" Harvard Educational Review"Volume 88, Issue 3 (Fall 2018)
Abstract
Harvard Educational Review
Volume 88: Pages 261-286, 2018 (https://doi.org/10.17763/1943-5045-88.3.261)
PART
01
Articles
Safe Routes to School? Black Caribbean Youth Negotiating Police Surveillance in London and New York City
DERRON WALLACE
Brandeis University
In this article, Derron Wallace examines how Black Caribbean youth perceive and experience stop-and-frisk and stop-and-search practices in New York City and London, respectively, while on their way to and from public schools. Despite a growing body of scholarship on the relationship between policing and schooling in the United States and United Kingdom, comparative research on how students experience stop-and-frisk/search remains sparse. Drawing on the BlackCrit tradition of critical race theory and in-depth interviews with sixty Black Caribbean secondary school students in London and New York City, Wallace explores how adolescents experience adult-like policing to and from schools. His findings indicate that participants develop a strained sense of belonging in British and American societies due to a security paradox: a policing formula that, in principle, promises safety for all but in practice does so at the expense of some Black youth. Participants in the ethnographic study learned that irrespective of ethnicity, Black youth are regularly rendered suspicious subjects worthy of scrutiny, even during the school commute.
Keywords: Black students, police, school safety, urban schools and neighborhoods, Caribbean diaspora
Copyright © by the President and Fellows of Harvard College
Abstract
Harvard Educational Review
Volume 88: Pages 287-307, 2018 (https://doi.org/10.17763/1943-5045-88.3.287)
PART
02
Articles
On Getting Stuck: Negotiating Stuck Places in and Beyond Gender and Sexual Diversity-Focused Educational Research
SARA STALEY
University of Colorado Boulder
In this article, Sara Staley presents a conceptualization of “stuck” places in the field of gender and sexual diversity educational research. She argues that in the process of pursuing complex questions about preparing educators to disrupt the cis-heteronormative context of schools, the field has created a master narrative in which the same dilemmas seem to arise. She draws on patterns of repetition in the literature to point to three tools that specify how the field has tried to manage and control the problem of cis-heteronormativity and the role of teachers therein. Critically reflecting on her own experience, she considers how embracing the impossible aspects of questions about teaching and the study of oppression might open up generative possibilities for moving through the stuck places in which educational researchers find themselves.
Keywords: educational research, research problems, teachers, social justice, gender issues, sexuality
Copyright © by the President and Fellows of Harvard College
Abstract
Harvard Educational Review
Volume 88: Pages 308-333, 2018 (https://doi.org/10.17763/1943-5045-88.3.308)
PART
03
Articles
New Teacher Socialization and the Testing Apparatus
SARAH BYRNE BAUSELL
University of North Carolina at Chapel Hill
JOCELYN A. GLAZIER
University of North Carolina at Chapel Hill
Given the well-documented pervasiveness of high-stakes assessment in preK–12 schools, many researchers have investigated how testing affects students. In this article, Sarah Byrne Bausell and Jocelyn A. Glazier explore the ways that high-stakes testing influences beginning teacher socialization and the ways that teacher colleagues shape one another's responses to these policies. The authors use discourse analysis to examine six years of transcripts collected from a series of quarterly teacher discussion groups, during which elementary school teachers talked about their work within the testing landscape. Their findings indicate that high-stakes testing deeply affects teacher beliefs, practices, and socialization behaviors, thus revealing a troubling tendency to position students as numbers and a sharp decline in talk about teaching philosophies and practices develops alongside the testing policy landscape. Bausell and Glazier recommend that teacher educators prepare future teachers with an understanding of the ways teacher socialization unfolds so that new teachers can be mindful of the factors that may shape their practice.
Keywords: beginning teachers, socialization, discourse analysis, standardized testing
Copyright © by the President and Fellows of Harvard College
Abstract
Harvard Educational Review
Volume 88: Pages 334-354, 2018 (https://doi.org/10.17763/1943-5045-88.3.334)
PART
04
Articles
Becoming an Insider and an Outsider in Post-Disaster Fukushima
KAORU MIYAZAWA
Gettysburg College
In this essay, Karou Miyazawa reflects on how she was both insider and outsider during her fieldwork in Fukushima, Japan, between 2013 and 2016, after the 2011 earthquake, tsunami, and nuclear power plant explosion devastated the region. During her time in Fukushima, Miyazawa experienced the emotions of community members as well as her own, which were rooted in specific individual and collective memories. While her nostalgic memories of home pulled her inside the community, community members' anger and skepticism toward researchers, which stemmed from memories of the wartime atomic bombings, pushed her outside the community. Based on this experience, Miyazawa has reconceptualized agency as one's ability to be susceptible to various emotions that circulate in the community and to move toward and/or away from insider and outsider positions. This new approach allows researchers to recognize the agency of their participants, form dialogic relationships with them, and collaboratively give testimonies over the long term. Miyazawa contends that such relationships will contribute to the decolonization of research.
Keywords: positionality, ethical issues, colonialism, trauma, disaster, affect
Copyright © by the President and Fellows of Harvard College
Abstract
Harvard Educational Review
Volume 88: Pages 355-377, 2018 (https://doi.org/10.17763/1943-5045-88.3.355)
PART
05
Articles
The Hidden Curriculum of College Athletic Recruitment
KIRSTEN HEXTRUM
University of Oklahoma
In this article, Kirsten Hextrum considers institutional avenues that limit upward mobility opportunities by revealing a hidden curriculum of athletic recruiting that favors students from privileged backgrounds. The study's data center on forty-seven life history interviews with National Collegiate Athletic Association Division I athletes from an athletically and academically prestigious university. Hextrum's findings reveal three phases of a hidden curriculum—socialization, covert selection, and overt selection—that secure greater access to elite colleges for White middle-class communities via athletic participation. In this case, social reproduction required active effort by both representatives of higher education and representatives of White middle-class communities to protect existing class and race relations.
Keywords: higher education, hidden curriculum, socialization, social reproduction, intercollegiate athletics
Copyright © by the President and Fellows of Harvard College
Abstract
Harvard Educational Review
Volume 88: Pages 378-406, 2018 (https://doi.org/10.17763/1943-5045-88.3.378)
PART
06
Articles
“Afghanistan is a silent bird. But I am an eagle”: An Arts-Based Investigation of Nation and Identity in Afghan Youth
HEDDY LAHMANN
New York University
Western development organizations frequently target youth in conflict settings to participate in peaceful, cooperative activities to promote nation-building and deter violence. In this article, Heddy Lahmann examines the narratives of fifteen youth who participated in a US-funded nonformal arts education program in Afghanistan, which operated with the key objective of promoting national identity in its participants. Using open-ended interviews coupled with an arts-based research technique, Lahmann investigates how Afghan youth perceive their identity in relation to the nation. Her research indicates that national identity arguments do not adequately address other salient intersections of identity, such as an individual's developmental stage in life and the significance of gender, and largely leave out the influence of colonialism on the way national identity is conceptualized in non-Western contexts. Lahmann argues that program designers and policy makers must incorporate the local knowledge and experiences of youth and address the unique needs of various groups, including marginalized populations and young women versus young men, to effectively engage them in education efforts.
Keywords: youth, conflict, war, nonformal education, arts education, arts-based research
Copyright © by the President and Fellows of Harvard College
Citation
Harvard Educational Review
Volume 88: Pages 407-421, 2018 (https://doi.org/10.17763/1943-5045-88.3.407)
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