Porfilio / J. SoJo Journal

1. Auflage 2015
ISBN: 978-1-68123-323-9
Verlag: Information Age Publishing
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 161 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 education. 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 change 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 1, Issue 1, 2015;8
3;Editor’s corner;10
4;Keeping Critical Scholarship Alive in Stark Times;10
4.1;An Intellectual Commitment to Social Justice, Equity, and Educational Foundations;10
4.1.1;Brad J. Porfilio;10
4.1.1.1;California State University, East Bay;10
4.1.1.1.1;References;11
5;From Paradigm Wars to Transformative Leadership;12
5.1;Can Educational Administration Foster Socially Just Schools?;12
5.1.1;Carolyn M. Shields;12
5.1.1.1;Wayne State University;12
5.1.1.1.1;Given the increasingly hostile and contested nature of education today, it is important to examine the development of the field of educational administration in order to understand how historic perspectives have held the field firmly anchored in some...;12
5.1.1.1.1.1;Purpose and Overview;14
5.1.1.1.1.2;Early Influences and the Theory Movement;14
5.1.1.1.1.3;The Paradigm Wars;15
5.1.1.1.1.4;Continued Tensions;16
5.1.1.1.1.5;Competing Goals and Emerging Theories;17
5.1.1.1.1.6;Social Justice in Education: A Rocky Road;18
5.1.1.1.1.7;The Quest for a Robust Social-Justice Approach;19
5.1.1.1.1.8;Transformational Leadership;19
5.1.1.1.1.9;Transformative Leadership;20
5.1.1.1.1.10;A Mandate for Deep and Equitable Change;21
5.1.1.1.1.11;Deconstructing and Reconstructing Knowledge Frameworks That Perpetuate;22
5.1.1.1.1.12;Focus on Emancipation, Democracy, Equity, and Justice;22
5.1.1.1.1.13;Address the Inequitable Distribution of Power;23
5.1.1.1.1.14;Private and Public (Individual and Collective) Good;24
5.1.1.1.1.15;Interdependence, Interconnectedness, and Global Awareness;25
5.1.1.1.1.16;Balance Critique with Promise;26
5.1.1.1.1.17;Exhibit Moral Courage;27
5.1.1.1.1.18;Concluding Reflections;28
5.1.1.1.1.19;NOTES;29
5.1.1.1.1.20;References;29
6;Neoliberalism and the Teaching of English Learners;34
6.1;Decentering the Teacher and Student Subject;34
6.1.1;Adrian D. Martin Kathryn J. Strom;34
6.1.1.1;Montclair State University California State University, East Bay;34
6.1.1.1.1;Neoliberalism, Pedagogy, and Second Language Acquisition;36
6.1.1.1.2;Decentering the Neoliberal Paradigm of EL Education;38
6.1.1.1.3;DECENTERING THE TEACHER-SUBJECT;41
6.1.1.1.4;Decentering the Second Language Student;43
6.1.1.1.5;Decentered Beginnings;47
6.1.1.1.6;Conclusion;48
6.1.1.1.7;References;50
7;Recognize, Resist, and Reconstitute;56
7.1;An Ecocritical Conceptual Framework;56
7.1.1;John Lupinacci Alison Happel-Parkins;56
7.1.1.1;Washington State University University of Memphis;56
7.1.1.1.1;This article introduces the main tenets of an ecocritical framework in social and cultural foundations of education; specifically, it explores how scholar-activist, EcoJustice educators work to actively deconstruct and reconstitute basic, foundationa...;56
7.1.1.1.1.1;ecoFeminist Conceptualizations of a Logic of Domination and Centric Thinking;58
7.1.1.1.1.2;ecoJustice Education: ecoEthical Consciousness and a Pedagogy of Responsibility;60
7.1.1.1.1.3;Pedagogies of Solidarity: Teaching(s) Toward Social Justice and Sustainability;61
7.1.1.1.1.4;From the Social Foundations Classroom: Recognize, Resist, AND Reconstitute;63
7.1.1.1.1.5;Conclusion;69
7.1.1.1.1.6;NOTES;69
7.1.1.1.1.7;References;70
8;The “Cynical Recklessness” of Capital;74
8.1;Machinery, Becoming, and Revolutionary Marxist Social Studies Education;74
8.1.1;Curry Malott and Derek R. Ford;74
8.1.1.1;West Chester University of Pennsylvania;74
8.1.1.1.1;This article develops the foundations of a revolutionary Marxist social studies education, which can better equip students and workers to push toward the socialist transformation of society. We demonstrate the processes by which today’s educational...;74
8.1.1.1.1.1;Introduction;74
8.1.1.1.1.2;The Myth of the Creative Economy;75
8.1.1.1.1.3;Advancing a Revolutionary Marxist Pedagogy;86
8.1.1.1.1.4;Revolutionary Marxist Social Studies;88
8.1.1.1.1.5;References;90
9;Brothers Gonna Work It Out;92
9.1;African American Males’ Perceptions of Manhood;92
9.1.1;Jennifer Esposito, Miles Anthony Irving, Michael Bartone, Brian Harmon, and Romero Stokes;92
9.1.1.1;Georgia State University;92
9.1.1.1.1;This phenomenological study explored 13 African American men’s experiences of masculinity. We examined how participants defined masculinity, who and what contributed to their understandings, and how they experienced construction of masculine identi...;92
9.1.1.1.1.1;Theoretical Framework;93
9.1.1.1.1.2;Methodology/Method;94
9.1.1.1.1.3;Results;96
9.1.1.1.1.4;Conclusion;106
9.1.1.1.1.5;References;107
10;Heliaki;110
10.1;Transforming Literacy in Tonga Through Metaphor;110
10.1.1;Kevin Smith Mo’ale ’Otunuku;110
10.1.1.1;Cardiff University University of the South Pacific;110
10.1.1.1.1;In this article, we discuss heliaki, the use of metaphoric language in Tonga (Kaeppler, 2007), and its relationship to literacy. Viewing heliaki through the lens of critical literacy (Freire & Macedo, 2005), we argue that performances of heliaki not ...;110
10.1.1.1.1.1;HELIAKI;111
10.1.1.1.1.2;Forms of Literacy;113
10.1.1.1.1.3;Critical Pedagogy AND Literacy;114
10.1.1.1.1.4;Approaches to literacy in Tonga;117
10.1.1.1.1.5;Critical literacy and Heliaki;118
10.1.1.1.1.6;Conclusion;120
10.1.1.1.1.7;References;121
11;Family Literacy Initiatives;124
11.1;Relocating Power;124
11.1.1;Katherine Becker Libbi Miller;124
11.1.1.1;Lakehead University California State University, Fresno;124
11.1.1.1.1;Family literacy initiatives are historically rooted in positivism. In relationship to family literacy, the positivist paradigm is dangerous, as it strips the participants of power and removes their opportunities for voice. In response, a socially jus...;124
11.1.1.1.1.1;Introduction;124
11.1.1.1.1.2;WHAT IS A FAMILY LITERACY INITIATIVE?;125
11.1.1.1.1.3;Review of Recent Research;126
11.1.1.1.1.4;Positivism in Family Literacy;127
11.1.1.1.1.5;Proposing a New Paradigm of Social Justice;128
11.1.1.1.1.6;Implementation of Social Justice in Family Literacy;131
11.1.1.1.1.7;Conclusion;133
11.1.1.1.1.8;References;133
12;Neoliberalism and the New Common Sense in Education;136
12.1;A Marxist Critique;136
12.1.1;Dave Hill Faith Agostinone-Wilson;136
12.1.1.1;Anglia Ruskin University Aurora University;136
12.1.2;Lilia D. Monzó;136
12.1.2.1;Chapman University;136
12.1.2.1.1;In this essay, we provide a Marxist perspective in response to the surge of neoliberalism within the past few decades and its current assault on education at a global scale. We place particular emphasis on England and the United States. Drawing on An...;136
12.1.2.1.1.1;Overview;136
12.1.2.1.1.2;Capitalism in Crisis and the Neoliberal Response;138
12.1.2.1.1.3;1. privatization/preprivatization of public services such as schooling and universities;;140
12.1.2.1.1.4;2. cuts in public spending/salaries/pensions/ benefits;;140
12.1.2.1.1.5;3. marketization, competition between schools and between universities;;140
12.1.2.1.1.6;4. vocational education for human capital (except for the ruling class, who, in their elite private schools, are encouraged into a wider and less “basics” driven education);;140
12.1.2.1.1.7;5. management of the workforce: “new public managerialism” in schools and colleges, with hugely increasing differentials in pay and power between managers and workforce;;140
12.1.2.1.1.8;6. encouragement of competition between workers, through performance related pay and the “busting” of trade union agreed of national pay scales;;140
12.1.2.1.1.9;7. casualization/precariatization of public and private sector workers, with a decline in tenured and in full-rime “secure” jobs for teachers and university faculty;;140
12.1.2.1.1.10;8. attacks on trade unions, on workers’ rights, on centralized pay-bargaining;;140
12.1.2.1.1.11;9. “management speak”: that is, students as “customers,” “delivering” the curriculum, discourse of the market replacing that of social responsibility; and;140
12.1.2.1.1.11.1;10. denigration/ideological attacks on public sector workforce.;140
12.1.2.1.1.11.2;Ideological Partners?;141
12.1.2.1.1.11.3;Neoliberalism as Common Sense;142
12.1.2.1.1.11.4;UNITED OPT OUT, BATS AND PROBLEMS OF “BIG TENT” SOCIAL MEDIA LIBERTARIANISM;144
12.1.2.1.1.11.5;Conclusion: Fighting Back while not Being Incorporated and Used by the Right;151
12.1.2.1.1.11.6;Note;153
12.1.2.1.1.11.7;References;153
12.1.3;Book Review;158
12.2;The New Political Economy of Urban Education: Neoliberalism, Race, and the Right to the City, by P. Lipman, New York, Routledge, 2011;158
12.2.1;Zane Wubbena;158
12.2.1.1;Texas State University, San Marcos;158
12.2.1.1.1;References;162
12.3;Back Cover;164