Showing papers in "Harvard Educational Review in 1995"
TL;DR: Gutierrez, Rymes, and Larson as mentioned in this paper identify the teacher's monologic script, one that potentially stifles dialogue and interaction and that reflects dominant cultural values, and the students' counterscripts, formed by those who do not comply with a teacher's view of appropriate participation.
Abstract: In this article, Kris Gutierrez, Betsy Rymes, and Joanne Larson demonstrate how power is constructed between the teacher and students. The authors identify the teacher's monologic script, one that potentially stifles dialogue and interaction and that reflects dominant cultural values, and the students' counterscripts, formed by those who do not comply with the teacher's view of appropriate participation. The authors then offer the possibility of a "third space" — a place where the two scripts intersect, creating the potential for authentic interaction to occur. Using an analysis of a specific classroom discourse, the authors demonstrate how, when such potential arises, the teacher and students quickly retreat to more comfortable scripted places. The authors encourage the join construction of a new sociocultural terrain, creating space for shifts in what counts as knowledge and knowledge representation.
745 citations
TL;DR: The following is part of an ongoing dialogue that Donaldo Macedo and Paulo Freire have been having since 1983 as discussed by the authors, which challenges the frequent misinterpretations of his leading philosophical ideas by conservative and some liberal educators, but will also embrace contemporary educational issues and discuss what it means to educate for critical citizenry in the everincreasing multiracial and multicultural world of the twenty-first century.
Abstract: The following is part of an ongoing dialogue that Donaldo Macedo and Paulo Freire have been having since 1983. As it attempts to address the current criticisms of Freire's work along the lines of gender and race, this dialogue not only challenges the frequent misinterpretations of his leading philosophical ideas by conservative and some liberal educators, but will also embrace contemporary educational issues and discuss what it means to educate for critical citizenry in the ever-increasing multiracial and multicultural world of the twenty-first century.
532 citations
TL;DR: In this paper, Pedro Noguera traces the history of institutional disciplinary measures, showing that the underlying philosophical orientation toward social control exacts a heavy toll on students, teachers, and the entire school community by producing prison-like schools that remain unsafe.
Abstract: Do the strategies that schools adopt in response to "disciplinary problems," including violence, actually perpetuate violence? In this thoughtful article, Pedro Noguera traces the history of institutional disciplinary measures, showing that the underlying philosophical orientation toward social control exacts a heavy toll on students, teachers, and the entire school community by producing prison-like schools that remain unsafe. Noguera maintains that a "get-tough" approach fails to create a safe environment because the use of coercive strategies interrupts learning and ultimately produces an environment of mistrust and resistance. He offers alternative strategies for humanizing school environments, encouraging a sense of community and collective responsibility.
351 citations
TL;DR: The authors argue that this approach often yields incomplete and unbalanced perspectives on educational studies because it fails to consider salient differences among states, districts, schools, classrooms, and individuals, and propose multilevel analysis as a more comprehensive model of research that can integrate insights gleaned from single-level approaches.
Abstract: Research in the field of comparative education has traditionally focused on studies across world regions and countries. In this article, Mark Bray and R. Murray Thomas argue that this approach often yields incomplete and unbalanced perspectives on educational studies because it fails to consider salient differences among states, districts, schools, classrooms, and individuals. The authors illustrate the need for a broader conceptualization of comparative education and propose multilevel analysis as a more comprehensive model of research that can integrate insights gleaned from single-level approaches.
312 citations
TL;DR: Deyhle et al. as discussed by the authors presented the results of a decade-long ethnographic study of the lives, both in and out of school, of Navajo youth in a border reservation community, and described the racial and cultural struggle between Navajos and Anglos and the manifestation of that struggle in schools and the workplace.
Abstract: In this article, Donna Deyhle presents the results of a decade-long ethnographic study of the lives, both in and out of school, of Navajo youth in a border reservation community. She describes the racial and cultural struggle between Navajos and Anglos and the manifestation of that struggle in schools and the workplace. While utilizing these theories' central insights, but then moves beyond them. While differences in culture play a role in the divisions between Anglos and Navajos, Deyhle asserts that these differences intertwine with power relations in the larger community, and that Navajo school success and failure are best understood as part of this process of racial conflict. Navajos, subjected to discrimination in the workplace and a vocationally centered assimilationist curriculum in schools, are more academically successful when they are more secure in their traditional culture. This study demonstrates that those students who embrace this life-affirming vision both gain a solid place in their societ...
270 citations
TL;DR: Cochran-Smith as mentioned in this paper suggests that teacher educators need to examine how they and their students construct this discourse and how they interpret its implications for particular schools, communities, and classrooms.
Abstract: In this article, Marilyn Cochran-Smith reflects on her experiences as the director of a teacher education program that is attempting to open the unsettling discourse of race in the pre-service curriculum. She suggests that teacher educators need to examine how they and their students construct this discourse and how they interpret its implications for particular schools, communities, and classrooms. Cochran-Smith further offers that teacher educators may convey contradictory messages about the responsibilities of teachers who work with students who are similar to and different from them in race, culture, and ethnicity through the powerful messages implicit in the pedagogy of pre-service education itself. She concludes with the caution that unless teacher educators engage in the unflinching interrogation of pre-service pedagogy and then work to alter their own teaching and programs, it is unlikely that they will be able to effectively help student teachers do the same.
262 citations
TL;DR: The Mentors in Violence Prevention (MVP) Project at Northeastern University in Boston as discussed by the authors encourages participants to use their stature among their peers on campus to promote healthier attitudes and behaviors towards women.
Abstract: Few violence prevention programs of any kind foreground discussions of masculinity. In his work with college athletes, Jackson Katz positions the sociocultural construction of manhood as central to the problem of men's violence against women, as well as the basis of potential sources of prevention. Through the Mentors in Violence Prevention (MVP) Project at Northeastern University in Boston, Katz and his colleagues seek to reduce men's violence against women by inspiring athletes and other models of traditional masculine success to challenge and reconstruct predominant male norms that equate strength in men with dominance over women. The Project specifically encourages participants to use their stature among their peers on campus to promote healthier attitudes and behaviors towards women.
258 citations
TL;DR: In this article, Stein argues that sexual harassment in schools is a form of gendered violence that often happens in the public arena and makes a case for deliberate adult intervention and the inclusion of a curriculum in schools.
Abstract: In this article, Nan Stein argues that sexual harassment in schools is a form of gendered violence that often happens in the public arena. She presents the narratives of girls and boys about their experience of sexual harassment in schools and finds parallels with cases documented in court records and depositions. While highly publicized lawsuits and civil rights cases may have increased public awareness of the issue, inconsistent findings have sent educators mixed messages about ways of dealing with peer-to-peer sexual harassment. The antecedents of harassment, she suggests, are found in teasing and bullying, behaviors tacitly accepted by parents and teachers. Stein makes a case for deliberate adult intervention and the inclusion of a curriculum in schools that builds awareness of these issues.
180 citations
TL;DR: Goodman argues that four core principles that underlie the third wave school restructuring movement will likely reinforce existing school practices and values instead of substantively transforming teaching and learning in U.S. classrooms as mentioned in this paper.
Abstract: In this article, Jesse Goodman examines the current "third wave" school restructuring movement and its attempt to reform U.S. schools based on the perceived needs of the information age. Goodman places this school reform movement in historical context and explores the way it emerged from the interrelated fields of educational technology, instructional design, and systems theory. Goodman argues that four core principles that underlie the third wave school restructuring movement — social functionalism, efficiency and productivity, individualism, and expertism — will likely reinforce existing school practices and values instead of substantively transforming teaching and learning in U.S. classrooms.
139 citations
TL;DR: Ward as mentioned in this paper argued that what has been lost to African American youth enmeshed in the violence of U.S. society is an awareness that aggression is a violation of the care and connectedness implicit in the notion of Black racial identity and community.
Abstract: In this article, Janie Ward looks at the historical traditions of caring, interdependence, and valuing justice within the African American community. She posits that what has been lost to African American youth enmeshed in the violence of U.S. society is an awareness that aggression is a violation of the care and connectedness implicit in the notion of Black racial identity and community. Ward concludes that a solution to youth violence may lie in reconnecting African American teens to the communal values and traditions that have allowed Blacks to develop racial identity and racial solidarity in spite of their economic and social oppression in the United States.
122 citations
TL;DR: In this paper, the authors focus on how interests, ideology, information, and the institution affect teacher and principal responses to shared decision-making, and discuss their unsettling implications for school reform.
Abstract: A popular strategy of school reform over the past two decades has involved shifting decisionmaking authority from one level to another: from the district to the state to the school. This venue-changing approach assumes that actors working within a different forum will make different and better decisions about schooling that will ultimately lead to improved teaching and learning. In this article, Carol Weiss zeroes in on shared decisionmaking (SDM), one such reform initiative. Using what she refers to as the "4-I" analysis, Weiss explains how interests, ideology, information, and the institution affect teacher and principal responses to shared decisionmaking, and discusses their unsettling implications for school reform.
TL;DR: In this paper, Bensimon assesses the appropriateness of adapting Total Quality Management (TQM) to higher education and concludes with a discussion of the negative implications of TQM as a philosophy and theory for the academy.
Abstract: In this article, Estela Bensimon assesses the appropriateness of adapting Total Quality Management (TQM) to higher education. She uses feminist adaptations of post-structuralist analysis to develop a critical interpretation of the basic postulates of quality with TQM: Quality is defined by customer satisfaction; Quality is the reduction of variation; Quality must be measurable. In particular, she focuses on the language of TQM that expresses how quality is defined, improved, and controlled; how the customer is determined; and how variation is eliminated. She concludes with a discussion of the negative implications of TQM as a philosophy and theory for the academy.
TL;DR: In this paper, Arlette Willis articulates the literacy schooling experiences of her son, Jake, as he engages in a struggle to affirm himself as both a literacy learner and an African American.
Abstract: In this article, Arlette Willis articulates the literacy schooling experiences of her son, Jake, as he engages in a struggle to affirm himself as both a literacy learner and an African American. Asserting that Jake's struggle has historical roots and present-day consequences for the education of culturally and linguistically diverse school children, Willis argues for a reconceptualization of literacy that builds on these children's backgrounds and knowledges. In the last section of the article, Willis provides the reader with some of the strategies and practices she has employed as a teacher-educator to assist her own students in expanding their understandings of the various cultures in U.S. society that children represent.
TL;DR: Patrick Slattery as mentioned in this paper argues for a proleptic understanding of time in education by providing an overview of various perspectives from classical physics that illuminate the interdependence of the space-time continuum, addressing the role of personal history in influencing the relationships of students and teachers, and advocating for curricula that connect to the realities of students' lives.
Abstract: In this article, Patrick Slattery challenges the assumptions underlying many educational policy documents, such as the 1994 Report, Prisoners of Time, which, in Slattery's view, depict time as both an object to control and as a dictator of the linear sequencing that shapes schooling. Slattery argues for a proleptic understanding of time in education. That is, he calls for an understanding that acknowledges how time interconnects with classroom life by providing an overview of various perspectives from classical physics that illuminate the interdependence of the space-time continuum, by addressing the role of personal history in influencing the relationships of students and teachers, and by advocating for curricula that connect to the realities of students' lives.
TL;DR: In this article, Pippa Stein and Bonny Norton Peirce explore issues of textual meaning, testing, and pedagogy based on their experience piloting a reading test to be used as a college entrance examination for Black students.
Abstract: Pippa Stein and Bonny Norton Peirce, two White educators in South Africa, explore issues of textual meaning, testing, and pedagogy based on their experience piloting a reading test to be used as a college entrance examination for Black students. Drawing on Stein's personal experience administering the test and on literature in the fields of genre analysis and textual interpretation, Stein and Peirce question the test's meaning and validity. The authors discuss how the students' interpretations of the text differed as Stein altered the social context, illustrating the ways in which the politics of different social occasions contribute to the production of multiple meanings. In their exploration of how shifting power relations produce multiple meanings, the authors raise important questions at the heart of testing, equity, and pedagogy.
TL;DR: Fasheh as discussed by the authors uses the reading campaign as an illustration of the importance of building community at the "invisible" level of personal and community abilities, beliefs, and values, rather than just at the visible level of symbols, building, and funds.
Abstract: In this article, Munir Fasheh chronicles some of the positive changes that have affected teachers, parents, and students as a result of their involvement in the reading campaign, an initiative led by the Tamer Institute that combines learning with community building within Palestinian society. Fasheh uses the reading campaign as an illustration of the importance of building community at the "invisible" level of personal and community abilities, beliefs, and values, rather than just at the visible level of symbols, building, and funds. He describes how this innovative project was able to create long-lasting change by pulling together material, human, and instructional resources already at hand in a supportive and creative way. While the campaign is supported by a loose national structure that provides advice and materials, local community groups of adults and youths are the backbone of the campaign and the reason for its success. By engaging children and adults in this type of broad community effort, Fashe...
TL;DR: In this paper, J. Alleyne Johnson describes the evolution of her classroom into one in which the day-to-day realities of students' lives, most significantly their encounters with death, are acknowledged and formally addressed as being central to the work of the classroom.
Abstract: In this article, J. Alleyne Johnson describes the evolution of her classroom into one in which the day-to-day realities of students' lives — most significantly their encounters with death — are acknowledged and formally addressed as being central to the work of the classroom. She explains how her understanding of her teaching has been informed and transformed by critical pedagogy. Johnson invites readers to follow her journey with her students as they move from viewing the teacher as "knowledge giver" to legitimating the students' knowledge and experiences as a basis for learning. In this example of a teacher's attempt to translate critical pedagogy into practice, she also brings home the impact of the violence and death in U.S. society of students' lives.
TL;DR: Giroux as mentioned in this paper analyzes some recent films as popular cultural texts, arguing that the cinematic violence and racist stereotypes portrayed are inextricably linked to what has been called the rising culture of violence in the United States.
Abstract: Exploring the intersection of entertainment, politics, and pedagogy, Henry Giroux analyzes some recent films as popular cultural texts, arguing that the cinematic violence and racist stereotypes portrayed are inextricably linked to what has been called the rising culture of violence in the United States. Offering a schematic definition of different representations of violence in film, particularly focusing on what he refers to as the "hyper-real" violence of Pulp Fiction, Giroux challenges educators to engage critically the pedagogical and political implications of popular culture with students and others.
TL;DR: The following dialogue between Noam Chomsky and Harvard Educational Review Editors Pepi Leistyna and Stephen Sherblom occurred in the fall of 1994, at Chomsky's office at the Massachusetts Institute of Technology.
Abstract: The following dialogue between Noam Chomsky and Harvard Educational Review Editors Pepi Leistyna and Stephen Sherblom occurred in the fall of 1994, at Chomsky's office at the Massachusetts Institute of Technology. In conceptualizing this Special Issue, the Editorial Board thought it imperative to frame the lives of youth within an interdisciplinary perspective that explores and lays bare the historical, sociopolitical, economic, ideological, and cultural conditions of U.S. society. Chomsky's prolific work accomplishes this in many important respects; however, his political critiques and insights have been almost entirely excluded from national efforts to understand community disintegration and address issues of youth violence. It is the Board's belief that by bringing Chomsky's critical perspectives, concerns, and outlooks to the center of educational debates we can better understand the complex roots and history of violence in this country, and thus better inform educators of the current social contexts ...
TL;DR: This article developed a broad understanding of the basic epistemological positions underlying the discourse of multicultural education and, in particular, multiculturalism in children's literature, and used them to develop a critical multiculturalism, one in which words such as representation, many selves, power and democracy are integral.
Abstract: If we lived in a democratic state our language would have to hurtle, fly, course and sing, in all the undeniable and representative and participating voices of everybody here. We would make our language conform to the truth of our many selves and we would make our language lead us into the quality of power that a democratic state must represent. (Jordan, 1987, p. 24)June Jordan's words bring forth a utopian vision of a future in which issues of language, voice, truth, power, and democracy all come together in the creation of a culturally diverse democratic world. She speaks in the language of a critical multiculturalism, one in which words such as representation, many selves, power, and democracy are integral. In this article, I develop a broad understanding of the basic epistemological positions underlying the discourse of multicultural education and, in particular, multiculturalism in children's literature.
TL;DR: In "Change without Difference: School Restructuring in Historical Perspectives" as discussed by the authors, Goodman offers his critique of the third wave school restructuring movement and highlights the history of the fields critiqued in an effort to show that the traditions of those involved in this movement cause them to propose an agenda of social functionalism, individualism, and expertism for school reform.
Abstract: In "Change without Difference: School Restructuring in Historical Perspectives," Jesse Goodman offers his critique of the "third wave" school restructuring movement and highlights the history of the fields critiqued in an effort to show that the traditions of those involved in this movement cause them to propose an agenda of social functionalism, individualism, and expertism for school reform.1 He suggests that due to a reliance on technology, a faith in efficiency and productivity, and a history in instructional systems management, these current "restructuralists" propose nothing more than a return to the past.We wish to take issue with many of Goodman's assertions. In the process, we hope to make clear the true values that underlie the systemic transformation movement. We also wish to point out some inherent contradictions in Goodman's argument, take issue with a historical approach that freezes disciplines in a single moment, and suggest that critique in the service of evolution of a discipline is more...
TL;DR: In this article, Gerbner argues that the images portrayed in the PSAs reflect the type of violence that is presented by the television industry itself, not the kinds of violence actually exists in the real world.
Abstract: In this essay, George Gerbner reviews eight television public service announcements (PSAs) that deal with urban violence and are produced by the media conglomerate HBO/Time Warner. Gerbner couches his critique of the PSAs in terms of the historical tension between the commercial nature of television in the United States and broadcasters' mandated role to serve the public. In creating a framework to understand the anti-violence PSAs, Gerbner broadens the discussion to include both the media industry in the United States and the demand for violence television programming in the international marketplace. Although he acknowledges the high production value of the PSAs, Gerbner contends that the race, age, and gender of the characters, as well as the situations depicted, constitute a hidden message of stereotyped violence. Gerbner argues that the images portrayed in the PSAs reflect the type of violence that is presented by the television industry itself, not the kinds of violence that may actually exists in t...
TL;DR: Project HIP-Hop (Highways into the Part: History, Organizing and Power) as discussed by the authors is an educational initiative that encourages young people to explore racism, a root cause of violence engulfing so many of their lives.
Abstract: During the summers of 1993 and 1994, groups of young people from the Boston area took part in an innovative educational initiative known as Project HIP-HOP (Highways into the Part: History, Organizing and Power) These students made a five thousand mile journey south to visit key sites of the civil rights movement of the 1950s and 1960s, and to learn about the power of nonviolence from people who were teenagers or younger when they participated in the movement this two-part manuscript is about that journey The first part, by Nancy Uhlar Murray, the chief organizer of Project HIP-HOP, describes how the idea of a "civil rights tour," with participants going into schools after the trip to share their experiences with their peers, evolved from efforts to encourage young people to explore racism, a root cause of the violence engulfing so many of their lives The project operates on the premise that a largely a historical outlook that focuses on violence as if it were unique to this generation of urban youth