bluuebunny/crossref_metadata_2025 huggingface dataset:
Nobody Mean More to Me Than You And the Future Life of Willie Jordan
Authors: Jordan June
Published: May 2015

Progressive teachers often face the problem of making education in the schools relevant to life outside of the schools. They are confronted regularly with the challenge of introducing controversial subject matter that often forces students to examine critically their values and world views, and their positions in this society. In this essay, June Jordan describes the experiences in her undergraduate course on Black English in which both she and her students mounted the charge of making education and schooling truly relevant and useful when they decided to mobilize themselves on behalf of a Black classmate whose unarmed brother had been killed by White police officers in Brooklyn, New York. The Editors have decided to reprint this essay because of its particular relevance to the theme of this Special Issue. We wish to thank June Jordan for granting us permission to reprint her essay in our pages.
Reforming "Woman's True Profession": A Case for "Feminist Pedagogy" in Teacher Education?
Authors: Laird Susan
Published: May 2015

In this article, Susan Laird makes the powerful argument that reform efforts which do not examine their own rationalistic underpinnings perpetuate philosophical and practical dilemmas for the education of teachers. She critiques the ahistorical and so-called gender-neutral proposals of such groups as the Carnegie Forum's Task Force on Teaching and the Holmes Group, which neither acknowledge nor examine critically the traditional conception of schoolteaching as "woman's true profession." Her own analysis of the contradictory and ambiguous theses signified in the slogan "woman's true profession" lays the foundation for"taking women students seriously" and for reconceptualizing teaching itself. Laird goes beyond a critique to challenge those concerned with transforming teacher education to consider both the difficulties and the promise of feminist pedagogy for "educating — not simply training— schoolteachers."
Play as Thought: Thinking Strategies of Young Writers
Authors: Daiute Colette
Published: May 2015

In this article, the author raises both provocative and necessary questions about the nature of children's play in relation to their classroom learning and writing. Colette Daiute draws from children's transcribed dialogues and written texts to argue that play is critical to a more complex and representative understanding of how children can and do learn. Further, she believes that children's learning ought to be evaluated on its own terms, and not in comparison to adult models of writing proficiency. Her argument is based upon a fundamental belief that children approach learning with a variety of strategies and skills, and this article offers convincing evidence to support a view of children — and of learning — that is respectful and inclusive. Daiute concludes by presenting suggestions for ways to consider child-generated and playful strategies in learning environments.
Foxfire Grows Up
Authors: Wigginton Eliot
Published: May 2015

For more than twenty years, students at Rabun Gap High School, a conservative, traditionally organized public school in Appalachian Georgia, have published Foxfire books and magazines. Conceived by students in Eliot Wigginton's English classes, the project's publication of oral history grew into what was called cultural journalism. The national recognition and financial success of the Foxfire books and magazines led to the adoption of the approach by teachers throughout the country. However, many who attempted such projects did not recognize that Foxfire is not really a magazine, but a philosophy of education firmly grounded in principles of democratic, experiential education. Using the magazine as a device without the principles upon which Foxfire had been based often resulted in methods as traditional and teacher centered as those they were meant to replace. Recognizing this, Wigginton and the Foxfire staff began to carefully define the ingredients that led to the success of the Foxfire approach in Rabun County, and to look for ways to assist other teachers in adopting the philosophy and the approach in their classrooms. In this article, Wigginton describes Foxfire's core educational practices and the major aspects of the Foxfire staffs current work with teachers.
Stories Told and Lessons Learned: Toward a Narrative Approach to Moral Development and Moral Education
Authors: Tappan Mark , Brown Lyn Mikel
Published: May 2015

The telling of stories in moral education has a long and universal tradition. In the study of moral development, however, the uses and power of narrative in both forming and conveying a moral sense have been largely ignored. Mark Tappan and Lyn Brown argue that narrative is central to the study as well as to the teaching of morality, and that acknowledgment of authorship of moral choices, actions, and feelings marks the endpoint of the development of moral sensibility. Children's storytelling, they believe, creates authorship when the audience is responsive and the story told represents real experience. By presenting thoughtful and challenging evidence for the role of storytelling, these authors represent a perspective much needed in the field of moral development.
Toward a Social-Contextual Approach to Family Literacy
Authors: Auerbach Elsa Roberts
Published: May 2015

The increasing realization that family members can contribute to children's literacy development has given birth to family literacy programs designed to support immigrant and refugee families' participation in their children's education. Elsa Auerbach critically analyzes those family literacy programs that focus on teaching parents to do school-like activities in the home and to assist children with homework. She contends that the theoretical stance of these programs is not based on sound current research. Furthermore, she argues that in practice these programs function under a new version of the "deficit hypothesis," which assumes that the parents lack the essential skills to promote school success in their children. The author proposes a broader definition of family literacy that acknowledges the family's social reality and focuses on the family's strengths. As an alternative framework to program design, the author presents a social-contextual approach in which community concerns and cultural practices inform curriculum development.
Teachers and Teaching: "Yanoosh Who-o-o?": On the Discovery of Greatness
Authors: Kulawiec Edwin
Published: May 2015

Good teaching requires more than a prescription or a carefully circumscribed set of goals and activities. A truly great teacher is inspired by profound beliefs and inspires his or her students to develop their own beliefs. Here, Edwin Kulawiec, a teacher of teachers, shares his discovery of an inspirational educator whose life and work captivated him, despite the fact that this great teacher has long been dead, a victim of the Holocaust.
So We Can Use Our Own Names, and Write the Laws by Which We Live: Educating the New U.S. Labor Force
Authors: Collins Sheila , Balmuth Miriam , Jean Priscilla
Published: May 2015

Sheila Collins, Miriam Balmuth, and Priscilla Jean discuss a pioneering program in workplace literacy begun in 1988 by two cooperating trade union organizations in New York City. In this initiative, the unions were responding to the changing needs of their members in today's shifting labor market, which has made traditional literacy programs irrelevant to improving the lives of most of today's workers. The authors discuss new conceptions of literacy that inform this initiative; in particular, the shift in focus from "worker literacy"to "workplace literacy." They present four case studies of specific programs various trade unions have developed based on their members' particular needs and workplace settings. These programs illustrate principles of workplace literacy aimed at providing adult workers with the kind of education they need to advance in their jobs and to take greater control over their lives at work and in their communities.
Mujeres Unidas en Acción: A Popular Education Process
Authors: Young Eva , Padilla Mariwilda
Published: May 2015

Eva Young and Mariwilda Padilla present a challenging and touching discussion of the struggle of a group of Latina women in Dorchester, Massachusetts to educate themselves. The authors provide an overall description of Mujeres Unidas en Acción, Inc. — a nonprofit community-based agency offering educational programs to low-income Latina women — in terms of its development and structure, and take an in-depth look at one of its educational components, the Spanish program. Young and Padilla illustrate the core and spirit of the agency by providing concrete examples of its participatorial approach — through which the voices of all its members are heard and validated at all levels of functioning — and by including testimonies of the program participants. The authors reflect on the philosophical stance of the agency through a discussion of the connection between the daily lives of these women and the teaching-learning practices experienced at Mujeres. In this discussion they pay particular attention to the social, political, and economic context from which the women come and in which they presently live. In this article, Young and Padilla have opened up a window for readers to see and understand the nature of their struggle and the ways in which they make sense of their own reality. The fact that the authors are Latina women who participate in and share this struggle offers a different perspective for doing educational research,explaining reality as an insider in a way that is valid to the lives of those being investigated.
Literacy and Cultural Identity
Authors: Ferdman Bernardo
Published: May 2015

In this article, Bernardo Ferdman argues that cultural diversity has significant implications for the processes of becoming and being literate. He explores these connections by analyzing the relationship between literacy and cultural identity in a multiethnic society such as the United States. Ferdman asserts that literacy is culturally framed and defined; therefore,members of different cultures will differ in what they view as literate behavior. This, in turn, can influence how individuals engage in literacy acquisition and activity. He further argues that the type and content of literacy education that individuals receive can influence their cultural identity. He concludes by arguing that the connections between literacy and culture must be fully acknowledged and better understood in order to achieve the goal of literacy acquisition for all.
Communication Unbound: Autism and Praxis
Authors: Biklen Douglas
Published: May 2015

Douglas Biklen has done extensive research into a method for facilitating communication for people with autism. His article is a rich qualitative study of a facilitative communication method developed by Rosemary Crossley and her colleagues at the Dignity through Education and Language Communication Centre in Melbourne, Australia. This method challenges both Biklen's assumptions and those widely held in the field about the ability of people with autism to communicate. He demonstrates how people who have been labeled severely autistic can selectively communicate with certain facilitators, and in certain circumstances. In so doing, they not only challenge our widely held assumptions about autism, but also illustrate the effectiveness of an "education-through-dialogue approach" in which teachers and students learn from each other and where school validates personal expression.
Teachers and Teaching: Basic Writing: Moving the Voices on the Margin to the Center
Authors: Herrington Anne , Curtis Marcia
Published: May 2015

Reacting to what many considered a racially motivated conflict on the UMass/Amherst campus in 1986, Anne J. Herrington and Marcia Curtis felt compelled to reconstruct their Basic Writing course to give voice to minority students usually kept on the fringes — "marginalized" — academically and socially within the university. They aimed to create a curriculum that reflected an accurate image of the university's students, to affirm the diversity of the student body rather than deny it. They changed their reading list to include predominantly non-White authors and encouraged students to engage in a dialogue with those authors while reflecting in writing on their own experience of marginalization. By raising students' consciousness and by encouraging students to speak out through their writings, Herrington and Curtis contributed to the acceptance and respect their students demanded — to validate the voices on the margin — as they accomplished their academic aims for the course.
Validation in Inquiry-Guided Research: The Role of Exemplars in Narrative Studies
Authors: Mishler Elliot
Published: May 2015

In this article Elliot Mishler reformulates validation as a process through which a community of researchers evaluates the "trustworthiness" of a particular study as the basis for their own work. Rather than relying for their assessments on an investigator's adherence to formal rules or standardized procedures, skilled researchers, Mishler argues, depend on their tacit understanding of actual, situated practices in a field of inquiry. Validity claims are tested through the ongoing discourse among researchers and, in this sense, scientific knowledge is socially constructed. Within this perspective, Mishler proposes an approach to the problem of validation in inquiry-guided studies that relies on Kuhn's concept of exemplars— concrete models of research practice. He then examines three studies of narrative, suggesting them as candidate exemplars for this area of research since they provide reasonable grounds for evaluating their trustworthiness.
Participation and Degree Attainment of African-American and Latino Students in Graduate Education Relative to Other Racial and Ethnic Groups: An Update from Office of Civil Rights Data
Authors: Thomas Gail
Published: May 2015

In this article, Gail Thomas uses 1988-1989 degree completion data from the U.S. Department of Education's Office of Civil Rights Survey to track the number of Black and Latino students awarded graduate degrees in engineering, mathematics, and science by U.S. institutions of higher education. Her study reveals the severe underrepresentation of Black and Latino students in graduate programs in these fields. Given the changing racial composition of the United States and projected shortages of science and engineering professionals and faculty by the year 2010, Thomas's findings challenge higher education administrators and policymakers to examine and correct the conditions that hinder the participation of U.S.-born minorities in science, mathematics, and engineering graduate programs and professions.
A Pre-History of Educational Philosophy in the United States: 1861 to 1914
Authors: Kaminsky James
Published: May 2015

In this article, James Kaminsky describes what he calls the "pre-history" of educational philosophy— that period before the discipline was established, when Americans were reacting to the economic and social changes associated with industrialization and urbanization. According to Kaminsky, the early stages of this discipline involved the social reform movement of the 1890s, populism and progressivism, the history of social science, American literary history, muckraking, Hull House, the English intellectual Herbert Spencer, and, of course,the intellectual work of John Dewey. What was radical and new in the pre-history of educational philosophy was not its methodologies or intellectual concepts, but rather its alliance with the complex forces of social reform that were emerging as the United States entered the twentieth century.
Understanding and Validity in Qualitative Research
Authors: Maxwell Joseph
Published: May 2015

Qualitative researchers rely — implicitly or explicitly — on a variety of understandings and corresponding types of validity in the process of describing, interpreting,and explaining phenomena of interest. In this article, Joseph Maxwell makes explicit this process by defining five types of understanding and validity commonly used in qualitative research. After discussing the nature of validity in qualitative research,the author details the philosophical and practical dimensions of: descriptive validity,interpretive validity, theoretical validity, generalizability, and evaluative validity. In each case, he addresses corresponding issues of understanding. In conclusion,Maxwell discusses the implications of the proposed typology as a useful checklist of the kinds of threats to validity that one needs to consider and as a framework for thinking about the nature of these threats and the possible ways that specific threats might be addressed.
Reframing Classroom Research: A Lesson from the Private World of Children
Authors: Alton-Lee Adrienne , Nuthall Graham , Patrick John
Published: May 2015

Research on classroom discourse typically focuses on the public statements of teachers and children. In this article, Adrienne Alton-Lee, Graham Nuthall, and John Patrick describe findings from a project in which sixth-graders' public and private statements,to themselves and to peers, were recorded using individual microphones. The authors analyzed the children's utterances as data about the children's cognitive and emotional responses to the ongoing lesson. The data reflect how the children perceived and responded to subtle cultural and gender biases in the curriculum and in the teacher's presentation. Their study allows us to better understand children's actual experiences as they struggle with the overt and covert messages of the curriculum.
Literacy for Stupidification: The Pedagogy of Big Lies
Authors: Macedo Donaldo
Published: May 2015

In this article, Donaldo Macedo presents a provocative critique of the current educational system and challenges educators to examine potentially dangerous educational practices that privilege specialization while ignoring the need to make linkages using critical literacy. Recent events such as the Gulf War and the first Rodney King verdict are presented as compelling evidence that, without the ability to read the word and the world critically, Americans are subject to political manipulation. Macedo links this current political climate to the state of many of our nation's schools, which operate under a pedagogy that perpetuates the inability to think critically.
Caswell County Training School, 1933–1969: Relationships between Community and School
Authors: Siddle Walker Emilie
Published: May 2015

The history of education has many references that depict the inequities African-American children experienced during the pre-integration era, but few studies that describe the positive interactions in segregated school environments. In this article, Emilie Vanessa Siddle Walker discusses the case of Caswell County Training School of North Carolina. In this study, ethnographically approached, the author explores the relationships between school and community as they existed in a segregated Black school in the South that was defined by its community as a "good" school. Specifically, Siddle Walker considers: 1)the ways in which the community supported the school; 2) the ways in which the school supported the community; and 3) the implications of these relationships both in their historical context and in informing the current school reform debates.
Symposium: Equity in Educational Assessment
Authors: Reardon Sean Fitzpatrick , Scott Kate , Verre John
Published: May 2015

Testing and assessment are increasingly the levers of choice for educational reform in the United States today. The last two decades have seen an enormous rise in the attention and money devoted to testing and assessing students, and current proposals for a system of national standards and assessments, such as the Clinton administration's Goals 2000 legislation, promise more of the same. In this symposium, "Equity in Educational Assessment," the Harvard Educational Review examines the relationship between new assessment policies and issues of educational equity.

Two assumptions about assessment dominate current policy debates. First is the assumption that changes in assessment policies can be used as a powerful lever for reforming schools. Second is the assumption that new, "authentic" forms of assessment, such as performance assessment and portfolio assessment, are inherently superior to traditional standardized, multiple-choice tests. Both assumptions, however, have gone largely unchallenged in the public discourse about assessment and school reform, despite the fact that there is yet little empirical evidence to indicate whether or not they are valid. In fact, as each contributor to this symposium points out, it is doubtful that merely changing the form of assessments from standardized, multiple-choice tests to open-ended performance and portfolio assessments will improve schools and reduce educational inequities in the United States.
Performance-Based Assessment and Educational Equity
Authors: Darling-Hammond Linda
Published: May 2015

The use of educational testing in the United States has been criticized for its inequitable effects on different populations of students. Many assume that new forms of assessment will lead to more equitable outcomes. Linda Darling-Hammond argues in this article, however, that alternative assessment methods, such as performance-based assessment, are not inherently equitable, and that educators must pay careful attention to the ways that the assessments are used. Some school reform strategies, for example, use assessment reform as a lever for external control of schools. These strategies, Darling-Hammond argues, are unlikely to be successful and the assessments are unlikely to be equitable because they stem from a distrust of teachers and fail to involve teachers in the reform processes.

Darling-Hammond argues instead for policies that ensure "top-down support for bottom-up reform," where assessment is used to give teachers practical information on student learning and to provide opportunities for school communities to engage in "a recursive process of self-reflection, self-critique, self-correction, and self-renewal." Ultimately, then, the equitable use of performance assessments depends not only on the design of the assessments themselves, but also on how well the assessment practices are interwoven with the goals of authentic school reform and effective teaching.
Learning to Work: The Impact of Curriculum and Assessment Standards on Educational Opportunity
Authors: Pullin Diana
Published: May 2015

The increased involvement of business in fostering school reform, and the subsequent focus on setting standards for curriculum and assessment, raise a number of questions rooted in public policy and law. In this article, Diana Pullin provides a valuable analysis of the legal issues in current education reform proposals — the Secretary's Commission on Achieving Necessary Skills (SCANS), Goals 2000, and the report of the National Council on Education Standards and Testing (NCEST) — that attempt to link education and employment through assessment and curriculum. She also offers important insights into the complexities that we must consider if these proposals are truly to advance our commitment to equity. The author dissects the issues in governance, contrasting the national assessment programs called for in both SCANS and NCEST with federal approaches, and, given the inherent "high-stakes" nature of these assessments, foresees problems with validity, reliability, and fairness. She explores the grounds for due process and equal protection challenges, and details the legal protections against discrimination in employment that might be applied in cases of employment-related curriculum and assessment. In the end, Pullin asserts that those who have historically been denied equal educational opportunity are most likely to bring legal challenges to reforms that use assessment to link schools and work, and concludes that only those reforms that are fair and equitable will be legally defensible.
Beyond the Methods Fetish: Toward a Humanizing Pedagogy
Authors: Bartolomé Lilia
Published: May 2015

In this article, Lilia Bartolomé argues that the current focus on finding the right "methods" to improve the academic achievement of students who have historically been oppressed hides the less visible but more important reasons for their performance: the asymmetrical power relations of society that are reproduced in the schools, and the deficit view of minority students that school personnel uncritically, and often unknowingly, hold. Bartolomé argues instead for a humanizing pedagogy that respects and uses the reality, history, and perspectives of students as an integral part of educational practice. Discussing two approaches in particular that show promise when implemented within a humanizing pedagogical framework — culturally responsive education and strategic teaching — Bartolomé emphasizes the need for teachers' evolving political awareness of their relationship with students as knowers and active participants in their own learning.
Editor's Review
Authors: Leistyna Pepi
Published: May 2015

Border Crossings: Cultural Workers and the Politics of Education By Henry A. Giroux New York: Routledge, 1992. 258 pp. $16.95 (paper)

Living Dangerously: Multiculturalism and the Politics of Difference By Henry A. Giroux New York: Peter Lang, 1993. 187 pp. $19.95 (paper)

Between Borders: Pedagogy and the Politics of Cultural Studies Edited by Henry A. Giroux and Peter McLaren New York: Routledge, 1994. 280 pp. $16.95 (paper)

Disturbing Pleasures: Learning Popular Culture By Henry A. Giroux New York: Routledge, 1994. 210 pp. $16.95 (paper)
Organizational Control in Secondary Schools
Authors: Ingersoll Richard
Published: May 2015

In educational research and policy, there are two viewpoints on organizational control in secondary schools: one, that schools are highly decentralized organizations in which teachers have workplace autonomy and discretion; two, that schools are top-down bureaucracies in which teachers have little influence over school operations. Both of these perspectives who substantial empirical support, but there has been little effort to explain the simultaneous presence of these contradictory images. Richard Ingersoll argues in this article that these two images derive from implicit differences in their emphases and in their assumptions concerning how to assess organizational control in schools. In order to empirically ground the debate and offer a more elaborated and refined view of the issues, Ingersoll presents an analysis of data from the 1987-1988 Schools and Staffing Survey conducted by the National Center for Education Statistics. He examines who controls key social, sorting, and behavioral activities and decisions occurring in schools, comparing the control reportedly exercised by faculties with that exercised by principals and central boards across difference types of schools.
Doing Cultural Studies: Youth and the Challenge of Pedagogy
Authors: Giroux Henry
Published: May 2015

In this article, Henry Giroux explores two sides of one question: 1) why scholars working within the area of cultural studies do not take seriously pedagogy and the role of schools in shaping culture and politics; and 2) why educators have not engaged the possibilities inherent in a cultural studies framework to analyze central questions of teaching and learning. In particular, Giroux analyzes how youth are increasingly being addressed and positioned through the popular media, changing economic conditions, and an escalating wave of violence. He illustrates, both through theory and examples of his own teaching, how the pedagogy and the mobilization of desire implicit in several recent Hollywood films about youth culture reinforce dominant racist and cultural stereotypes, but also how the use of various critical pedagogical strategies in the classroom can create the conditions for rewriting such films.
Lessons from Students on Creating a Chance to Dream
Authors: Nieto Sonia
Published: May 2015

For the most part, discussions about developing strategies to solve educational problems lack the perspectives of one of the very groups they most affect — students, especially those students who are categorized as "problems" and are most oppressed by traditional educational structures and procedures. In this article, Sonia Nieto uses interviews to develop case studies of young people from a wide variety of ethnic, racial, linguistics, and social-class backgrounds who at the time interviewed were attending and successfully completing junior or senior high school. By focusing on students' thoughts about a number of school policies and practices and on the effects of racism and other forms of discrimination on their education, Nieto explores what characteristics of these students' specific experiences helped them remain and succeed in school, despite the obstacles. In essence, these are lessons from students, and Nieto believes that in order to reflect critically on school reform, students need to be included in the dialogue. She sets about developing an understanding of multicultural education that is basic for everyone, and is anti-racist, comprehensive, pervasive in the curriculum and pedagogy, based on critical pedagogy, and rooted in social justice.
Editors' Reviews
Authors: Leistyna Pepi , Woodrum Arlie , Szulc Paula
Published: May 2015

Pepi Leistyna:

Critical Pedagogy and Predatory Culture: Oppositional Politics in a Postmodern EraBy Peter McLaren New York: Routledge, 1995. 285 pp. 16.00 (paper).

Arlie Woodrum:

Visions of Entitlement: The Care and Education of America's Childrenedited by Mary A. Jensen and Stacie G. Goffin Albany: State University of New York Press, 1993. 292 pp. 59.50, 19.95 (paper).

Paula M. Szulc:

Media, Children, and the Family: Social Scientific, Psychodynamic, and Clinical PerspectivesEdited by Dolf Zillman, Jennings Bryant, and Aletha Huston. Hillsdale, NJ: Lawrence Erlbaum, 1994. 339 pp. 79.95, 34.50 (paper).

Television and the Exceptional Child: A Forgotten AudienceBy Joyce Sprafkin, Kenneth Gadow, and Robert Abelman. Hillsdale, NJ: Lawrence Erlbaum, 1992. 171 pp. 49.95, 24.50 (paper).
Change without Difference: School Restructuring in Historical Perspective
Authors: Goodman Jesse
Published: May 2015

In this article, Jesse Goodman examines the current "third wave" school restructuring movement and its attempt to reform U.S. schools based on the perceived needs of the information age. Goodman places this school reform movement in historical context and explores the way it emerged from the interrelated fields of educational technology, instructional design, and systems theory. Goodman argues that four core principles that underlie the third wave school restructuring movement — social functionalism, efficiency and productivity, individualism, and expertism — will likely reinforce existing school practices and values instead of substantively transforming teaching and learning in U.S. classrooms.
The Reading Campaign Experience within Palestinian Society: Innovative Strategies for Learning and Building Community
Authors: Fasheh Munir Jamil
Published: May 2015

In this article, Munir Fasheh chronicles some of the positive changes that have affected teachers, parents, and students as a result of their involvement in the reading campaign, an initiative led by the Tamer Institute that combines learning with community building within Palestinian society. Fasheh uses the reading campaign as an illustration of the importance of building community at the "invisible" level of personal and community abilities, beliefs, and values, rather than just at the visible level of symbols, building, and funds. He describes how this innovative project was able to create long-lasting change by pulling together material, human, and instructional resources already at hand in a supportive and creative way. While the campaign is supported by a loose national structure that provides advice and materials, local community groups of adults and youths are the backbone of the campaign and the reason for its success. By engaging children and adults in this type of broad community effort, Fasheh argues, community is strengthened as participants acquire the means to learn new things, the ability to work cooperatively and solve problems collectively, and the power to use these skills in other situations in the future.
Cultivating a Morality of Care in African American Adolescents: A Culture-Based Model of Violence Prevention
Authors: Ward Janie
Published: May 2015

In this article, Janie Ward looks at the historical traditions of caring, interdependence, and valuing justice within the African American community. She posits that what has been lost to African American youth enmeshed in the violence of U.S. society is an awareness that aggression is a violation of the care and connectedness implicit in the notion of Black racial identity and community. Ward concludes that a solution to youth violence may lie in reconnecting African American teens to the communal values and traditions that have allowed Blacks to develop racial identity and racial solidarity in spite of their economic and social oppression in the United States.
Reconstructing Masculinity in the Locker Room: The Mentors in Violence Prevention Project
Authors: Katz Jackson
Published: May 2015

Few violence prevention programs of any kind foreground discussions of masculinity. In his work with college athletes, Jackson Katz positions the sociocultural construction of manhood as central to the problem of men's violence against women, as well as the basis of potential sources of prevention. Through the Mentors in Violence Prevention (MVP) Project at Northeastern University in Boston, Katz and his colleagues seek to reduce men's violence against women by inspiring athletes and other models of traditional masculine success to challenge and reconstruct predominant male norms that equate strength in men with dominance over women. The Project specifically encourages participants to use their stature among their peers on campus to promote healthier attitudes and behaviors towards women.
Introduction
Authors: Sherblom Stephen Andrew , Tchaicha Jane Davagian , Szulc Paula
Published: May 2015

Violence is a difficult topic to talk about as an isolated issue because it is integral to so many social concerns, from raising and schooling children, to dealing with the day-to-day realities of the streets and schoolyards, to institutionalized economic and racial oppression, to the latest war zone. Despite the enormity and complexity of violence, we, as educators, need to address directly the violence in the lives of young people in U.S. society. More than a year ago, the Harvard Educational Review Editorial Board decided to devote a Special Issue to the subject of violence and youth. From the outset, the Board sought to extend educational debates on violence beyond the reporting of how unsafe schools have become, or the recounting of the often horrific consequences of violence by and against youth. Instead, we invited contributions that would frame questions of violence in ways that make clearer the various dimensions of this issue, and that illustrate what can be and is being done to work with young people around the problem of violence.
Navajo Youth and Anglo Racism: Cultural Integrity and Resistance
Authors: Deyhle Donna
Published: May 2015

In this article, Donna Deyhle presents the results of a decade-long ethnographic study of the lives, both in and out of school, of Navajo youth in a border reservation community. She describes the racial and cultural struggle between Navajos and Anglos and the manifestation of that struggle in schools and the workplace. While utilizing these theories' central insights, but then moves beyond them. While differences in culture play a role in the divisions between Anglos and Navajos, Deyhle asserts that these differences intertwine with power relations in the larger community, and that Navajo school success and failure are best understood as part of this process of racial conflict. Navajos, subjected to discrimination in the workplace and a vocationally centered assimilationist curriculum in schools, are more academically successful when they are more secure in their traditional culture. This study demonstrates that those students who embrace this life-affirming vision both gain a solid place in their society and are more successful in the Anglo world of the school.
Editors' Reviews
Authors: Miech Edward
Published: May 2015

Education on the Internet: A Hands-On Book of Ideas, Resources, Projects, and AdviceBy Jill H. Ellsworth. Indianapolis: Sams, 1994. 591 pp. 25.00 (paper)

EdWeb: Exploring Technology and School ReformBy Andy Carvin. World Wide Web site (http://edweb.gsn.org). Sponsored by the Corporation for Public Broadcasting and the Center for Networked Information Discoveryand Retrieval.

The Internet Resource Directory for K–12 Teachers and Librarians, 1995–1996 editionby Elizabeth B. Miller. Englewood, CO: Libraries Unlimited, 1996. 199 pp. 25.00 (paper)

Way of the Ferret: Finding Educational Resources on the Internet, revised editionBy Judi Harris. Eugene, OR: International Society for Technology in Education, 1994. 191 pp. 29.95 (paper)
Bewitched, Bothered, and Bewildering: The Use and Misuse of State SAT and ACT Scores
Authors: Powell Brian , Steelman Lala Carr
Published: May 2015

Twelve years ago, Brian Powell and Lala Carr Steelman analyzed state SAT scores in a landmark article in the Harvard Educational Review. At the time, politicians and the media, among others, had been using raw state SAT scores to make inferences about the relative quality of education among the U.S. states. Powell and Steelman, however, found that more than 80 percent of the variation in average state SAT scores could be attributed to the percentage of students in a state taking the test — in other words, in states where the percentage of students taking the SAT was low, state SAT averages tended to be high because that test-taking population included a high proportion of high-achieving students, and vice-versa. Since the percentage of students taking the SAT was not necessarily linked to the quality of education in a given state, Powell and Steelman cautioned against using unadjusted state SAT averages to evaluate educational quality.

In this article, Powell and Steelman revisit the subject of state SAT scores, providing an update on how state SAT scores continue to be used and misused in public deliberation over the last decade, reanalyzing interstate variation in SAT scores using contemporary data, and extending their analysis to investigate variation among state ACT scores. Powell and Steelman conclude by reaffirming their earlier position that state rankings based on SAT scores change dramatically once they have been adjusted for factors such as the participation rate or the class rank of the student test-taking population. In addition, despite the claims of some researchers and policymakers that money does not make much difference in terms of student achievement, Powell and Steelman find that public expenditures are positively related to state SAT and ACT performance.
Editors' Reviews
Authors: Campbell Carolyn
Published: May 2015

Taking Stock: The Writing Process Movement in the '90'sEdited by Lad Tobin and Thomas Newkirk. Portsmouth, NH: Boynton/Cook, 1994. 287 pp. 23.50.

A Fresh Look at Writingby Donald H. Graves. Portsmouth, NH: Heinemann, 1994. 408 pp. 20.00.
Researching Dissident Subjectivities: Queering the Grounds of Theory and Practice
Authors: Honeychurch Kenn Gardner
Published: May 2015

Can gay male and lesbian academies conduct queer research within the heterosexual epistemological frameworks prevalent in the academy? In this article, Kenn Gardner Honeychurch argues that lesbian and gay male researchers need to challenge the ways in which the exclusionary epistemologies, methodologies, and texts of a heterosexually constructed social order have denied the possibilities of non-heterosexual knowledges, practice, and texts. He points the way toward the construction of a new epistemology, and in the process shifts the territories of research by advocating that research be designed, conducted, and analyzed from a "queer position." By taking a "queered position" in social research, the researcher challenges the dominant worldview in what may be known, who may be the knower, and how knowledge has come to be generated and circulated. In this way, lesbian and gay male researchers who declare their sexualities and study a subject of homosexualities contribute to more expansive cultural discourses.
Stone Butch Celebration: A Transgender-Inspired Revolution in Academia
Authors: Ormiston Wendy
Published: May 2015

Wendy Ormiston and her senior classmates at a small liberal arts college asked the school's president to invite transgender author Leslie Feinberg to deliver their commencement address. They were shocked and angry when that request was denied because the administration considered Feinberg's message in appropriate for a commencement speech. In this article, Ormiston relates how she joined with other classmates to protest the president's decision and take action to bring Feinberg to campus to speak at their commencement. Ormiston weaves her story of activism and coalition-building around the particular issues of gender theory and transgender activism that she learned from Feinberg's book Stone Butch Blues, which had been assigned in one of her courses. In this way she connects her own struggle with the larger themes of gender bias and equity.
Introduction
Authors: Eisen Vitka , Hall Irene
Published: May 2015

Would you be interested in a brief narrative of the details of [a graduate school of education] kicking me out, ejecting me, requesting I stop attending as a part-time student and future Ed.D. candidate around the end of November, 1947?

So begins a letter we received from a man who said that he was asked to leave a graduate program in education because of his homosexuality. Such dismissals made on the basis sexual orientation occurred in many different areas of U.S. society during the immediate post–World War II era.1 Consequently, the publication of this Special Issue on Lesbian, Gay, Bisexual, and Transgender People and Education by the Harvard Educational Review, a journal connected with a prestigious university and with a long and respected scholarly tradition, resonates with symbolic power. Indeed, the subject has moved from "closet to cover" over the last fifty years — from a hidden topic talked about behind closed doors (if at all) to the front cover and central focus of this Special Issue.

We received the above letter, as well as 124 original manuscripts, in response to our call for papers about lesbians, gays, bisexuals, transgender people, and education. This tremendous response amazed, impressed, and overwhelmed us. It made evident the sociosexual transformations that have been occurring in the United States over the past twenty-five years. This response also validated our view that a growing body of knowledge is being developed in lesbian and gay studies, and that societal changes in the perceptions and experiences of sexuality have left many people with reflections, research, and ideas to share.
A Gay-Themed Lesson in an Ethnic Literature Curriculum: Tenth Graders' Responses to "Dear Anita"
Authors: Athanases Steven
Published: May 2015

In this article, Steven Athanases describes the responses of a multiethnic class of tenth graders to a lesson dealing with gay and lesbian experiences. The teacher of a course entitled "The Ethnic Experience in Literature" chose to introduce her class to Brian McNaught's essay "Dear Anita: Late Night Thoughts of an Irish Catholic Homosexual." Athanases describes the teacher's goals for the course, her curriculum, and student activities to support her goals. He then describes how the lesson itself unfolded, analyzing the essay that introduced the issue and the students' responses to it. Athanases shows how a careful selection of text, a classroom climate that welcomes thoughtful discussion of diversity, and sensitive treatment of gay and lesbian concerns can deepen students' understanding about identities and oppression, which, in the context of an ethnic literature curriculum, can help students develop a deeper understanding of the common ground that oppressed groups divided by difference share.
Cultural Constellations and Childhood Identities: On Greek Gods, Cartoon Heroes, and the Social Lives of Schoolchildren
Authors: Dyson Anne Haas
Published: May 2015

In this article, Anne Haas Dyson examines the social and ideological processes undergirding children's use of media symbols, especially the superhero, as material for story construction and social affiliation. Dyson draws upon an ethnographic project in an urban school serving children from different racial and socioeconomic groups. The project focused on children's participation in composing and in dramatic play activities within the official (teacher-governed) and unofficial (peer-governed) school worlds. Dyson uses project data to illustrate children's use of cultural symbols as material for story construction and social affiliation. She then shows, using children's diverse responses to an unofficial performance of a superhero story, how children negotiate with text and each other. Finally, she argues for a literacy curriculum in which cultural symbols are open to playful appropriation and critical examination.
What's the Use of Theory?
Authors: Thomas Gary
Published: May 2015

In this article, Gary Thomas makes a provocative argument against the use of theory in educational inquiry. He examines the allure of theory for researchers and scholars in education, despite the emergence of strong anti-theoretical strands in postmodern thought. Thomas contends that the word "theory" is used to mean many different things in education, and that ideas about theory are thereby confused. He draws a distinction between personal theory and "grand" theory, and argues that both types of theory circumscribe methods of thinking about educational problems and inhibit creativity among researchers, policymakers, and teachers. He concludes by making a case for less structured problem-solving, thought experiments, and "ad hocery," a term he borrows from Alvin Toffler.
Latino Studies: New Contexts, New Concepts
Authors: Flores Juan
Published: May 2015

In this article, Juan Flores provides a historical and theoretical context for the study of Latino ethnicities. Presently, Latino Studies is at a paradoxical crossroads. While students at elite private colleges are clamoring for such programs, many public colleges and universities are cutting and consolidating Latino Studies programs virtually out of existence. As the battle to create, or preserve, Latino Studies departments rages on, the author points out the theoretical transformations that have occurred over the past twenty five years. One of the biggest differences between past university movements and present ones is the manner in which the demands have been framed by students. Very few of the earlier student mobilizations called for "Latino Studies" per se; rather, the early initiatives, which usually called for "Puerto Rican Studies" or "Chicano Studies," corresponded more directly to the political struggles for justice located within particular Chicano and Puerto Rican communities. This change in the framing of Latino Studies coincides with the more transnational and global character of Latino ethnic groups. In addition, the theoretical insights provided by feminist, post-colonial, and race theories, as well as lesbian and gay studies, have added a level of complexity that was not present in the early days of Chicano or Puerto Rican studies. Flores concludes with a call for an opening of the theoretical space within Latino Studies curricula, and the universities that house them, to allow room for these new complexities, thereby taking advantage of a unique moment in the history of Latino Studies.