了学术、历史和理论联系。最终，我建议扩大和应用她的工作，建议虽然洛夫受到监狱废奴主义者的启发，但教师必须进一步在课堂上建立与废奴主义的务实联系。
{"title":"Review of Love’s We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom","authors":"Maeve Wall","doi":"10.47038/tpe.45.01.02","DOIUrl":"https://doi.org/10.47038/tpe.45.01.02","url":null,"abstract":"This review of Bettina Love’s (2019) We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom places the book within the context of the school/prison nexus and the contemporary American prison abolition movement. It offers a summary of Love’s main arguments with suggestions for further reading, highlights chapters that could stand alone in course syllabi, and suggests uses for the text in teacher education, research, and the K-12 classroom. It also provides academic, historical, and theoretical connections to Love’s concept of abolitionist teaching. Ultimately, I propose the expansion and application of her work by suggesting that while Love is inspired by prison abolitionists, teachers must move further towards pragmatic connections to abolition in the classroom.","PeriodicalId":52624,"journal":{"name":"The Professional Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45585419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although Black women’s graduate degree attainment has nearly doubled since 2000, Sekile M. Nzinga’s Lean Semesters provides a complex picture into this social reality in academia, with the central argument that American higher education operates as a hyper-producer of inequity for marginalized populations, particularly academic women of color. Additionally, since Black women are overrepresented both as adjunct faculty and as Black academics in the south, the author utilizes faculty interview data and national survey data to frame this issue as not only shaped by race, class, and gender but also a regional problem. Lean Semesters is a unique contribution to the critical university studies literature that reveals how Black excellence and Black education are also conceptions through which we understand Black labor.
{"title":"Disposable Black excellence: A book review of Sekile M. Nzinga’s Lean semesters: How Higher Education Reproduces Inequity","authors":"Paris Wicker","doi":"10.47038/tpe.45.01.06","DOIUrl":"https://doi.org/10.47038/tpe.45.01.06","url":null,"abstract":"Although Black women’s graduate degree attainment has nearly doubled since 2000, Sekile M. Nzinga’s Lean Semesters provides a complex picture into this social reality in academia, with the central argument that American higher education operates as a hyper-producer of inequity for marginalized populations, particularly academic women of color. Additionally, since Black women are overrepresented both as adjunct faculty and as Black academics in the south, the author utilizes faculty interview data and national survey data to frame this issue as not only shaped by race, class, and gender but also a regional problem. Lean Semesters is a unique contribution to the critical university studies literature that reveals how Black excellence and Black education are also conceptions through which we understand Black labor.","PeriodicalId":52624,"journal":{"name":"The Professional Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41561610","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chaddrick D. James-Gallaway, ArCasia D. James‐Gallaway
{"title":"Why Opportunity Isn’t Enough: Restrictive v. Expansive Views of Equality, Texas Top Ten Percent Policy, and Race Liberalism","authors":"Chaddrick D. James-Gallaway, ArCasia D. James‐Gallaway","doi":"10.47038/tpe.45.01.01","DOIUrl":"https://doi.org/10.47038/tpe.45.01.01","url":null,"abstract":"","PeriodicalId":52624,"journal":{"name":"The Professional Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41299868","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Third space theory has been applied with progressive frequency to teacher education, partnerships, and clinical practice. This review of literature addresses how the application of third space theory has manifested in partnerships, clinical practice, and the associated stakeholders. Since moving towards third space is a process, it requires a continual embracing of tensions. It is within these tensions related to the application of the principles of third space theory within partnerships and clinical practice that three themes came to the surface. They include (a) diffusing hierarchy, embracing collaboration; (b) rejecting binaries, embracing democracy; and (c) overcoming borders, spanning boundaries. I address implications for moving forward and furthering third space partnerships and provide recommendations regarding intentionality and future research.
{"title":"Third Space, Partnerships, & Clinical Practice: A Literature Review","authors":"Lauren Laughlin","doi":"10.47038/tpe.44.01.05","DOIUrl":"https://doi.org/10.47038/tpe.44.01.05","url":null,"abstract":"Third space theory has been applied with progressive frequency to teacher education, partnerships, and clinical practice. This review of literature addresses how the application of third space theory has manifested in partnerships, clinical practice, and the associated stakeholders. Since moving towards third space is a process, it requires a continual embracing of tensions. It is within these tensions related to the application of the principles of third space theory within partnerships and clinical practice that three themes came to the surface. They include (a) diffusing hierarchy, embracing collaboration; (b) rejecting binaries, embracing democracy; and (c) overcoming borders, spanning boundaries. I address implications for moving forward and furthering third space partnerships and provide recommendations regarding intentionality and future research.","PeriodicalId":52624,"journal":{"name":"The Professional Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47122089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Despite recent improvements for women within education, marginalizing policies and climates are still very present in our schools. Activism by teachers and administrators can provide potent instruments for change in PK-12 schools. This study examines how women leaders within PK-12 are working for change in their schools. We employed a qualitive research design, influenced by narrative inquiry, to examine change efforts by women leaders in PK-12 schools. Women leaders shared stories of their experiences with institutional sexism, mentoring other women, and how they are working to change institutional policies and improve educational climates. Our research provided insights on ways to lead from mid-level positions and how to navigate institutional sexism to promote gender equity within education. Keywords: activism; social change; women leaders; institutional sexism
{"title":"“Leading from the middle”: Exploring stories of women working for change in PK-12 Schools","authors":"Christopher J. Broadhurst, L. Locke, Sonja Ardoin","doi":"10.47038/TPE.44.01.04","DOIUrl":"https://doi.org/10.47038/TPE.44.01.04","url":null,"abstract":"Despite recent improvements for women within education, marginalizing policies and climates are still very present in our schools. Activism by teachers and administrators can provide potent instruments for change in PK-12 schools. This study examines how women leaders within PK-12 are working for change in their schools. We employed a qualitive research design, influenced by narrative inquiry, to examine change efforts by women leaders in PK-12 schools. Women leaders shared stories of their experiences with institutional sexism, mentoring other women, and how they are working to change institutional policies and improve educational climates. Our research provided insights on ways to lead from mid-level positions and how to navigate institutional sexism to promote gender equity within education. Keywords: activism; social change; women leaders; institutional sexism","PeriodicalId":52624,"journal":{"name":"The Professional Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46132386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kamden K. Strunk, L. Locke, Jina Chang, P. Clancy, Logan Drake
{"title":"From the Spies of Mississippi to the Eyes of the White House: Surveilling and Obstructing Antiracist Work in the U.S.","authors":"Kamden K. Strunk, L. Locke, Jina Chang, P. Clancy, Logan Drake","doi":"10.47038/TPE.44.01.03","DOIUrl":"https://doi.org/10.47038/TPE.44.01.03","url":null,"abstract":"","PeriodicalId":52624,"journal":{"name":"The Professional Educator","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42187662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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