Journal of Curriculum Studies 47卷2期文章

1. Toxic Rain in Class: Classroom Interpersonal Microaggressions

Author: Carola Suárez-Orozco, Saskias Casanova, Margary Martin, Dalal Katsiaficas, Veronica Cuellar, Naila Antonia Smith, and Sandra Isabel Dias

Source: Educational Researcher 44.3(Apr. 2015): 151-160.

Abstract: In this article we share exploratory findings from a study that captures microaggressions (MAs) in vivo to shed light on how they occur in classrooms. These brief and commonplace indignities communicate derogatory slights and insults toward individuals of underrepresented status contributing to invalidating and hostile learning experiences. Our aim is to expand the ways in which we research and think about MAs in educational settings. Our data are drawn from structured observations of 60 diverse classrooms on three community college campuses. Our findings provide evidence that classroom MAs occur frequently—in nearly 30% of the observed community college classrooms. Although cultural/racial as well as gendered MAs were observed, the most frequent types of MAs were those that undermined the intelligence and competence of students. MAs were more likely to be delivered on campuses with the highest concentration of minority students and were most frequently delivered by instructors. We conclude by reflecting on the implications of these events for classroom climate and make recommendations for both future research and practice.

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2. Does Small High School Reform Lift Urban Districts? Evidence From New York City

Author: Leanna Stiefel, Amy Ellen Schwartz, and Matthew Wiswall

Source: Educational Researcher 44.3(Apr. 2015): 161-172.

Abstract: Research finds that small high schools deliver better outcomes than large high schools for urban students. An important outstanding question is whether this better performance is gained at the expense of losses elsewhere: Does small school reform lift the whole district? We explore New York City’s small high school reform in which hundreds of new small high schools were built in less than a decade. We use rich individual student data on four cohorts of New York City high school students and estimate effects of schools on student outcomes. Our results suggest that the introduction of small schools improved outcomes for students in all types of schools: large, small, continuously operating, and new. Small school reform lifted all boats.

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3. One Small Droplet: News Media Coverage of Peer-Reviewed and University-Based Education Research and Academic Expertise

Author: Holly Yettick

Source: Educational Researcher 44.3(Apr. 2015): 173-184.

Abstract: Most members of the American public will never read this article. Instead, they will obtain much of their information about education from the news media. Yet little academic research has examined the type or quality of education research and expertise they will find there. Through the lens of gatekeeping theory, this mixed-methods study aims to address that gap by examining the prevalence of news media citations of evidence that has undergone the quality-control measure of peer review and expertise associated with academics generally required to have expertise in their fields. Results suggest that, unlike science or medical journalists, education writers virtually never cite peer-reviewed research. Nor do they use the American Educational Research Association as a resource. Academic experts are also underrepresented in news media coverage, especially when compared to government officials. Barriers between the news media and academia include structural differences between research on education and the medical or life sciences as well as journalists’ lack of knowledge of the definition and value of peer review and tendency to apply and misapply news values to social science research and expertise.

1. ‘Every day he has a dream to tell’: classroom literacy curriculum in a full-day kindergarten

Author: Heydon, Rachel; Moffatt, Lyndsay; Iannacci, Luigi

Source: Journal of Curriculum Studies 47.2( Apr. 2015): 171-202.

Abstract: Within an era of change to early childhood education and care, this case study of kindergarten classroom literacy curricula sought to understand the production and effects of the curriculum within one urban, Canadian full-day kindergarten that included culturally and linguistically diverse children. Central was a concern for the place of children’s interests and funds of knowledge within this production and what opportunities the curriculum provided for children’s literacy and identity options. Theoretically, the study drew on actor-network theory and multiliteracies. Using ethnographic tools, the study found that the curriculum diverged significantly from what might have been expected. It was comprised of literacy events characterized by educator attempts to control a dynamic classroom through the management of the children’s bodies and voices. Findings suggest that this constrained children from being curricular informants and limited their literacy and identity options. Major actors in the network that produced the classroom literacy curriculum were class size, materials and space with a surprising relative absence of the programmatic curriculum and assessment. The case demonstrates what can happen when a network of actors come together and other actors are not in place to promote literacy curricula that create opportunities to expand children’s communication and identity options.

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2. John Dewey as administrator: the inglorious end of the Laboratory School in Chicago

Author: Knoll, Michael

Source: Journal of Curriculum Studies 47.2( Apr. 2015): 203-252.

Abstract: The Laboratory School of the University of Chicago founded by John Dewey in 1896 is considered as one of the most innovative schools of progressive education. Its history, and specifically its sudden end, is still of general interest. In sympathy with Dewey, most historians tend to put the main blame for the tragedy on University President William R. Harper who—by refusing financial and organizational support—seemingly harassed Dewey out of office. A new look at archival sources reveals a different picture. The main point of contention was not bureaucratic matters between Dewey and Harper but irreconcilable differences between Dewey’s wife Alice and the faculty of the school who complained bitterly about her social and administrative incompetence as principal pushing the school on to the brink of disaster. Because of the extreme pressure exerted by trustees, colleagues and faculties, Harper could not help but ask Alice Dewey for her resignation. Given his own inability to manage business affairs, Dewey quit his job, too, in April 1904. Without his wife as principal, he saw no chance of realizing his educational ideas and left Chicago with a sigh of relief, freeing him forever from the unloved burden of administrative duties.

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3. A queer arrangement of school: using spatiality to understand inequity

Author: Schmidt, Sandra J.

Source: Journal of Curriculum Studies 47.2( Apr. 2015): 253-273.

Abstract: This manuscript contributes to a discussion of how to meaningfully engage issues of sexuality in the curriculum. Noting the struggle to create social change through the inclusion of LGBQ people and events, the manuscript is premised on what we might learn about equity and change by locating the study of inequity in how it is etched into and reproduced through engagements with space. The manuscript uses a mapping study to explore how students produce school in contested and multiple ways. This method is both model for how to engage with space in the curriculum and as a tool that changes how we recognize queer subjects in our discussions of equity and inclusion.

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4. Phenomenology and curriculum implementation: discerning a living curriculum through the analysis of Ted Aoki’s situational praxis

Author: Magrini, James M.

Source: Journal of Curriculum Studies 47.2( Apr. 2015): 274-299.

Abstract: The argumentation in this paper is grounded in a critical and conceptual analysis of Ted Aoki’s phenomenology, wherein curriculum is read asphenomenological text.The problem explored emerges from Aoki’s critique of the Tyler rationale for curriculum design, implementation and evaluation as it is conceived and practised in contemporary standardized education, which is driven by the ideology ofsocial efficiency.Aoki focuses on the way in which the scientific and technical modes of curriculum implementation preclude particular modes ofBeing-in-the-worldbecause curriculum implementation, as a technical and instrumental process, reduces both educators and students to epistemological subjects, and beyond, objects of knowledge. By focusing on curriculum implementation as a form of ‘situational-praxis’ as opposed to ‘instrumental-action’, this paper concludes, it is possible to put educators and students in touch with the ontological aspects of theirBeing-in-the-world.Aoki’s practice of phenomenology reveals an understanding of anattuned mode of human transcendence in learning,which opens the possibility for an authentic educational experience where educators and studentsdwellin the midst of the curriculum’s unfolding as an ontological phenomenon.

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5. Towards a framework for financial literacy in the context of democracy

Author: Davies, Peter

Source: Journal of Curriculum Studies 47.2( Apr. 2015): 300-316.

Abstract: This paper contrasts the prevailing individualistic approach of financial literacy measurement and financial education with an educational framework that seeks to equip young people to play an active democratic role and to develop a broader understanding of the financial world. In particular, the framework suggests how important dimensions of financial literacy may be addressed in terms of the individual, the financial industry and government.