bluuebunny/crossref_metadata_2025 huggingface dataset:
Foreword
Authors: Brickley Lynne Templeton , Garfunkel Gloria , Hulsizer Donna
Published: May 2015

These two special issues on Women and Education signal the Harvard Educational Review's commitment to publishing articles and reviews by and about women in order to bring the diversity and richness of this scholarship to the attention of educational practitioners, researchers, and policy makers. The publication of scholarly work on and by women enhances the status of women and women's research at all levels of education. These two issues will expose our readers to subjects and perspectives not previously covered in the Review, and should further legitimate the efforts of individuals studying women.
What I Teach and Why
Authors: Cudjoe Selwyn
Published: May 2015

In this article the author chronicles the major movements of Afro-American literature,demonstrating both its particularity and its universality and depicting the manner in which the content of Afro-American experiences shapes the literary forms through which it is expressed. Throughout the essay, Selwyn Cudjoe describes the perspective and methodology which underlie his teaching of Afro-American literature.
Early Childhood Programs in Latin America
Authors: Halpern Robert
Published: May 2015

Robert Halpern examines the role played by early childhood education programs in the development efforts of several Latin American countries. He presents a brief historical overview of these programs, and then describes and assesses the impact of several types of programs currently in operation. Outlining some of the political and policy issues that underlie early childhood education, he offers recommendations for improving its effectiveness as a vehicle for development.
Socialist Criticisms of Education in the United States: Problems and Possibilities
Authors: Proefriedt William
Published: May 2015

William Proefriedt examines why classroom teachers have responded unenthusiastically,if not negatively, to socialist criticism of education in the United States. Although essentially in agreement with the socialist critique, he nevertheless points out its shortcomings and the important areas which it has left unexplored. He suggests that a union of the Deweyan tradition of critical thinking and the European sociologists' concern for ideology will foster a philosophy of teaching that is consonant with both the socialist tradition and with the idea that classroom teachers have an active,worthwhile role.
Nicaragua 1980: The Battle of the ABCs
Authors: Fernando Cardenal S. , Miller Valerie
Published: May 2015

Fernando Cardenal and Valerie Miller present a vivid, first-hand account of the massive"battle" for literacy in Nicaragua. Dedicating their article to the thousands who lost their lives in the fight against inequity, foreign domination, and military repression, the authors describe the political rationale and the extensive organizational tasks of the National Literacy Crusade, pointing out that its eventual success "depended on a commitment of the spirit—a commitment of a people and a government born of a liberation struggle."
Educational Change and National Economic Development
Authors: Walters Pamela Barnhouse
Published: May 2015

Pamela Barnhouse Walters examines empirically the relationship of educational development to economic growth in developing countries. Basing her argument on dependency theory, she presents data suggesting that educational expansion has not advanced economic growth. She concludes that while educational reform is not, in and of itself, an effective strategy for promoting such growth, it may have beneficial effects on other aspects of national development.
Didactic Theatre in Africa
Authors: Kerr David
Published: May 2015

David Kerr examines how performing arts in Africa have been used as a tool for informal adult education. Focusing on their history and dual nature, he characterizes some performing arts as "spontaneous creations of the African masses" and others as plays whose "messages emerged not from a genuine popular viewpoint, but were imposed by an alien force." By analyzing the pedagogic and aesthetic features of didactic theatre,the author reveals the subtle distinctions between a theatre that reflects colonial values and one that encourages critical reflection.
Education as Transformation: Becoming a Healer Among the !Kung and the Fijians
Authors: Katz Richard
Published: May 2015

Current education and training of community mental health workers in the West have focused on the accumulation of knowledge and on healing technology. Richard Katz,through ethnographic work in the Kalahari Desert and the Fiji Islands, presents an alternative model of healer education that stresses the transformation of the healer's character. This transformation connects the healer to healing resources beyond the self,commits the healer to service in the community, and becomes the context within which healing knowledge and technology can be used while the healer remains a fully contributing member of the community, disavowing the accumulation of power for personal use.
The Contradictions of Bantu Education
Authors: Nkomo Mokubung
Published: May 2015

The South African apartheid government has used higher education as a tool for promoting a policy of separate development. Disturbances in black South African universities over the last decade, however, appear to be the result of both "Bantu education"policies that have spawned a "culture" that contradicts the government's ultimate aims,and circumstances external to in-class instruction that have exerted as great an influence as the official curriculum. Mokubung O. Nkomo argues that the interplay of these forces constitutes a catalyst that may contribute to the demise of the apartheid system.
The "New Era" in China's Educational Revolution
Authors: Hu C.
Published: May 2015

Having derived lessons from the chaos of the Cultural Revolution, Chinese leaders are now in the midst of creating a new system of education under the aegis of a "New Era."The following account presents C. T. Hu's observations of recent developments in Chinese education, its themes and sources of tensions, as well as its potential for fostering an atmosphere of stability and unity.
The Literacy Campaign in Cuba
Authors: Morales Abel Prieto
Published: May 2015

The Cuban Literacy Campaign confronted the problem of illiteracy brought about by an inadequate national educational system, lack of incentives to become literate, and low levels of school attendance. In this article, Abel Prieto Morales documents Cuba's efforts to conquer these problems and traces the history and success of the Literacy Campaign. The story is one of solidarity, in which people from all walks of life work together to eliminate illiteracy as they build a new society.
Culture and Educational Achievement
Authors: Cohen Gaynor
Published: May 2015

Many studies have analyzed the links between academic achievement and social class. Few, however, have focused on the process by which culture as life-style, rather than knowledge, reinforces inequalities in the class and economic structure of society. Gaynor Cohen reports her findings from an ethnographic study of a middle-class housing estate in Great Britain and shows that families living there are in the process of moving from a working-class status to one termed the "new" middle class. Achieving their newly acquired status through the occupational mobility of men, women of the estate develop a collective estate culture and life-style conducive to the academic success of their children. Dr. Cohen concludes her analysis by relating microlevel changes in family lifestyle and school achievement to changes in the occupational structure of society.
On Generativity and Identity: From a Conversation with Erik and Joan Erikson
Authors: Erikson Erik , Erikson Joan
Published: May 2015

More than thirty years after the publication of his first book, Childhood and Society,Erik Homburger Erikson remains one of the most influential psychologists of our time. His "epigenetic" theory of the stages of human life, which models the complex interactions among the biological, psychological, and social factors that shape an individual's life, is still the most comprehensive account we have of human development throughout the life cycle, Joan Mowat Erikson, his wife, who has been his co-worker and editor throughout, is an artist and craftsperson whose interest in art as a healing medium has resulted in several programs of art activities for psychiatric patients and in the publication of her recent book, Activity, Recovery and Growth.
Why Public and Private Schools Matter
Authors: Finn, Jr. Chester
Published: May 2015

The most important implications of Public and Private Schools, the new study by James Coleman, Thomas Hoffer, and Sally Kilgore, do not concern public policies toward private schools. They concern policies affecting public schools. The study finds that schools do make a difference in how well and how much students learn, that different schools make various kinds of differences, and that academic achievement is associated with the character of the learning environment. Other things being equal—and sometimes notwithstanding that other things are unequal—Coleman et al. note that students will learn more if their school sets high standards, maintains discipline, assigns homework,demands regular attendance, is staffed by dedicated teachers, and offers a rigorous curriculum.
Reducing Student Alienation in High Schools: Implications of Theory
Authors: Newmann Fred
Published: May 2015

Student alienation is a difficult problem facing many U. S. high schools. Not only does it adversely affect the quality of student life, but it is an underlying factor in other school problems such as violence, vandalism, and poor achievement. Drawing on an extensive literature, Fred M. Newmann develops six guidelines for reducing student alienation. The guidelines are used to show why current efforts in school reform have failed to provide a comprehensive solution to this increasingly troublesome problem.
Reflections of a Black Social Scientist: Some Struggles, Some Doubts, Some Hopes
Authors: Mitchell Jacquelyn
Published: May 2015

Jacquelyn Mitchell describes her experiences as a teacher in a compensatory preschool program and later as a graduate student and researcher, examining a number of issues relevant to black social scientists. She discusses some dilemmas (such as bicultural awareness and a sense of double marginality) of the black social scientist who is seeking a place in the academic/research world—simultaneously questioning the sociopolitical nature of social science inquiry and asking how research can more adequately reflect the reality of black people's lives.
Excluding Women from the Educational Realm
Authors: Martin Jane Roland
Published: May 2015

Women have been traditionally underrepresented in the scholarship of the academic disciplines. Jane Roland Martin, continuing a line of thought she initiated in a recent article (HER, August 1981), examines the exclusion of women from philosophy of education both as subjects who have written about education and as objects of educational study and thought. She traces this exclusion from a misunderstanding of the writings of Plato, Rousseau, and Pestalozzi on the education of women, and builds a comprehensive critique of the concepts of education, liberal education, and teaching which are accepted by analytic philosophers of education. Martin proposes a possible reconstruction of the field of philosophy of education to include women, and describes the benefits of such a needed undertaking.
Policy and Organization: The Impact of State and Federal Educational Policy on School Governance
Authors: Cohen David
Published: May 2015

Once upon a time, students of American politics believed that policy turned out as intended. But they have recently concluded that intentions are an inconsistent guide to results. Scrutiny of the effects of policy has increased: government agencies study the effects of welfare payments on work habits and income, of school reform on students' academic performance, and of environmental regulation on air and water quality. Social scientists scrap about such issues, and their work is followed fitfully by government and the press. These new concerns have altered the content of newspapers, the management of social agencies and the methods of social research. Even the character of public-service training programs in universities has changed.
What You See Is What You Get-Consistency, Persistency, and Mediocrity in Classrooms
Authors: Sirotnik Kenneth
Published: May 2015

Based on data gathered from over 1,000 elementary and secondary classrooms, Kenneth Sirotnik finds that there is little variety in teaching practices across schools in this sample—the majority of class time is spent in teachers lecturing to the class or in students working on written assignments. After examining the literature of earlier classroom observation research and comparing it to the findings of this study, Sirotnik notes the persistence of such teaching practices over the course of the century. He then questions whether this type of teaching fulfills our idea of what functions schools should serve in our society.
Two Perspectives: On Self, Relationships, and Morality
Authors: Lyons Nona Plessner
Published: May 2015

Nona Plessner Lyons offers interview data from female and male children, adolescents,and adults in support of the assertions of Carol Gilligan (HER, 1977) that there are two distinct modes of describing the self in relation to others—separate/objective and connected—as well as two kinds of considerations used by individuals in making moral decisions—justice and care. She then describes a methodology, developed from the data, for systematically and reliably identifying these modes of self-definition and moral judgment through the use of two coding schemes. Finally, an empirical study testing Gilligan's hypotheses of the relationship of gender to self-definition and moral judgment is presented with implications of this work for psychological theory and practice.
Toward a More Effective Model of Research on Teaching
Authors: S. Bolster, Jr. Arthur
Published: May 2015

Classroom teachers wish to improve their craft and educational researchers want to generate useful knowledge, yet educational research seldom influences classroom teaching. Reflecting on twenty years' experience as a junior high school teacher and as a university professor involved in formal studies of classroom teaching, Arthur S.Bolster,Jr. examines the genesis and perpetuation of the divergent perspectives of teachers and educational researchers concerning how knowledge is formulated and determined. He advocates a sociolinguistic ethnographic approach as the research methodology most likely to generate knowledge that is both intellectually rigorous and helpful in teacher development.
The Paideia Response
Authors: Adler Mortimer
Published: May 2015

In the fall of 1982, the editors of the Harvard Educational Review informed me of their plan to publish a symposium of comments on The Paideia Proposal and asked me whether I would be willing to respond to the essays included in it. I replied that I would.
Two Cheers for the Proposal
Authors: Cahn Steven
Published: May 2015

I wholeheartedly subscribe to the central theses propounded in The Paideia Proposal:the danger to democracy of suffrage without schooling; the consequent importance of establishing substantive curricular requirements; and the related need for teachers and administrators to maintain high standards of achievement. Indeed, if our schools adopted the reforms advocated in the Proposal, the quality of U.S. public education would be dramatically increased. My enthusiasm, however, must be tempered. TheProposal needs emendation, for it extends certain principles beyond the bounds of their appropriate applications.
The Peter Pan Proposal
Authors: Gwiazda Ronald
Published: May 2015

In The Paideia Proposal, the success of our schools is closely linked not only to the success of our political, social, and economic institutions, but also to their survival. According to Mortimer Adler, public schools do not simply reflect social upheaval and shifting values; they cause many of these fundamental changes. On the negative side,the failure to challenge and stimulate students in the classroom "leads to boredom, delinquency,lawless violence, drug dependence, alcoholism, and other forms of undesirable conduct" (p. 36). The "abominable discrimination" of the tracking system threatens the quality of citizenship and the democratic process (p. 15). On the positive side of this potential to alter society, school reform will lead to a properly "educated electorate,"which in turn will ensure "innovative leadership" and the likelihood of our solving our national problems. According to the Proposal, the reformed public schools will "carry us over the threshold" to an "earthly paradise." The brick building at the end of the block is the primary actor in this drama, both the villain and the hero (pp. 77-79).
Merit Pay for Teachers: A Poor Prescription for Reform
Authors: Moore Johnson Susan
Published: May 2015

Many educators as well as business and governmental leaders argue that the improvement of schools depends primarily upon improving the performance of teachers. Merit pay, a solution drawn from the business world, promises to reward effective teachers and encourage them to work harder. From her perspective as both historian and policy analyst, Susan Moore Johnson explains that merit pay is neither a new nor an untested remedy. The speeches and programs of educational reformers of the 1920s and 1950s echo the current hopes for and arguments against merit pay. An analysis of the reasons for the failure of past merit pay plans suggests that present proposals would face similar technical, organizational, and financial obstacles. Asserting that merit pay takes into account neither the motivational needs of teachers nor the interdependent nature of schools, Johnson concludes that when looking to the corporate world for models of reform, school leaders should consider the practices of highly successful corporations which emphasize group goals over individual incentives.
Educational Inequality in South Africa and Its Implications for U.S. Foreign Policy
Authors: Danaher Kevin
Published: May 2015

Recently, world attention has been drawn to the continuing political struggle in southern Africa. Here, Kevin Danaher assesses the current relationship between the United States and South Africa. He argues that the Reagan administration has attempted to justify its friendly relations with the white minority government of South Africa by claiming that apartheid is being reformed and that U.S. educational assistance is playing an important role in that process. Danaher examines educational inequality in South Africa and the contradictions of recent reforms. Offering a critique of the Reagan administration's "constructive engagement"policy and its effects on the lives of black people in South Africa, he concludes that US. policies reinforce rather than undermine the strategies of the white minority government of Pretoria.
On the Education of Policymakers
Authors: Scheffler Israel
Published: May 2015

Policymaking has in recent years often been conceived as a technical problem-solving activity,and the education of policymakers has consequently emphasized training in discipline-based skills. In opposition to such a conception, Israel Scheffler outlines a view of the education of policymakers that emphasizes its humanistic character. Accordingly, he stresses the importance not only of understanding a variety of disciplinary idioms but also of insight into the ordinary languages of those persons whose problems are to be addressed. Further, he advocates reflexive awareness of presuppositions of value, culture, habit, and knowledge implicit in the policymaker's own activity. Finally, he urges special attention to temporal and historical dimensions of the policymaker's world.
A Decisionmaking Approach to Nuclear Education
Authors: Snow Roberta , Goodman Lisa
Published: May 2015

This chronicle describes a senior high school curriculum that addresses four areas: personal values as a basis for political views, technological aspects of the nuclear arms race, the history of the nuclear arms race, and action for social change. Roberta Snow has played a key role in the development of the curriculum and has taught it many times. Here she joins with Lisa Goodman to provide a composite picture of the experience they and others across the country have had in using the curriculum.
Problematic Aspects of Nuclear Education
Authors: Tizard Barbara
Published: May 2015

Barbara Tizard reviews research on children's understanding of nuclear war. She outlines and critiques studies from the United States and Europe and draws on research about children in contemporary wartime areas. Tizard suggests that educators and researchers have yet to understand the factors influencing children's attitudes, anxieties, and knowledge of nuclear war. They are just beginning to look at the various teaching methods and to determine their effects on children.
Placing Women in the Liberal Arts: Stages of Curriculum Transformation
Authors: Schuster Marilyn , Van Dyne Susan
Published: May 2015

Research on women has created a new body of knowledge that is reshaping our understanding of the traditional curriculum. The scholarship about women's experience produced in the last two decades has entered the curriculum primarily through women's studies courses. But what happens next? In the last five years, informed administrators and women's studies teachers have undertaken to transform traditional courses throughout the curriculum. Marilyn Schuster and Susan Van Dyne present a paradigm describing how teachers and students experience the process of curricular change. Their analysis suggests that teachers may move through a sequence of stages and try a variety of strategies in order to represent women and minorities,and thus a fuller range of human experience, in their courses.
Jesuit Education for Justice: The Colegio in El Salvador, 1968-1984
Authors: Beirne Charles
Published: May 2015

In the years since the Second Vatican Council, the Catholic church has become an agent of social change in many Third World nations. Charles Beirne, S.J., describes the transformation of a Jesuit colegio in El Salvador from a school for sons of wealthy landowners into a school open to all people. Despite threats of violence from political opponents and an internal struggle within the order, the Jesuits made the social and economic conditions of El Salvador a central part of the school's curriculum.
International Schools and the International Baccalaureate
Authors: Fox Elisabeth
Published: May 2015

Elisabeth Fox traces the origins and development of the International Baccalaureate program as an outgrowth of continuing curriculum innovation in international schools. She describes its rapid expansion in North America, where many school systems are attracted by its challenging academic curriculum. Worldwide university recognition of the program is steadily increasing. Fox concludes by considering the prospects for future development, with particular emphasis on attempts to move the Baccalaureate beyond its Euro-centric origins.
Learning and Teaching Development
Authors: Short Joseph
Published: May 2015

Every year millions of people die trapped in hunger, disease, extreme poverty, political violence,and natural disasters. Joseph Short, the former director of Oxfam America, introduces the concept of development education as a response to what he calls the "morally unacceptable fact of poverty, inequality, and human misery amidst the plentiful resources of the world."Oxfam America works in partnership with organizations in the Third Word to improve living conditions while promoting community consciousness-raising. Its guiding philosophy, financially independent character, and strong commitment to development have made Oxfam America a vivid example of an alternative approach to traditional development patterns.
People-Centered Development and Participatory Research
Authors: Brown L. David
Published: May 2015

Traditional approaches to helping developing countries have often played down human development in favor of production of physical and economic resources. It is on this premise that L. David Brown presents a case for the combined use of people-centered development and participatory research as a tool for maximizing local human resources to deal with local concerns. In building his case, Brown defines participatory research as a legitimate form of inquiry, drawing some distinctions between it and more traditional forms of research. He illustrates his point with a brief discussion of a research project that involved farmers from several villages in India.
About Teaching and Teachers: Back to Kindergarten Basics
Authors: Martin Anne
Published: May 2015

Anne Martin's impassioned essay assaults teacher-proof curricula and abstract, formal learning theories. Her argument is based on the observation that kindergartners are deeply aware of their own learning needs and will practice the skills and activities necessary to satisfy those needs if allowed to do so. A key element in developing these individualized curricula is an autonomous teacher who has ample time to discover and help with what it is the children are trying to learn on their own.
The Deaf as a Linguistic Minority: Educational Considerations
Authors: Reagan Timothy
Published: May 2015

Timothy Reagan analyzes the education of the deaf as a cultural and linguistic minority by exploring the distinctive cultural and linguistic aspects of the American deaf community and the competing approaches to the education of the deaf. He argues for the use of a bilingual/bicultural instructional approach in the education of the deaf.
Merit Pay and the Evaluation Problem: Why Most Merit Pay Plans Fail and a Few Survive
Authors: Murnane Richard , Cohen David
Published: May 2015

Richard J. Murnane and David K. Cohen use the framework of microeconomics to account for the short lives of most merit pay plans. They demonstrate that teaching is not an activity that satisfies the conditions under which performance-based pay is an efficient method of compensating workers. They then show that merit pay plans survive in a few school districts,in part because the districts are special and in part because the merit pay plans are quite different from conventional notions of performance-based pay.
Teacher Education and the Politics of Engagement: The Case for Democratic Schooling
Authors: Giroux Henry , McLaren Peter
Published: May 2015

Henry A. Giroux and Peter McLaren argue that many of the recently recommended public-school reforms either sidestep or abandon the principles underlying education for a democratic citizenry developed by John Dewey and others in the early part of this century. Yet, Giroux and McLaren believe that this historical precedent suggests a way of reconceptualizing teaching and public schooling which revives the values of democratic citizenship and social justice. They demonstrate that teachers, as "transformative intellectuals," can reclaim space in schools for the exercise of critical citizenship via an ethical and political discourse that recasts,in emancipatory terms, the relationships between authority and teacher work, and schooling and the social order. Moreover, the authors outline a teacher education curriculum that links the critical study of power, language, culture, and history to the practice of a critical pedagogy, one that values student experience and student voice.

In presenting this essay, the editors of HER hope to initiate a dialogue that will continue in the November special issue, "Teachers, Teaching, and Teacher Education." We believe that Giroux and McLaren's provocative ideas serve well to usher in this discussion; they remind us also of the complexity of the issues which we as educators and as students confront in attempting to promote progressive forms of social, political, and intellectual life.
About Teaching and Teachers: Learning in Small Moments
Authors: Meier Daniel
Published: May 2015

Teachers are charged with teaching concepts, ideas, methods, information, skills, and ways of thinking. But in a teacher's day-to-day life in the classroom it is often the short and small incident or event that really gets the message across to a student. In this essay, the author looks at the small moments that provide some of the unexpected and surprising beauties in teaching.
Skills and Other Dilemmas of a Progressive Black Educator
Authors: Delpit Lisa
Published: May 2015

In this article the author reflects on her practice as a teacher and as a teacher of teachers. Arguing from her perspective as a product of the skills-oriented approach to writing and as a teacher of the process-oriented approach to writing, she describes the estrangement many minority teachers feel from the progressive movement. Her conclusions advocate a fusion of the two approaches and point to a need for writing-process movement leaders to develop a vocabulary which will allow educators who have differing perspectives to participate in the dialogue.
About Teaching and Teachers: Two Teachers of Letters
Authors: Metzger Margaret Treece , Fox Clare
Published: May 2015

In the face of parental pressure and with the lure of "high status" occupations, a prospective teacher seeks advice and insight from a former, favorite high school English instructor. Her question, "What does teaching mean to you?" brings a clarion reply: It is passion and paradox,love and hate, routine and excitement — and it always matters. After two years of teaching,the young teacher writes again, this time to say that she agrees — teaching does matter— but that she must leave it to try her hand at another career.
Cultural Myths in the Making of a Teacher: Biography and Social Structure in Teacher Education
Authors: Britzman Deborah
Published: May 2015

Deborah Britzman believes that recent theoretical discussions of the role of education in the reproduction of the social system, while illuminative, need to be grounded in descriptions of particular aspects of the educative process. The author addresses this need by drawing on her experiences as a teacher/educator to offer an analysis of the reproductive mechanisms at work in teacher education. She describes the way in which teachers' personal histories interact with common myths of our culture to maintain current teaching practices. By becoming conscious of these mechanisms, Britzman argues, student teachers can gain a critical perspective and, hence, control of the social mechanisms which otherwise tend to control them.
Fifth Graders Respond to a Changed Reading Program
Authors: Five Cora Lee
Published: May 2015

Cora Lee Five, a fifth-grade teacher, puts into practice innovative ideas gleaned from the work of other teachers and researchers. She realizes, however, that she must rely on her own observations and questions to test these ideas in her classroom. Five concludes that through her own study of her students' responses to literature she has become more able to follow their development as readers.
Black Students in U.S. Graduate and Professional Schools in the 1980s: A National and Institutional Assessment
Authors: Thomas Gail
Published: May 2015

While educational attainment is not upheld as a single sufficient condition for Black occupational attainment and upward mobility, the perspective of this paper is that educational investment is mandatory for Blacks, given the historical and persistent disadvantage of race in this society. With this perspective as its premise, the article documents the recent higher-education enrollment and degree-attainment status of Black Americans. What is concluded from the presentation of the available data is that: (1) Black students are not advancing and, in some cases, are losing ground relative to the momentum in higher education they achieved in the 1970s; (2) Black students remain underrepresented in graduate and professional degree attainment, particularly in the natural and technical sciences; (3) only a limited proportion of U.S. colleges and universities have contributed to the small pool of Black degree recipients in the natural and technical sciences. Further, the author suggests that a combination of individual and institutional-level efforts is needed in order to advance the higher educational participation and success of Black students.
The Value of "Time Off Task": Young Children's Spontaneous Talk and Deliberate Text
Authors: Dyson Anne Haas
Published: May 2015

Anne Haas Dyson analyzes primary students' spontaneous, unsanctioned talk in the classroom and argues that these interactions — often regarded as "time off task" — can become occasions for engaging in intellectually demanding tasks. Drawing upon research conducted over a two-year period in an urban elementary school, the author presents an overview of the accomplishments of children who, without explicit directions from their teacher, collaborated with one another to create extended stories and critique the logic of those stories. Dyson maintains that these examples of spontaneous talk supported the intellectual development of these beginning writers, thereby extending conventional definitions of students' "on" and "off" task behavior.
Beyond Special Education: Toward a Quality System for All Students
Authors: Gartner Alan , Lipsky Dorothy Kerzner
Published: May 2015

A review of a decade's experience with the implementation of PL 94-142 provides an opportunity to assess the process of providing education to students with handicapping conditions and to study the larger general education system. In addition, such a review offers an opportunity to examine changes in the place of persons with disabilities in American society. Alan Gartner and Dorothy Kerzner Lipsky find both the practice and conceptualization of a separate special education system wanting, and they propose a single system, special for all students.
An Analysis of Multicultural Education in the United States
Authors: Sleeter Christine , Grant Carl
Published: May 2015

The phrase "multicultural education" is used by a wide variety of educators and researchers in an equally wide variety of ways. In this article, Christine Sleeter and Carl Grant review literature which claims "multicultural education" as its subject; they argue that much of the existing literature addresses only limited aspects of multicultural education. The authors have developed a taxonomy by which to define the term, examine how it is used, and criticize various approaches for their shortcomings and oversights. This framework is particularly helpful for educators who are concerned with articulating issues of multicultural education,whether their concerns focus on advocacy for, or implementation of, education that is truly"multicultural."
Teaching Writing in an On-Line Classroom
Authors: Barrett Edward , Paradis James
Published: May 2015

The promise and potential of computers in education continue to inspire efforts to design and implement innovative instructional strategies. In this article, Edward Barrett and James Paradis document an experimental writing course that uses the technology of electronic networks to create an "on-line" classroom for writing instruction. After examining a number of key design issues, the authors describe a typical class meeting and discuss both the challenges and results of teaching in this new environment.
A Black Student's Reflection on Public and Private Schools
Authors: Perry Imani
Published: May 2015

Which are more effective, private or public schools? This is an age-old question to which many educators and researchers have offered their answers. In this compelling essay, Imani Perry, a fifteen-year-old high school student, offers an interpretation of the differences between her private and public school experience that adds new insight into this question. Perry provides rich examples to support her main argument that, in her experience, public schools deny students their identity as intellectual beings, and repress the intellectual development of minority students in particular. Private schools, on the other hand, are culturally isolating for minority students. Perry does not advocate the abandonment of public for private school, but offers a clear analysis of those aspects of public schools that must be changed if public schools are to serve the needs of minority students. This is an analysis that could only come from a minority student who has experienced both worlds.
Building 860
Authors: Neira Christian
Published: May 2015

Christian Neira relates his adolescent experience of living in two worlds — that of a New York City housing project and that of an elite preparatory school. His narrative takes us through a single day during which he confronts the poverty of his neighborhood, with its degradation of human dignity, and must struggle against stereotypic attitudes and beliefs at school. Neira's treatment of the irrational circumstances found in both worlds is scathing at times as he juxtaposes the two realities and the challenges they pose to his sense of self.
The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children
Authors: Delpit Lisa
Published: May 2015

Lisa Delpit uses the debate over process-oriented versus skills-oriented writing instruction as the starting-off point to examine the "culture of power" that exists in society in general and in the educational environment in particular. She analyzes five complex rules of power that explicitly and implicitly influence the debate over meeting the educational needs of Black and poor students on all levels. Delpit concludes that teachers must teach all students the explicit and implicit rules of power as a first step toward a more just society. This article is an edited version of a speech presented at the Ninth Annual Ethnography in Education Research Forum, University of Pennsylvania,Philadelphia, Pennsylvania, February 5-6, 1988.
GIANT LAW, GIANT EDUCATION, and ANT: A Story About Racism and Native Americans
Authors: Duchene Marlys
Published: May 2015

Many Native American Nations use an oral tradition, including fables and allegories, to transmit cultural beliefs from one generation to the next. In this article, Marlys Duchene creates a story that could be used to describe how the institutions of law and education in Western Culture have served to oppress Native Americans. Duchene illustrates the power inequity between U.S. institutions and indigenous peoples by representing the institutions as giants, while Native Americans are represented by the tiny ant. In her story, ANT questions the GIANTS about their histories vis-à-vis the racial oppression imposed upon Native Americans. The dialogue between ANT and the GIANTS depicts the beginning of a discussion on racial oppression.
Rethinking Liberal and Radical Perspectives on Racial Inequality in Schooling: Making the Case for Nonsynchrony
Authors: McCarthy Cameron
Published: May 2015

Cameron McCarthy analyzes the mainstream and neo-Marxist explanations of racial inequality in schools. He argues that the theoretical stance of the former depicts racial factors as manipulable variables tied to beliefs, values, and psychological differences; the latter position subsumes issues of race relations into socioeconomic interests. As an alternative frame-work the author presents a nonsynchronous theory of schooling that begins to explain the interaction of race, gender, and class within the economic, political, and social environments as they differentially function within the daily practices of schooling.
The Palestinian Uprising and Education for the Future
Authors: Mahshi Khalil , Bush Kim
Published: May 2015

From the time of the Ottoman Turks, Palestinians have been educated under systems imposed by outsiders. Since the Israeli occupation of the West Bank and Gaza, the situation has been exacerbated by the combination of an Israeli civil and military authority and a Jordanian curriculum. The intifadeh (uprising), which began in December 1987 and continues today, has challenged the Israeli occupation and all its institutions. All educational establishments have been subject to frequent closures by military authorities, forcing Palestinians to reexamine their present system of education, and to look for both short- and long-term alternatives.

Khalil Mahshi and Kim Bush review the current educational system in the West Bank and Gaza, and analyze the intifadeh as a catalyst for educational change. They examine informal, community-based education; alternative modes of instruction designed to bypass closures but still using the existing system and textbooks; and long-term planning as part of the nation-building process. They argue that the intifadeh has created a giant educational laboratory, which challenges conservative educators to start afresh. They restate that challenge clearly, encouraging debate among educators in Palestine and in the international educational community.
Serving the Purpose of Education
Authors: Okakok Leona
Published: May 2015

In this article, Leona Okakok analyzes differences between the Northwest Alaska Inupiat and the Western world views, discusses the history of Western culture's influence on her own culture, and explains why the Native school board has taken full control of the educational system. She includes a discussion of the Inupiat's struggle to preserve their mother tongue and details how the school board has managed to adapt a foreign educational system to contemporary Inupiat culture (which accommodates both Western institutions and a traditional, subsistence-based lifestyle). Okakok's perceptive analyses encompass multiple viewpoints and engage the reader with concrete images and experiences of community-based education.
School as Community: The Rough Rock Demonstration
Authors: McCarty T.
Published: May 2015

Teresa L. McCarty takes us to Rough Rock in the center of the Navajo Reservation, and to a bold experiment in Native American ownership of education. As the first school to be run by a locally elected, all-Indian governing board, and the first to incorporate systematically the native language and culture, it proved to be an influential demonstration of community-based transformation. McCarty describes the changes in Rough Rock's social,economic, and political structures, and examines the relation of these changes to educational outcomes for children. Further, she critiques the irony created by the larger institutional structure of federal funding, which both "enables and constrains genuine control over education by Native American communities."
Popular Education in Nongovernmental Organizations: Education for Social Mobilization?
Authors: Magendzo Salomón
Published: May 2015

Salomón Magendzo contrasts the government-sponsored educational system in Chile with"popular education," a community-based education movement concerned with empowering poor people and involving them in the transformation of society. To this end, the Interdisciplinary Program for Research in Education, a nongovernmental organization affiliated with the Catholic Church in Chile, is committed to creating social change by conducting research on educational problems and by promoting educational change. In this article Magendzo describes some of the popular education projects developed by PIIE that address specific problems encountered by the communities and that assist the participants in carrying out comprehensive educational and social change.
Teachers and Teaching: Tipping the Balance
Authors: Cambone Joseph
Published: May 2015

In this article Joseph Cambone presents a portrait of teaching as an act of love. Here we meet"Anne," a teacher at a residential and day school for approximately fifty boys with severe emotional and behavioral problems, as she reflects on her classroom practice while reviewing videotapes Cambone has made of her class sessions. This portrait, in part a conversation between teacher and researcher, reveals Anne's process of personal growth and professional development in her relationships with her students. This account vividly describes the kinds of difficulties and dilemmas Anne faces in her classroom daily, and shows that it is possible to tip the balance in favor of children in schools.
The Liberal Arts, the Campus, and the Biosphere
Authors: Orr David
Published: May 2015

Where does the campus fit into the biosphere? What role should universities play in the struggle to save the environment? Although critics, such as Allan Bloom, have recently accused liberal arts institutions of failing to educate college youth properly, few have addressed the question of how colleges and universities might make students more aware and responsible about their place in the natural world. In this article David Orr offers a rationale for incorporating environmental concerns into the curricula of higher education and suggests examples of curricular innovations, including programs for restructuring the ways colleges procure food, deal with waste, and use energy. Orr shows us how a focus on the ecosystem of the college campus can broaden students' visions of the natural world in which they live.
The Special Education Paradox: Equity as the Way to Excellence
Authors: Skrtic Thomas
Published: May 2015

In this article, Thomas M. Skrtic analyzes and critiques the special education system in the United States, focusing on its policies, practices, and grounding assumptions. He provides an expansive and in-depth literature review, applying a form of criticism he calls "immanent critique" to three areas: 1) special education as a professional practice, 2) special education as an institutional practice, and 3) public education as a social practice of society. In critiquing these areas, he compares the debate over the Education for All Handicapped Children Act of 1975 with the current debate over the Regular Education Initiative and reflects on the positions of the leading scholars who advocate reform within special and regular education. After deconstructing the discourses in these areas, Skrtic argues that the current bureaucratic school organizational structure and specialized professional culture are inappropriate forms to fulfill our social goals of educational excellence and equity. In their place, Skrtic proposes an alternative school organizational structure and professional culture,which he terms "adhocracy." He argues that this form, which stresses collaboration and active problem solving, would provide all students with schooling that is both excellent and equitable, and thus prepare today's youth for the challenges and requirements of the post-industrial era of the coming twenty-first century.