Showing papers in "Harvard Educational Review in 2003"
TL;DR: Artiles identifies "paradoxes and dilemmas" faced by special education researchers and practitioners who are seeking to create socially just education systems in a democratic society that is currently marked by an increasing complexity of difference.
Abstract: In this article, Alfredo Artiles identifies "paradoxes and dilemmas" faced by special education researchers and practitioners who are seeking to create socially just education systems in a democratic society that is currently marked by an increasing complexity of difference. He argues that the two primary discourse communities — inclusion and overrepresentation — must engage in a fuller dialogue and recognize the "troubling silences" within and between their respective literatures. Placing his analysis within the larger political context of current efforts and debates over educational reform, the author gives readers a broad overview of the literature on inclusion and overrepresentation. He then presents a multilayered analysis of culture and space that identifies the limitations of current research, while offering new possibilities and directions for the field. Artiles concludes that unless researchers and practitioners surface their assumptions about difference, as well as culture and space, the special...
281 citations
TL;DR: Cokley as discussed by the authors found that African American students are intrinsically highly motivated, but this motivation is not related to how they perform academically or to their academic self-concept, and introduced self-determination theory as an additional motivational framework to understand students' motivation.
Abstract: In this article, Kevin Cokley challenges conventional wisdom about African American college students and the factors underlying their academic underachievement. In this quantitative study of students attending three historically Black colleges and universities and one predominantly White university, Cokley reviews and integrates existing research on the academic motivation and academic self-concept of African American students. He then introduces self-determination theory as an additional motivational framework to understand African American students' motivation. While Cokley finds that African American students are intrinsically highly motivated, this motivation is not related to how they perform academically or to their academic self-concept.
196 citations
TL;DR: Freedle et al. as mentioned in this paper proposed a corrective scoring method, the Revised-SAT, to address the nonrandom ethnic test bias patterns found in the SAT, which reduced the mean score difference between African American and White SAT test-takers by one-third.
Abstract: The SAT has been shown to be both culturally and statistically biased against African Americans, Hispanic Americans, and Asian Americans. In this article, Roy Freedle argues for a corrective scoring method, the Revised-SAT (R-SAT), to address the nonrandom ethnic test bias patterns found in the SAT. The R-SAT, which scores only the "hard" items on the test, is shown to reduce the mean-score difference between African American and White SAT test-takers by one-third. Further, the R-SAT shows an increase in SAT verbal scores by as much as 200 to 300 points for individual minority test-takers. Freedle also argues that low-income White examinees benefit from the revised score as well. He develops several cognitive and cultural hypotheses to explain the ethnic regularities in responses to various test items. Freedle concludes by offering some predictions as to how ethnic populations are likely to be affected by the new designs currently being proposed for the SAT, and describes the implications of the R-SAT for...
167 citations
TL;DR: In this article, the authors present a broad theoretical argument that positions the school as the site and instrument through which cultural responses to material conditions are played out, arguing that it is from these specific cultural forms that an effective struggle for social change can emerge.
Abstract: Drawing on more than twenty-five years of experience researching and theorizing about culture, youth, and society, Paul Willis presents a broad theoretical argument that positions the school as the site and instrument through which cultural responses to material conditions are played out. Willis distinguishes between three "waves of modernization" that stem from radical shifts in technological and material production and that are accompanied by specific cultural forms, particularly forms of youth culture. He argues that it is from these specific cultural forms that an effective struggle for social change can emerge.
147 citations
TL;DR: McCarthy et al. as mentioned in this paper argue that educators need to pay special attention to developments associated with human immigration, cultural globalization, and the rapid migration of cultural and economic capital and electronically mediated images.
Abstract: In this closing article, Cameron McCarthy, Michael Giardina, Susan Harewood, and Jin-Kyung Park draw on the preceding articles of this Special Issue to develop the argument that educators need to pay special attention to developments associated with human immigration, cultural globalization, and the rapid migration of cultural and economic capital and electronically mediated images. In the plurality of social and cultural sites of practice reflected in these articles, McCarthy et al. find implications for pedagogical practice and the educational preparation of school youth. They specifically address questions concerning the reproduction of culture, identity, and community as they relate to contemporary educational debates. Given this range of cultural practices, how should we address the topic of culture and identity in the organization of school knowledge? McCarthy et al. suggest that pedagogical interventions that privilege popular culture as a site of legitimate critique can open up new avenues of expl...
147 citations
TL;DR: In this article, the authors address the challenges media educators face in dealing with post-modern media culture and argue that these developments represent a fundamental challenge to the modernist project of media education with its emphasis on the production of critical consumers.
Abstract: In this article, David Buckingham addresses the challenges media educators face in dealing with postmodern media culture. Buckingham begins by outlining the nature of contemporary developments in children's media environments and how these relate to broader changes in their social status. He argues that these developments represent a fundamental challenge to the modernist project of media education, with its emphasis on the production of critical consumers. Buckingham then moves on to draw on his own empirical studies of media classrooms in the United Kingdom. He deals first with the issue of identity formation and the implications of current changes for teaching about representation. Second, he considers the role of play, particularly in relation to students' media production, and the potential limitations of a more ludic, or playful, approach. Buckingham then addresses the difficulties posed by students' use of parody, both ideologically and in terms of learning. Finally, he considers a more comprehensi...
125 citations
TL;DR: In this paper, Anne Haas Dyson illustrates the textual processes involved in the children's shared practices as playful children and good friends, and presents an alternative view of the pathways and mechanisms through which children enter into school literacy practices.
Abstract: In this ethnographic study of a group of African American first graders, Anne Haas Dyson illustrates the textual processes — the deliberate manipulation of popular cultural material — involved in the children's shared practices as playful children and good friends. These same processes shaped the ways the children made sense of and began to participate in school literacy. The observed children did not approach official literacy activities in their classroom as though they had nothing to do with their own childhoods. They made use of familiar media-influenced practices and symbolic material to take intellectual and social action in the official school world. Dyson offers a fresh perspective on children's experiences with popular media, emphasizing that they are an integral aspect of contemporary childhoods, not an external threat. Moreover, she presents an alternative view of the pathways and mechanisms through which children enter into school literacy practices, one that illuminates how children build fro...
125 citations
TL;DR: The importance of popular culture and its connection to education lies in the role it plays as a site for engaging in the process of democratic practice as mentioned in this paper, which encourages educators to engage young people in a deep exploration of the multiple dimensions of popularity and public sphere, and highlights examples of this kind of engagement.
Abstract: In this introduction to the study of popular culture in education, Nadine Dolby offers an insightful review of the literature informing this work. Her essay sets the tone and theme for this Special Issue, and begins to address why educators and educational researchers should pay particular attention to popular culture. Discussing the relevant literature and introducing readers to historical debates in the field, Dolby distinguishes between various understandings of popular culture and approaches to studying its relationship to education. Ultimately, Dolby argues, the importance of popular culture and its connection to education lies in the role it plays as a site for engaging in the process of democratic practice. She encourages educators to engage young people in a deep exploration of the multiple dimensions of popular culture and the public sphere, and highlights examples of this kind of engagement.
121 citations
TL;DR: Maisha T. Fisher as discussed by the authors explores the resurgence of spoken word and poetry venues in the Black community and their salience as venues for cultural identity development and literacy practice, and describes two open mic poetry settings that recall the feeling and communal centrality of jazz clubs and literary circles of the Harlem Renaissance.
Abstract: In this article, Maisha T. Fisher explores the resurgence of spoken word and poetry venues in the Black community and their salience as venues for cultural identity development and literacy practice. Calling them African Diaspora Participatory Literacy Communities (ADPLCs), Fisher describes two open mic poetry settings that recall the feeling and communal centrality of jazz clubs and literary circles of the Harlem Renaissance. These ADPLCs are predominantly created and supported by people of African descent who actively participate in literacy-centered events outside of school and work settings. Through ethnographic research, Fisher explores how these venues function as literacy centers in two communities. Fisher discusses the cultural practices that underlie the organization and orchestration of these events, explores what inspires and motivates participants, and examines how these venues operate as sites for multiple literacies.
120 citations
Journal Article•
120 citations
TL;DR: In this paper, the authors highlight the Haitian cultural practice of bay odyans, a form of discourse similiar to scientific argumentation, as a potential building block for engaging Haitian children in scientific inquiry.
Abstract: In this article, Josiane Hudicourt-Barnes critiques the claim that Haitian children cannot actively engage in science classrooms. Drawing from her own work as a bilingual science teacher and educational researcher, Hudicourt-Barnes highlights the Haitian cultural practice of bay odyans, a form of discourse similiar to scientific argumentation, as a potential building block for engaging Haitian children in scientific inquiry. She offers specific examples of Haitian students recreating bay odyans in science classrooms, and suggests that these students have a cultural experience that predisposes them to scientific inquiry. In making links between culture, scientific inquiry, and pedagogy, Hudicourt-Barnes seeks to broaden the research perspective on Haitian students and discourage the use of research paradigms that ignore the impact of culture in the classroom.
TL;DR: In this article, the authors examine discourses generated by university women's commissions, which are policy-focused groups advocating for gender equity in higher education, and illustrate how dominant discourses of femininity, access, and professionalism contribute to constructing women's status in complex ways and may have the unintended consequence of undermining the achievement of gender equity.
Abstract: In this article, Elizabeth J. Allan explores how discourses embedded in university women's commission reports position women as victims, outsiders to the structure and culture of the institution, and as being in need of professional development. Using policy discourse analysis, Allan examines discourses generated by university women's commissions, which are policy-focused groups advocating for gender equity in higher education. Allan analyzes the text of twenty-one commission reports issued at four research universities from 1971 to 1996, and illustrates how dominant discourses of femininity, access, and professionalism contribute to constructing women's status in complex ways and may have the unintended consequence of undermining the achievement of gender equity. She also explores how a caregiving discourse is drawn on and challenges institutional norms of the academic workplace. Allan provides four suggestions for improving university women's commissions, including promoting awareness of policy as disco...
TL;DR: In this paper, Vargas Claveria and Gomez Alonso argue that educational researchers have long ignored the Roma people and that this lack of attention has contributed to the persistence of educational inequity that the Roma endure throughout the world.
Abstract: In this article, Julio Vargas Claveria and Jesus Gomez Alonso argue that educational researchers have long ignored the Roma people and that this lack of attention has contributed to the persistence of educational inequity that the Roma endure throughout the world. The authors propose a new approach to Romani educational research based on intersubjective dialogue, and the emergence of an egalitarian relationship between the researcher and the researched. This communicative approach considers the reflections of those researched and safeguards the voices of those studied. The authors contextualize their methodological and ideological discussion within a framework of Romani history.
TL;DR: In this article, Jocelyn Glazier introduces readers to the Arab and Jewish students and teachers of Gal Bilingual/Bicultural School in Israel, arguing that education should promote cultural fluency, which can be achieved by creating an environment that requires students to engage in one another's company.
Abstract: In this article, Jocelyn Glazier introduces readers to the Arab and Jewish students and teachers of Gal Bilingual/Bicultural School in Israel. Glazier challenges traditional intergroup contact theories and the objectives of peace education centered on prejudice reduction, arguing that education should promote cultural fluency, which can be achieved by creating an environment that requires students to engage in one another's company. Glazier explicates the idea of "company" through a yearlong ethnographic study at the Gal School and details an educational model that fosters cross-cultural awareness in first graders.
TL;DR: Leswin Laubscher and Susan Powell as discussed by the authors explore their experiences as professors who teach about difference and are themselves considered "different" or "other" by society and their students, and illustrate the unique pedagogical opportunities that their course offers them and their primarily White, able-bodied, and socioeconomically advantaged students to struggle not only with the theory, but also with the experience, of difference.
Abstract: In this article, Leswin Laubscher and Susan Powell explore their experiences as professors who teach about difference and are themselves considered "different" or "other." The authors describe how society and their students perceive them, and illustrate the unique pedagogical opportunities that their course offers them and their primarily White, able-bodied, and socioeconomically advantaged students to struggle not only with the theory, but also with the experience, of "difference." The authors proceed from the premise that the professor marked by difference, and who teaches about that difference, is not just teaching an academic course but is also articulating his or her life experience and self. The authors emphasize how difference is embodied in the classroom, how students respond to this difference, and the costs and benefits to educators marked as other who strive to facilitate students' self-exploration, growth, and commitment to social justice.
TL;DR: In this article, a White English male explores the implications of his own social location for his work in adult education by drawing on the works of Cornel West and Lucius T. Outlaw, two prominent African American scholars who racialized the discourse of adult education.
Abstract: In this article, Stephen Brookfield explores the "unproblematized Eurocentrism" that characterizes contemporary adult education in light of Herbert Marcuse's perspectives on repressive tolerance. Brookfield, a White English male, explores the implications of his own social location for his work in adult education by drawing on the works of Cornel West and Lucius T. Outlaw Jr., two prominent African American scholars who racialize the discourse of adult education. Brookfield further considers the broader implications for adult education practice and scholarship that emerge from West's and Outlaw's perspectives on critical thinking, which are paradigmatically different from the Euro-American traditions that tend to ignore issues of race and dominate the field. Finally, Brookfield offers recommendations to practitioners and scholars for actively exploring adult education's role in challenging the "the myth of neutral, non-impositional, adult educators."
TL;DR: The authors argues that research on media violence has created a large academic subculture that has done little to advance our understanding of who is watching violent media and why, and draws on multidisciplinary sources and calls for scholars to collaborate across fields to reframe the discussion.
Abstract: In this article, David Trend illuminates the centrality of violent narratives in U.S. popular culture. He describes the ubiquity of violent imagery and the popular discourse it has generated. Trend argues that research on media violence has created a large academic subculture that has done little to advance our understanding of who is watching violent media and why. He draws on multidisciplinary sources and calls for scholars to collaborate across fields to reframe the discussion. He concludes that the mass production of violent media may be wasting an enormous resource that might otherwise be used for tremendous public good.
TL;DR: The Division de Educacion de la Comunidad (DivEdCo) as discussed by the authors was the government educational agency charged with promulgating Luis Munoz Marin's ideas about Puerto Rican culture and citizenship.
Abstract: The Estado Libre Asociado de Puerto Rico (autonomous commonwealth), established in 1952, redefined the political relationship between the United States and its colony. The ambiguous political status — autonomy without sovereignty, self-government without self-determination—created new social, political, and cultural contradictions. The island's first elected governor, Luis Munoz Marin, was committed to promoting an essentialized Puerto Rican culture centered around the idealization of traditional rural life, while simultaneously creating a new democratic citizenship, both of which would bolster the new government's legitimacy before its people. In this article, Puerto Rican scholar Cati Marsh Kennerley explores the collective work done by the Division de Educacion de la Comunidad (DivEdCo), the government educational agency charged with promulgating Munoz Marin's ideas about Puerto Rican culture and citizenship. Marsh Kennerley draws from a wide variety of sources to reconstruct an untold history, analyze...
Journal Article•