Porfilio / J. SoJo Journal

1. Auflage 2017
ISBN: 978-1-64113-188-9
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 63 Seiten

The SoJo Journal: Educational Foundations and Social Justice Education is an international peerreviewed journal of educational foundations. The Department of Educational Leadership at California State University, East Bay, whose mission is to prepare and influence bold, socially responsible leaders who will transform the world of schooling, hosts the journal. It publishes essays that examine contemporary educational and social contexts and practices from critical perspectives. The SoJo Journal: Educational Foundations and Social Justice Education is interested in research studies as well as conceptual, theoretical, philosophical, and policy?analysis essays that advance educational practices that challenge the existing state of affairs in society, schools, and (in)formal educatio.

The SoJo Journal: Educational Foundations and Social Justice Education is necessary because currently there is not an exclusively international, Foundations of Education journal. For instance, three of the leading journal in Education Foundations journals (e.g., The Journal of Educational Studies, British Journal of Sociology of Education, The Journal of Educational Foundations) solicit manuscripts and support scholarship mainly from professors who reside in Britain and the United States. This journal is also unique because it will bring together scholars and practitioners from disciplines outside of Educational Foundations, who are equally committed to social hange and promoting equity and social justice inside and outside of K?16 schools.

Autoren/Hrsg.

Porfilio, Brad J

Porfilio,

J., Brad

Inhaltsverzeichnis

1;Front Cover;1
2;Volume 3, Issue 1, 2017;8
3;Indigenous Knowledge and the Struggle against Capitalism;10
3.1;Daniel Ian Rubin;10
3.1.1;Jacksonville State University;10
3.1.1.1;Ulukhaktok society, in northern Canada, has changed greatly since its first contact with European explorers in the 19th century. Due to the spread of capitalism, indigenous societies such as Ulukhaktok, continue to have their way of life threatened. ...;10
3.1.1.1.1;INTRODUCTION;10
3.1.1.1.2;THEORETICAL FRAMEWORK;11
3.1.1.1.3;MARXIST THOUGHT;12
3.1.1.1.4;INDIGENOUS PEOPLES AND THE REJECTION OF MARXISM;12
3.1.1.1.5;CAPITALISM AND NATIVE PARTICIPATION;14
3.1.1.1.6;THE PHILOSOPHY OF SHARING;14
3.1.1.1.7;ULUKHAKTOK BACKGROUND;15
3.1.1.1.8;THE ULUKHAKTOK COMMUNITY AND SHARING;16
3.1.1.1.9;Ulukhaktok and Currency;17
3.1.1.1.10;CONCLUSION;17
3.1.1.1.11;IMPLICATIONS;18
3.1.1.1.12;NOTES;19
3.1.1.1.13;References;19
4;A Postmathematical Topology of STEM Education Policy;22
4.1;Networks and Discursive Communities;22
4.1.1;Mark Wolfmeyer;22
4.1.1.1;Kutztown University of Pennsylvania;22
4.1.1.1.1;The paper provides a review of science, technology, engineering, and mathematics (STEM) education policy research completed thus far and continues by calling for STEM analysis that understands policy processes as governance rather than government. In...;22
4.1.1.1.1.1;THE FACE VALUE OF STEM EDUCATION;23
4.1.1.1.1.2;GOVERNANCE: TOPOLOGICAL POLICY NETWORKS AND DISCURSIVE COMMUNITIES;24
4.1.1.1.1.3;INITIAL DISCUSSIONS OF POSTTOPOLOGICAL STEM ANALYSIS;28
4.1.1.1.1.4;Table 1;29
4.1.1.1.1.5;STEM Education Policy Texts;29
4.1.1.1.1.5.1;Conclusion;32
4.1.1.1.1.5.2;References;33
5;Beyond Fix It or Leave It;36
5.1;Toward Conflict-Centered Theories of Change in Education Work;36
5.1.1;Heather Curl and Alice Lesnick;36
5.1.1.1;Bryn Mawr College;36
5.1.1.1.1;This paper discusses the development of a U.S.-based undergraduate senior seminar that fosters a conflict- centered perspective of change in education. As practitioner researchers, we analyze student writing from the course to elucidate the concepts ...;36
5.1.1.1.1.1;Introduction;36
5.1.1.1.1.2;Theoretical Framework;39
5.1.1.1.1.3;Methods;40
5.1.1.1.1.4;Order-Based Attempts to “Fix” Education;42
5.1.1.1.1.5;Toward a Conflict-Centered Theory of Change;45
5.1.1.1.1.6;Conclusions and Implications;47
5.1.1.1.1.7;References;49
6;Investigating Freirian Dialogue in a Computer-Based Classroom in Alternative Education;50
6.1;Libbi R. Miller;50
6.1.1;Humboldt State University;50
6.1.1.1;Although computer-assisted instruction is increasingly common in the alternative school setting, little research has been conducted regarding its relationship to emancipatory education for alternative school students. In the following case study, the...;50
6.1.1.1.1;Purpose;51
6.1.1.1.2;Background;52
6.1.1.1.3;Theoretical Framework;52
6.1.1.1.4;Methods;53
6.1.1.1.5;Findings;54
6.1.1.1.6;Conclusions;57
6.1.1.1.7;References;58
7;Book Review;60
7.1;Pedagogy of Insurrection: From Resurrection to Revolution by Peter McLaren;60
7.1.1;Review by Dietger Stijn De Maeseneer;60
7.1.1.1;University of New Mexico;60
7.1.1.1.1;references;63
8;Back Cover;64