Cornel West on Heterosexism and Transformation: An Interview

1996 ◽  
Vol 66 (2) ◽  
pp. 356-368 ◽  
Author(s):  
Vitka Eisen ◽  
Mary Kenyatta
Keyword(s):  
Graduate School ◽  
White Supremacy ◽  
The United States ◽  
Board Members ◽  
Harvard Educational Review ◽  
School Of Education ◽  
Special Issue ◽  
Harvard Graduate School ◽  
Cornel West

In the fall of 1995, deep in the midst of shaping and developing this Special Issue, several Harvard Educational Review Editorial Board members had the opportunity to hear philosopher and scholar Dr. Cornel West speak at the Harvard Graduate School of Education. They enthusiastically reported back to us that in his talk, West, who is Professor of Afro-American Studies and of the Philosophy of Religion at Harvard, drew explicit and repeated connections between White supremacy, patriarchy, and heterosexism. At the time, we were searching for an article that would illuminate the deep ties between different forms of oppression in the United States. We envisioned an article that would serve as a bridge from the diverse topics represented within this Special Issue to broad systems of power, privilege, and domination. Inspired by Dr. West's articulation of the above issues, as well as by his focus on democratic struggles for liberation, we asked him if he would be willing to be interviewed for our Special Issue.

Ethnicity and Education Forum

1997 ◽  
Vol 67 (2) ◽  
pp. 169-188 ◽  
Keyword(s):  
United States ◽  
Elementary Education ◽  
Graduate School ◽  
Ethnic Studies ◽  
Ethnically Diverse ◽  
The United States ◽  
Harvard Educational Review ◽  
School Of Education ◽  
Student Body ◽  
Harvard Graduate School

For over sixty years, the pages of the Harvard Educational Review have provided a forum for authors to discuss, debate, and share their ideas about important educational issues. On December 12, 1996, six distinguished scholars gathered in a live forum at the Harvard Graduate School of Education, entitled "Ethnicity and Education: What Difference Does Difference Make?" The participants responded to questions about issues of ethnicity and their connection to education. They approached the topic from several disciplines — ranging from sociology, psychology, and ethnic studies to elementary education — which provoked a multifaceted discussion that reflected their particular strengths and areas of knowledge. This edited transcript of their discussion highlights the current debates about ethnicity, race, culture, and identity. The speakers address the following questions: What is ethnicity? Who decides? How is ethnicity connected to education? What does it mean that racial minorities are sometimes referred to as "ethnics"? At a time when the student body in the United States is becoming more culturally, racially, and ethnically diverse, and the faculties of our schools remain mostly White, this debate is both timely and crucial.

Preface

1982 ◽  
Vol 52 (4) ◽  
pp. 371-373
Keyword(s):  
Reagan Administration ◽  
Great Society ◽  
Harvard Educational Review ◽  
School Of Education ◽  
Elementary And Secondary Education ◽  
Harvard Graduate School ◽  
Education Act ◽  
Federal Initiatives ◽  
State And Local

This issue consists of the papers and responses from the conference "Rethinking the Federal Role in Education, " sponsored by the Harvard Educational Review and held at the Harvard Graduate School of Education on April 25-27, 1982. Although the Review periodically devotes an issue to a special theme, it rarely convenes a conference. In the spring of 1981 the Editorial Board thought that the time was opportune for reappraising the federal role in education. The Reagan administration seemed determined to challenge the fifteen years of federal activism that began with President Lyndon Johnson's"Great Society," and in particular the Elementary and Secondary Education Act(ESEA) of 1965. We perceived the need for two kinds of analysis: an assessment of what had been learned about the capacity of the federal government to intervene effectively in education; and an inquiry into the appropriateness of past federal initiatives in light of emerging demands for a strengthened state and local role.

A Project Zero Model Classroom in a Malaysian Culture

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Normah Abdullah ◽  
Laura Christ Dass ◽  
Siti Akmar Abu Samah
Keyword(s):  
Undergraduate Students ◽  
Graduate School ◽  
Classroom Teaching ◽  
Classroom Setting ◽  
School Of Education ◽  
School Settings ◽  
Harvard Graduate School ◽  
Culturally Different ◽  
Visible Thinking ◽  
Teacher's Perception

This paper is taken from a bigger study aimed at trialing a Western learning model in a Malaysian context where it is yet to be tested by previous research. The Visible Thinking (VT) Project of Project Zero research is used as benchmark for this study. A summary of selected PZ research projects presented in this paper highlights the learning benefits of establishing patterns of thinking within the classroom as projected by PZ studies of Harvard Graduate School of Education, the hallmark institution. Many aspects of classroom teaching have been shown by PZ research to enhance learning, this paper will focus on a Malaysian undergraduate classroom that has decided to trial this highly recommended model using a framework derived from PZ school settings. Part of the focus of the study was to check if the ideas and paradigms are transferable to a Higher Education ESL context of a culturally different setting in terms of the manifestations of classroom interactions, students’ and teacher’s perception of it as well as from the researcher’s observation of this classroom in session. The literature on the findings of VT project, mainly the thinking routines employed, the importance of establishing thinking routines in the classroom and examples of instances where these routines were visible in the classroom contexts are the summarized in this paper. Most of PZ research was conducted in school classrooms in a Western setting. This study prides itself in taking PZ research to a whole new level to study undergraduate students in a Malaysian classroom setting.

Introduction

1994 ◽  
Vol 25 (6) ◽  
pp. 559
Author(s):  
James W. Wilson ◽  
Catherine A. Brown ◽  
Carolyn Kieran ◽  
Frank K. Lester
Keyword(s):  
Mathematics Education ◽  
Ad Hoc ◽  
Task Force ◽  
Board Members ◽  
Special Issue ◽  
25Th Anniversary ◽  
The Past ◽  
Look Ahead

This special issue of the Journal for Research in Mathematics Education was prepared to help celebrate the 25th anniversary year of the journal. President Mary Lindquist appointed an ad hoc task force to develop activities to mark this 25th year. Input was solicited from former editorial board members and editors and from others throughout mathematics education. We came to a recognition that doing something to reflect on the journal's journey over the past 25 years, while underscoring the scholarship that guides our work, would be a vehicle to help look ahead to the next 25 years.

Publication Trends in the Journal of Teaching in Physical Education from 1981 to 2005

2006 ◽  
Vol 25 (3) ◽  
pp. 266-280 ◽  
Author(s):  
Phillip Ward ◽  
Bomna Ko
Keyword(s):  
United States ◽  
Physical Education ◽  
The United States ◽  
Board Members ◽  
Publication Trends ◽  
Diverse Range ◽  
International Representation

We examined publication trends in the Journal of Teaching in Physical Education (JTPE) in terms of total representation as well as trends by decade of the (a) sex and country of affiliation of editors, (b) sex and country of affiliation of editorial board members, (c) sex and country of affiliation of first authors, (d) types of manuscripts published, and (e) foci of those manuscripts. Overall results suggest that female scholars have achieved parity in terms in editorships and editorial memberships on the JTPE board. In terms of international representation, whereas the editorships remain predominately in the hands of those from the United States, there is an increasing international representation on the editorial board. The majority of submissions come from the United States, with just under one-sixth coming from other countries. In terms of the focus and type of manuscript published, results show a diverse range, thus reflecting a nonpartisan journal defined by problems and settings, rather than methodology or ideology.

Review: School Mathematics and Multiple Realities: New Paradigms for Assimilation

1993 ◽  
Vol 24 (5) ◽  
pp. 477-483
Author(s):  
Joan Ferrini–Mundy
Keyword(s):  
Mathematics Education ◽  
Education Reform ◽  
Graduate School ◽  
Theoretical Foundation ◽  
The United States ◽  
School Of Education ◽  
Research Groups ◽  
Multiple Realities ◽  
Societal Issues ◽  
Education Community

The mathematics education community owes thanks to Bob Davis and Carolyn Maher for their attempt to promote a discussion, through the conference that preceded this book and the volume itself, about how wide-ranging societal issues interact with mathematics education reform. Rutgers's Dean of the Graduate School of Education Loujse Cherry Wilkinson introduces the volume as a critical analysis of the mathematics education reform movement in the United States. The title, and the DavisMaher introduction, suggest a different agenda for this volume, one which auends seriously to the “world of reality.” They argue that schools are not designed to serve the needs of today's children. who will live and work in the 21st century, and claim that the volume chapters suggest a theoretical foundation for the creation of new approaches that incorporate broader concerns about chools and society. Mixed missions notwithstanding, the collected papers form a readable, interesting set that give some new perspectives on mathematics reform and provide a sampler of the issues that are important to individual projects and research groups.

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