bluuebunny/crossref_metadata_2025 huggingface dataset:
The Effects of a Systematic Skills Training Program on the Communicational and Parenting Skills of Foster Mothers
Authors: Levant Ronald F. , Slobodian Paul E.
Published: December 2017

This article reports the results of an evaluation of the effects of a systematic skills training program on the communicational and parenting skills of inner city, lower socioeconomic minority group foster mothers. A training group was compared with a no-contact control group before and after ten weeks of an eclectic skills training program which emphasized personal development as a prerequisite for skill development. The groups were compared with respect to attending, empathic understanding, facilitative genuineness, respect, acceptance, structuring, use of rules, limit-setting, and conflict-resolution. Dependent measures included rating scales applied to a videotaped interaction between foster mother and foster child, and questionnaires. No significant differences were found on any of the dependent measures. These results are discussed in terms of the need for extended training programs for this population.
Educational Reform as the Organization of Ritual: Stability as Change
Authors: Popkewitz Thomas S.
Published: December 2017

The question of the social function of educational reform is addressed. While educational reform seems to imply change, in fact it serves as a kind of ritual, providing the outward appearance of scientifically controlled change and masking the actual ways in which the status quo is reproduced. Ethnographic investigation of the implementation of the Individually Guided Education program (IGE) is used to address the ways in which such a reform program is actualized in the daily life of schools. An analysis follows of the ways in which reform serves as a legitimating ritual in those schools by focusing attention on “scientific” rules and procedures rather than the underlying institutional structures in which schools are embedded.

A final section addresses the usefulness of the theory of resistance as a theoretical construct to understand the ways in which individuals participate in and transform schools as social sites.
Male Hegemony, Social Class and Women's Education
Authors: Arnot Madeleine
Published: December 2017

The ways in which male hegemony in education has and has not been addressed in educational research concerning women and girls in schools are considered. Two bodies of research in the British sociology of education — the cultural tradition and the political economy tradition — are discussed in terms of the ways in which they address the question of gender. The radical theories of social and cultural reproduction of class structure are then considered. It is argued that it is necessary to include a consideration of gender reproduction in any theory of class reproduction, whether the perspective is from a social or a cultural model. A theory of the production of gender differences inside and outside the schools is contrasted with prevailing reproduction theories. The paper concludes with a call for further research in the field of women's education that will both recognize the existence of class and male hegemony in the schools and will at the same time acknowledge that the constant need to reimpose hegemony entails both struggle and the possibility for change.
Narrative Form as a “Grammar” of Experience: Native Americans and a Glimpse of English
Authors: Hymes Dell
Published: December 2017

This paper suggests that the linguistic experience of children is likely to include experience with narratives. This experience may be with narratives that are specifically addressed to children, or with narratives that are simply told over and over again in the presence of children. As more detailed analyses of narratives become available, recurring patterns of lines and verses emerge in their structure. In two Native American narratives analyzed here, patterns are adhered to at every level of the text. In fact, the patterning is so pervasive that it may embody an implicit logic of experience, a rhetoric of action. Societies may differ in the degree to which the organization of experience follows from these patterns or in the linguistic devices used to mark these patterns. Nevertheless, the few cases outside Native American texts that have been analyzed for patterns in this way indicate that the patterning may be more universal than expected. Further investigation into the area of narrative patterning as an organization of experience may well have educational implications, some of which have been speculated about here.
Language Minority Students and School Participation: What Kind of English is Needed?
Authors: Fillmore Lily Wong
Published: December 2017

Students who are learning English as a second language are clearly faced with more than learning the grammar of a new language. Yet, very inadequate descriptions of the full range of language skills required in a classroom are the only ones available to date. This paper will report the preliminary results of an ongoing research project being conducted at the University of California, Berkeley. The study has produced some new insights into the specific language skills students need for school by analyzing the comprehension and production of both oral and written language in a classroom. In addition, insights have been gained regarding the proficiency students must achieve in the use of language to be full participants in the classroom. All of this information has contributed to the design of a language test which attempts to assess proficiency in oral and written language use. This innovative design will be described briefly at the end of the paper.
A Re-Examination of Research on the Language of Black Children: The Need for a New Framework
Authors: Stockman Ida J. , Vaughn-Cooke Fay Boyd
Published: December 2017

A review of the literature on the language of working-class Black children revealed that only a small subset of this research has focused on the acquisition and development of linguistic knowledge. Consequently major gaps exist in what is known about the linguistic abilities of these children. In an attempt to narrow these gaps, a team of researchers has initiated a large scale longitudinal and cross-sectional study of the acquisition of language by working-class Black children at the Center for Applied Linguistics in Washington, D. C. This paper will present a detailed description of the Center study. It will also critically evaluate existing research on the linguistic abilities of working-class Black children and its impact on language acquisition studies focusing on this population. The evaluation reveals that a new framework for analyzing the language of working-class Black children should be selected. The theory and methodology of the new framework are described.
Semantic Perspicuity and the Locative Hypothesis: Implications for Acquisition
Authors: Gee James Paul , Kegl Judy Anne
Published: December 2017

The structure of the grammar of American Sign Language (ASL) has important implications for the theory of universal grammar and the logical problem of language acquisition. A detailed study of the morphology of ASL verbs is presented, showing how all the verbs in the language are built, by rule, from six basic locative/directional verb stems. The ASL verbal system supports the “locative hypothesis,” the view that all or most grammatical and semantic structures in language ultimately derive from spatial notions, and is shown to be “semantically perspicuous,” that is, the morphological structure of ASL mediates a virtual one-to-one map (isomorphism) between its phonetic structure and its semantic structure. This perspicuity gives us a “window” onto semantics, rendering ASL an invaluable resource for the study of lexical (word) semantics. It is argued that each subsystem of ASL grammar represents something approaching “core grammar,” that is, a basic or unmarked structure, and one possibly approximating the structures acquired initially by children acquiring any language, though often obscured in other languages by the accretion of marked structures. The basic verbal system of ASL is compared to characterizations of the initial semantic system of the child crosslinguistically.
The Acquisition of Verb Propositional Schemata
Authors: Dollaghan Chris
Published: December 2017

In addition to componential aspects of verb meaning, children must also acquire a representation of each verb's combinatorial properties or propositional schema, i.e., the number of arguments with which it is obligatorily or optionally associated. The present study investigated developmental changes in children's awareness of the combinatorial requirements of 22 early learned verbs, through their judgments and corrections of sentences from which obligatory and optional arguments had been omitted. Twenty-five children in each of three age groups (mean chronological ages: 4;4, 7;2, and 10;0) were asked to judge and correct 44 sentences constructed to contrast verb pairs for which the same argument was obligatory or optional. Results showed significant changes across age groups in awareness of verb argument requirements, with an apparent progression from: (1) initial ignorance of argument requirements, (2) gradually increasing awareness of these requirements, (3) over generalization of requirements to sentences lacking optional arguments, to (4) an adultlike representation of obligatory and optional arguments for each verb.
The Contribution of Painting to Children's Cognitive Development
Authors: Eisner Elliot W.
Published: December 2017

This article explores the grounds for the belief generally held that there are benefits to be derived by children from art activity. It describes nine consequences or potential consequences of art activity which lead to qualitative changes in the child's ability to think and perceive. Through art children learn that the world itself can be regarded as a source of aesthetic experience and as a pool of expressive form. The author concludes that since some aspects of artistic thinking are inherent in the human condition whereas others are culturally determined, education in the arts is one vehicle through which culture is brought to nature. Through this wedding, children's cognitive development will be enhanced.
Narcissus in the Classroom: The Pedagogical Implications of Subjective Criticism
Authors: Gauthier Michael G.
Published: December 2017

This article examines the critical suppositions and pedagogical implications of subjectivist literary theory. In subjectivists' hands, the literature classroom moves from an objectivist concern with parsing the formal features of literary works towards a preoccupation with the personal, psychological antecedents of readers' responses to literature. Subjectivism begins in categorical error, for it borrows its critical framework from psychoanalytic theory and thereby confuses the nature, methods, and purposes of literary investigation with those of therapy. Since subjectivism regards all reading as autobiographical, such fundamental aspects of literature teaching as the evaluation of students, the preparation of teachers, and the goals of literary study are called into question. Ultimately the article suggests that literature teachers must abandon the scientism of subjectivist and objectivist schools alike in favor of an aesthetic framework for interpreting and teaching literature.
Shadow and Light: Read, Dewey, Plato, and Aesthetic Education
Authors: Swanger David
Published: December 2017

This essay examines the aesthetics of Herbert Read, John Dewey and Plato, and their influence on contemporary aesthetic education.

The aesthetics of Read and Dewey have been extremely seductive to aesthetic educators for two reasons, the first of which is that they provide a “democratic” or inclusive aesthetic which appears readily integratible into school curricula. The other reason is that Read and Dewey are explicitly prescriptive and practical in their recommendations. Yet the democratic aesthetic is found to be philosophically untenable and inadequate to art. Plato's aesthetics, to which both Read and Dewey claim allegiance, are more philosophically astute and present the fundamental dilemma of aesthetic education: how to reconcile the intrinsically subversive nature of art with the conservative aims of education.

The essay contends that aesthetic educators must abandon their traditional arguments on behalf of the arts. They must confront the dilemma of conflicting aims and move towards a new basis for the inclusion of the arts in education. Concomitantly, education will be required to broaden its purposes so that what has hitherto been perceived as subversive will now be recognized as essential to the examined life — knowledge of complexity, paradox, and conflict which extend beyond “right answers. ”
Imperial Reform in the Neo-Colonies: The University of California's Basic Plan for Higher Education in Colombia
Authors: Gonzalez Gilbert
Published: December 2017

Post-World War II developmental theory was never solely economic but was social and political as well. Plans for the development of Third World nations included far-reaching social and political reforms to insure that economic development would occur in such a way as to tie Third World economies more firmly to the First World. One of the more conspicuous social reforms was that of the educational system, and a prime example of efforts to reform Third World education was the Basic Plan for Colombian Higher Education elaborated at the University of California, Berkeley, under the sponsorship of the Agency for International Development. The Plan Basico is examined in order to reveal the political and ideological intent of educational reform.
The Theoretical and Political Limitations of Deschooling
Authors: Wood George H.
Published: December 2017

Joel Spring's recent work, Educating the Worker-Citizen is utilized to examine the major limitations of deschooling. Moving from the variety of “failures of scholarship” in Spring's book to similar shortcomings within deschooling at large, it is argued that deschoolers operate from a limited to nonexistent research base when talking about schools and employ erroneous historical and logical claims when talking about deschooling. These problems are further compounded by the seeming inability of deschoolers to deal with the realities of our complex, and at times contradictory, industrial society. The discussion concludes by arguing for ways of conceptualizing schools which will promote ongoing political activity by educators for progressive social change.
Biological Determinism and the Ideological Roots of Student Classification
Authors: Selden Steven
Published: December 2017

The issue of student classification was historically tied to the popular eugenics movement in the early 20th century. Supporters of this movement envisioned the ideal society as a biological meritocracy. They assumed that human betterment could take place only through controlled breeding. Biology would determine the human future. In the 1920's and 1930's this belief in biological determinism was joined with the assumption of differential biological worth. This combination of ideas supported programs of racial discrimination, immigration restriction, and student classification. The paper focuses upon the ways in which notions of differential biological worth were repeated, refined, and reintroduced as a basis for educational policy and for student classification. The work and influence of the eugenists and student classifiers Alfred E. Wiggam, H. H. Goddard, and Leta Hollingworth are analyzed. The paper proposes that the contemporary educator's emphasis upon student classification generally ignores the historical relationship between biological determinism, student classification, and the broader political issues of social justice and social equality. They are issues that are ignored at society's peril.
Seeing Beyond the Interests of Industry: Teaching Critical Thinking
Authors: Lind-Brenkman Jean
Published: December 2017

Models of “knowledge” are produced out of specific ideological interests and socio-historical circumstances. The materials distributed by industry to schools provide an illustration of the relationship between ideology and the form and content of “knowledge” in educational materials. A procedure for analysis and subsequent identification of the “hidden curriculum” in these materials is discussed. It is argued that such a process, as an act of critical reflection, allows educators and others to practice a critical and emancipatory pedagogy aimed toward political action.
The Social Construction of Reading Lessons: Resistance and Social Reproduction
Authors: Malmstad Betty J. , Ginsburg Mark B. , Croft John C.
Published: December 2017

Classroom observations and interviews with students, their teacher, principal, and former teachers are used to understand how reading lessons and classroom situations more generally were socially constructed during a summer school remedial reading program. The teacher, feeling constrained by what the students' former teachers had ritualistically listed as skill needs, and the upper-middle-class students, feeling that they might get into trouble if they questioned what the teacher assigned and that their parents could help them anyway, seemed to collaborate unwittingly in constructing reading lessons which did not remediate reading deficiencies. These patterns of resistance and accommodation to contradictions in their experience are also seen to help reproduce certain ideological and structural features of an unequal political economy, even while the basis for a fundamental critique is in reach.
Critical Theory, Curricular Transformation and Feminist Mainstreaming
Authors: Lather Patti
Published: December 2017

This paper examines critical theory, especially the work of Antonio Gramsci, in relation to feminist curricular change efforts in teacher education. It is contended that women's studies is potentially a prime example of curriculum as counter-hegemonic force. Critical theory is taken to task for the male-centeredness of its search for historical actors. The possibilities for fundamental social change that open up when we put women at the center of our transformative aspirations are explored.
Teaching and Preaching Sexual Morality: The New Right's Anti-Feminism in Britain and the U.S.A.
Authors: David Miriam E.
Published: December 2017

This paper explores the subtle transformation of the education system and its relationship to families that has been set in train by the policies of the New Right, in both Britain and the U.S.A. It argues that the attempts to “reprivatise” families through both reductions in state intervention and the teaching or preaching of a narrow sexual morality are fundamentally antifeminist. Through a review of the policies of the New Right, whether as pressure groups or government, it demonstrates the nature of the shift in the relationship between schools and families. It highlights both changes in formal schooling and informal “teaching” provided by voluntary or religious bodies and especially “volunteer” unpaid workers. It thereby demonstrates the shifts in the character of women's work as housewives, mothers, and teachers and their implications for what girls learn about their future work as wives and mothers. It argues against the current celebration of women's unpaid “voluntary” work.
Feminist Frameworks and Teacher Education
Authors: Manicom Ann
Published: December 2017

The point is made that the relation between the family and the school is fundamentally a relation between mothers and the school. Further, the position of mothers in the family must be grasped in order to understand the articulation of particular families to the school. In this, the feminist critique of the family becomes central. Exploring the talk of some elementary teachers in relation to the feminist critiques of the ideology of motherhood and theories of maternal deprivation leads to the claim that a feminist perspective is central in the education of teachers.
Gender and Course Choice: The Orientation of Male and Female Students
Authors: Gaskell Jane
Published: December 2017

Gender differences in course enrollment in the high school are very pronounced. Most of the academic work on course enrollment has focused exclusively on class tracking and has ignored gender. This paper proposes a framework for looking at course “choice, ”and explores the way course choices are embedded in the social organization of gender and class categories both inside and outside the school.
The Art of Being Present: Educating for Aesthetic Encounters
Authors: Greene Maxine
Published: December 2017

At a time when persons are described as “resources,” and education becomes increasingly specialized, the kinds of changes called for in education bypass much which is essential to an understanding of alternative modes of structuring reality. Integral to this understanding is the education of feeling, perception, and imagination. This paper argues for increased attention to informed awareness of the arts in education, and to the importance of an active engagement with the arts in developing critical as well as creative thinking.
Four Minutes Till Midnight
Authors: Klein Maxine
Published: December 2017

This paper discusses aspects of the history, composition, and effects of art. Art is seen as a medium of effecting social change and not only as a means of entertainment. A theatre which portrays collective economic, social, and political issues, rather than individual psychological issues, is presented. This theatre is used as a model in working with student-artists to develop their own plays based upon oral histories, interviews, and original writing. The process of writing, producing, and performing the plays is examined, as is the effect of play-making on the students' historical and social awareness.
The Artist as Teacher: Problems and Experiments
Authors: Hammer Barbara
Published: December 2017

The teacher of art must, of necessity, reach students on a personal as well as an intelligent level. The process of teaching in the arts thus demands personal sharing and commitment, and in this it is related to the process of creative work. This paper examines the process of creative teaching from the viewpoint of a feminist aesthetic. Artistic growth is seen as related to personal growth, and the learning processes of teacher and students are seen as related. Finally, the commonalities and conflicts of art making and art teaching are examined, and potential solutions for the conflicts are suggested.
Once Again, Learning Life
Authors: Kaprow Allan
Published: December 2017

“Lifelike art” is an aspect of art which is modeled on, and enacted within, life situations. The experiential, experimental nature of lifelike art provides a model for education that is both integrative and evolving. This paper examines the potential of lifelike art as an educative process.
The Struggle for Voice: Narrative, Literacy and Consciousness in an East Harlem School
Authors: Sola Michele , Bennett Adrian T.
Published: December 2017

Writing and thinking are intimately connected. But the connection is neither simple nor direct. Many variables intervene to shape that connection in ways specific to the social, political, economic, and ideological dimensions of social reality. Comparative historical and cultural studies show that the social uses of writing, the values associated with it, the forms it assumes, and its use as a tool for thinking all vary considerably across historical time and cultural space. Because literacy plays such a central role in schooling in modern societies, writing and schools make ideal natural “environments” for studying how particular forms of consciousness are shaped in those societies. Schools are sites of an ideological struggle in which learning how to write and think takes on implicit political dimensions. This paper reports an anthropological and ethnographic study of writing and the shaping of consciousness in an East Harlem school. We focus on narrative and performative modes of literacy and show how black and Puerto Rican students struggle with their writing as they seek to develop a voice that can express their own lived experience in a partially hostile world.
Critical Pedagogy, Cultural Politics and the Discourse of Experience
Authors: Giroux Henry A.
Published: December 2017

This article examines the way in which various educational discourses develop forms of pedagogical practice through the construction and legitimation of teacher and student experience. Specifically, the article analyzes how traditional and liberal discourses treat the intersection of culture, power, and knowledge in fashioning a view of teaching and learning. The author argues that both of these traditions fail as modes of critical pedagogy and that it is necessary to develop a critical discourse that embraces pedagogy as a form of cultural politics. The article concludes by drawing from some recent critical work on theories of production, textual analysis, and lived cultures and attempting to illustrate the relevance of these traditions for a critical pedagogy.
Critical Literacy: Challenging the Assumptions of Mainstream Educational Theory
Authors: Kretovics Joseph R.
Published: December 2017

The focus of traditional educational theory and practice has long been on the acquisition of functional literacy skills. The discourse that emerges from this perspective has been linked to the maintenance of the structural inequalities that characterize the wider society. Educators who are seriously interested in schooling for social transformation in the interest of democracy and justice need to move beyond this limited vision. To challenge the traditional discourse of schooling, educators need to develop a new language. This paper argues that such a challenge can be initiated around the notion of critical literacy. By focusing on what it means to be a critically literate, democratic citizen, a collective vision of what it might be like to live in the best of all societies can be created and strategies developed to act upon that vision.
Rebels with our Applause? A Critique of Resistance Theory in Paul Willis's Ethnography of Schooling
Authors: Walker James C.
Published: December 2017

The importance of conflict, contestation, and pupil resistance in schooling has been stressed in recent accounts of schooling's role in social reproduction. One of the most influential instances of this “resistance theory” of reproduction is Paul Willis's Learning to Labour, an ethnography of schooling. After some critical remarks about use of the term “resistance,” this paper analyzes Willis's ethnographic data and his presentation and interpretation are criticized for unduly romanticizing the “resistant” practices (or “counter-school culture”) of the subjects (“the lads”). Although Willis reveals the sexism, racism, and self-defeating manualism of “the lads,” he implicitly endorses educational and cultural notions which misrepresent the conditions for a progressive working-class education and for breaking the nexus between education and the reproduction of oppressive social structures. An alternative view of “resistance” is offered, in which the evaluation of nonconformist practices becomes a more socially relative and historically contingent issue.
The Ritual Dimensions of Resistance: Clowning and Symbolic Inversion
Authors: McLaren Peter L.
Published: December 2017

Resistance is described as oppositional behavior enacted as a dynamic cultural form which the author terms “rituals of resistance.” Describing resistance as a ritual mode helps to underscore the symbolic and ideological dimensions of student behavior. Drawing upon recent field work in a Catholic junior high school in Toronto, Ontario, the author focuses on the ritualized behavior of the “class clown.” The clown functions in the capacity of a meta-commentator who is able to resist the classroom instruction by penetrating in an often sarcastic fashion the formal and tacit axioms of propriety that help to sustain order and control during classroom lessons. The author concludes his paper by calling upon resistance theorists to strive for more conceptual precision in their articulation of the symbolic dimension of transgressive student behavior by utilizing a more multidisciplinary approach.
The Technological World-View and the Responsible Use of Computers in the Classroom
Authors: Murphy John W. , Pardeck John T.
Published: December 2017

In this paper it is argued that technology does not merely represent a set of devices that teachers may choose to use, but more importantly advances a world-view that shapes social existence. The image of social life that technology conveys is not currently receiving serious consideration from those who are rushing headlong to incorporate computers into the classroom. As a result, the possible deleterious consequences of a technological education are not being exposed. This paper attempts to correct this deficiency by addressing the philosophy of technology and its impact on education.
Connected Education for Women
Authors: Clinchy Blythe Mcvicker , Belenky Mary Field , Goldberger Nancy , Tarule Jill Mattuck
Published: December 2017

We present a model of education, called “connected education,” designed to be appropriate for women, and derived from interviews with 135 women, varying widely in age, social and ethnic background, and educational institution. We explore four features of the model: (a) explicit confirmation for modes of thinking and kinds of knowledge that women value; (b) opportunities to explore the particularities of firsthand experience, before moving to conceptualization of that experience; (c) support for women's efforts to define their own educational tasks and develop their own individual styles of work; and (d) arrangements for egalitarian, collaborative construction of knowledge among teachers and students.
The Voices of Women Making Meaning in Mathematics
Authors: Buerk Dorothy
Published: December 2017

Views of mathematics as absolute and not person-made, which are popular but not consistent with the practice of mathematics, are presented through the voices and experiences of women, most of whom have avoided mathematics. Research on women's reasoning is used to present a new perspective for understanding this experience. Strategies for teaching mathematics developed with math-avoidant students are offered as a means of enlarging the group of people who can bring mathematics effectively into their lives.
Seeing Education Relationally: The Stratification of Culture and People in the Sociology of School Knowledge
Authors: Apple Michael W. , Weis Lois
Published: December 2017

The most widely used approaches to the study of the stratifying role of the school—the status attainment tradition and phenomenologically oriented ethnographic work—have undertheorized conceptions of class and economy. They do not often deal adequately enough with the cultural and political dynamics of education and do not have an adequate realization of the contradictory “functions” of schools. The sociology of school knowledge has made considerable progress in dealing with these issues, especially with the complicated relationship between educational institutions and the dynamics of class, gender, and race. A framework is offered for analyzing how these ideological dynamics produce the stratification of culture and people in education.
Mental Testing and Tracking for the Social Adjustment of an Urban Underclass, 1920-1930
Authors: Thomas William B.
Published: December 2017

This essay examines the mechanisms used by the public school for socially adjusting an underclass of Italian, Polish, and southern black children who immigrated to Buffalo, New York, in the 1920s. It describes in some detail the activities and goals associated with the institutionalization of mental testing and tracking programs in those public schools serving these young members of an underclass. This essay suggests that as a tool of social control, testing and tracking into special education classes may have discriminated against the unassimilated newcomers who teachers and administrators feared were destined for a life of crime. Finally, the essay illustrates the reactions of interest groups to the school's tracking program, in order to show that members of and advocates for this underclass did not all passively accept the school's treatment of these pupils.
Tropics of Literacy
Authors: Brodkey Linda
Published: December 2017

Definitions of literacy are explored as tropes which invariably express a social relationship between self and other. Hence, definitions project the cultural terms on which the literate members of a society wish to live with those deemed to be illiterate. The essay raises questions about the illiterate other being defined by current definitions of adult literacy.
Making Catholics: The Ritual Production of Conformity in a Catholic Junior High School
Authors: McLaren Peter
Published: December 2017

A great deal of conceptual confusion still surrounds the meaning of the word “ritual.” Consequently, ritual continues to have an ambiguous status in social science research. This is especially true of studies which attempt to analyze modern institutional life and contemporary cultural formations. This paper critically reconsiders the concept of ritual, particularly in the light of anthropologist Victor Turner's discussion of root paradigms. The author draws from recent work in ritual studies to analyze classroom instruction in a junior high school in downtown Toronto, Canada. Classroom instruction was discovered to be part of an intricate ritual system and was differentiated along religious and secular dimensions. Pervading all of classroom life, two root paradigms—which the author calls “becoming a Catholic” and “becoming a worker”—nested the values of the larger society. Corporate capitalist values associated with “becoming a worker” were discovered to complement closely those values associated with “becoming a Catholic.” Furthermore, the dialectical relationship between the root paradigms served to create the “ritual charter” of the school known as “becoming a citizen.”
A Critical Review and Appropriation of Pierre Bourdieu'S Analysis of Social and Cultural Reproduction
Authors: Shirley Dennis
Published: December 2017

Although Pierre Bourdieu is easily the most important current French sociologist of education, his work has largely been neglected by American educationalists. Part of this is undoubtedly Bourdieu's fault, for his writing is both jargon-ridden and and convoluted, but it would be a pity if this stylistic barrier impeded a critical and balanced analysis of his research. Beneath the jargon lies an astonishingly comprehensive and systematic sociology of French education, informed by a carefully selected and uniquely articulated integration of classical sociological theory and statistical analysis, To contribute to the critical reception of Bourdieu's research and social theory the author isolates and explicates key terminology in Bourdieu's work, links these concepts with each other within the totality of his sociology of education, and differentially appropriates and criticizes Bourdieu's work from the vantage point of the philosophy of praxis.
But who Will Take Care of the Children? Childcare, Women, and Devalued Labor
Authors: Modigliani Kathy
Published: December 2017

This paper considers the salaries, status, and working conditions of childcare employees. A survey of all childcare center workers in one community, and interviews with others from around the country, suggest that wages in this field are low and fringe benefits are rare. Workers' frustrations with compensation and lack of opportunity for advancement are balanced by their strong satisfaction gained from working with young children and their parents.

But today's high demand for additional providers, together with new career options for women, has produced a teacher shortage that threatens the well-being of young children. Women's pay inequity, the devaluation of young children, and the privatization of the family are explored as social, economic and cultural factors which contribute to the problem. Alternative solutions are considered, including government subsidies for childcare wages and fees; fee increases for high-income parents-, unionization; comparable worth efforts-, and worker-parent-employer-community advocacy.
Understanding Life Cycle Issues: A Resource for School Leaders
Authors: Levine Sarah L.
Published: December 2017

This article outlines the work of Erik Erikson, Daniel Levinson, and Roger Gould as examples of life cycle theories. It also raises questions about similarities and differences between men's and women's development. It explores the general implications of these ideas for the adults who work in schools and suggests staff development strategies for young adults, adults at midlife, and older adults. The article concludes with a discussion of the power of a developmental framework, in specific, and the more general importance of attending to the developmental issues of both the children and the adults who live and work m schools.
Are Older Women Teachers Different?
Authors: Grambs Jean Dresden
Published: December 2017

Most teachers are women, and most older teachers are women. Does this group of educators comprise a distinctive population in terms of their own growing older and/or in the ways they teach and participate in school affairs? Low status is associated with being older, being female, and being a teacher. When combined, there are some expected stresses and problems not encountered by male counterparts. The double pressure of job and family for a woman in midlife often produces personal crises since work situations do not respond to these pressures on women. Unfortunately, research on age and teaching is almost nonexistent and there is very little on gender and teaching. Despite much negative commentary about women teachers in the educational literature, there are no studies showing women teachers to be less effective than men at any age. More study is needed to determine the impact of age, sex, and work on performance and quality of life. Meanwhile, school systems could be more responsive to the stresses older women face as well as the ways in which women use the workplace.
Experienced Teachers: Agents for Revitalization and Renewal as Mentors and Teacher Educators
Authors: Thies-Sprinthall Lois , Sprinthall Norman A.
Published: December 2017

After reviewing much recent research and theory, the article outlines the current status of developmental stage concepts as a basis for the teacher as an adult learner. There is substantial evidence to support the view that adults who process experience at higher and more complex levels of development perform more adequately in complex human helping roles. Using a developmental model, a system is then outlined for training both mentor teachers and educators of mentor teachers. Such new roles have substantial potential for revitalizing experienced teachers, promoting their developmental growth, and improving the quality of supervision for beginning teachers.
Reflective Minds/Intentional Hearts: Joining Humanistic Education and Critical Theory for Liberating Education
Authors: Bell Lee , Schniedewind Nancy
Published: December 2017

This paper proposes an integration of critical theory and humanistic education. Strengths and limitations of each are discussed, and a model for liberatory education is proposed that incorporates the pedagogical skills of the humanists with the social analysis of the critical theorists. This model is illustrated with an example from a fifth-grade classroom. The paper describes materials and resources from various areas within education that synthesize personal and social change. Finally, it poses questions for further dialogue among humanistic educators and critical theorists interested in liberatory education.
Critical Theory of Education and Ethnicity: The Case Study of the Toronto Jewish Community
Authors: Shamai Shmuel
Published: December 2017

In contrast to the voluminous (and separate) literature on ethnicity and on education there are few attempts to deal at the theoretical level with education and ethnicity in combination. The article reviews some of the main theories regarding education (consensus, conflict, and critical sociology in education) and ethnicity (consensus, conflict, and pluralism) and evaluates them with regard to a specific case study: the Toronto Jewish community. The article outlines an alternative theoretical framework which is particularly appropriate to nondominant minority communities. The article points to the need to break down such general concepts as cultural resistance and reproduction into smaller “units,” thus creating new classifications, concepts, terms, and typologies. This article advocates the use of “relevant” culture, “relevant” resistance, etc. and uses these concepts in a more pluralistic version of the critical sociology in education.
Educational Films against Critical Pedagogy
Authors: Ellsworth Elizabeth
Published: December 2017

Teachers committed to practicing critical pedagogy often must do so in spite of the curriculum materials available to them. This paper analyzes the conventions of form and style that typify traditional educational film. The argument is made that while teachers and students are active producers and negotiators of meaning, the aesthetic conventions of most educational films negate this classroom reality. The paper analyzes a sample of films produced between 1940 and 1960 to determine the norms that were set in place during the time when the dominant style of educational films became fully established. It then compares these norms to the forms and styles of two contemporary educational films that deal with social issues. It suggests that while some conventions have changed across time, they continue to be employed in ways that actively work against critical thinking and liberatory education.
Getting There: A Freshman Course in Social Dialectics
Authors: Goleman Judith
Published: December 2017

This essay argues that the concepts of literacy, authorship, and voice are also social practices and as such are always the effects of many determinations and contradictions. A pedagogy for critical literacy, as it is a pedagogy for learning to locate oneself in history, can make it possible for students to begin reclaiming their voices, their rights to authorship by making it possible for them to discover the social construction of their voices in contradiction. The essay brings forward one student paper in the context of one class discussion, presenting it as an example of students looking at themselves and their language dialectically, as an example, in short, of getting there.
Toward a Richer Theory of Feminist Pedagogy: A Comparison of “Liberation” and “Gender” Models for Teaching and Learning
Authors: Maher Frances A.
Published: December 2017

This essay articulates two distinct sources for the set of teaching practices that have come to be called “feminist pedagogy.” The separate contributions of liberation pedagogy and of feminist theories of women's development are described. It is argued that neither approach taken by itself is adequate to produce a feminist pedagogy that fully challenges the androcentric universals of conventional teaching practices. By synthesizing the two approaches, however, feminist pedagogy can be developed in a way that will have a strong influence on contemporary education.
What Schools Can Do: Designing Programs for Work Education that Challenge the Wisdom of Experience
Authors: Simon Roger I. , Dippo Don
Published: December 2017

Schools are sites of cultural politics. As such they are places where a sense of identity and value is both informed and contested. Work education is a particularly rich sphere of practice within which to explore these issues. This paper presents a particular version of a pedagogy for work education that supports our notion of a “project of possibility.” We argue that central to such a pedagogy is a practice that must acknowledge experience as legitimate curricular content while simultaneously challenging both its substance and its form. Several variations of how work experience is constituted by students are discussed and the pedagogical implications of each explored.
Critical Pedagogy and Teacher Education
Authors: Liston Daniel R , Zeichner Kenneth M.
Published: December 2017

The authors offer their view of a normative basis for an approach to teacher education that contributes to the establishment of more critical and emancipatory practices in the public schools of the U.S. These ideas are then linked to the broader tradition of radicalism in teacher education. A variety of conceptual lenses and instructional strategies utilized by radically oriented teacher educators are discussed together with the possibilities for the realization of a radical agenda for teacher education. It is argued that teacher educators need to become much more politically involved in confronting the external conditions that limit the possibilities for reform in teacher education.
Schooling, Popular Culture, and a Pedagogy of Possibility
Authors: Giroux Henry A. , Simon Roger I.
Published: December 2017

In this paper, the authors analyze the importance of critical pedagogy by examining its potentially transformative relations with the sphere of popular culture. Popular culture is viewed not only as a site of contradiction and struggle but also as a significant pedagogical terrain that raises important questions regarding such issues as the relevance of everyday life, the importance of student voice, the significance of both meaning and pleasure in the learning process, and the relationship between knowledge and power in the curriculum. In the end of the piece, the authors raise a number of questions that suggest important inquiries that need to be analyzed regarding how teachers and others can further develop the notion of critical pedagogy as a form of cultural politics.
Technical Literacy versus Critical Literacy in Adult Basic Education
Authors: Fueyo Judith Macdonald
Published: December 2017

The demands placed upon Adult Basic Education programs in the United States are more rigorous and involve more people than ever before in our history. Government-supported programs as well as private ones capture in microcosm the best and worst in American education. Literacy education is modeled along a continuum moving from a technical conception of literacy, wherein students mark progress by numbers of completed worksheets, to a conception of literacy as praxis, or critical literacy, wherein students construct meaning for themselves and effect change in their lives. These competing models are contrasted, and special emphasis is given to one adult basic literacy organization that is managing to humanize the process. In this program founded in 1973, the students' own words demonstrate the liberating nature of literacy learning that puts into practice the best of current understandings in the field. The challenge of the next decades demands a critical literacy that is consistent with participatory democracy. The convergence of social learning theories, process teaching, critical consciousness, and adult literacy offers constructive responses to the epidemic incidence of illiteracy in our society.
Cultural Voice and Strategies for Multicultural Education
Authors: O'connor Terence
Published: December 2017

Current approaches to multicultural education tend to ignore the cultural politics of educational relationships that rest at the heart of intercultural encounters. This essay uses the concept of “voice” to describe how individuals orient themselves to school discourses. The idea of “cultural voice” is developed to explain how the dynamics of culture groups reveal the critical relationship between the reconstruction of cultural principles and the development of the individual. This alternative explanation of the relationship between school discourse and cultural voice reinterprets the cultural politics of educational discourses and reassesses the impact of racism, sexism, and classism. From this discussion, the essay draws out a framework for multicultural education which focuses on the politics of educational relationships in pluralistic societies. It sketches out several teaching suggestions for a multivoiced, democratic, multicultural education that can counter cultural biases in schools.