Critical Education has just published its latest issue at http://ojs.library.ubc.ca/index.php/criticaled.
We invite you to review the Table of Contents below and then visit our web site to read articles and items of interest.
Vol 3, No 5 (2012)
Table of Contents
‘Critical Thinking’ And State Mandated Testing: The Collision Of State Rhetoric And Teacher Beliefs
Melissa Freeman, University of Georgia
Sandra Mathison, University of British Columbia
Kristen Wilcox, University at Albany, SUNY
Based on case studies of two school districts in New York State, the authors analyze the contradictory and hegemonic discourse of critical thinking proffered in State curriculum standards and as manifest in state mandated student assessments. Using Gramsci’s (1971) notion of hegemony, the analysis illustrates that dominant groups (such as state administrators or federal policy makers) gain and maintain dominance by projecting their own way of seeing the world so that those who are subordinated by it (such as teachers) accept it as ‘common sense’ and ‘natural.’ The ways in which this hegemonic relationship is created and sustained, and it’s consequences, are illustrated in the way teachers make sense of fundamentally contradictory rhetoric and lived practice.
Hegemony; Accountability; Critical Thinking
Critical Education has just published its latest issue at http://ojs.library.ubc.ca/index.php/criticaled. We invite you to review the Table of Contents here and then visit our web site to review articles and items of interest.
Thanks for the continuing interest in our work,
E. Wayne Ross
Co-Editors, Critical Education
Institute for Critical Education Studies, University of British Columbia
Vol 3, No 4 (2012)
Table of Contents
A Portrait of Black Leadership during Racial School Segregation
Patricia Randolph Leigh, Beverlyn Lundy Allen
Iowa State University
The purpose of this paper is to paint a portrait of an African American public school administrator, capturing the essence of his leadership style and educational philosophy during extremely challenging circumstances. This portrait reveals the many creative ways that this administrator handled discipline, secured resources, and ultimately impacted the lives of many students in his district. This research is important in light of the fact that schools across the nation are returning to segregation and an increase in Black superintendents is concomitant with this increase in predominately Black urban school districts. Much can be learned from examining this portrait as administrators find themselves presiding over districts with historically underserved children from low-income families.