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1.
This article uses a critical race theory lens to explore how members of one community-district partnership understand “community.” Engaging the community through full service schools (Dryfoos & Maguire, 2002), parent engagement programs (Comer & Emmons, 2006), lab schools through universities (Goldring & Sims, 2005), and other partnerships have become a major strand of reform in schools and districts. However, there is a dearth of critical scholarship that explores the contested meanings and implications of evoking community-laden terminology and approaches (Sanders, 2003; Warren, 2005). Using a grounded theory approach, this case study draws from a combination of ethnographic observations of governance meetings, committee meetings, and events over a year and a half; semi-structured interviews with 11 governance council members from the school district and other partners; and document analysis. Iterative rounds of coding identified ten concepts that were organized into three key categories: geographical and sociocultural conceptualizations of community, “community” as a euphemism, and structuring constraints and empowerment through advisory roles. These findings have broad implications for how we engage in community development and district partnership work in ways that are constructive, effective, and socially just.  相似文献   

2.
Driven by critical race theory, this essay employs composite counterstorytelling to narrate the experiences of black male faculty on traditionally white campuses. Situated at the intersections of race and gender, our composite counterstory is richly informed by 11 interviews with black male faculty alongside critical race scholarship that documents the omnipresence of black misandric ideology. Through our protagonist Dr Timesnow, a black male Assistant Professor, we reflect on how his daily experiences incite racial battle fatigue, feed into imposter syndrome, and circumvent an inclusive campus community.  相似文献   

3.
Parenting is often discussed in the field of education, but frequently in terms of family or community deficiency, rather than strengths (Bonilla Silva, 2006; Few, 2007), particularly when communities of color are being examined. In this conceptual article, we advocate for the use of critical race theory (CRT) in discussions of parenting and utilize counterstorytelling to validate the lived experiences of parents like ourselves, who are critical race scholars as well as mothers of children of color. Our counterstories will be embedded throughout the discussion as a way to highlight the relationships between academic research and lived experience. Through reviews of academic research and counterstorytelling, we explain the relevance of critical race parenting and the ways in which the inclusion of CRT can support more historically situated, contextual, and complex engagements with the interplay between race and parenting of children of color.  相似文献   

4.
Drawing on the traditions of critical race theory, the paper is presented as a chronicle – a narrative – featuring two invented characters with different histories and expertise. Together they explore the strengths and weaknesses of quantitative approaches to race equality in education. In societies that are structured in racial domination, such as the USA and the UK, quantitative approaches often encode particular assumptions about the nature of social processes and the generation of educational inequality that reflect a generally superficial understanding of racism. Statistical methods can obscure the material reality of racism and the more that statisticians manipulate their data, the more it is likely that majoritarian assumptions will be introduced as part of the fabric of the calculations themselves and the conclusions that are drawn. Focusing on the case of recent national data on the secondary education of minoritized children in England, the paper highlights statisticians’ ability to define what counts as a ‘real’ inequality without public challenge or scrutiny; reflects on the dangers of statistical ‘explanations’ in the realm of public debate and policy outcomes; and questions quantitative assumptions about the intersectional relationships between different forms of oppression, including gender, class and race.  相似文献   

5.
The paper contrasts two different approaches to the educational challenges of the ubiquitous, rapidly developing information and communication technologies (ICT). The first is the constructivist ‘knowledge building’ theory spearheaded by Carl Bereiter and Marlene Scardamalia and recently further developed by Kai Hakkarainen and Sami Paavola; the second is a pragmatist standpoint drawing in particular from John Dewey’s ideas about learning as a natural part of human social actions and transactions. The knowledge builders have set their approach out as a suitable answer to the challenges of the present-day, ICT-characterised ‘Knowledge Age’. But here it is argued that a pragmatist approach can be advanced that avoids the over-intellectualisation of education characteristic of knowledge builders and thereby offers a viable alternative for improving present-day educational practices in ways that promote appropriate utilisation of ICT in schools in particular.  相似文献   

6.
In the context of the ongoing debate between critical race theory (CRT) and Marxism, I begin in this paper by examining the origins of CRT in Critical Legal Studies (CLS) in the United States. I go on to describe CRT's entry into education, first in that country, and then in the United Kingdom. I move on to a discussion of current debates between critical race theorists and Marxists, focusing on an analysis of arguments for the existence of abstract racial domination.  相似文献   

7.
This article conceptualizes religion as a critical theory challenge to sexuality education. Religious views in sexuality education are often perceived as intolerant and incompatible with today’s progressive and modern society. This article engages with the idea that the inclusion of religious viewpoints on sexuality will challenge the efficacy of current sexuality education in Australia and New Zealand school contexts, to create a more contemporary and inclusive learning experience that caters for all students’ sexual needs and lives. Utilizing a critical theory lens, I demonstrate how religion can challenge dominant views of sexuality education, introduce alternative modes of content and delivering, promote critical thinking skills and more egalitarian ways of learning about sexuality. Drawing on data collected from Australian and New Zealand public schools, this article endeavors to reframe current discussions of the relationships between religion and sexuality education.  相似文献   

8.
In cities across the country, school communities must contend with new challenges introduced by gentrification and the arrival of middle class and white families. This collaborative research study looks at schools where parent organizers are attempting to intervene in processes of gentrification that may further marginalize lower-income families of color. Based on interviews with diverse parents at three gentrifying schools, the study applies existing organizing models to urban schools undergoing racial, class, and linguistic transformations. The findings indicate that parents and organizers can develop an inclusive and equitable school community by rooting their shared identity in school/neighborhood history, emphasizing relationship building, and ensuring that parent leadership structures and practices remain responsive to lower-income families. Implications and limitations of the model also are discussed.  相似文献   

9.
The negative consequences of school desegregation on Black families, educators, and communities in the US are well documented in education research today. The purpose of this article is to examine the experiential knowledge and wisdom of practice of former Black school superintendents who attended all Black segregated schools and led desegregated school districts. Using critical race theory as a methodological and analytical framework, I seek to advance our understanding of how the positive aspects of valued segregated schools can improve Black education today. Findings include Black superintendent reflections of and calls to action concerning separate and unequal schooling contexts according to the following constituencies: the Black community, the Black parent, the Black teacher, and the Black student. Building on the participant directives for political engagement and community-based activism, I conclude with a discussion about transforming Black education through a political race project aimed to resist educational inequities, advance racial justice, and promote social change in education.  相似文献   

10.
This article offers a critical examination of the use of teachers’ standards for student-teachers in teacher education in England. Using an illustrative data example of student-teachers working in a school department setting, benefits of a cultural historical activity theory analysis are forwarded. The example highlights shortcomings in the current education of student-teachers which is in transition owing to changes in English teacher education policy. Focusing heavily on meeting required teachers’ standards, the school teaching practice in the research example does not encourage student-teachers or teachers to develop their understanding of teaching. Neither is the context of the teacher education work taken into account nor personal views of participants. Ways of analysing experiences recognising the influence of schools in affecting the kinds of learning available to student-teachers are needed in England in order to increase understanding of the benefits and drawbacks of different approaches to school-based teacher education.  相似文献   

11.
The disciplinary intersection between community work and design is under‐explored. Despite similarities in both the context and values of the work, there has not been a significant critical comparison of their respective approaches in either theory or practice. This article suggests that informal education offers an alternative lens to consider both disciplines and inform future practice. More specifically, it considers the relevance of informal education principles in design education and design practice that has an explicit social focus. This discussion is drawn from doctoral practitioner action research in Scotland during 2016–18. The fieldwork focused on the different outlooks and approaches to work in community settings from both design and community work perspectives.  相似文献   

12.
Organizational learning or epistemology has emerged in order to manage the creation of knowledge and innovation within contemporary capitalism. Its insights are being applied also to the public sector. Much of the research in organizational learning has drawn upon the discipline of psychology, particularly constructivist theory. Two approaches in organizational epistemology are considered here: Nonaka’s theory of knowledge creation, and Engeström’s expansive learning theory. Notwithstanding the reference to ‘learning’, these approaches have so far had little application to schools, especially at the level of pedagogy. But there are indications that re‐culturing, ‘workforce re‐modelling’ and inter‐agency working are becoming more prominent within the public services in England. In these endeavours, government may come to regard organizational epistemology as an important new procedure in the management of change. Thus far, sociology has had two kinds of ‘relationship’ with organizational epistemology: first, social phenomenology and ethnomethodology have been of practical use; and, second, critical theory objects to the near‐absence of a consideration of power and ideology within the discourse of organizational epistemology.  相似文献   

13.
Using in‐depth interviewing, participant observations, and the collection of historical and curricular documents, this article describes two Latino community‐based small high schools—the Dr Pedro Albizu Campos High School (PACHS) and El Puente Academy for Peace and Justice (El Puente). The authors focus on ways in which these two schools create a culture of high academic expectations for their students, value high‐quality interpersonal relationships between students and teachers, and privilege the funds of knowledge that students and their respective communities bring to school. The authors advance a theory of critical care that embodies this important combination, which is crucial if small high schools created for and by communities of color are to succeed. Finally, the implications for a theory of critical care and its impact are discussed within the framework of small urban high school reform.  相似文献   

14.
This paper engages with some of the specific issues that challenge critical practice. My argument is related to the Carr and Kemmis debate on ‘staying critical’ and to ideas expressed in my current book, Community Development: A Critical Approach. I refer to critical practice as any practice that has a transformative social justice intention, and which happens in a range of contexts from grassroots community activism to more institutionalised settings, such as hospitals or schools. My own professional base is community development, and this paper is founded on emancipatory action research developed over many years in grassroots practice. It is my view that emancipatory action research, committed to the practice of social justice, with the intention of bringing about social change, is a necessary component of critical practice. In fact, I would go so far as to say that emancipatory action research is the glue that binds critical praxis in a unity of theory and action. However, all too often collective action for change is not followed through to its greatest potential, and practice remains contextualised in the immediate, local and specific without making critical connections with the structural roots of oppression from which inequalities emanate. The result is that we constantly fixate on symptoms, and leave the root causes free to perpetuate oppressions. At the same time, we find ourselves in a globalised world marked by intensifying social divisions. So, it is my intention to raise a few issues which present challenges to get beyond sticking points in critical practice as we face times in which there is an accelerating urgency to ‘become critical’.  相似文献   

15.
In 2006 the author was contracted to research possible approaches to a UK indicator of education for sustainable development (ESD). This article describes and seeks to explain the response of government advisers and influential members of the UK ESD community to the approaches he proposed. While the UK strategy for sustainable development called for a result indicator to show the impact of ESD on learners’ knowledge and awareness of sustainable development, the indicator that was recommended to government by its advisers, after consulting the ESD community, was essentially a facilitative indicator showing the percentage of schools that rated themselves good or outstanding using a self‐evaluation instrument linked to the emerging sustainable schools framework. An opportunity to monitor the impact of ESD on learners’ sustainability literacy and encourage more socially critical approaches was lost as the micro‐politics of ESD (the preferences of advisers and those consulted) failed to challenge the macro‐politics examined in the author’s earlier article.  相似文献   

16.
Attempts to emulate the serendipity and subsequent rapport that occurs between mentors and mentees in informal mentoring relationships frequently challenges the organizers of many formal mentoring schemes. Using qualitative evidence from a community mentoring project, research is presented that suggests that, through careful mentor selection and appropriate training, the matching of mentors and mentees, except perhaps by geographical location and time availability, is unnecessary. Often, as is shown here, it is not until some way into the relationship that totally unanticipated coincidences between mentor and mentee are discovered; and often these associations are ones that mentoring scheme organizers could not have anticipated.  相似文献   

17.
This paper reviews the existing literature to discuss how critical race theory has been applied as a theoretical framework to higher educational research in the United States and what its contributions are. To provide necessary context, I will discuss race and racism in the United States, the background of US higher education in relation to race, the emergence of critical race theory and its application in US higher education.  相似文献   

18.
It has been proposed that situated cognition theory, in which learning is conceptualized as induction into a community of practice through the activity of legitimate peripheral participation, offers an appropriate theoretical perspective for examining issues of gender in science education. This study critically engages with this proposal by means of an investigation of the vacation work experiences of a group of South African final‐year civil and chemical engineering students. Issues of race and gender appeared prominently and spontaneously in focus group and interview data. An analysis of these data using the situated cognition framework allowed for a deeper understanding of these issues and their impact on learning. It was found that access to legitimate peripheral participation was critical for good learning outcomes (associated with positive identity formation) while denial of this access (as sometimes experienced by black and female students) appeared to be related to less effective learning and poor feelings of self‐worth. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 415–431, 2004  相似文献   

19.
Handling the relationship between theory and practice is seemingly an endless challenge in Norwegian teacher education, and bridging theory and practice is highlighted whenever discussions about improvement of teacher education are raised. This article contributes to this discussion by shedding new light on the relationship through an analysis of empirical findings recorded in a subject-oriented action research project. The project was conducted as part of the subject Religion, Philosophies of life and Ethics integrated into teacher education at the University of Stavanger in 2008/09, and its name was ‘Teaching about Religious Diversity in School – Applying and Developing an Interpretive Cultural Approach to Religious Education’. As the name indicates, the project has tried out a particular approach to religious education. The tryout has been done by a community of practice. In this article I am asking whether findings from the project are pointing towards pedagogical approaches possible to categorize on a meta-level, and in which way these detected approaches shed new light upon the relationship between theory and practice in teacher education.  相似文献   

20.
This article contributes to the debate on decolonising methodologies in qualitative research by considering how a white researcher can try and destabilise white supremacy when explicitly conducting research with social justice aims. It draws on data from a recent ethnographic study of minority ethnic pupils’ experiences in secondary schools in England and interrogates the tensions between the research aim to challenge racial stereotyping in education and issues of race and power emerging from the research process. This article investigates specifically the ways in which interaction is shaped by – frequently hidden, particularly to those privileged by them – structures of white supremacy. Developing an innovative analytical framework which draws on insights from both critical race theory and the work of Judith Butler, the researcher problematises issues of voice and representation in conducting social justice research. It is argued that an approach which engages with elements of both structural and post-structural theory allows a more critical exploration of white supremacy through an understanding of the performativity of race. The author works towards a possible research methodology which not only takes into account, but also tries to destabilise processes of white supremacy in research by both recognising participants’ efforts to do this, and trying to make researchers better able to take responsibility for their own complicity in perpetuating unequal racial structures. It is argued that such a recognition by white researchers will necessarily be an uncomfortable process.  相似文献   

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