المؤلفون: Wrigley, Terry (ORCID 0000-0002-1536-243X)

المصدر: European Educational Research Journal. Jan 2022 21(1):105-123.

Peer Reviewed: Y

Page Count: 19

Descriptors: Neoliberalism, Foreign Countries, Public Education, Educational Policy, Social Systems, Educational Practices, Curriculum Development, Educational History, Philosophy, Social Theories, Educational Change, Social Class, Politics of Education, Educational Environment

مصطلحات جغرافية: United Kingdom (England)

مستخلص: This article considers some theoretical resources for resistance to neoliberalised schooling and develops principles for reimagining the common school. Whilst relevant internationally, it is situated in the particular context of England, as a global epicentre of school reform -- a marketised and largely privatised system where the net of surveillance and control is tightly woven from assessment data, inspections and performance pay, and where the curriculum has been systematically divorced from young people's life experience and concerns. To clarify the meaning of this crisis, the paper draws on some key ideas from the Marxist tradition, particularly class and alienation, situating neoliberal policy within the crises of late capitalism. The paper looks in two directions for resources to help overcome the current impasse. Firstly, it highlights the strengths of more creative and emancipatory pedagogies in earlier decades of English curriculum development, including the value of learners' experience, vernacular language, dialogic teaching and play. Secondly it examines the northern European paradigm of curriculum construction focused on more holistic human development ("Bildung"), focusing particularly on the work of Wolfgang Klafki. The value of this theorisation of curriculum and pedagogy is highlighted through contrasts with the current drive towards a 'knowledge-based curriculum'.

Abstractor: As Provided

المؤلفون: Levinson, Meira, Fay, Jacob

المصدر: Harvard Education Press. 2019.

Peer Reviewed: N

Page Count: 320

Descriptors: Democracy, Citizenship Education, Problem Solving, Cooperation, Democratic Values, Inclusion, Political Issues, Diversity, Friendship, Safety, Educational Environment, Activism, Civil Disobedience, Student Attitudes, Civics, Prevention, Juvenile Gangs, Immigration, Law Enforcement, Undocumented Immigrants, School Safety, At Risk Students, Fear, Information Technology, Social Media, Middle School Students, High School Students, Privacy, Charter Schools, Public Education, School Choice, Refugees, Foreign Countries, Ethics, Blacks, Whites, Politics of Education, Controversial Issues (Course Content), Elementary Secondary Education, LGBTQ People, Debate, Social Justice, Racial Bias, Culturally Relevant Education, Educational Change, Teacher Role, Academic Freedom, Freedom of Speech, Accountability, Student Rights, Critical Thinking

مصطلحات جغرافية: Canada, Somalia

مستخلص: Teaching in a democracy is challenging and filled with dilemmas that have no easy answers. For example, how do educators meet their responsibilities of teaching civic norms and dispositions while remaining nonpartisan? "Democratic Discord in Schools" features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. Each of the cases also features a set of six commentaries written by a diverse array of scholars, educators, policy makers, students, and activists with a range of political views to spark reflection and conversation. Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education (HGSE), "Democratic Discord in Schools" provides the tools that allow educators and others to practice the deliberative skills they need in order to find reasonable solutions to common ethical dilemmas in politically fraught times. After a foreword, this book begins with "Schools of, by, and for the People: Both Impossible and Necessary" (Jacob Fay and Meira Levinson). Chapter two, Walling Off or Welcoming In? The Challenge of Creating Inclusive Spaces in Diverse Contexts (Sara Calleja, Toni Kokenis, and Meira Levinson), features the following case studies: Don't Avoid Politics: Develop a Civic Mindset (Maureen Costello); The Distinction between Difference and Divisiveness (Andy Smarick); Courage and Wisdom in Handling Political Speech (Yun-Kyoung Park); Handling Matters of Friendship (Myisha Cherry); Creating Safety While Embracing Discomfort (Thea Renda Abu El-Haj); and Creating a Democratic School in a Diverse Community (James A. Banks). Chapter three, School Walkouts and Civil Disobedience (Nicolás Riveros, Nick Fernald, and Jacob Fay), features: Students' Perspectives on How Schools and Districts Should Prepare for and Respond to Walkouts (Jonathan Boisvert, Keegan Bonds-Harmon, Innocense Gumbs, and Jalissa Mixon, with guidance from Arthur Baraf); Citizens Now (Michelle J. Bellino and Natalie R. Davis); The Goal Is Civic Learning (Sheldon Berman); Don't Just Protest (Harry C. Boyte); Chicago 1968 (Dionne Danns); and Just Protest (Juan Espindola). Chapter four, The Price of Safety: Gang Prevention, Immigration Status, and Law Enforcement in Schools (Tatiana Geron and Meira Levinson), features: Education and Deportation (Jennifer M. Chacón); How to Interrupt Safety for Some and Precarity for Others (Leigh Patel); Principled Policing (Kathleen O'Toole); The Price of Safety in Schools Is Too High When the Most Vulnerable Have to Pay It (Zofia Stemplowska); The Pursuit of Purpose When Fear Holds Power (Laura Burgos); and How to Overcome "Contradictions of Control" in Schools--Hint, Don't Call the Sherif (José S. Plascencia-Castillo). Chapter five, Eyes in the Back of Their Heads 2.0: Student Surveillance in the Digital Age (Meira Levinson and Garry S. Mitchell), features: Monitoring Students in British Schools (Gemma Gronland); The Limitations of Social Media Surveillance (Rachel Levinson-Waldman); Seeing Eye to Eye with Students (Carrie James and Emily Weinstein); Middle and High School Student Responses (Alexander Kosyakov, McKenna Dixon, Adriana Alvarado, Vaishali Shah, Nithyani Anandakugan, and Natalie Parker); Schools Should Reaffirm Privacy While Protecting Students (Bryan R. Warnick); and Everyone Should Be Involved in Designing, Implementing, and Evaluating Digital Surveillance Technology (Erhardt Graef). Chapter six, Particular Schools for Particular Students: Are Charter Schools New Democratic Spaces, or Simply Segregated Ones? (Terri S. Wilson), features: Public Education, School "Choice," and Somali Refugee Children (Cawo M. Abdi); Why Are We Worried about Students at Bari? (Reva Jaffe-Walter); Reframing the Ethical Dilemma (Jarvis R. Givens); The Civic Costs of Charter Schools and the Need for Systemic Reform (Courtney Humm); Black Charter Schools and White Liberal Ambivalence (Michael S. Merry); and Charters of Freedom or Fracture? (Rogers M. Smith); Chapter seven, Politics, Partisanship, and Pedagogy: What Should be Controversial in K-12 Classrooms? (Ellis Reid, Heather Johnson, and Meira Levinson), features: Moving Beyond the Echo Chamber (Neema Avashia); Cultivating Judgment (Walter C. Parker); Trans*+ and Gender Identity Diverse Students' Right to Use a Bathroom (sj Miller); Framing and Structuring Discussions of Controversial Issues (Paula McAvoy); Bathroom Access for All (Tetyana Kloubert); and Creating Principled Debates by Choosing Debate Principles (Rich Frost). Chapter eight, Bending Toward--or Away from--Racial Justice? Culturally Responsive Curriculum Rollout at ARC Charter (Tatiana Geron and Meira Levinson), features: Creating Culturally Responsive Curricula for All (Janine de Novais); Weighing Harm (Margot Ford, Daniella J. Forster, and Kevin Lowe); Slow Down to Make Real Change (Teresa Rodriguez); Considerations for the Ethical Implementation of Culturally Responsive Curricula (Winston C. Thompson); (How) Can Curriculum Leverage the Disruption of Oppression? (Deborah Loewenberg Ball and Darrius Robinson); and Holding Complicated Truths Together Enhances Rigor (Clint Smith). Chapter nine, Talking Out of Turn: Teacher Speech for Hire (Ellis Reid, Meira Levinson, and Jacob Fay), features: It's Not What Teachers Say; It's Why (Jonathan Zimmerman); Why States Must Protect Teachers' Academic Freedom (Randall Curren); Free Speech, Accountability, and Public Trust (Joshua Dunn); Boundaries, Ambiguity, and Teacher Ingenuity (Jasmine B.-Y. Sim and Lee-Tat Chow); The Perils of Warning Teachers about "Political" and "Partisan" Speech (Mica Pollock); and Protecting Students' Rights to Think Critically (Curtis Acosta). The book concludes with chapter ten, Educating for Civic Renewal (Meira Levinson and Jacob Fay). [Foreword by Margot Stern Strom and Adam Strom.]

Abstractor: ERIC

URL الوصول: https://www.hepg.org/hep-home/books/democratic-discord-in-schools

المؤلفون: Hernandez, Ivette

المصدر: British Journal of Sociology of Education. 2019 40(4):475-489.

Peer Reviewed: Y

Page Count: 15

Descriptors: Foreign Countries, Secondary School Students, Activism, Self Concept, Transformative Learning, Access to Education, Educational Environment, Politics of Education, Educational Change, Resistance to Change, Neoliberalism, Public Education

مصطلحات جغرافية: Chile

مستخلص: This article is about collective identity, learning processes and political agency in the Chilean student movement. The geographies of collective identity are constituted through engaging with emotions interwoven with the political learning process by making mistakes that enabled student activists' agency to undergo transformation between 2006 and 2011. Space articulates an identity politics as the bio-politics of existence through which life itself becomes a political action and animates a radical imaginary of politics as being-in-common. This meaning of politics is interwoven with the production of territorial assemblies in 2011 through which the Chilean student movement reasserted the space-time of the political demand for free education in spatial rather than temporal terms by reimagining a collective vision with others. This represents the main legacy of the movement and becomes a condition of possibility for envisioning free education as an alternative project that seeks to contest neoliberal common sense.

Abstractor: As Provided

المؤلفون: Baker, Lindsay, National Clearinghouse for Educational Facilities

المصدر: National Clearinghouse for Educational Facilities. 2012.

Peer Reviewed: N

Page Count: 30

Sponsoring Agency: US Environmental Protection Agency

Descriptors: Foreign Countries, Developed Nations, Educational Facilities Design, School Buildings, Lighting, Public Education, Environmental Standards, Politics of Education, Educational History, Role of Education, Educational Trends, Acoustics, Educational Policy, Public Policy, Evaluation Criteria, Ventilation, School Construction, Educational Facilities Planning, Educational Facilities Improvement, School Expansion, School Safety, Structural Elements (Construction), Design Requirements, Facility Guidelines, Compliance (Legal), Building Design, Educational Environment, Classroom Design, Federal Legislation, Federal Regulation, Heat, Energy Conservation, Interior Space, Federal Programs

مصطلحات جغرافية: Australia, United Kingdom, United States

Laws, Policies and Program Identifiers: Americans with Disabilities Act 1990

مستخلص: Public education is one of the central tasks of a democratic society, and the buildings that house this important task not only shape the way one teaches, but provide icons and symbols for the values people hold common as a society. Perhaps unsurprisingly, this context has placed school buildings squarely in a position of debate and innovation since the nation began, and school buildings continue to be the subject of careful study and debate today. Schools are influenced by political and social movements, new technologies and trends, the growing awareness of what makes one learn better and thus the notions of what makes a great school are constantly shifting and adapting to new ideas. This paper provides a brief history of the past century and a half of school design, focusing particularly on the systems that made schools livable and conducive to learning: lighting, heating, cooling, ventilation, and acoustics. (Contains 14 figures.)

Abstractor: ERIC

المؤلفون: Greene, Jay P., Kisida, Brian, Butcher, Jonathan, Manhattan Inst., New York, NY. Center for Civic Innovation.

المصدر: Center for Civic Innovation. 2007.

Peer Reviewed: N

Page Count: 18

Descriptors: Public Education, Public Schools, School Policy, Identification, Presidents, Role Models, Politics of Education, Civics, Educational Environment, Cultural Context, Trend Analysis, Public Policy

مصطلحات جغرافية: Arizona, Florida, Massachusetts, Minnesota, New Jersey, Ohio, Wisconsin

مستخلص: The names that school boards give to public schools can both reflect and shape civic values. It is increasingly rare for public schools to be named after presidents -- or people, in general -- and increasingly common to name schools after natural features. This shift from naming schools after people worthy of emulation to naming schools after hills, trees, or animals raises questions about the civic mission of public education and the role that school names may play in that civic mission. After analyzing trends in public school names in seven states, representing 20 percent of all public school students, the authors obtained the following statistics: (1) Of almost 3,000 public schools in Florida, five honor George Washington, compared with eleven named after manatees; (2) In Minnesota, the naming of schools after presidents declined from 14 percent of schools built before 1956 to 3 percent of schools built in the last decade; (3) In New Jersey, naming schools after people dropped from 45 percent of schools built before 1948 to 27 percent of schools built since 1988; (4) In the last two decades, a public school built in Arizona was almost fifty times more likely to be named after such things as a mesa or a cactus than after a president; (5) In Florida, nature names for schools increased from 19 percent of schools built before 1958 to 37 percent of schools built in the last decade; (6) Similar patterns were observed in all seven states analyzed; and (7) Today, a majority of all public school districts nationwide do not have a single school named after a president. Further research is necessary to identify the causes and consequences of these changes in the names given to public schools. The causes for the shift in school names may include broad cultural changes as well as changes in the political control of school systems. Given the weak outcomes for public schools on measures of civic education, the link between trends in school names and those civic outcomes is worthy of further exploration. Reports like this one can contribute to future research by providing basic facts on trends in school names as well as sparking discussion on the civic purposes of public schools and the role that school names play in those civic purposes. The document includes a Methodological Appendix. (Contains 8 endnotes and 7 tables.)

Abstractor: ERIC

المؤلفون: Mains, Ronda M.

المصدر: Forum on Public Policy Online. Win 2007 2007(1).

Peer Reviewed: Y

Page Count: 18

Descriptors: Subcultures, Art, Public Education, Social Influences, Social Values, Music, Curriculum, Standardized Tests, Mathematics, Sciences, Educational Legislation, Federal Legislation, Educational Environment, Multiple Intelligences, Politics of Education, Educational Finance, Technology

Laws, Policies and Program Identifiers: No Child Left Behind Act 2001

مستخلص: The concept of two cultures recognized by Charles Percy Snow may have implications beyond a lack of understanding and respect between two conflicting worlds of intellectuals. This widening chasm in the United States affects the education of our public school students. Technology and economics, intelligence testing, the "No Child Left Behind Act," college entrance requirements, national standardized testing are some of the contributors to an educational value system skewed toward reading, math, and science. If Howard Gardner is correct in his theory of multiple intelligences then the public school education one-size-fits-all system may be detrimental to the success and self-confidence of children whose inherent intelligence is not in linguistics, mathematical reasoning, or science. This paper examines some of the societal factors put on public school education such as political rhetoric, the disparity in grant funding between sciences and the arts, the pressures of curricula created by college entrance requirements, the role of technology in the economy, and the media's preferential interest in success in math and science. There are observations of the decline of interest in the arts in society as well as in public schools and comments about the implications of an artistic subculture.

Abstractor: As Provided

المؤلفون: Jones, Dennis P., National Center for Higher Education Management Systems, Boulder, CO., California Higher Education Policy Center, San Jose.

Peer Reviewed: N

Page Count: 28

Descriptors: Access to Education, Change Strategies, Delivery Systems, Educational Change, Educational Demand, Educational Environment, Educational Equity (Finance), Educational Innovation, Educational Philosophy, Educational Trends, Financial Problems, Financial Support, Futures (of Society), Higher Education, Long Range Planning, Politics of Education, Public Education, Role of Education, School Restructuring, State Aid, State Colleges, State Universities

مصطلحات جغرافية: California

مستخلص: This study examined the ability of California to meet increased demand for postsecondary education without significantly altering the basic historical assumptions and policies that have governed relations between the state and its institutions of higher learning. Results of a series of analyses that estimated projected enrollments and costs under various scenarios suggested that significant changes would be needed, and the report lists eight options to be considered: (1) eliminate certain forms of output and reduce certain services; (2) restrict access to the system; (3) increase revenue stream (tuition); (4) deliver higher education programs through other types of organizations; (5) change the governance structure; (6) change delivery systems by moving to off-campus instruction, greater use of technology, revising pedagogical approaches, and revising curriculums; (7) eliminate either the senior year in high school or the freshman year in college; and (8) change the relationship between higher education and the state government. The appendix contains information on methodology and the assumptions made to arrive at the findings. (CH)

المؤلفون: Love, Bettina L.

المصدر: Urban Review: Issues and Ideas in Public Education. Jun 2014 46(2):292-306.

Peer Reviewed: Y

Page Count: 15

Descriptors: Males, Social Justice, Death, Controversial Issues (Course Content), African American Students, Adolescents, Public Education, Racial Discrimination, Educational Environment, Sex Stereotypes, Critical Theory, African American History, Learning Experience, Political Power, Politics of Education, Elementary Secondary Education

مستخلص: The goal of this article is to examine the racially hostile environment of U.S. public schooling towards Black males. Drawing on the work of Foucault ("Discipline and punish. The birth of the prison," Penguin Books, London, 1977; "Michel Foucault: beyond structuralism and hermeneutics," The Harvester Press, Brighton, 1982) regarding the construction of society's power relations and Bourdieu's ("Power and ideology in education," Oxford University Press, New York, 1977; "Handbook of theory and research for the sociology of education." Greenwood Press, New York, 1986; "The logic of practice." Polity Press, Cambridge, 1990) work concerning how beliefs are established, this article demonstrates how power operates within schools alongside racism, racial profiling, and gender stereotypes to criminalize Black males. Additionally, the utilization of the theoretical lenses of populational reasoning (Popkewitz in "Struggling for the soul: the politics of schooling and the construction of the teacher," Teachers College Press, New York, 1998), conceptual narrative (Somers and Gibson in "Social theory and the politics of identity," Blackwell, Cambridge, 1994), and critical race theory (Delgado and Stefancic 2001) links the common narrative and the cultural memory of Black males to the death of Trayvon Martin and the treatment of Black males in schools.

Abstractor: As Provided

المؤلفون: Steffes, Tracy L.

المصدر: University of Chicago Press. 2012.

Peer Reviewed: N

Page Count: 304

Descriptors: Democracy, Educational History, Public Education, Role of Education, Politics of Education, Educational Philosophy, Educational Policy, Progressive Education, Government Role, Power Structure, Government School Relationship, Social Environment, Educational Environment, Governance, Educational Change, Industrialization, Urbanization

مستخلص: "Democracy has to be born anew every generation, and education is its midwife," wrote John Dewey in his classic work "The School and Society." In "School, Society, and State", Tracy Steffes places that idea at the center of her exploration of the connections between public school reform in the early twentieth century and American political development from 1890 to 1940. American public schooling, Steffes shows, was not merely another reform project of the Progressive Era, but a central one. She addresses why Americans invested in public education and explains how an array of reformers subtly transformed schooling into a tool of social governance to address the consequences of industrialization and urbanization. By extending the reach of schools, broadening their mandate, and expanding their authority over the well-being of children, the state assumed a defining role in the education--and in the lives--of American families. In "School, Society, and State", Steffes returns the state to the study of the history of education and brings the schools back into our discussion of state power during a pivotal moment in American political development.

Abstractor: As Provided

URL الوصول: http://www.press.uchicago.edu/ucp/books/book/chicago/S/bo12778584.html

المؤلفون: Coffield, Frank

المصدر: Journal of Education Policy. 2012 27(1):131-149.

Peer Reviewed: Y

Page Count: 19

Descriptors: Foreign Countries, Educational Policy, Educational Change, Public Education, Evaluation Problems, Evidence, Democracy, Cultural Influences, Teacher Role, Educational Principles, Educational Environment, Politics of Education, Policy Analysis, International Education, Educational Improvement, Comparative Education, Comparative Analysis

مصطلحات جغرافية: United Kingdom (England)

Assessment and Survey Identifiers: Program for International Student Assessment, Trends in International Mathematics and Science Study

مستخلص: In the last four years McKinsey and Company have produced two highly influential reports on how to improve school systems. The first McKinsey report "How the world's best-performing school systems come out on top" has since its publication in 2007 been used to justify change in educational policy and practice in England and many other countries. The second "How the world's most improved school systems keep getting better," released in late 2010, is a more substantial tome which is likely to have an even greater impact. This article subjects both reports to a close examination and finds them deficient in 10 respects. The detailed critique is preceded by a few general remarks about their reception, influence and main arguments. (Contains 4 figures and 13 notes.)

Abstractor: As Provided