Public Education Practice Research Articles

Ungrievable: Theorizing white Christian nationalist rhetorical practices in education

The religiopolitical movement of White Christian nationalism has increasingly impacted policy and practice in public education in the United States. This theoretical paper examines how White Christian nationalist ideologies and rhetoric are influencing the discourse of schooling and education. We use Butler’s (2016) definition of frames, grievability, and precarity in order to describe two underpinning ideologies of White Christian nationalism–namely, dominionism and colonialism. Then, we draw on sociological, historical, journalistic, and theological descriptions of White Christian nationalism to identify rhetorical practices utilized by this growing religiopolitical movement, and also draw on practitioner texts written by Christian teachers as illustrative examples of the ways that White Christian nationalist rhetorical practices might find expression in classrooms and schools. We argue that identifying how ideologies and rhetorical practices of White Christian nationalism influence and affect teachers and students is an important step in considering how educational researchers, policymakers, and teachers might purposefully grapple with how White Christian nationalism is shaping American classrooms.

Homeless Males Addicted to Alcohol about Helplessness: Secondary Qualitative Data Analysis

The subject of this secondary qualitative data research was related to researching and understanding the issue of helplessness in the lives of homeless males addicted to alcohol. The aim of the study was to learn about the core category of helplessness according to the opinions of 10 homeless Poles. The research was based on 3 secondary datasets from 3 primary sources including 13 transcripts of interviews with homeless males who had been in the process of abstinence for 3 months to 9 years. The results indicated the existence of helplessness in the lives of homeless males in the following two aspects: first chronological and second structural-contextual. Chronological helplessness indicated its threefold presence: as a general helplessness in life before alcohol addiction, during addiction, and during the sobriety and therapy process. Structural and contextual helplessness indicated a 3-pillar pattern: Verbalised helplessness was present in transcripts indicated directly, referring to denotation of the category. Hidden helplessness revealed itself in the background related to the connotations of the helplessness category. Helplessness was associated with sub-categories regarding: self, routine activities, addiction artefacts, symbolic Ends, and shrinking of personal space. Processual helplessness was referred to as the process of becoming helpless and coming out of helplessness in the context of the loss and regaining of dignity by addicted and sobering males. This report contains implications and suggestions for the social work and public education practice.

Between Elitism and Populism: A Case for Pluralism in Schooling and Homeschooling

ABSTRACT Inherently, populism questions elite values and expertise; thus, populists oppose and usually are opposed by elites. Here, I discuss how American Political Science treats elitism, pluralism, and populism, relying heavily on the U.S. Founders’ constitutional approaches limiting the power of factions to impose social and political uniformity. Second, I summarize how these models approach the provision of schooling, particularly school choice including homeschooling. In America, public education practice is dominated by elite bureaucratic experts supporting quasi-monopolistic factory models of schooling and unsupportive of the academic rigor some parents desire. Pluralist education as practiced in certain other nation states and historically may offer greater academic success and social peace through diversity, while enhancing achievement and equity. I use these discussions as foundations to critique Bartholet , who argues for severely restricting homeschooling to empower bureaucratic experts and disempower parents. I find it unlikely that such schemes can be implemented without animus against minority factions, and thus without degrading the social diversity inherent to pluralism.

Toward a Pedagogy of Dialogical Resistance

Martin Buber provides an ethical understanding of dialogical resistance. But does this notion take sufficiently into account the oppositional force of resistance and the shifting realities of monologic relations? How are we to understand the terms dialogue and resistance? What impact will the ethics of dialogical resistance have on evaluation practices in public education? To address these questions, each term of this dyadic relationship must be defined. First I will differentiate dialogue from conversation, argument and discussion. Secondly it must be shown that my view of ethical resistance cannot be synonymous with criticism, disagreement or dissent per se, though undoubtedly certain connections do exist in practice. Then it will be appropriate to delve into a linguistic analysis of the substantive terms of dialogue and resistance as separate notions before using them together as intersecting concepts. Once I have delineated dialogical resistance as a dyadic tension, I will highlight Martin Buber's passion for human worth – the motivation for respect- as the necessary condition for the ethical success of dialogical resistance. The balance of this paper will take a look at the psychological roots of dialogical resistance, the complexity of practising dialogical resistance, and asymmetrical relations in the classroom.

"When Keeping it Real Goes Wrong”: Enacting Critical Pedagogies of Hip-hop in Mainstream Schools

In the context of transformative practices in public education, hip-hop is often presented as a culturally relevant solution to the disempowering curriculum and structures that have consistently ignored the needs of minoritized youth. The stories we tell of hip-hop in schools typically highlight the successes of these programs, cultivating the illusion that hip-hop pedagogy is a straightforward approach to youth-centered, culturally-relevant education. However, as is the case with critical pedagogies in practice, many of the lessons to be learned rise out of the difficulties of enacting these pedagogies in real classrooms. As reflexive scholars, it is important to not only focus on our successes, but also to highlight our challenges for the purpose of improvement. Based on their individual experiences as teachers in classrooms engaged in hip-hop based education, the authors explore the challenges that exist within the practice of critical pedagogy and raise important questions about the efficacy of hip-hop pedagogy and liberatory education in traditional school settings.

De-evolution of expectations for evidence-based practices in public education in the United States

Public education in the United States has been undergoing a shift from an empirical tradition in which practices and policies are derived from research, practice, reflection, and implementation. In this empirical tradition, professionals embrace a culture and commitment to evidence-based practices (EBPs) and expect that practices and policies in the field are supported by rational, data-driven models. In this paper, we present an argument and three cases that illustrate how educators have been undergoing a gradual shift away from empiricism toward a de-evolution of EBP. We propose that this gradual shift is based on a political-social context, in which practices and policies are implemented using the language of an accountability model of reform, in which national and state regulations, and accreditation bodies, establish expectations often devoid of an empirical basis for the practices they mandate.

De-evolution of expectations for evidence-based practices in public education in the United States

Public education in the United States has been undergoing a shift from an empirical tradition in which practices and policies are derived from research, practice, reflection, and implementation. In this empirical tradition, professionals embrace a culture and commitment to evidence-based practices (EBPs) and expect that practices and policies in the field are supported by rational, data-driven models. In this paper, we present an argument and three cases that illustrate how educators have been undergoing a gradual shift away from empiricism toward a de-evolution of EBP. We propose that this gradual shift is based on a political-social context, in which practices and policies are implemented using the language of an accountability model of reform, in which national and state regulations, and accreditation bodies, establish expectations often devoid of an empirical basis for the practices they mandate.

Perspectives on Kindergarten Assessment: Toward a Common Understanding

ContextThe standards-based movement in U.S. public education has reached as far as kindergarten. Early primary teachers are increasingly required to teach academic standards in core subject areas, while engaging in increased levels of student assessment. In kindergarten, this growing emphasis on academic standards and student assessment is expected to operate alongside longstanding social and personal developmental expectations. However, recent research has identified a significant tension as teachers endeavor to negotiate a balance between traditional developmental programming and new standards-based academic curricula.PurposeThe purpose of this scoping review is to synthesize research related to three kindergarten traditions—Reggio Emilia, Waldorf, and Montessori—to develop a common understanding of key tenets for kindergarten assessment that can inform policy and practice in public education contexts.Research DesignA scoping review methodology was used to analyze research on assessment practices native to three kindergarten traditions—Reggio Emilia, Waldorf, and Montessori. This methodology followed a five-stage framework: (a) identifying the research question, (b) identifying relevant studies, (c) study selection, (d) charting the data, and (e) summarizing and reporting the results. Guiding the collection of articles was the following research question: “What does the extant literature on practices native to the three focal kindergarten traditions tell us about the assessment of kindergarten (4–6-year-olds) students’ learning?” In total, 80 texts satisfied the inclusion criteria across all traditions and were included in this study.ConclusionsEmpirical and non-empirical literature pertaining to each tradition were analyzed and considered in relation to their potential contribution to public education. In comparing across traditions, differences were evident based on their (a) assessment discourses and purposes, (b) reference systems, (c) assessment methods, and (d) uses of assessment information. However, the three traditions also maintained key commonalities leading to the identification of core tenets for kindergarten assessment. Specifically, three core priorities for kindergarten assessment were identified: (a) a commitment to child-centered and developmentally appropriate teaching, (b) a continuous embedded formative assessment approach, and (c) the use of multiple methods for gaining assessment information. In addition to core priority areas, results from this study suggest consistent processes that facilitate assessment practices at the kindergarten level. These four iterative processes are: (a) participation in teaching and learning, (b) reconstruction of teaching and learning, (c) engagement in assessment dialogues, and (d) integration of feedback for enhanced teaching and learning.

Inviting Interdisciplinary Alliances Around Inclusive Educational Reform: Introduction to the Special Issue on Disability Studies in Education

In March 2008, we, the guest editors of this special issue, served as cochairs to the Eighth Annual Second City Conference on Disability Studies in Education hosted by Teachers College, Columbia University.1We organized the conference around the theme, “Mitigating Exclusion: Building Alliances Toward Inclusive Education Reform in Pedagogy and Policy.” As explicated in our call for proposals, the purpose of this conference was to explore the politics of exclusion with view to strengthening alliances in complementary areas of study (e.g., feminist studies, queer studies, critical race studies, and so on) as we continue to agitate for and implement change toward more inclusive policies and practices in public education…. The sponsoring organization for this conference is the Disability Studies in Education (DSE) special interest group (SIG) [of the American Educational Research Association]. As such, the participants and audience of this conference have historically been comprised of scholars working in the field(s) of disability. This year we aim to broaden our alliances in working toward inclusive education reform, by seeking both to build alliances with researchers in complementary areas of study, as well as by seeking the broader input and participation of other constituencies invested in inclusive education reform (i.e. classroom teachers, individuals labeled with disability/disabled people, family members of individuals labeled with disability/disabled people).

The History of Specialized STEM Schools and the Formation and Role of the NCSSSMST

The creation of specialized Science, Technology, Engineering, and Mathematics (STEM) schools over the past decades has largely been related to economic, political, and educational concerns. The recent America COMPETES Act (2007), for example, intends to strengthen public secondary educational opportunities in science, technology, and mathematics by creating additional statewide specialized high schools. Specialized STEM schools have often served the interests and needs of students, who are gifted, talented, and motivated in STEM fields, and today such schools are also often expected to inform and enhance pedagogical practices in public education. The purpose of this article is to (a) present the history of specialized STEM schools and the National Consortium of Specialized Secondary Schools of Mathematics, Science and Technology; (b) consider the efficacy of these schools; and (c) explore the possibilities for research and inquiry within these schools to enhance understanding of gifted and STEM education.

Holding accountability accountable: what ought to matter in public education

Kenneth Sirotnik asserts that however well-intentioned, past and current accountability practices in public education are miseducative, misdirected, and misanthropic. In this provocative book, well-respected educators join Sirotnik to provide critical analyses and sophisticated perspectives on prevailing high-stakes accountability practices. They offer both conceptual and practical foundations for rethinking what it means to act responsibly when it comes to calling our schools, school systems, educators, and students into account.

School Finance

School finance drives policy and practice in public education, yet most citizens and some practitioners know very little about how their schools are funded. The purpose of this article is to address the financial issues related to urban schools and the challenge of balancing expectations of higher levels of education with the values of equity, efficiency, and economic growth. Section 1 discusses the social context of school finance in the United States, including urban education issues. This section will discuss equity issues in the context of the history of school finance litigation in the United States. Section 1 will also show how the school funds are spent. Section 2 will discuss traditional funding structures and state funding policies. Section 3 will discuss decentralization and site-based budgeting, including the use of charters, vouchers, and contracts. The conclusion will explore how restructuring school budgeting can improve instruction and student performance.

Cooperation, Collegiality, and Collaboration: Reinforcing the Scholar-Practitioner Model

Implementing collaboration partnerships among diverse personnel has seen wide appeal in many professions. Collaboration activities between teacher education faculty and practicing professionals also have been proposed as necessary to the improvement of education practice. However, insufficient attention has been given to the form, character, and development of successful and ongoing collaboration between these groups. We propose that: (a) cooperation among personnel, (b) collegialify, or social equality, among all professionals involved in the activity, and (c) ongoing collaboration among teacher educators and practicing professionals in the context of (a) and (b) is necessary to effective schooling and to effective teacher education. Initially, a review of collaboration activities is provided to ground one scholar-practitioner model. Collaboration is then promoted as an effective tool to overcoming negative teacher socialization (Graham, 1991; Stroot & Williamson, 1993) and inservice isolation (Lawson, 1991; Lawson & Stroot, 1993; Templin, 1988) which respectively challenge effective public education practice. Implications of collaboration activities on the improvement of teacher education programs and school-based practice are next discussed. Finally, the significance of collaboration activities are contextualized in terms of the characteristics of mutual respect, trust, and the honest expression thereof by all participants.

Constructing the Margins: Of Multicultural Education and Curriculum Settlements

This article examines multicultural education as an example of a curriculum “settlement” or negotiated agreement as to what “truth” and whose “truth” is taught in the schools. It locates the emergence of multicultural education historically in the 1960s and relates it to the emergence of new social movements on the democratic Left. Although multicultural education as a settlement represents a significant victory for democratic progressive forces, it has also tended to become incorporated within a dominant reform discourse and practice in public education that severely restricts its democratic and progressive potential. Carlson argues that currently multicultural education is limited by: the marginalization of multicultural education in a highly differentiated curriculum, an essentialistic treatment of identity that fails to see identity as a historical and cultural production, the treatment of discrimination and bias as an individual psychological phenomenon, and a failure to ground multicultural education within the context of a critical pedagogy. In a brief concluding section, Carlson speculates on how multicultural education might be reconstructed consistent with a democratic progressive counterhegemonic or oppositional discourse.