bluuebunny/crossref_metadata_2025 huggingface dataset:
Editor's Reviews of VYGOTSKIAN PERSPECTIVES ON LITERACY RESEARCH: CONSTRUCTING MEANING THROUGH COLLABORATIVE INQUIRY and INSIDE CITY SCHOOLS: INVESTIGATING LITERACY IN MULTICULTURAL CLASSROOMS
Authors: Beck Sarah
Published: May 2015

Studies of cognition in education continue to suggest that learners acquire and internalize knowledge through social interaction with others. A term often used to describe this model of knowledge acquisition is inquiry, as in "inquiry-based learning." This model assumes that knowledge results from a process of constructing answers to questions about which learners are genuinely curious and in which they have some personal or professional investment. Two recent books from prominent literacy researchers illustrate the value of inquiry as an analytic approach to understanding how people learn about literacy. Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry, edited by Carol Lee and Peter Smagorinsky, expands upon and illustrates the theories of the Soviet psychologist Lev Vygotsky through analysis of literacy learning and literacy research in communities of practice.
Globalization, Immigration, and Education: The Research Agenda
Authors: Suárez-Orozco Marcelo
Published: May 2015

In this article, Marcelo Suárez-Orozco sets forth a new paradigm for understanding immigration and education in the United States, situating it within the broader context of globalization. Suárez-Orozco argues that globalization is the reason that immigrant children are entering U.S. schools in unprecedented numbers. He argues that a critical but understudied area of recent scholarship on globalization is the experiences of children.
Madaz Publications: Polyphonic Identity and Existential Literacy Transactions
Authors: Fecho Bob , Green Aaron
Published: May 2015

In this article, Bob Fecho and Aaron Green discuss issues of identity, existence, and literacy,drawing primarily upon three pieces of writing—a rap, an essay, and an op-ed piece —written by Green in Fecho's high school classes and during his first year of college. Building on the work of Bakhtin, Delpit, Gordon, and Rosenblatt, Fecho and Green examine the ways in which Green uses his writing to explore his identities as provocateur, mainstream writer, and outsider. Green's writing and his ongoing conversation with Fecho, his teacher and mentor, are used to show the polyphonic nature of identity construction, the ways identity transactions are connected to literacy, and the importance of such transactions for teachers and students.
The Economy of Literacy: How the Supreme Court Stalled the Civil Rights Movement
Authors: Prendergast Catherine
Published: May 2015

According to critical race theorists, legal rights in this country have been compromised by the recognition of White identity as having property value. In this article,drawing on these analyses as well as the observations of literacy scholars questioning the outcomes of literacy and education, Catherine Prendergast argues that the designation of literacy and education as "rights" is more rhetorical than real. Prendergast pays close attention to the arguments and court proceedings of three U.S. Supreme Court cases in which the value of literacy and the reality of racial discrimination have both been contested. Through an analysis of these landmark cases —Brown v. Board of Education, Washington v. Davis, and Regents of the University of California v. Bakke—the author deconstructs "the lofty prose equating education with equal opportunity" to uncover the ideologies of literacy that informed these cases. According to Prendergast, "this rhetoric has laid the foundation for the recent legal challenges to affirmative action." She concludes by suggesting that these crucial court decisions have stalled the civil rights movement by perpetuating the economy of literacy as White property.
Multiple Pathways to Early Academic Achievement
Authors: NICHD EARLY CHILD CARE RESEARCH NETWORK
Published: May 2015

Using data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development, the NICHD Early Child Care Research Network (ECCRN) constructed a structural model predicting reading and mathematics achievement in first-grade children from parenting, childcare, and first-grade schooling environments, which is presented in this article. The model provided a strong fit for the data, and parenting emerged as the strongest single contextual predictor of children's achievement. Nevertheless, the child-care and firstgrade schooling contexts independently contributed to children's academic performance. There were also a number of indirect pathways of prediction that combined environmental and child factors. Overall, results confirmed that multiple factors act in concert over the school transition period to shape children's reading and mathematics skills.
"Halal-ing" the Child: Reframing Identities of Resistance in an Urban Muslim School
Authors: SUAD NASIR NA'ILAH
Published: May 2015

In this article, Na'ilah Suad Nasir expands the literature on resistance theory by exploring the institutional response to classic "resistant" or "oppositional" student behavior. Using the case of one boy in an urban Muslim school who displays these resistant behaviors, she shows how the ideational artifacts of family and spirituality are enacted within the school context to support his growth. Nasir draws on data from extensive interviews and observations at the school site to paint a rich and complex picture of the dynamics at play when students appear to resist school. Rather than framing resistance as the property of the child, Nasir looks at how resistance can be cocreated in cultural settings and offers a potentially helpful perspective on how to construct schools in which resistant behavior does not become the norm.
Black Dean: Race, Reconciliation, and the Emotions of Deanship
Authors: DAVID JANSEN JONATHAN
Published: May 2015

In this article, Jonathan Jansen describes his experiences as a Black dean in the formerly all-White University of Pretoria in South Africa. The article shows how race, gender, history, and institutional culture constitute emotional terrain in which decanal leadership plays itself out in the volatile postapartheid era. In the context of South Africa's negotiated transition to majority rule, Black leadership in this still dominant White institution means balancing tensions of affirmation and inclusion, retention and restitution, caring and correction, accommodation and assertion, and racial reconciliation and social justice. In telling his story, Jansen takes on, among other concerns, the ethnocentric character of Western research on leadership, the paucity of critical literature on the deanship, and the general lack of studies on educational leadership in postconflict societies.
No Child Left Behind: The Ongoing Movement for Public Education Reform
Authors: PAIGE ROD
Published: May 2015

In this essay, former secretary of education Rod Paige depicts the No Child Left Behind Act (NCLB) as the culmination of more than half a century of urgent but largely unheeded calls for reform of the nation's public education system. He explains the rationale for the design of NCLB and responds to several criticisms of the legislation, including the notion that it is a one-size-fits-all mandate and that its improvement targets are unrealistic. He further argues that the nation's public schools must become more responsive to the needs of students and their families in order to remain viable. Finally, he contends that subsequent reauthorizations should stay true to NCLB's original goal of holding school systems accountable for equipping all students with the academic skills on which America's future depends.
Forces of Accountability? The Power of Poor Parents in NCLB
Authors: ROGERS JOHN
Published: May 2015

Parental involvement is mentioned more than one hundred times in the No Child Left Behind Act (NCLB). In this article, John Rogers argues that President Bush and former U.S. secretary of education Rod Paige have promoted policy narratives of test accountability, choice, and parental involvement that describe how poor parents can spur educators to have higher expectations and to work harder. What is missing from these policy narratives, Rogers argues, is a fundamental understanding of the problems facing poor communities: a lack of both resources and tools for collective action. Through the case study of a grassroots nonprofit organization, Parent- U-Turn, Rogers demonstrates how parents can create what he calls public power by responding to structural and systemic educational problems through shared inquiry and collective action. Rogers holds up this case as an example of how parents might become true forces for accountability in public education and outlines ways in which the lessons of this example might be incorporated into the reauthorization of NCLB.
Getting Ruby a Quality Public Education: Forty-Two Years of Building the Demand for Quality Public Schools through Parental and Public Involvement
Authors: FEGE ARNOLD
Published: May 2015

In this article, Arnold Fege identifies parental and public engagement as critical to sustaining equity in public education. He traces the history of this engagement from the integration of schools after Brown v. Board of Education in 1954 and the implementation in 1965 of the Elementary and Secondary Education Act through the provisions of No Child Left Behind (NCLB). He finds that while NCLB gives parents access to data, it does not foster use of that information to mobilize the public to get involved in school improvement. Fege concludes with historical lessons applicable to the reauthorization of NCLB, emphasizing enforcement of provisions for both parental and community-based involvement in decisionmaking, resource allocation, and assurance of quality and equity.
Voices Inside Schools: Beyond NCLB and AYP: One Superintendent's Experience of School District Reform
Authors: SOFO RON
Published: May 2015

In this Voices Inside Schools essay, Ron Sofo, a school district superintendent in western Pennsylvania, argues that schools need bottom-up solutions more than topdown mandates if they are to prepare all students to meet twenty-first-century workforce demands. Framing the discussion in terms of his district's reform model — the "New 4 Rs" of rigor, relevance, relationships, and reflection — Sofo describes how one middle school developed a multifaceted, classroom-level intervention to support struggling learners. He then explains how that effort was scaled up to other grades and how insights from the initiative reverberated throughout the district. In telling his story, Sofo depicts the instructional reforms his staff undertook, the challenges they encountered, and the early indications of their success. His essay offers a window into the complex process of instructional reform at the classroom, school, and district levels.
Voices Inside Schools: Testing the Waters: Three Elements of Classroom Inquiry
Authors: Clifford Pat , Marinucci Susan
Published: May 2015

In this Voices Inside Schools essay, Dr. Pat Clifford and Susan Marinucci take us inside a classroom engaged in "genuine inquiry." As we follow Russell and his fellow fifth-grade scientists through their exploration of desalination, we witness the evolving nature of questioning, learning, and understanding in spaces of inquiry. The authors offer insights into three central issues: (1) the character of genuine questions for inquiry; (2) intellectual rigor as students grapple with real ideas in real ways; and (3) how inquiry can be adapted to meet the requirements of mandated curricula.
An Earned Insurgency: Quality Education as a Constitutional Right
Authors: Moses Robert
Published: May 2015

In the following pages, Robert Moses tells the history of the early civil rights movement in Mississippi, focusing on the individuals, alliances, and strategies that brought about fundamental change in the United States and ultimately made possible the election of Barack Obama to the presidency. Moses describes how the efforts of Justice Department officials working from the "top" of society combined with the day-to-day work of sharecroppers and organizers at the "bottom" to challenge Jim Crow. His story takes us from the front lines of the movement in Mississippi to his contemporary efforts to ensure that all children in this country receive a quality education. While working from the bottom of today's movement for educational equality, he calls on Obama to provide the leadership needed at the top to ensure lasting change. In this"illuminated story" he infuses his narration (in sans serif) with his own reflections and insights about the lessons this story offers.
Education for Everyday People: Obstacles and Opportunities Facing the Obama Administration
Authors: Ladson-Billings Gloria
Published: May 2015

In this essay, Gloria Ladson-Billings describes her reaction to Barack Obama's election and her desire to share these historic moments with folks she considers "everyday people." She then looks to the future of education in the United States and highlights obstacles to the Obama administration's meaningful engagement with education issues. Ladson-Billings uses the frame of interest convergence to suggest that this new administration has the opportunity to engage in pragmatic politics and to put forward polices that simultaneously promote both the interests of public school students—particularly those from disenfranchised communities—and national interests. She illustrates this argument through a chronicle imagining a future discussion among the president's cabinet. Finally, she closes by describing the power of the president's inauguration for uniting diverse communities and broadening the definition of everyday people.
It Wasn't Easy to Get Here
Authors: Mayse Kathleen
Published: May 2015

Reflecting on her experiences as a teacher in Texas, Kathleen Mayse critiques the context of a super-testing culture and makes an appeal to President Obama to lead us in a new educational direction. She argues for an approach that embraces and utilizes the knowledge of the real experts in the field—teachers—and recognizes the importance of the relationships teachers build with their students. Through understanding the practices of master teachers, she tells us, we might learn how to actually leave no child behind.
M.E.: Mexican American and Educated
Authors: Vasquez Marlen
Published: May 2015

For Marlen Vasquez, attending college was a transformative experience through which she learned to question extant social structures and reconnect with her Latina heritage. In this essay, Vasquez recounts two undergraduate experiences that transformed her worldview, renewed her sense of cultural pride, and allowed her to move beyond previous schooling experiences characterized by shame and a yearning to "fit in."
The Re-Education of a Pocha-Rican: How Latina/o Studies Latinized Me
Authors: Hernandez Arelis
Published: May 2015

The story of Latinas/os in higher education in the United States is often one of exclusion and erasure. In this essay, Arelis Hernandez argues that, from grade school to college, there is rarely an occasion for Latinas/os to learn their history and to produce scholarship based on their communities. Instead, they are pressured to subscribe to a homogenizing paradigm of history that stresses assimilation and a negation of their particular stories. The author describes the movement initiated at the University of Maryland at College Park in the spring of 2008 for the institutionalization of a U.S. Latina/o studies minor. After the administration refused to recognize the legitimacy of Latina/o studies, students used insights from historical efforts to fight for equity to leverage the creation of a Latina/o studies program. A student leader of this movement, Hernandez examines the collaboration among faculty, staff, and allies to transform their campus. In the process, she explores her own transformation.
Branching Out and Coming Back Together: Exploring the Undergraduate Experiences of Young Black Women
Authors: A Conversation with victoria James  , Marrero Imani , Underwood Darleen
Published: May 2015

In January of 2010, Harvard Educational Review editor Chantal Francois sat down at a Manhattan diner with three young black women, two of whom were her former students at a New York City high school. Chantal invited the women to come together and share their experiences as freshmen at predominantly white institutions along the East Coast. While each of these young women drew largely from her own experiences transitioning into different college settings, each highlights themes from both Fordham's and Kynard's research—including the emotional stress that being confined by labels can cause and the importance of finding a cipher from which to draw strength. In this conversation, the women shed the layers they typically don in white educational settings, instead creating a space where they can be real, find comfort,and speak from the core. What's more, their stories echo the themes of talking black, talking back, fictive kinship, and complicity, which Iris Carter Ford's commentary describes as central to conversations about black women in America today. From Victoria, Imani, and Darleen, we hear firsthand accounts of the commitment to struggle and the communal strength that continue to exist in the sacred spaces carved out by young black women in American educational institutions.
Beyond Delinquent Citizenships: Immigrant Youth's (Re)Visions of Citizenship and Belonging in a Globalized World
Authors: Ríos-Rojas Anne
Published: May 2015

Using ethnographic fieldwork conducted in a public high school located in the greater Barcelona area, Anne Ríos-Rojas focuses on the experiences of immigrant youth as they negotiate a sense of belonging in an ever more globalized society. Ríos-Rojas pays particular attention to the multiple and at times contradictory ways in which youth maneuver within a social landscape that is flooded with confusing messages about what it means to belong (or not) in a new society. Drawing richly on their voices, she describes how these youth navigate through discourses that at times locate them as delinquents and terrorists and, at other times, as victims who require saving—but always as outsiders. She concludes with an exploration of the theoretical and practical implications of attending to youth's (re)visions of belonging and citizenship within an increasingly complex globalized world.
Rebooting the EdD
Authors: Wergin Jon
Published: May 2015

In this essay, Jon Wergin reminds readers of the philosophical and historical foundations of the doctor of education (EdD) degree. He argues that the EdD should be based, in large part, on John Dewey's progressive ideals of democratization and Paulo Freire's concepts of emancipatory education. Drawing on theories of reflective practice, participatory action research, and signature pedagogies, Wergin proposes five principles through which schools of education can "reboot" their EdD degrees, creating programs that represent continued scholarship into practice and a commitment to social action. He then illustrates one potential application of these principles.
"It's Going to Stop in This Generation": Women with a History of Child Abuse Resolving to Raise Their Children Without Abuse
Authors: Hall Sioux
Published: May 2015

In this article, Sioux Hall promotes using a strengths-based approach to examine the interruption of the intergenerational cycle of child abuse and explores the strategies that women who were abused by a parent as children used to raise their children without abuse. She documents the mothers' uses of strategies such as vowing to protect and support their children, reconciling their abuse histories, and developing flexible, eclectic parenting methods. She discusses therapeutic and programmatic implications suggested by this research in the hope that this approach will create a shift in thinking among child protection professionals and educators toward a strengths-based perspective. Hall challenges readers to listen to the voices and consider the experiences of the ex-abused in order to reexamine the research, theory, and practice of prevention and treatment of child abuse.
Diasporic Lakou: A Haitian Academic Explores Her Path to Haiti Pre- and Post-Earthquake
Authors: Désir Charlene
Published: May 2015

In this essay, Charlene Désir reflects on her role as an academic from the Haitian diaspora and her journey to reconnect to her Haitian roots after the 2010 earthquake. Désir begins by exploring her family background and the centrality of lakou—a sacred family space in which to connect to her ancestors and cultural ways of knowing. By centering the conversation on community and reciprocity, she considers the roles and responsibilities of academics in the diaspora to give back to their communities. This essay tells the story of her experiences in Saint-Raphael, Haiti, developing the Lakou Solèy Academic Enrichment and Cultural Arts Center. In examining her own role in her community—or lakou—Désir underscores the importance of using Haitian epistemology in the process of rebuilding Haiti.
Youth and Citizenship in the Digital Age: A View from Egypt
Authors: Herrera Linda
Published: May 2015

Youth are coming of age in a digital era and learning and exercising citizenship in fundamentally different ways compared to previous generations. Around the globe, a monumental generational rupture is taking place that is being facilitated—not driven in some inevitable and teleological process—by new media and communication technologies. The bulk of research and theorizing on generations in the digital age has come out of North America and Europe; but to fully understand the rise of an active generation requires a more inclusive global lens, one that reaches to societies where high proportions of educated youth live under conditions of political repression and economic exclusion. The Middle East and North Africa (MENA), characterized by authoritarian regimes, surging youth populations, and escalating rates of both youth connectivity and unemployment, provides an ideal vantage point to understand generations and power in the digital age. Building toward this larger perspective, this article probes how Egyptian youth have been learning citizenship, forming a generational consciousness, and actively engaging in politics in the digital age. Author Linda Herrera asks how members of this generation who have been able to trigger revolt might collectively shape the kind of sustained democratic societies to which they aspire. This inquiry is informed theoretically by the sociology of generations and methodologically by biographical research with Egyptian youth.
Learning by Heart: Intergenerational Theater Arts
Authors: Gildin Marsha , Binder Rose , Chipkin Irving , Fogelman Vera , Goldstein Billie , Lippel Albert
Published: May 2015

We are a lucky group of older adults, ranging in age from sixty to ninety-two, who participate in an intergenerational arts program at our local senior center in Flushing, Queens, one of New York City's most culturally diverse communities. In our living history theater program, run by Elders Share the Arts (ESTA) and facilitated by ESTA teaching artist Marsha Gildin, we are joined weekly by fifth graders from PS 24, a public elementary school located around the corner. Some of our senior members joined just last year, while others have been involved for more than a decade. Our relationship with the children is very special and mutually nourishing. ESTA guides us in sessions based on sharing stories from life experience and in transforming memories into art. We explore our ideas through theater exercises and devise an original piece rooted in what we have learned from one another. Rehearsals are an ensemble learning process. With forty-five people on stage during our performances at the senior center and school, the performance experience is always challenging, surprising, and well received. We connect strongly with the children during the program year, and our goodbyes are tinged with sadness, for we have grown close in our shared art making. This year our theme focused on the power of music in our lives.
Art a Waste of Time?
Authors: White Theodore
Published: May 2015

I'm a low-level government bureaucrat. My job is pretty mundane: I send a lot of e-mail and work with spreadsheets. That kind of office work can deaden the soul. But occasionally, when I get to do something creative, like put together a sign, pamphlet, or slideshow, I feel a sense of peace and wish I could do it more. This past spring, I finally decided to ramp up my job skills and have some fun taking a college design class.
Drama in Education to Shape the Critical Capacities of Young People
Authors: Abbs Sean
Published: May 2015

“Why should they stay? This is our land. We were born here!”
Leaving the Space Better Than You Found It Through Song: Music, Diversity, and Mission in One Black Student Organization
Authors: Deckman Sherry
Published: May 2015

In recounting the history and present dynamics in the Kuumba Singers of Harvard College, Sherry Deckman presents a portrait of what it means to leave a space better than you found it through song. The story of Kuumba—Harvard's oldest black student organization and now its largest multicultural organization—is told through the experiences of Sheldon K. X. Reid, the group's professional director. Issues and tensions of diversity and community surface, and we learn how Kuumba has become a space where lost cultural practices are revived through music to create a campus home and family for members of diverse backgrounds.
Rethinking Teacher Evaluation: A Conversation about Statistical Inferences and Value-Added Models
Authors: Everson Kimberlee Callister , Feinauer Erika , Sudweeks Richard
Published: May 2015

In this article, the authors provide a methodological critique of the current standard of value-added modeling forwarded in educational policy contexts as a means of measuring teacher effectiveness. Conventional value-added estimates of teacher quality are attempts to determine to what degree a teacher would theoretically contribute, on average, to the test score gains of any student in the accountability population (i.e., district or state). Everson, Feinauer, and Sudweeks suggest an alternative statistical methodology, propensity score matching, which allows estimation of how well a teacher performs relative to teachers assigned comparable classes of students. This approach more closely fits the appropriate role of an accountability system: to estimate how well employees perform in the job to which they are actually assigned. It also has the benefit of requiring fewer statistical assumptions—assumptions that are frequently violated in value-added modeling. The authors conclude that this alternative method allows for more appropriate and policy-relevant inferences about the performance of teachers.
Responding to “Why the Arts Don't Do Anything: Toward a New Vision for Cultural Production in Education”
Authors: Abodeely John , Cole Ken , Graham Janna , Hudson Ayanna , Mörsch Carmen
Published: May 2015

In the spring of 2013, the Harvard Educational Review (HER) published a special issue entitled Expanding Our Vision for the Arts in Education (Vol. 83, No. 1). Following a variety of forward-looking essays and arts learner reflections concerning the potential of the arts in education, the issue concluded with a provocative scholarly article, “Why the Arts Don't Do Anything: Toward a New Vision for Cultural Production in Education,” written by Rubén A. Gaztambide-Fernández, an associate professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at the University of Toronto. In this piece, Gaztambide-Fernández makes the case that advocacy for arts education is trapped within a “rhetoric of effects” because the arts, as we conceive of them in educational environments today, rely too heavily on instrumental and intrinsic outcomes while only shallowly embodying a commitment to, or a consideration of, cultural practice. Gaztambide-Fernández further argues that what counts as “the arts” is based on traditional, Eurocentric, hierarchical notions of aesthetic experience. According to him, this discursive positioning of the arts within traditional Eurocentric power structures complicates arts teaching and learning for arts educators, especially those committed to issues of social justice. As an alternative, he suggests discursively repositioning the arts within a “rhetoric of cultural production,” positing that such a discursive shift would reconceptualize arts education as experiences that produce culture.
Educational Gerrymandering? Race and Attendance Boundaries in a Demographically Changing Suburb
Authors: Siegel-Hawley Genevieve
Published: May 2015

In this article, Genevieve Siegel-Hawley illuminates the challenges and opportunities posed by demographic change in suburban school systems. As expanding student populations stretch the enrollment capacities of existing schools in suburban communities, new schools are built and attendance lines are redrawn. This redistricting process can be used either to foster school diversity or to exacerbate racial isolation. Drawing on data from the U.S. Census, the National Center for Education Statistics (NCES), and the school district, along with mapping software from Geographic Information Systems (GIS), Siegel-Hawley examines the relationship between overcrowding, racial isolation, and the original, proposed, and final high school attendance zones in a changing suburban district. Findings indicate that school officials responsible for the rezoning process failed to embrace the growing diversity of the school system, choosing instead to solidify extreme patterns of racial isolation within high school attendance areas. The segregative impact of the district's new attendance zones may be subject to legal scrutiny, a consequence that could—and should—discourage other school systems from adopting similarly harmful redistricting policies.
Parental Authority over Education and the Right to Invite
Authors: Warnick Bryan
Published: May 2015

In this article, Bryan R. Warnick explores parents’ authority to make educational decisions for their children. In philosophical debates, three types of arguments are typically invoked to justify parents' rights: arguments based on the welfare interests of children, arguments based on the expressive interests of parents, and arguments based on the property rights of parents. While each captures something important about parenting, these arguments ultimately fail, on philosophical grounds, to establish a substantial right to educational authority. In light of this failure, the author advances two arguments. First, he proposes a new type of argument for parental authority based on the sacrificial labor of parenting—that is, on the physical and emotional work associated with caring for children. Within the sphere of family life, the unique nature of parental sacrificial labor is honored as parents are given rights to raise their children, including a right to expose their children to their preferred way of life, which he terms the right to invite. This encompasses the right to make educational decisions, including the removal of children from public schools. Second, Warnick argues that the child's lack of consent to receive this sacrificial labor—essentially the inability to choose one's parents—underscores the need to protect the development of autonomy in children. Parents, therefore, cannot foreclose exposure to cultural alternatives that schools often provide as they exercise their right to invite.
What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? A Loving Critique Forward
Authors: Paris Django , Alim H. Samy
Published: May 2015

In this article, Django Paris and H. Samy Alim use the emergence of Paris's concept of culturally sustaining pedagogy (CSP) as the foundation for a respectful and productive critique of previous formulations of asset pedagogies. Paying particular attention to asset pedagogy's failures to remain dynamic and critical in a constantly evolving global world, they offer a vision that builds on the crucial work of the past toward a CSP that keeps pace with the changing lives and practices of youth of color. The authors argue that CSP seeks to perpetuate and foster linguistic, literate, and cultural pluralism as part of the democratic project of schooling and as a needed response to demographic and social change. Building from their critique, Paris and Alim suggest that CSP's two most important tenets are a focus on the plural and evolving nature of youth identity and cultural practices and a commitment to embracing youth culture's counterhegemonic potential while maintaining a clear-eyed critique of the ways in which youth culture can also reproduce systemic inequalities.
Revising the Declension Narrative: Liberal Arts Colleges, Universities, and Honors Programs, 1870s-2010s
Authors: Kimball Bruce
Published: May 2015

This article examines the prominent narrative asserting that liberal arts colleges have continuously declined in number and status over the past 130 years. Bruce A. Kimball identifies problems in this declension narrative and proposes a revision positing that the decline of liberal arts colleges began only after 1970. Further, he maintains that the fraction of the U.S. population enrolling in collegiate liberal arts programs has remained surprisingly consistent over the past two centuries. That same fraction continues after 1970 because universities began to replicate the liberal arts college by establishing honors programs, and student enrollment after 1970 shifted from liberal arts colleges to the new subsidized honors programs in universities. Kimball concludes that this shift does not ensure that the fraction of enrollment in collegiate liberal arts will continue to remain consistent in the future. There is reason to doubt the long-term commitment of universities to supporting honors programs devoted to the traditional liberal arts college mission of fostering culture, community, and character, although this mission grows more important and complex as access to and diversity in higher education increase.
Rewriting the Rules of Engagement: Elaborating a Model of District-Community Collaboration
Authors: Ishimaru Ann
Published: May 2015

In this ethnographic case study, Ann M. Ishimaru examines how a collaboration emerged and evolved between a low-income Latino parent organizing group and the leadership of a rapidly changing school district. Using civic capacity and community organizing theories, Ishimaru seeks to understand the role of parents, goals, strategies, and change processes that characterize a school district's collaboration with a community-based organization. Her findings suggest an emergent model of collaboration that engages parents as educational leaders, focuses on shared systemic goals, strategically builds capacity and relationships, and addresses educational change as political process. This emergent model stands in contrast to traditional partnerships between communities and school or district leadership that often reflect deficit conceptions of marginalized parents and families. By rewriting the rules of engagement, parents, families, and community members can contribute critical resources to enable districts and schools to educate all students more equitably.
Agency and Expanding Capabilities in Early Grade Classrooms: What it Could Mean for Young Children
Authors: Adair Jennifer Keys
Published: May 2015

In this essay, Jennifer Keys Adair aims to clarify the concept of agency as a tool for improving the educational experiences of young children in the early grades. She conceptualizes agency in the context of schooling as the ability to influence what and how something is learned in order to expand capabilities, drawing on economic theories of human development, agency, and capability as they might be applied to early learning in schools. An understanding of early childhood education aimed at expanding children's capabilities stands in contrast to the currently prevalent emphasis on preparing children for the knowledge and skills tested in elementary grades. Through her classroom-based examples of student agency and her call to bring cultural and varied perspectives into the discussion, Adair hopes to encourage dynamic, agentic learning experiences for all children, not just those of privilege.
Toward a Relational Perspective on Young Black and Latino Males: The Contextual Patterns of Disclosure as Coping
Authors: Knight David
Published: May 2015

In this article, David J. Knight investigates where and when Black and Latino male adolescents engage in self-disclosure—sharing their emotions, thoughts, and social perceptions—with their peers. Building from asset-based research and ecological theories of development, Knight analyzes in-depth interviews and finds that these adolescents may consider context in their decisions regarding whether or not to disclose to peers. Participants who reported disclosing behaviors tended to do so outside of school settings, while those who did not report disclosure discussed how experiences with community violence contributed to their decision not to share their feelings. Knight discusses the implications of this work for practitioners who hope to provide safe educational settings for young men of color.
Toward a Political Economy of Mathematics Education
Authors: Harouni Houman
Published: May 2015

Why do schools teach the mathematics that they do? In this essay, Houman Harouni asserts that educational institutions offer mathematics standards and curricula without providing convincing justifications and that students are tested on content whose purpose neither they nor their teachers clearly understand. He proposes a theoretical framework for understanding the content and pedagogy of school mathematics as a set of practices reflecting sociopolitical values, particularly in relation to labor and citizenship. Beginning with a critical study of the history of mathematics instruction, Harouni traces the origins of modern math education to the early institutions in which mathematics served a clear utilitarian purpose, and in the process he unearths common, unexamined assumptions regarding the place and form of mathematics education in contemporary society.
A Logística Reversa das Embalagens de Defensivos em uma Cooperativa Agrícola
Authors: Freitas Michele Medianeira Martins , Hoppe Jaqueline Hintz , Murini Lisandra Taschetto
Published: May 2015

A logística reversa é uma ferramenta que auxilia as empresas na tomada de decisões, e atualmente há um cuidado e preocupação com a sustentabilidade a fim de amenizar os impactos que o descarte inadequado dos produtos causam no meio ambiente. Diante disso, o objetivo geral do presente estudo compreende analisar os motivos que levam os associados da Cooperativa Agrícola Mista a devolverem as embalagens de defensivos agrícolas para descarte apropriado. Por conseguinte, aplicou-se um instrumento de pesquisa composto de vinte e seis perguntas fechadas, aos cinquenta e quatro produtores associados da Cooperativa no período entre dezembro de 2012 e janeiro de 2013. Concluiu-se que os motivos que levam os associados a entregarem as embalagens de defensivos agrícolas após o uso em suas lavouras compreendem primeiramente a preocupação com o meio ambiente; seguido da preocupação com o acúmulo de embalagens vazias, gerando lixo; e, por fim, tem-se a questão das embalagens vazias em locais impróprios podendo gerar doenças, as possíveis intoxicações de animais, da natureza e do próprio ser humano. O acúmulo indevido de embalagens vazias nas propriedades dos agricultores contribui de maneira significativa para o impacto ambiental, ocasionando doenças e trazendo sérios riscos à preservação do meio ambiente. Reverse Logistics of Packages of Pesticides in an Agricultural Cooperative Reverse logistics is a tool for decision-taking in firms. There is currently great concern for sustainability to diminish impacts from the inadequate disposal of waste in the environment. Current analysis demonstrates the motives that associated members of the Mixed Agricultural Cooperative have in returning the empty packages of pesticides for proper disposal. A research instrument with 26 closed questions was applied to 54 producers who are associated to the cooperative. Survey occurred between December 2012 and January 2013. Results show that the motives of members to return the packages of pesticides after their use are primarily environmental ones, followed by the problem produced by the accumulation of empty packages and wastes, and the issue that empty packages in inadequate sites may cause disease, possible poisoning of animals, degradation of the environment and harm to human populations. Undue accumulation of empty packages on farms contributes significantly on the environment and may bring serious risks against the environment. KEYWORDS: Environmental Awareness; Packages; Reverse Logistics.
A Resistência Sistêmica Induzida como Alternativa Sustentável ao Uso de Agrotóxicos
Authors: Mélo-Filho Liliane Roberta , Guenther Mariana
Published: May 2015

O uso de novas tecnologias de controle aos fitopatógenos que não ponham em risco a saúde humana e não agridam ao meio ambiente tem se tornado imprescindível como alternativa ao uso de substâncias tóxicas na agricultura. A resistência sistêmica induzida (RSI) consiste na ativação do sistema de defesa natural da planta a partir de substâncias específicas, promovendo um amplo espectro de proteção às diversas culturas de importância econômica sem gerar prejuízos aos seus consumidores e ao ambiente. Vários indutores de resistência, bióticos e abióticos, estabelecidos no mercado ou ainda em teste, têm sido avaliados para o controle dos patógenos que mais atingem as variedades cultivadas no Brasil. Estas substâncias representam uma opção sustentável promissora no controle dos fitopatógenos, garantindo a eficiência na produção e comercialização das culturas de uma forma mais ecologicamente correta, economicamente viável e socialmente justa. Induced Systemic Resistance as a Sustainable Alternative to Agricultural Pesticides New control technologies against phytopathogens that would neither harm people nor damage the environment have become indispensable as alternatives to pesticides in agriculture. Induced Systemic Resistance (ISR) is the activation of the plant´s natural defense system derived from specific compounds and which promote a wide protection spectrum to different cultures of economic relevance without any damage to consumers or the environment. Several biotic and abiotic ISRs already on the market or under analysis have been evaluated for the control of pathogens that attack vegetal varieties in Brazil. The compounds represent a promising sustainable option in the control of pathogens and guarantee efficiency in the production and commercialization of cultures in a more ecologically correct way, economically viable and socially just manner. KEYWORDS: Sustainable Agriculture; Phytopathogens; Environment; Induced Systemic Resistance.
Avaliação da Utilização da Cinza de Bagaço de Cana-de-Açúcar na Confecção de Blocos de Concreto para Pavimentação
Authors: Martins Carlos Humberto , Altoé Silvia Paula Sossai
Published: May 2015

A reciclagem dos resíduos agroindustriais é apontada por diversos pesquisadores como a melhor solução a ser dada para dois grandes problemas ambientais atuais: a escassez de recursos naturais e a disposição inadequada desses resíduos. Sendo assim a pesquisa teve como objetivo o estudo técnico da potencialidade da utilização da cinza do bagaço da cana-de-açúcar (CBC) na substituição do agregado miúdo na confecção de blocos de concreto para pavimentação (pavers), sujeitos a solicitações leves. Para atingir este objetivo a metodologia adotada compreendeu etapas como: a caracterização dos resíduos a serem utilizados, confecção dos pavers com diferentes teores de substituição parcial de agregado miúdo e determinação das principais características dos pavers. A CBC mostrou-se um resíduo viável para a substituição parcial do agregado miúdo na fabricação dos pavers por apresentar uma melhora expressiva das características analisadas (resistência à compressão, absorção e abrasão) em relação aos pavers fabricados sem a substituição parcial da areia pela CBC. Assessment of Ashes from Sugar Cane Bagasse in the Manufacture of Concrete Pavers The recycle of agroindustrial residues is one of the best solutions for two currently important issues: the scarcity of natural resources and the inadequate disposal of wastes. Current research studies the potentiality of the use of ashes from sugar cane bagasse to replace small aggregates in the manufacture of concrete pavers enduring light weight. Methodology comprises the characterization of residues, manufacture of pavers with different types of replacement of small aggregates and the determination of the pavers´ main features. Ash from sugar cane bagasse is a viable residue for the manufacture of pavers due to an expressive improvement of the characteristics analyzed (resistance to compression, absorption and abrasion) with regard to pavers made with the partial substitution of sand grain by ash bagasse. KEYWORDS: Ashes From Sugar Cane Bagasse; Pavers; Recycling.
Estrutura Ictiofaunística na Zona Litorânea de um Lago Urbano na Bacia do Rio Ivaí
Authors: Souza Fagner de , Oliveira Edson Fontes de , Pagotto João Paulo Alves , Silva Carlos Eduardo da
Published: May 2015

O estudo teve como objetivo promover o levantamento da ictiofauna do lago Jaboti, situado na cidade de Apucarana, Paraná, Brasil. As coletas foram realizadas bimestralmente, entre abril de 2010 e março de 2011, em cinco pontos de amostragem. No total, foram capturados 22.489 indivíduos, distribuídos em cinco ordens, seis famílias e sete espécies. Poecilia reticulata foi a espécie mais representativa em termos de abundância. Esta espécie apresenta adaptações morfológicas e fisiológicas que conferem maior tolerância às alterações ambientais antrópicas. Deste modo, foi constatado que esta espécie pode ser considerada bioindicadora e que o lago Jaboti sofre uma avançada degradação ambiental ao longo de todo o seu perímetro. Ichthyofauna Structure on the Littoral Zone of an Urban Lake in the River Ivaí Basin A survey of the ichthyofauna of the lake Jaboti in the town of Apucarana PR Brazil is undertaken. Collections were done every two months, between April 2010 and March 2011, at five sampling sites. Further, 22,489 specimens, distributed into five orders, six families and seven species were harvested. Poecilia reticulata was the most abundant species, featuring morphological and physiological adaptations with more tolerance to anthropic environmental changes. The species may be considered a bio-indicator since lake Jaboti undergoes a progressive environmental degradation throughout its perimeter. KEYWORDS: Apucarana; High River Paraná Basin; Artificial Lake; Lake Jaboti; Poecilia reticulata.