bluuebunny/crossref_metadata_2025 huggingface dataset:
Representing Family: Community Funds of Knowledge, Bilingualism, and Multimodality
Authors: Marshall Elizabeth , Toohey Kelleen
Published: May 2015

In this article, Elizabeth Marshall and Kelleen Toohey use critical discourse analysis to examine educators' efforts to incorporate funds of knowledge from the communities and families of Punjabi Sikh students in a Canadian elementary school. Using MP3 players, students first recorded and then translated their grandparents' stories of life in India into picture books to serve as cultural resources in their school community. In retelling their grandparents' stories, students drew on a multiplicity of ancestral,globalized, and Western discourses in their textual and pictorial illustrations. The authors examine what happens when the funds of knowledge that students bring to school contradict normative, Western understandings of what is appropriate for children and how school might appropriately respond to varying community perceptions of good and evil.
"The Beauty of America": Nationalism, Education, and the War on Terror
Authors: El-Haj Thea Renda Abu
Published: May 2015

In this article, Thea Renda Abu El-Haj draws on qualitative research conducted with Palestinian American high school students to explore school as a key site for nation building. By focusing on their teachers' talk and practice, she examines how U.S. nationalism and national identities are produced through everyday racialized and gendered discourses and practices inside one school. She argues that this nation building is deeply entwined with the cultural logic that undergirds U.S. imperial ambitions in relation to the current "war on terror" and explores how productions of everyday nationalism and national belonging define an "American" identity in opposition to cultural and political traits and values assumed to characterize Islam. Ultimately, Abu El-Haj demonstrates how complex discourses about the United States engender a view of education as alternately a liberating and disciplining force for Arab American youth. She concludes with implications for educating teachers "to better address the complexities of teaching in contemporary contexts of global migration,transnationalism, and the war on terror."
From Forced Tolerance to Forced Busing: Wartime Intercultural Education and the Rise of Black Educational Activism in Boston
Authors: Burkholder Zoë
Published: May 2015

In this article, Zoë Burkholder explores the historical interplay of the emergence of tolerance education in the United States and the rise of black educational activism in Boston. By uncovering a pointed lack of tolerance education in Boston and a widespread promotion of tolerance education in other cities in the early half of the twentieth century, the author reveals how racial, historical, and political factors complicated tolerance education's local implementation in Boston. Informed by local racialized politics in the 1940s, the predominantly Irish Catholic teaching force in Boston declined to teach lessons on racial tolerance that were popular nationwide during World War II. Burkholder argues that this site of active teacher resistance against tolerance education provided fertile ground for black educational activism in Boston during the civil rights movement. These findings presage the well-documented virulence of white protest to school integration in Boston and complicate our understanding of integration in today's educational context.
Voices Inside Schools: When Boys Won't Be Boys: Discussing Gender with Young Children
Authors: Katch Hannah , Katch Jane
Published: May 2015

In this Voices Inside Schools essay, Hannah Katch and Jane Katch reflect on gender roles and how they are enacted in the classroom. When Timothy, a student in Jane's kindergarten class, refuses to count himself as one of the boys during a math lesson,Jane begins a conversation about social constructions of gender with her daughter,Hannah. Writing in separate voices, Jane, whose narrative appears in plain text, and Hannah, whose narrative appears in italics, raise critical questions about the rigidity of gender roles and the importance of discussing gender with young children.
Embedded, Emboldened, and (Net)Working for Change: Support-Seeking and Teacher Agency in Urban, High-Needs Schools
Authors: Anderson Lauren
Published: May 2015

In this article, Lauren Anderson takes an inductive approach to the study of teacher agency, specifically considering who supports teachers, and how, in their efforts to advance equity in urban, high-needs schools. Drawing from a larger research project,Anderson focuses on a multiyear case study of one early-career teacher and incorporates social network and ethnographic methods to investigate relationships among the teacher's support network, her participation in school change efforts, and her career decisionmaking. In doing so, Anderson addresses the potential for network diversity,particularly the presence of supportive school-based and beyond-school ties, to serve as resources for school change, teacher retention, and the construction of school-community social capital.
White Institutional Presence: The Impact of Whiteness on Campus Climate
Authors: Gusa Diane Lynn
Published: May 2015

In this conceptual paper, Diane Gusa highlights the salience of race by scrutinizing the culture of Whiteness within predominately White institutions of higher education. Using existing research in higher education retention literature, Gusa examines embedded White cultural ideology in the cultural practices, traditions, and perceptions of knowledge that are taken for granted as the norm at institutions of higher education. Drawing on marginalization and discrimination experiences of African American undergraduates to illustrate the performance of White mainstream ideology,Gusa names this embedded ideology White institutional presence (WIP) and assigns it four attributes: White ascendancy, monoculturalism, White estrangement,and White blindness.
Learning to Laugh: A Portrait of Risk and Resilience in Early Childhood
Authors: Wright Travis
Published: May 2015

In this portrait, Travis Wright documents young Goddess's capacity for strength in the face of trauma and neglect. Goddess, a sixteen-month-old child who has never laughed, is Wright's first client at his clinical internship during his graduate studies. Drawing on his work with Goddess, her mother, and her teachers, Wright explores the ways in which these many relationships help Goddess learn to laugh. Goddess's story provides a vivid depiction of the consequences of negative experiences in early childhood and the potential for programs to help children move beyond traumatic beginnings. The author describes how, through Goddess, he learns to see strength in behaviors he previously thought to be maladaptive. In reflecting on Goddess's agency in her transformation as well as on his own, Wright beautifully documents one child's journey from risk to resilience.
What Does Injustice Have to Do with Me? A Pedagogy of the Privileged
Authors: Nurenberg David
Published: May 2015

In this article, David Nurenberg relates his experiences as a suburban high school humanities teacher struggling to engage students with issues of social justice. His story reveals what happens when a teacher works against the resistance of his primarily white and privileged students to reading "literature of the oppressed" on the grounds that it is irrelevant to their lives. Nurenberg draws on Freirean pedagogy, which encourages socially conscious educators to help make learning authentic and relevant by engaging students with curricula focused on issues of social injustice, and asks us to consider what a pedagogy of the oppressed is for students who do not see their lives as such. He reflects on the dynamics of his classroom using applicable theory and speculates about what is possible in teaching social justice in a place of privilege.
Becoming Something Different: Learning from Esmé
Authors: Fairbanks Colleen , Crooks Penny Mason , Ariail Mary
Published: May 2015

In this article, Fairbanks, Crooks, and Ariail followed Esmé Martinez, a Spanish-speaking Latina, from the sixth grade to the eleventh grade, focusing on her perspectives of schooling and her shifting identities related to home, school, friendships, and future. Drawing on the construct of artifacts, a sociohistorical concept that understands skills, practices, and the means of putting them to use in social spaces, they detail Esmé's school history, the ways she was positioned there, and the resources she used to respond and reposition herself. This examination offers a long-term profile of the complex interactions that school entails and a nuanced reflection on agency within institutional constraints.
Unique Challenges for Women of Color in STEM Transferring from Community Colleges to Universities
Authors: Reyes Marie-Elena
Published: May 2015

In this article, Marie-Elena Reyes presents the issues faced by women of color in the fields of science, technology, engineering, and math (STEM) as they transfer from community colleges to universities. Community colleges offer a great potential for diversifying and increasing participation of underrepresented groups in STEM. Many women of color enter higher education through community colleges, but transfer rates are low, and retention rates of transfer students into STEM at universities are lower still. Through interviews conducted with participants in the National Science Foundation–funded Futurebound program, Reyes reveals an atmosphere in which women of color transfer students experience attitudes and treatment signaling that they do not belong because of age, ethnicity, and gender as well as preconceptions that transfer students are not adequately prepared. Reyes proposes that programs and policies to integrate responses to these challenges could improve the transfer rates and retention of women of color into STEM fields.
Rebuilding a Country, Cultivating Local Capacity
Authors: Doucet Fabienne , Herns Marcelin Louis
Published: May 2015

In this interview conducted by Harvard Educational Review editor Raygine DiAquoi,Fabienne Doucet of New York University and Louis Herns Marcelin of the University of Miami discuss their roles as Haitian American scholars who are participating in Haiti's reconstruction process after the earthquake of January 2010. Each professor focuses on different sectors of the educational system: Doucet on the importance of investing in early childhood education and Marcelin on the significance of higher education in rebuilding Haitian society. From these scholars we learn about the importance of including local actors in the efforts to rebuild in the aftermath of a natural disaster. Through the Interuniversity Institute for Research and Development(INURED), they work with scholars around the world to facilitate participatory research that seeks to democratize the production of knowledge while simultaneously building the capacity of Haitian students and educators to use research to effect change in their own communities.
Inside the Double Bind: A Synthesis of Empirical Research on Undergraduate and Graduate Women of Color in Science, Technology, Engineering, and Mathematics
Authors: Ong Maria , Wright Carol , Espinosa Lorelle , Orfield Gary
Published: May 2015

In this article, Maria Ong, Carol Wright, Lorelle Espinosa, and Gary Orfield review nearly forty years of scholarship on the postsecondary educational experiences of women of color in science, technology, engineering, and mathematics (STEM). Their synthesis of 116 works of scholarship provides insight into the factors that influence the retention, persistence, and achievement of women of color in STEM fields. They argue that the current underrepresentation of women of color in STEM fields represents an unconscionable underutilization of our nation's human capital and raises concerns of equity in the U.S. educational and employment systems. They refute the pervasive myth that underrepresented minority women are less interested in pursuing STEM fields and then present a complex portrait of the myriad factors that influence the undergraduate and graduate experiences of women of color in STEM fields. Finally, the authors discuss the policy implications of their findings and highlight gaps in the literature where further research is needed, providing a knowledge base for educators, policy makers, and researchers to continue the mission of advancing the status of women of color in STEM.
"There Is a Lot That I Want to Do": Reflections on the Relief Efforts in Haiti
Authors: Desgrottes Maryse
Published: May 2015

In October 2010, Harvard Educational Review editor Raygine DiAquoi interviewed Maryse Desgrottes, the mother of a close friend and a visible presence in the relief efforts in Petit Goave, Haiti. Desgrottes, a former physician's assistant turned educator and school superintendent, shares the story of her involvement in Haiti's relief efforts since the January 12, 2010, earthquake. Her story takes us from the initial terror and trauma of the first tremors to the present condition of the Haitian people. In her role as founder of the Henri Gerard Desgranges Foundation, which provides education and medical care to the town's people, Desgrottes reflects on the importance of education in the midst of disaster and the role that her school has played in the lives of Petit Goave's children and families. She also discusses the importance of partnerships with foreign organizations and the delicate balance between helping and hurting after a disaster. Desgrottes travels to Haiti every few months to monitor the rebuilding of the École Village Lucina. Currently, this school serves two hundred children, including a number of students who were orphaned by the earthquake. As the final touches are added to the new school building, Desgrottes looks ahead to the future of the students. Her story reveals themes of the importance of culture, sovereignty,and strength in the face of disaster.
Toward a Pedagogy of Acompañamiento: Mexican Migrant Youth Writing from the Underside of Modernity
Authors: Sepúlveda III Enrique
Published: May 2015

In this article, Enrique Sepúlveda draws on an array of theological, anthropological,and cultural studies, and critical literacy frameworks, as well as on the voices of transmigrant youth through their poetic and autobiographical writing, to present an innovative pedagogy of acompañamiento. Sepúlveda shares narratives from his research and teaching at a northern California high school, working with a group of mostly undocumented Mexican students. Together with these students, Sepúlveda merged critical literacy, poetry, and storytelling into a relational "pedagogy of the borderlands" through which the students could speak back to society and the educational institutions around them. Sepúlveda calls on educators of transmigrant students to find their own ways to acompañar students through the liminal spaces of schooling.
Things I'll Never Say: Stories of Growing Up Undocumented in the United States
Authors: Hernandez Ingrid , Mendoza Fermín , Lio Mario , Latthi Jirayut , Eusebio Catherine
Published: May 2015

Debate goes on about the proposed Development, Relief and Education for Alien Minors (DREAM) Act. In presidential speeches, one-minute congressional floor statements, and intermittent media coverage, we hear passionate arguments for and against this federal legislation that would provide a path toward citizenship for hundreds of thousands of undocumented students. Absent from this debate are the reallife stories of DREAMers who have been educated and raised in this country and are now desperate to contribute. This collection of autobiographical stories was written by students in Educators for Fair Consideration (E4FC), a San Francisco-based nonprofit that provides direct support and advocacy for low-income immigrant students who have grown up in the United States but face challenges due to financial need and immigration status. These students shed light on what it is like to grow up as undocumented youths. They talk about not being able to return to their homelands,about wanting to be accepted as Americans, and about the fear of living in the shadows. Their narratives are presented in an order that creates a sense of a young immigrant's journey: departure, crossing, arrival, alienation, and attempts at claiming a new home. It has been a decade since the DREAM Act was first introduced. How much longer will we ask them to wait?
Undocumented to Hyperdocumented: A Jornada of Protection, Papers, and PhD Status
Authors: Chang Aurora
Published: May 2015

In this personal essay, Aurora Chang describes her experience of hyperdocumentation—the effort to accrue awards, accolades, and eventually academic degrees to compensate for her undocumented status. In spite of her visible successes and naturalization,Chang still confronts the rage and intolerance of American "commonsense"beliefs about immigration. Her narrative questions the pursuit of documentation as a means to legitimacy and acceptance in American society.
Whose Deficit Is This Anyhow? Exploring Counter-Stories of Somali Bantu Refugees' Experiences in "Doing School"
Authors: Roy Laura , Roxas Kevin
Published: May 2015

In this article, Laura Roy and Kevin Roxas draw from two studies with Somali Bantu refugee families in South Texas and Michigan. Findings from both study sites revealed a disconnect between how educators perceived the Somali Bantu families'educational goals and Somali Bantu families' actual views of education. In contrast to educators' perceptions, Somali Bantu caregivers stressed the high value they placed on education through their storytelling practices in the home that related past struggles, including experiences of violence and poverty. The stories told and advice given by parents and elders showed an embedded value of education within the community and a counter-story to the way in which Somali Bantu families were viewed by the majority of their teachers. The authors conclude that the discourse employed by educators was grounded in a deficit-based paradigm that created missed opportunities for connecting with Somali Bantu parents and marginalized students by blaming them rather than evaluating the lack of education provided to families in how to "do school" in the American context.
Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading
Authors: Graham Steve , Hebert Michael
Published: May 2015

Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments,Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading comprehension, reading fluency, and word reading; and that increasing how much students write enhances their reading comprehension. These findings provide empirical support for long-standing beliefs about the power of writing to facilitate reading.
“A Few of the Brightest, Cleanest Mexican Children”: School Segregation as a Form of Mundane Racism in Oxnard, California, 1900–1940
Authors: García David , Yosso Tara , Barajas Frank
Published: May 2015

In this article, David G. García, Tara J. Yosso, and Frank P. Barajas examine the early twentieth-century origins of a dual schooling system that facilitated the reproduction of a cheap labor force and the marginalization of Mexicans in Oxnard, California. In their analysis of the 1930s Oxnard Elementary School District board minutes, alongside newspapers, maps, scholarly accounts, and oral history interviews, they argue that school segregation privileged Whites and discriminated against Mexicans as a form of mundane racism. The authors build on previous scholarship documenting the pervasiveness of racism in U.S. society to define mundane racism as the systematic subordination of Mexicans that occurred as a commonplace, ordinary way of conducting business within and beyond schools. Their findings complicate narratives that emphasize complete segregation in “Mexican schools,” while acknowledging the resistance of parents and the resilience of their children.
A Collaborative Effort: Peer Review and the History of Teacher Evaluations in Montgomery County, Maryland
Authors: Sullivan Jeremy
Published: May 2015

In this article, Jeremy Sullivan explores the history of teacher evaluations in Montgomery County, Maryland. He describes how, over the course of three decades, the Montgomery County Education Association (MCEA) established itself as a strong and powerful professional association and leveraged its power to institutionalize a more collaborative approach to teacher evaluations in the county. Drawing largely on archival data from educational organizations in Montgomery County, Sullivan shows how the MCEA and its member teachers objected to evaluation mechanisms they considered unfair and ineffective. He then outlines the process through which the MCEA worked together with administrators to develop the Peer Assisted Review program. Today this program, jointly run by MCEA and the school system, enjoys widespread support in the county and serves as an example of how teachers and their unions can partner with administrators to work together toward the goal of improving teaching and learning in public schools.
Institutional Racist Melancholia: A Structural Understanding of Grief and Power in Schooling
Authors: Vaught Sabina
Published: May 2015

In this article, Sabina Vaught undertakes the theoretical and analytical project of conceptually integrating Whiteness as property, a key structural framework of Critical Race Theory (CRT), and melancholia, a framework originally emerging from psychoanalysis. Specifically, Vaught engages Whiteness as property as an analytic tool to examine data from a larger ethnographic study of juvenile prison and schooling. She suggests that the psychoanalytic framework of melancholia enriches and complicates this analysis and proposes a theoretical move toward understanding structural affective processes in the scholarly effort to map schooling, race, and power. Throughout, Vaught illustrates the significance and utility of such an approach through multifaceted data-driven analyses.
Call and Responsibility: Critical Questions for Youth Spoken Word Poetry
Authors: Weinstein Susan , West Anna
Published: May 2015

In this article, Susan Weinstein and Anna West embark on a critical analysis of the maturing field of youth spoken word poetry (YSW). Through a blend of firsthand experience, analysis of YSW-related films and television, and interview data from six years of research, the authors identify specific dynamics that challenge young poets as they participate in YSW-related activities. Participants discuss the risks of being overly identified with the subject matter of the poems they perform, the tendency of some YSW communities to create a “star” system among youth poets, and the implications of the intensified public gaze trained on youth poets by growing media attention to YSW. Weinstein and West argue that risks and tensions are intrinsic to the nature of a deeply social youth arts context but that the field's long-term sustenance depends on all participants' willingness to have honest, ongoing discussions about such challenges.
Becoming Julia
Authors: Rosario Azalea
Published: May 2015

The spotlight exposes my presence. I feel as if I have all of the power on stage. The words linger in my mind as though a dart has been thrown into my heart. I stop and think. How can such a loving girl go through the misfortunate events that Julia goes through for her unfaithful boyfriend? Hatred enters my heart and a small lump forms in my throat, despite the fact that I am in front of an audience performing the role of Julia from Shakespeare's The Two Gentlemen of Verona. I feel her pain and her anger. Part of me wants to run offstage because I no longer want to portray a heartbroken girl, but another part of me wants to stay and complete the play for my audience, and for Julia.
Expanding Our Vision of Museum Education and Perception: An Analysis of Three Case Studies of Independent Blind Arts Learners
Authors: Hayhoe Simon
Published: May 2015

In this study, Simon Hayhoe investigates the experiences of blind museum visitors in the context of the relationships between the artworks they learned about in museums, those they experienced when younger, and the social, cultural, and emotional influences of their museum experiences. The three case studies he presents support his hypothesis that, for blind visitors, proximity to works of art is at least as important as perceiving the art itself. This finding questions Gombrich's theory of the economy of vision and Jay's theory of scopics and supports the notion that exclusion from art in this context is more passive than active.
Drama in the Dale: Transformation Through Community Drama
Authors: Ward Julie , Mills Helen Frances , Anderson Alan
Published: May 2015

During the winter of 2011-2012, Weardale, England, was the setting for an ambitious informal adult education project. In this rural area in the northeast part of the country, the local arts collective, Jack Drum Arts, established a community play project entitled The Bonny Moorhen. This dramatic undertaking aimed to retell the story of the infamous Battle of Stanhope, a local lead miners’ uprising. The project took place in a converted barn and involved a group of sixty learners of all ages and from all walks of life. The troupe formed the choir, band, backstage crew, and company of actors who, with the support of professional artists, built a temporary theater space. Each member of this collective made a personal journey. Here Helen Mills and Alan Anderson, in association with Julie Ward, cofounder and project producer at Jack Drum Arts, offer their personal testimonies from the project.
Learning to Dance
Authors: Keller Nicole
Published: May 2015

When I was three years old, I was enrolled in my first ballet class. I loved the tights and tutus and pink, though a future in the ballet I did not have. I learned to plié and pas de bourrée, but, due to the dramatic nature of my untimely departure from the art form at the ripe age of nine, I developed a perception of myself as ungraceful. Not one for wallowing, I soon thereafter discovered my next and lasting passion: writing.
Speak Out. Act Up. Move Forward. Disobedience-Based Arts Education
Authors: Kotin Alison , McGregor Stella Aguirre , Pellecchia DeAnna , Pellecchia DeAnna , Schatz Ingrid , Liu Shaw Pong
Published: May 2015

In this essay, Alison Kotin, Stella Aguirre McGregor, DeAnna Pellecchia, Ingrid Schatz, and Shaw Pong Liu reflect on their experiences working with public high school students to create Speak Out. Act Up. Move Forward., a performative response to current and historical acts of civil disobedience. The authors—a group of instructors from the Urbano Project with specialties in contemporary dance, musical composition, and interactive digital media—discuss their collaboration with students to draw connections between nonviolent protest and the challenges, pressures, and choices teens are faced with in everyday life. Through the use of student voices and powerful images, this reflective piece illustrates the potential of contemporary art to empower youth with a platform to work collaboratively, engage in critical reflection, and provoke and intrigue their audiences in open-ended consideration of urban young people's lived experiences and views of the world.
Teaching Beyond and In Between: Reframing a Flourishing Future for Arts Learning in Schools Through Isotonic Instruction
Authors: Booth Eric
Published: May 2015

In this reflective essay, Eric Booth utilizes his Habits of Mind for Creative Engagement to offer two suggestions for intensifying the impact of arts learning in schools. Booth's first suggestion redefines what artistic engagement really means and where it can contribute to creative learning. His second suggestion advocates for the use of isotonic instruction—two- to three-minute exercises that can be applied in between classes—to build up the learning muscles of creative engagement. The author shares lessons from his decades of experimentation with teachers and gives specific examples of activities he has introduced in professional development workshops.
A Gifted Education
Authors: Oliver Graham
Published: May 2015

Start with a low point. It's a public school bathroom. A boy, fifteen, maybe sixteen, walks in—T-shirt, jeans, burst of curly hair. He sets a piece of paper on the counter next to the sink. From his pocket he pulls out a tiny Ziploc bag, a single-edge razor blade, and a short segment of a straw. It takes him a minute to open the bag; his fingers are shaking beyond their typical pubescent clumsiness. Onto the piece of paper tumble two small blue pills. First he places the blade on top of them, then presses his palm down, as a chef would do to cloves of garlic, until the pills give way and break apart under the force. Then he begins to chop, aiming for the large pieces, methodically sweeping the debris into a pile, repeating until only a fine powder remains. Satisfied, he bends over and places the straw to his nose with one hand and presses the opposing nostril closed with the other. He vacuums up the powder into an abused sinus cavity, then turns and walks back out the door to finish the school day.
For Colored Kids Who Committed Suicide, Our Outrage Isn't Enough: Queer Youth of Color, Bullying, and the Discursive Limits of Identity and Safety
Authors: Pritchard Eric Darnell
Published: May 2015

In recent years anti-lesbian, gay, bisexual, transgender, and queer (LGBTQ) bullying has been a pervasive discussion in popular and scholarly discourse. While such a discussion has documented the negative impact of bullying on the physical, psychological, social, and emotional lives of young people, it has not had a critical and sustained analysis of the ways that race, ethnicity, class, and other identities complicate discussions of how bullying and bias-motivated violence affects a diversity of queer youth. In this article, Eric Darnell Pritchard begins with a framework that assumes that the intersections of LGBTQ identities with race, ethnicity, and class offer unexplored critical possibilities within current discussions of bullying. He argues that in order to be more creative and effective in responding to the epidemic of bullying, we must expose and deeply engage the limits in the ways identity and safety are taken up in bullying discourse, which have resulted in flattened and less effective antibullying measures. Pritchard concludes with implications for practice in terms of curriculum, policy, and advocacy.
Learning from Teacher Observations: Challenges and Opportunities Posed by New Teacher Evaluation Systems
Authors: Hill Heather , Grossman Pam
Published: May 2015

In this article, Heather C. Hill and Pam Grossman discuss the current focus on using teacher observation instruments as part of new teacher evaluation systems being considered and implemented by states and districts. They argue that if these teacher observation instruments are to achieve the goal of supporting teachers in improving instructional practice, they must be subject-specific, involve content experts in the process of observation, and provide information that is both accurate and useful for teachers. They discuss the instruments themselves, raters and system design, and timing of and feedback from the observations. They conclude by outlining the challenges that policy makers face in designing observation systems that will work to improve instructional practice at scale.
Designing Educative Curriculum Materials: A Theoretically and Empirically Driven Process
Authors: Davis Elizabeth , Palincsar Annemarie Sullivan , Arias Anna Maria , Bismack Amber Schultz , Marulis Loren , Iwashyna Stefanie
Published: May 2015

In this article, the authors argue for a design process in the development of educative curriculum materials that is theoretically and empirically driven. Using a designbased research approach, they describe their design process for incorporating educative features intended to promote teacher learning into existing, high-quality curriculum materials. The process entails analyzing a set of curriculum materials, characterizing students’ opportunities to learn through teachers’ enactment of the curriculum materials, and assessing students’ learning outcomes. The authors then describe ways in which both theoretical perspectives and empirical data guided their design, development, and refinement process for educative features to enhance the curriculum materials, and give examples of the resulting features. Given the current policy environment in which there are heightened expectations for science teaching at the elementary level, the authors argue that testing and refining processes for developing curricular supports for teachers is of paramount importance. While the illustrations provided focus on science curriculum materials and instruction, the authors argue that the principles and processes applied generalize to the design of educative features across subject-matter areas.
Culturally Relevant Pedagogy 2.0: a.k.a. the Remix
Authors: Ladson-Billings Gloria
Published: May 2015

In this article, Ladson-Billings reflects on the history of her theory of culturally relevant pedagogy and the ways it has been used and misused since its inception. She argues for the importance of dynamic scholarship and suggests that it is time for a “remix” of her original theory: culturally sustaining pedagogy, as proposed by Paris (2012). Ladson-Billings discusses her work with the hip-hop and spoken word program First Wave as an example of how culturally sustaining pedagogy allows for a fluid understanding of culture, and a teaching practice that explicitly engages questions of equity and justice. Influenced by her experience with the First Wave program, Ladson-Billings welcomes the burgeoning literature on culturally sustaining pedagogy as a way to push forward her original goals of engaging critically in the cultural landscapes of classrooms and teacher education programs.
Critical Culturally Sustaining/Revitalizing Pedagogy and Indigenous Education Sovereignty
Authors: McCarty Teresa , Lee Tiffany
Published: May 2015

In this article, Teresa L. McCarty and Tiffany S. Lee present critical culturally sustaining/revitalizing pedagogy as a necessary concept to understand and guide educational practices for Native American learners. Premising their discussion on the fundamental role of tribal sovereignty in Native American schooling, the authors underscore and extend lessons from Indigenous culturally based, culturally relevant, and culturally responsive schooling. Drawing on Paris's (2012) and Paris and Alim's (2014) notion of culturally sustaining pedagogy (CSP), McCarty and Lee argue that given the current linguistic, cultural, and educational realities of Native American communities, CSP in these settings must also be understood as culturally revitalizing pedagogy. Using two ethnographic cases as their foundation, they explore what culturally sustaining/revitalizing pedagogy (CSRP) looks like in these settings and consider its possibilities, tensions, and constraints. They highlight the ways in which implementing CSRP necessitates an “inward gaze” (Paris & Alim, 2014), whereby colonizing influences are confronted as a crucial component of language and culture reclamation. Based on this analysis, they advocate for community-based educational accountability that is rooted in Indigenous education sovereignty.
“A Slow Revolution”: Toward a Theory of Intellectual Playfulness in High School Classrooms
Authors: Fine Sarah
Published: May 2015

In this essay, Sarah M. Fine explores the misalignment between instructional practices in secondary classrooms and the interests and capabilities of adolescent learners. Drawing on a series of ethnographic cases, she explores the potential consequences of this misalignment and attempts to conceptualize an alternate reality in which high school classrooms could become places where cognitive rigor and deep engagement function as mutually supportive priorities. Fine theorizes that a promising path forward would be pursuing instruction that involves intellectual playfulness—a construct that marries open-ended problem solving with opportunities for risk taking and flow. These same cases, however, illustrate that this pursuit would require profound transformations in the policies, practices, and perspectives that currently dominate the field.
How Students’ Perceptions of the School Climate Influence Their Choice to Upstand, Bystand, or Join Perpetrators of Bullying
Authors: Ferráns Silvia Diazgranados , Selman Robert
Published: May 2015

The authors of this article, Silvia Diazgranados Ferráns and Robert Selman, use an emergent framework to explore how the rules of the school culture at different perceived school climates affect early adolescents’ decisions to upstand, bystand, or join the perpetrators when they witness peer aggression and bullying. Through a grounded theory approach, they revisit interview data from twenty-three eighth graders in four middle schools, with the aim of building on previous research and refining their theoretical framework to guide future research on bullying. The authors identify four school-level indicators that are salient in students’ perceptions of their school climate—safety, order, care, and empowerment—and examine how these indicators combine to configure three types of perceived school climates—negligent, authoritarian, and cohesive. They explore how these perceived school climates influence adolescents’ choice of strategy when they witness bullying in school and document a set of student recommendations about what schools can do to prevent bullying.
Perceiving Learning Anew: Social Interaction, Dignity, and Educational Rights
Authors: Espinoza Manuel Luis , Vossoughi Shirin
Published: May 2015

What are the origins of educational rights? In this essay, Espinoza and Vossoughi assert that educational rights are “produced,” “affirmed,” and “negated” not only through legislative and legal channels but also through an evolving spectrum of educational activities embedded in everyday life. Thus, they argue that the “heart” of educational rights—the very idea that positive educative experiences resulting in learning are a human entitlement irrespective of social or legal status—has come to inhere in the educational experiences of persons subjected to social degradation and humiliation. After examining key moments in the African American educational rights experience as composite historical products, the authors determine that learning is “dignity-conferring” and “rights-generative.” They revisit African slave narratives, testimony from landmark desegregation cases, and foundational texts in the history of African American education where they find luminous first-person accounts of intellectual activity in the shadow of sanction, suppression, discouragement, and punishment. They conclude by outlining an empirical framework for studying the nexus of learning, dignity, and educational rights from a social interactional perspective.
Ethical and Professional Norms in Community-Based Research
Authors: Campano Gerald , Ghiso María Paula , Welch Bethany
Published: May 2015

In this article Gerald Campano, María Paula Ghiso, and Bethany J. Welch explore the role of ethical and professional norms in community-based research, especially in fostering trust within contexts of cultural diversity, systemic inequity, and power asymmetry. The authors present and describe a set of guidelines for community-based research that were developed through collaborative inquiry into an ongoing research partnership with a multilingual and multiethnic Catholic parish and its school and community center. The norms emerged from investigating the reciprocal and recursive relationship between the authors' roles as scholars and practitioners. Campano, Ghiso, and Welch use this illustrative case to provide an example of how professional norms were conceptualized and enacted in an effort to nurture long-term research relationships across institutional and social boundaries. As research from university-community partnerships continues to grow, the authors emphasize the need to make explicit and to consider with greater specificity the ethical dimensions of our research.
At the End of Intellectual Disability
Authors: Kliewer Christopher , Biklen Douglas , Petersen Amy
Published: May 2015

In this essay, Christopher Kliewer, Douglas Biklen, and Amy J. Petersen unravel the construct of intellectual disability that has dominated both policy and practice in schools and communities. The authors synthesize data from first-person narratives, family accounts, and participatory inquiry to propose a theory of human connectedness in which intellectual competence is constructed through social action and interaction. The authors trace the isolating, brutalizing, and dehumanizing consequences of the presumed “nothingness” associated with those labeled as having an intellectual disability and, by way of contrast, integrate written and video data that offer counterpoints to the notion of intellect as immutable and individual. The authors discuss the development of supports in valued arenas where the right to belong and to participate is realized without question; the provision of resources and materials based on affirmation, actualization, and empowerment; and the fostering of surrounding communities comprised of committed individuals who have stepped apart from deficit ideology and who are open to self-critique, surprise, and learning. The authors propose that in these contexts is found the end of intellectual disability.
Education and the Production of Diasporic Citizens in El Salvador
Authors: Dyrness Andrea , Sepúlveda, III Enrique
Published: May 2015

In this article, Dyrness and Sepúlveda argue that in El Salvador, young people are participants in a diasporic social imaginary that connects them with Salvadorans and other Latinos in the United States—before they have ever left the country. The authors explore how this transnational relationship manifests in two school communities in San Salvador: a private school long recognized as a gateway to the elite and a public school serving one of the most violent and impoverished urban marginalized communities in San Salvador. Focusing on two different contexts of socialization—“homeboy” expressive culture and school-based English instruction—they argue that both groups of students were experiencing contradictory forces of cultural socialization that are characteristic of the diaspora.
Cadeia de Suprimentos Verde e as Ações do Pacto da Pecuária do Programa “Conexões Sustentáveis” São Paulo - Amazônia
Authors: Araújo Geraldino Carneiro de , Souza Maria Tereza Saraiva de , Pimenta Adriana Dos Santos
Published: May 2015

O objetivo deste trabalho é analisar a sustentabilidade ao longo da cadeia de suprimentos da bovinocultura de corte considerando as ações do pacto da pecuária do programa “Conexões Sustentáveis” São Paulo – Amazônia, segundo a teoria da cadeia de suprimentos verde. Teoricamente foram tratados os temas cadeia de suprimentos da bovinocultura de corte e cadeia de suprimentos verde. Trata-se de uma pesquisa exploratória e descritiva, com um estudo de caso qualitativo; utilizaram-se como fontes de evidência documentos, registros em arquivo e entrevista. Os resultados apontam o contexto da pecuária na Amazônia, a descrição do programa e relaciona os dados do pacto da pecuária com a teoria de cadeia de suprimentos verde. Conclui-se que o programa, apesar de apresentar problemas para sua efetivação, é uma iniciativa que busca o desenvolvimento de cadeia de suprimentos verde da bovinocultura de corte. Green Supplements Chain and the Activities of the Livestock Contract of the Sustainable Connections Program São Paulo - Amazon Sustainability throughout the supplement chain of meat livestock is analyzed while taking into account the activities of the livestock pact of the São Paulo-Amazon Sustainable Connections program, according to the green supplement chain theory. The themes meat livestock supplements chain and the green supplements chain are discussed. Current exploratory and descriptive research deal with a qualitative case with documents, registers and interviews as sources. Results reveal the livestock context in the Amazon, describes the program and relates data of the livestock pact with the theory of green supplements chain. Results show that the program, albeit full of problems for its materialization, is an initiative that focuses on the development of the green supplement chain of meat livestock. KEYWORDS: Green Supplements Chain; Abattoirs; Cattle Breeders.
El Césped del Vecino es más Verde: Flora de Patios a Través de un Gradiente Social
Authors: Angeoletto Fábio , Sanz Juan Pedro Ruiz , Da Silva Frederico Fonseca , Albertin Ricardo Massulo , Pradeiczuk Aline , Sabadin Camila
Published: May 2015

Patios urbanos tienen un potencial considerable para la conservación de la biodiversidad y refuerzo de la seguridad alimentaria. Sin embargo, estos espacios no están bien planificados, existe poca información sobre la diversidad de la flora presente en los patios de las diferentes clases sociales. Hemos cuantificado y comparado la diversidad vegetal de los patios de dos barrios de la región metropolitana de Maringá, mediante el cálculo de índices de diversidad, correlaciones bivariadas y del potencial de plantíos, y trazamos directrices de planificación, con el objetivo de aumentar la presencia de la vegetación arbórea, fortalecer la seguridad alimentaria y contribuir a la conservación de la diversidad biológica, incluyéndose la preservación de especies de plantas en peligro de extinción. The Grass is Always Greener on the Other Side of the Fence: Flora of Backyards Through a Social Gradient Urban backyards have considerable potential for biodiversity conservation and the enhancement of food security. However, these spaces are poorly planned, there is little information on the diversity of flora present in the backyards of different social clases. We quantified and compared plant diversity of the backyards of two neighborhoods in the metropolitan area of ​​Maringa, by calculating diversity indices, bivariate correlations, the planting potencial, and outline planning guidelines, with the goal of increasing the presence of woody vegetation, strengthen the food security and contribute to the conservation of biological diversity, including the preservation of endangered plant species. KEYWORDS: Urban Ecology, Backyards, Biodiversity, Food Security