Challenging status quo retrenchment: new directions in critical research
Gespeichert in:
| Weitere Verfasser: | , , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Charlotte, NC
Information Age Publishing
[2013]
|
| Schriftenreihe: | Critical constructions: studies on education and society
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | Includes bibliographical references |
| Beschreibung: | xiii, 230 Seiten Illustrationen 24 cm |
| ISBN: | 9781623960490 9781623960506 |
Internformat
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Datensatz im Suchindex
| _version_ | 1804178771271483392 |
|---|---|
| adam_text | CHALLENGING STATUS QUO RETRENCHMENT
/ KRESS, TRICIA M. [EDITOR OF COMPILATION]
: 2012
TABLE OF CONTENTS / INHALTSVERZEICHNIS
UNCOLLAPSING ETHICS: RACIALIZED SCIENCISM, SETTLER COLONIALITY, AND AN
ETHICAL FRAMEWORK OF DECOLONIAL PARTICIPATORY ACTION RESEARCH / EVE TUCK
AND MONIQUE GUISHARD
CHALLENGING EPISTEMOLOGICAL AUTHORITY IN QUALITATIVE RESEARCH: AN
EMANCIPATORY APPROACH / NOAH DE LISSOVOY, EMMET CAMPOS, AND JEANETTE
ALARCON
ON CONSIDERING QUANTITATIVE RESEARCH / FAITH AGOSTINONE-WILSON
SONG OF MYSELF: HONORING THE INDIVIDUAL AS CRITICAL SCHOLARSHIP / P.L.
THOMAS
LETTERS AS WINDOWS INTO A LIFE OF PRAXIS: USING THE EPISTOLARY GENRE TO
EXPLORE THE TENSIONS BETWEEN THE PRIVATE SELF AND PUBLIC ACTION / ROBERT
LAKE
FLEXIBLE, RECIPROCAL, AND ON-SITE RESEARCH: DEVELOPING PRAXIS THAT
PRODUCTIVELY CHALLENGES ALL PARTICIPANTS IN A U.S. URBAN SCHOOL
COMMUNITY / PATRICIA PAUGH, JORGELINE ABBATE-VAUGHN, AND GEOF ROSE
MULTIVOICED RESEARCH WITH CHILDREN: EXPLORING METHODOLOGICAL ISSUES IN
CHILDREN S DOCUMENTATION OF SCHOOL PROJECTS / CHRISTINA SIRY AND CAROLA
MICK
TALK TO STUDENTS ABOUT WHAT S REALLY GOING ON : RESEARCHING THE
EXPERIENCES OF MARGINALIZED YOUTH / CARL E. JAMES
THE POLITICS OF NATIVISM IN U.S. PUBLIC EDUCATION: CRITICAL RACE THEORY
AND BURUNDIAN CHILDREN WITH REFUGEE STATUS / NICK MARINER AND ALLISON
ANDERS
VIDEO OF THE OPPRESSED: INSIGHTS INTO LOCAL KNOWLEDGE, PERSPECTIVES, AND
INTERESTS WITH YOUTH / DONNA DEGENNARO AND RICK DUQUE
QUALITATIVE RESEARCH FOR ANTIRACISM: A FEMINIST APPROACH INFORMED BY
MARXISM / SARAH BELL AND MIKE COLE.
DIESES SCHRIFTSTUECK WURDE MASCHINELL ERZEUGT.
This year (2012) marks ten years of No Child Left Behind and
the U.S. federal government’s official designation of what
qualifies as “scientifically based research” (SBR) in education.
Combined, these two policies have resulted in a narrowing of educa-
tion via standardization and high stakes testing (Au, 2007) as well as
the curtailment of forms of inquiry that are deemed legitimate for
examining education (Wright, 2006). While there has been much
debate about the benefits and limitations of the NCLB legislation (e.g.,
Au, 2010) and SBR (e.g., Eisenhart Towne, 2003), critical research-
ers have held strong to their position: The reductionistic narrowing of
education curricula and educational research cannot solve the pres-
ent and historical inequities in society and education (Shields, 2012).
Contrarily, reductionism (via standardization and/or methodological
prescription) exacerbates the challenges we face because it effectively
erases the epistemological, ontological, and axiological diversity
necessary for disrupting hegemonic social structures that lie at the
root of human suffering (Kincheloe, 2004). Not only has NCLB proven
incapable of overcoming inequalities, but there seems to be sufficient
evidence to suggest it was never really intended to eliminate poverty
and human suffering. That is, it seems NCLB, despite its lofty title and
public discourse, is actually designed to advance the agenda of hand-
ing public education over to for-profit corporations to manage and
privatize thereby intensifying the capitalist class’ war on those who rely j
on a wage to survive (Malott, 2010). In the present ethos, reduction- j
ism upholds and retrenches the status quo (i.e., the basic structures of j
power), and it puts at risk education and educational research as means |
of working toward social justice (Biesta, 2007). Because social justice
can be interpreted in multiple ways, we might note that we understand I
critical social justice as oriented toward action and social change. Thus, j
critical education and research may have potential to contribute to a j
number of social justice imperatives, such as: redistributing land from j
the neo-colonizing settler-state to Indigenous peoples, halting exploit- j
ative labor relations and hazardous working conditions for wage-earn- j
ers, and engaging in reparations with formerly enslaved communities. f
|
| any_adam_object | 1 |
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| discipline | Pädagogik |
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| indexdate | 2024-07-10T08:09:16Z |
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| isbn | 9781623960490 9781623960506 |
| language | English |
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| physical | xiii, 230 Seiten Illustrationen 24 cm |
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| spelling | Challenging status quo retrenchment new directions in critical research edited by Tricia M. Kress, The University of Massachusetts Boston, Curry Malott, West Chester University of Pennsylvania, Brad Porfilio, Lewis University Charlotte, NC Information Age Publishing [2013] xiii, 230 Seiten Illustrationen 24 cm txt rdacontent n rdamedia nc rdacarrier Critical constructions: studies on education and society Includes bibliographical references USA No child left behind act (DE-588)7515399-3 gnd rswk-swf Action research in education United States Qualitative research United States Critical pedagogy United States Kritische Pädagogik (DE-588)4137945-7 gnd rswk-swf USA No child left behind act (DE-588)7515399-3 u Kritische Pädagogik (DE-588)4137945-7 s DE-604 Kress, Tricia M. edt Malott, Curry 1972- (DE-588)123559596 edt Porfilio, Brad (DE-588)1059383675 edt Erscheint auch als Online-Ausgabe 978-1-62396-051-3 LoC Fremddatenuebernahme application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030511100&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Passau - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030511100&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Challenging status quo retrenchment new directions in critical research USA No child left behind act (DE-588)7515399-3 gnd Action research in education United States Qualitative research United States Critical pedagogy United States Kritische Pädagogik (DE-588)4137945-7 gnd |
| subject_GND | (DE-588)7515399-3 (DE-588)4137945-7 |
| title | Challenging status quo retrenchment new directions in critical research |
| title_auth | Challenging status quo retrenchment new directions in critical research |
| title_exact_search | Challenging status quo retrenchment new directions in critical research |
| title_full | Challenging status quo retrenchment new directions in critical research edited by Tricia M. Kress, The University of Massachusetts Boston, Curry Malott, West Chester University of Pennsylvania, Brad Porfilio, Lewis University |
| title_fullStr | Challenging status quo retrenchment new directions in critical research edited by Tricia M. Kress, The University of Massachusetts Boston, Curry Malott, West Chester University of Pennsylvania, Brad Porfilio, Lewis University |
| title_full_unstemmed | Challenging status quo retrenchment new directions in critical research edited by Tricia M. Kress, The University of Massachusetts Boston, Curry Malott, West Chester University of Pennsylvania, Brad Porfilio, Lewis University |
| title_short | Challenging status quo retrenchment |
| title_sort | challenging status quo retrenchment new directions in critical research |
| title_sub | new directions in critical research |
| topic | USA No child left behind act (DE-588)7515399-3 gnd Action research in education United States Qualitative research United States Critical pedagogy United States Kritische Pädagogik (DE-588)4137945-7 gnd |
| topic_facet | USA No child left behind act Action research in education United States Qualitative research United States Critical pedagogy United States Kritische Pädagogik |
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