Search

In this paper, we dialogue about the processes of knowledge construction that work through and disrupt academic regulations. As feminist, Indigenous, and non-Indigenous Latinx scholars, we build on the reflections stemming from our research of Mapuche women's biographies of schooling. We focus on three tensions of knowledge production within and beyond academic spaces. First, we explore how the knowledges (in plural) that come from our biographies are systematically left out of academic conversations and moved into what we call invisible zones. Second, we examine the work of translation and translanguaging as we move across language barriers and geographic places in our research, which points to what these processes afford across geographic and conceptual zones of "north" and "south." Thirdly, we unsettle the naturalized understanding of knowledge as solely a product of academic spaces and gesture toward a future in which we can reimagine and display complex and complicated ways of doing research otherwise. [ABSTRACT FROM AUTHOR]

Invites papers related to ecology, culture and education to be published in the special issue of the periodical 'Educational Studies' as of December 2002. Elements of Eco-justice which should be emphasized in the papers; Length of the papers; Deadline for the submission of the papers; Contact details.

City Preparatory Academy (CPA) is a charter school in a midwestern city that intentionally serves a racially and socioeconomically diverse student population. This exploratory research began as an attempt to document growing concerns and disaffection shared by four staff members at CPA. These four women increasingly convened to discuss workplace hostility and issues of justice and equity, hoping to challenge some of the school's policies and practices. As they sought to promote changes, they faced oppressive dynamics that they attributed to the perspectives, dispositions, and practices of school leadership. This paper describes how particular institutional logics and interpersonal dynamics—shaped by neoliberalism, managerialism, class, and race—gave rise to a kind of non-generative politics that obstructed their efforts and ultimately disaffected them from the school. While the study is primarily an exploration of the context of this particular school, it highlights the need for a critical institutional perspective that situates schools within their sociopolitical context and connects organizational structures, routines, and culture with the beliefs and behaviors of school leaders. [ABSTRACT FROM AUTHOR]

Grounded in two collaborative interpretive studies—one with women in India who were survivors of domestic violence, and another with queer youth and youth of color in the Midwest who were survivors of sexual assault—this paper argues that there is a hidden curriculum of violence. This curriculum of violence can be traced through affective resonances that exist within an assemblage of violence. Powerfully enacted on the bodies of women and girls and their ways of being, these lessons occur across contexts, from the classroom through the communities where they are learned. This is significant because victims/survivors of such violence are often working to exercise their available power within a set of agentic contingencies that reify oppression, making it difficult to surmount normalized aggressions that are ultimately understood as business-as-usual. [ABSTRACT FROM AUTHOR]

A conference paper on education and democratic progressivism is presented. It discusses the problems in the U. S. public school system and the role of schools and universities in keeping social justice. The paper also gives a definition of democratic progressivism and describes the quality of the public school system in the U. S.

Faculty members in teacher and administrator preparation programs have unprecedented opportunities to incorporate advanced technologies, including the expansion of online classes and the use of online discussion forums. Within online environments, the concepts of critical pedagogy are more connected to the landscape of digital information, providing opportunities to focus on local regimes of truth with individuals constructing new knowledge forms. Utilizing qualitative narrative analysis to examine the voices of five preservice teachers, five candidates in a beginning principal preparation program, and five doctoral educational administration candidates, this paper translates the ial iological construct of Thirdspace (Soja 1996) as applied to critical pedagogy in online environments. Within Thirdspace, preservice teachers and educational leaders transform their thinking about issues that affect their lives as well as their school communities through ongoing discourse and exploration related to their own cultural backgrounds in order to promote social justice in a culturally pluralistic society. [ABSTRACT FROM PUBLISHER]

In this article, I show that the intersection between education policy and immigration law in the United States sustains a permanent underclass and reinforces the deliberate disenfranchisement of students without authorized immigration status. I critically analyze the Supreme Court case Plyler s. Doe, and I suggest the DREAM Act as a means for these students to secure a right to rights for economic, social, and political agency. At the heart of the argument is my assertion that domiciled residency ought to ensure these students’ right to educational equity within the United States, from preschool through postsecondary levels. Throughout, I reflect on the amassing group of well-educated students, whose papers are diplomas, and who increasingly make apparent the futility of citizenship status for demarcating possibilities for mobile border crossing—not only territorial borders, but also the walls built up to obstruct class and social border crossings. [ABSTRACT FROM PUBLISHER]

This article addresses the ongoing conflicts over the effectiveness of school choice in America's educational system. After discussing the ideological foundations of the school choice movement, I analyze four controversies where the research done to evaluate school choice programs was hotly debated and inconclusive. The central holding of the paper is that these disputes are indicative of an ideologically saturated policy environment, in which opposing factions are far too eager to either condemn or support a school choice program before it has fully matured. I conclude by encouraging scholars and policymakers to examine factors beyond achievement, such as democratic participation and involvement, when considering school choice as an educational reform. [ABSTRACT FROM AUTHOR]

This article was originally conceived for a paper session at the 2000 American Educational Studies Association conference in Vancouver, a session designed as a ?multilogue? on teaching the foundations. In the article we discuss the nature of the ?disciplines? and disciplined thinking within the field. We are vulnerable, as are many in the social sciences and humanities, to understanding ?disciplines? as biased, political codifications that privilege the elite. Yet, as we argue here, we should avoid the modernistic discipline/antidiscipline binary by recognizing the ?disciplines? as multivocal discourses. Teaching the ?disciplines? that inform social foundations from this point of view presents our students with a historically grounded, critical view of education and schooling. [ABSTRACT FROM AUTHOR]