Socialist Criticisms of Education in the United States: Problems and Possibilities

1980 ◽  
Vol 50 (4) ◽  
pp. 467-480 ◽  
Author(s):  
William Proefriedt
Keyword(s):  
United States ◽  
Critical Thinking ◽  
The United States ◽  
Classroom Teachers

William Proefriedt examines why classroom teachers have responded unenthusiastically,if not negatively, to socialist criticism of education in the United States. Although essentially in agreement with the socialist critique, he nevertheless points out its shortcomings and the important areas which it has left unexplored. He suggests that a union of the Deweyan tradition of critical thinking and the European sociologists' concern for ideology will foster a philosophy of teaching that is consonant with both the socialist tradition and with the idea that classroom teachers have an active,worthwhile role.

The Autologic Archive: Appraisal, Institutional Motives, and Essentializing Identity in Refugee and Asylum Application Narratives, In and Out of Fiction

2020 ◽  
Vol 83 (2) ◽  
pp. 373-396
Author(s):  
Alison Turner
Keyword(s):  
United States ◽  
Critical Thinking ◽  
The United States ◽  
Application Process ◽  
Host Countries ◽  
Refugee Status ◽  
Marginalized Communities

ABSTRACT This article merges the postmodern critical thinking that scrutinizes bias and power in the formation of archival collections with the refugee and asylee resettlement process in the United States. It proposes that the theoretical accumulation of narratives recorded on applications for refugee and asylum status can be conceived of as a theoretical archive, physically boundless and spread across countries of origin, temporary host countries, and countries of resettlement. A postmodern-archivist lens helps to interrogate the implications of what Mireille Rosello calls the “problematic gap” separating what happened to a person and the narrative that is bureaucratically established during the application process; this article explores this “gap” by engaging fieldwork and scholarship from lawyers, field researchers, and humanitarians who critique how application narratives are recorded, processed, and preserved. It then turns to fiction from Chimamanda Ngozi Adichie, Dinaw Mengestu, and Imbolo Mbue that inhabits this “problematic gap,” reading a character in each text as personification of the processes of appraisal, institutional motives, and essentialization of identity. These texts make visible ways in which the application narrative archive operates through what the author calls an “autologic function” that prioritizes familiar forms of narratives while determining who is eligible for refugee status. In turn, the article proposes that these fictional illustrations of autologic processes might inform archival projects focused on inclusion of marginalized communities.

Unified Mathematics in Secondary Schools

1924 ◽  
Vol 17 (5) ◽  
pp. 290-300
Author(s):  
Gertrude Jones
Keyword(s):  
United States ◽  
Mathematics Teachers ◽  
Traditional Instruction ◽  
College Men ◽  
The United States ◽  
Reform Movement ◽  
Classroom Teachers ◽  
University Of Chicago ◽  
Teaching Of Mathematics ◽  
The University

The reform movement in mathematics which had its beginning in England, France and Germany has been felt in this country for more than twenty years, and the end is not yet. In 1901 Professor J. Perry delivered his now famous address on the teaching of mathematics before a congress of mathematicians in Glasgow. Professor Perry was then in charge of certain apprenticeship schools in London. He felt that the mathematics which the students in these schools had studied did not function in their later work. Consequently there must be something wrong with the aim, content, and method of the traditional instruction in mathematics. The movement in this country was first started among college men by Professor E. H. Moore of the University of Chicago. In 1903 in order to spread the doctrine among classroom teachers, associations of mathematics teachers were formed in various sections of the United States and mathematical magazines were established.

Anti-intellectualism among US students in journalism and mass communication: A cultural perspective

Journalism ◽  
2017 ◽  
Vol 19 (6) ◽  
pp. 782-799 ◽  
Author(s):  
Michael McDevitt ◽  
Perry Parks ◽  
Jordan Stalker ◽  
Kevin Lerner ◽  
Jesse Benn ◽  
...  
Keyword(s):  
United States ◽  
College Students ◽  
Critical Thinking ◽  
Emerging Adults ◽  
Mass Communication ◽  
The United States ◽  
Professional Roles ◽  
Cultural Perspective ◽  
Role Identities ◽  
Cultural Expressions

This study explores how support for journalistic anti-intellectualism is condoned in the views of emerging adults in the United States as they develop attitudes toward news, audiences, and authority. Anti-rationalism and anti-elitism as cultural expressions of anti-intellectualism correlate as expected with approval of corresponding news practices. Identification with professional roles generally fails to inoculate college students against the endorsement of journalistic anti-rationalism and anti-elitism. With the exception of the adversarial function, role identities appear to justify journalistic anti-intellectualism beyond the influence of cultural anti-intellectualism. While reflexivity is often viewed as conducive to critical thinking, affinity for transparency in news work associates with a populist suspicion of intellectuals and their ideas.

De Facto Segregation and the Digital Divide

2021 ◽  
pp. 145-160
Author(s):  
Fawzia Reza
Keyword(s):  
United States ◽  
Critical Thinking ◽  
Learning Environment ◽  
Digital Divide ◽  
21St Century ◽  
Economic Status ◽  
The United States ◽  
Playing Field ◽  
Socio Economic Status ◽  
De Jure Segregation

While de jure segregation is illegal in the United States, many school systems still enforce a form of de facto segregation, based on various factors including socio-economic status. This causes disparity in educational outcomes, especially when examined through the lens of skills identified by the partnership for 21st century learning (i.e., critical thinking, communication, collaboration, and creativity). A digital divide, which has been created by unequal access to technology, is directly responsible for an uneven playing field for disadvantaged students, and the COVID-19 crisis has exacerbated existing inequalities. Suggestions regarding how to reduce the digital divide are shared; implementing these might create a more equitable learning environment for all students.

Critical Pedagogy as Choral Pedagogy

2017 ◽  
Author(s):  
Frank Abrahams
Keyword(s):  
United States ◽  
Critical Thinking ◽  
Critical Pedagogy ◽  
21St Century ◽  
The United States ◽  
21St Century Learning ◽  
Reciprocal Teaching ◽  
Choral Directors ◽  
Choral Pedagogy ◽  
Rehearsal Strategies

In this chapter, the author suggests that choral directors use the tenets of critical pedagogy as the framework for the choral experience, a shift in traditional choral pedagogies. The chapter explores the roots of critical pedagogy. In particular it discusses the ways an approach grounded in critical pedagogy might remedy issues of the inappropriate uses of power, the marginalization of singers, and hegemonic practices in school politics. The text suggests rehearsal strategies and explains techniques of reciprocal teaching to better connect the ways singers engage with music and in the process develop musical agency and hone the 21st-century learning and innovation skills of collaboration, communication, creativity, and critical thinking. Finally the chapter addresses the artistic processes of creating, performing, and responding, which are the cornerstones of the 2014 National Core Arts Standards in the United States.

Preparation of Graduate Students as Classroom Teachers and Supervisors in Applied and Research Settings

1988 ◽  
Vol 15 (1) ◽  
pp. 5-9 ◽  
Author(s):  
Ernest A. Lumsden ◽  
Joseph H. Grosslight ◽  
Edward H. Loveland ◽  
John E. Williams
Keyword(s):  
United States ◽  
Graduate Students ◽  
Systematic Approach ◽  
The United States ◽  
Degree Program ◽  
Classroom Teaching ◽  
Classroom Teachers ◽  
Psychology Programs

This article reports a survey of 447 graduate psychology programs in the United States and Canada concerning preparation of graduate students for classroom teaching and supervising the work of others in applied and research settings. Attitudes toward the appropriateness of preparation in each of these three areas of teaching is reported, as well as what is being done in regard to each. Data are grouped by level of degree program in which such training is provided (i.e., doctoral, master's within master's/ doctoral, or masters-only programs). Exemplars are provided as useful models for programs wishing to develop a more systematic approach to preparing their students for classroom teaching. Also, references are cited for guiding the development of training for teaching in the classroom and supervision in applied settings.

Cognitive Effects of 2-Year and 4-Year Colleges: New Evidence

1995 ◽  
Vol 17 (1) ◽  
pp. 83-96 ◽  
Author(s):  
Ernest Pascarella ◽  
Louise Bohr ◽  
Amaury Nora ◽  
Patrick Terenzini
Keyword(s):  
United States ◽  
College Students ◽  
Reading Comprehension ◽  
Critical Thinking ◽  
White Students ◽  
The United States ◽  
Cognitive Effects ◽  
Freshman Year ◽  
Conditional Effects ◽  
New Evidence

This study investigated the freshman-year cognitive impacts of five 2-year and six 4-year colleges drawn from all sections of the United States. Controlling for individual precollege ability, there was a general parity between 2-year and 4-year college students on end-of-freshman year reading comprehension, mathematics, critical thinking, and composite achievement. This general parity, however, masked conditional effects based on gender and ethnicity. Men benefited cognitively more from 2-year colleges, whereas women realized greater cognitive returns from 4-year colleges. Non-White students benefited more from a 2-year college, whereas the reverse was true for their White counterparts.

scholarly journals The Transformational Qualities of Dramatic Arts: An Intercultural Dialogue From Two Lives and Three Continents

2014 ◽  
Vol 10 (2) ◽  
pp. 221-234
Author(s):  
Laura Gardner Salazar ◽  
Zayda Sierra
Keyword(s):  
United States ◽  
Critical Thinking ◽  
The United States ◽  
Democratic Society ◽  
Intercultural Dialogue ◽  
Educational Settings ◽  
Art Form ◽  
Education Association ◽  
Dramatic Arts ◽  
New Generation

During the International Drama and Education Association (IDEA) Congress in Kenya in 1998, the life of two educators crossed roads. Although both are from different geographical contexts (Colombia and the United States), they have shared the same passion: to encourage in their societies the implementation of dramatic arts in different educational settings (schools, universities, communities) so children and adults could develop to their fullest, thus enabling them to participate actively in building a more democratic society. Fifteen years after this encounter, they met again in the 2013 IDEA Congress in Paris to reflect on their efforts during their life spans. Through examining their drama practices, they discuss how this human expression functions as a critical thinking art form, changing players, audiences, and communities. Lessons derived from their experiences might be useful for a new generation of transformational drama leaders.

Collaborative learning and critical thinking skills: Effects of a debate-based pedagogy

2018 ◽  
Vol 10 (1) ◽  
pp. 61
Author(s):  
Yvonne Malone ◽  
Tony Michael
Keyword(s):  
United States ◽  
Critical Thinking ◽  
Graduate Students ◽  
Collaborative Learning ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Adolescent Psychology ◽  
Before And After ◽  
Class Period

The authors added debates in two adolescent psychology classes in the southern region of the United States that were heretofore a lecture class. There were approximately 45 students in each of the classes, including both undergraduate and graduate students, and debate teams consisted of four to five members. Each debate was allotted one class period (80 minutes): 60 minutes of debate time with the last 20 minutes reserved for questions and discussion from the entire class. Students took a survey before and after the debates, rating themselves on critical thinking skills. Based on their ratings, there was significant perceived improvement after participating in debates. Last, the authors conclude with providing future considerations and tips to other educators for implementing debates within their course.   Keywords: Debates, collaborative learning, critical thinking, pedagogy, college students.    

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