Tag Archives: research

ABEH launches book The Gifts of History Teaching

ABEH launches book The Gifts of History Teaching

03/12/2024

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This week ABEH launched the book  The Gifts of History Teaching: (re)constructions on new bases , organized by professors Juliana Alves de Andrade (UFRPE) and Luis Fernando Cerri (UEPG), which is part of the productions resulting from the  XIII National Meeting of History Teaching Researchers (ENPEH), which took place between November 9th and 11th, 2022, at the Federal Rural University of Pernambuco (UFRPE), in Recife.

The book brings together discussions produced by the event’s speakers, as well as coordinators of Dialogue Research Groups (GPD), which address reflections on public policies,  concerns  around culture, political issues and the teaching of History, in addition to of discussions on research into the teaching of History and its subjects.

As the organizers write in the book presentation:

” We live in times of reconstruction and democratic vigilance. We are certain that, with this collection, ABEH offers its  work and its associates as material and as workers  for this great work.”

The work, which adds to the series Research on teaching history in present times , also resulting from XIII ENPEH, is available on the association’s website . The access is open and free

Call for Manuscripts: Contemporary Educator Movements: Transforming Unions, Schools, and Society in North America

Call for Manuscripts: Contemporary Educator Movements: Transforming Unions, Schools, and Society in North America (Deadline extended to Aug 1, 2020)

Critical Education

Special Series Editors:

Lauren Ware Stark, University of Virginia
Rhiannon Maton, State University of New York College at Cortland
Erin Dyke, Oklahoma State University

Call for Manuscripts:

Throughout the past two years, educators have led the most significant U.S. labor uprisings in over a quarter century, organizing alongside parents and community members for such common good demands as affordable health care, equitable school funding, and green space on school campuses (Bureau of Labor Statistics, 2019a; Bureau of Labor Statistics, 2019b). These uprisings can be seen as evidence of the growth of a new form of unionism, alternately called social justice or social movement unionism (Fletcher & Gapasin, 2008; Peterson, 1999; Rottmann, 2013; Weiner, 2012). They can also be understood as evidence of contemporary educator movements: collective struggles that have developed throughout the past decade with the goal of transforming educators’ unions, schools, and broader society (Stark, 2019; Stern, Brown, & Hussain, 2016).

These struggles share much in common with other contemporary “movements of movements” (Sen, 2017) in that they develop in networks, utilize new technologies alongside traditional organizing tools, integrate diverse groups and demands, and often organize through horizontal, democratic processes (Juris, 2008; Wolfson, Treré, Gerbaudo, & Funke, 2017). They have been led by rank-and-file educators, who in many cases have organized in solidarity with parents and community members. While some recent scholarship on contemporary educator movements has conceptualized these movements as a unified class struggle (Blanc, 2019), other scholarship has emphasized heterogeneity, intersectionality, knowledge production, learning, and tensions within these movements (Maton, 2018; Stark, 2019).

This Critical Education special series builds on the latter tradition to offer “movement-relevant” scholarship written from within contemporary educator movements (Bevington & Dixon, 2005). Our aim for the series is to offer resources for contemporary educator movement organizers and scholars to:

  • understand the links between contemporary educator labor organizing and earlier struggles,
  • study tensions within this organizing,
  • explore how educator unionists are learning from each other’s work,
  • highlight urban and statewide education labor struggles in the U.S., as well as major struggles in Canada and Mexico, and
  • connect local education labor struggles to broader power structures.

Types of Submissions:

Specifically, we seek to include interviews with organizers, movement art, and empirical studies that engage critical and engaged qualitative methodologies (for example, autoethnographic, ethnographic, oral history, and/or participatory methodologies). We especially encourage submissions with and/or from rank-and-file education organizers.

  • Empirical research (4,000-8,000 words)
  • Interviews or dialogues with organizers (2,000-4,000 words)
  • Creative writing, including poems or short prose essays (<2,000 words; maximum three poems or one essay)
  • Art, including images of banner art and photographs (minimum 300dpi for images in .jpeg file format)

Examples of Possible Topics:

  • The significance of caucuses and/or labor-community organizing within a specific local context,
  • Challenges and possibilities for radical democratic or horizontal decision-making in contemporary educator movements,
  • Possibilities and challenges in transforming teacher unions to more radical entities,
  • Political education with and for rank-and-file educators,
  • Rank-and-file educator organizing to engage issues of race, indigeneity, language, and culture in education,
  • Issues of gender and/or sexuality in contemporary educator movements,
  • In-depth studies of rank-and-file educator-led campaigns and organizing experiences,
  • Tensions and possibilities between contemporary educator movements and specific North American social movements (i.e., climate justice movements, movements for decolonization, queer and trans liberation movements, prison abolition movements),
  • Critical whiteness studies and education labor organizing/movements,
  • Among others.

Timeline:

  • August 1, 2020 – Manuscript submissions due. (Note: Manuscripts will undergo a double blind peer review process. Invitation to submit a manuscript does not ensure publication.)
  • December 1, 2020 – Authors receive reviewer feedback and notification of publication decision (accept, accept with revisions, or reject for this particular series.)
  • January 1, 2020 – Manuscript revisions due.

Submission Instructions:

All submissions must follow the guidelines described here. Submissions should be maximum 8,000 words and use APA format (6th edition). All work must be submitted via the Critical Education submission platform.

Use this link to submit papers: http://ices.library.ubc.ca/index.php/criticaled/about/submissions#onlineSubmissions)

References:

Bevington, D., & Dixon, C. (2005). Movement-relevant theory. Social Movement Studies, 4(3), 185-208.Bureau of Labor Statistics (2019a, February 15). Major Work Stoppages (Annual) News Release. Retrieved from https://www.bls.gov/news.release/archives/wkstp_02082019.htm

Blanc, E. (2019b). Red State Revolt: The Teachers’ Strike Wave and Working-Class Politics. London & New York: Verso Books.

Bureau of Labor Statistics. (2019b, March 07). Eight major work stoppages in educational services in 2018. Retrieved from https://www.bls.gov/opub/ted/2019/eight-major-work-stoppages-in-educational-services-in-2018.htm

Fletcher, B., & Gapasin, F. (2008). Solidarity divided: The crisis in organized labor and a new path toward social justice. Los Angeles: University of California Press.

Juris, J. (2008). Networking Futures: The Movements Against Corporate Globalisation. Durham, NC: Duke University Press.

Maton, R. (2018.) From Neoliberalism to Structural Racism: Problem Framing in a Teacher Activist Organization. Curriculum Inquiry, 48 (3): 1–23.

Peterson, B. (1999). Survival and justice: Rethinking teacher union strategy. In B. Peterson & M. Charney (Eds.) Transforming teacher unions: Fighting for better schools and social justice (pp. 11-19). Milwaukie, WI: Rethinking Schools.

Rottmann, C. (2013, Fall). Social justice teacher activism. Our Schools / Our Selves, 23 (1), 73-81.

Sen, J. (2017). The movements of movements: Part 1. Oakland, CA: PM Press; New Delhi: Open Word.

Stark, L. (2019). “We’re trying to create a different world”: Educator organizing in social justice caucuses (Doctoral dissertation).

Stern, M., Brown, A. E. & Hussain, K. (2016). Educate. Agitate. Organize: New and Not-So-New Teacher Movements. Workplace, 26, 1-4.

Weiner, L. (2012). The future of our schools: Teachers unions and social justice. Chicago, Illinois: Haymarket Books.

Wolfson, T., Treré, E., Gerbaudo, P., & Funke, P. N. (2017). From Global Justice to Occupy and Podemos: Mapping Three Stages of Contemporary Activism. TripleC: Communication, Capitalism & Critique, 15(2), 390 – 542.

International Seminar on Social Studies Education

 

Universitat Autònoma de Barcelona
International Research Seminar on Social Studies Education

Place: Sala de Juntes de la Facultat de Ciències de l’Educació, &  Seminari de Màster 2 (Building G5)
Dates: 6 and 7 February 2018
Schedule: 16:00-20:00

Critical research on Curriculum and Social Studies Education

1. What should we investigate today? Critical research and selecting a topic of research.
2. How should we investigate the social studies curriculum to do critical research? Research methodology.

With the participation of:
Dra. Liliana Bravo Penjeam. Professor of the Department of History at Universidad Alberto Hurtado (Chile)

Dr. E. Wayne Ross. Professor of Social Studies Education, at the University of British Columbia (Canada)

Dr. Joan Pagès. Emeritus Professor of Social Studies Education, at the Universitat Autònoma de Barcelona

Dr. Antoni Santisteban Professor of Social Studies Education, at the Universitat Autònoma de Barcelona

Presentation by the speakers and debate in small groups.
montserrat.oller@uab.cat

The New Teachers’ Roundtable: A Case Study of Collective Resistance

New issue of Critical Education launched:

Critical Education
Volume 8, Number 4
March 1, 2017

The New Teachers’ Roundtable: A Case Study of Collective Resistance
Beth Leah Sondel

Abstract
The New Teachers’ Roundtable (NTRT) is a democratically run collective of new teachers who have become critical of neoliberal reform since relocating to New Orleans, with organizations including Teach For America, as a part of the post-Katrina overhaul of public schools. Through interviews and observations, this study examines the ways in which collective members support each other in attempts to navigate experiences they perceive as dehumanizing to themselves, their students, and their students’ communities. By developing relationships amongst themselves and with other stakeholders affected by and resisting privatization, they are able to challenge their own privilege and begin shifting their perspective and pedagogy. This study aims to contribute to our understanding of how teachers who have been affiliated with market-based movements can be galvanized to work in service of movements that are democratic, anti-racist, and accountable to communities.

Keywords
Neoliberalism; Teacher Resistance; Critical Pedagogy; Social Movements

Upcoming Institute for Critical Education Studies seminars

The Institute for Critical Education Studies is please to sponsor two upcoming seminars on curriculum issues in Latin America and Spain.

Curricular Discourses with Practical Implications:
Perspectives and Experiences From Spain & South America
September 22, 2016
11:30am – 1:30pm
Scarfe 310
University of British Columbia

This seminar brings together scholars from Spain and South America working within a variety of curriculum studies traditions to discuss curriculum issues in contexts ranging from elementary education to higher education. The seminar will be an opportunity to explore how curricular discourses have implications in educational practices in local, national, and global contexts.

Panelists include Dr. Renato Gazmuri (Universidad Diego Portales, Chile); Sandra Delgado (Colombia), Fernando M. Murillo (Chile), Breo Tosar (Spain), and Héctor Gómez (Chile).

Curricular Ideologies in the Discussion and Negotiation of the Chilean Social Studies Curriculum
Monday, September 26, 2016
Noon – 1:oopm
Scarfe 1209
University of British Columbia

Renato Gazmuri, PhD, Assistant Professor at Universidad Diego Portales (Chile). 

Dr. Gazmuri will discuss his research on the construction of the social studies curriculum in Chile. The Chilean social studies curriculum has been defined through processes of discussion and negotiation between diverse actors and institutions with different views on the subject. In order to identify and describe these ideologies, a sequential and recursive methodological device was designed and applied in three stages of production and analysis of information: a documentary compilation around three curricular events of debate and negotiation, application of questionnaires, and interviews. At each stage a content analysis was performed. Five curriculum ideologies are identified and described, considering their assumptions about how the curriculum should define the subject matter, as well what its aims, contents and its guidelines for teaching.

These seminars are free and open to the public.

The Institute for Critical Education Studies (ICES) was formally established in October 2010 to conduct and support cultural, educational, or social research within a critical education or critical pedagogy tradition. The ICES network consists of two flagship journals (Critical Education and Workplace: A Journal for Academic Labor), two primary blogs (ICES blog and Workplace blog) and an array of other social media.

Call for Manuscripts: Radical Departures: Ruminations on the Purposes of Higher Education in Prison

Call for Manuscripts:
Critical Education

Radical Departures: Ruminations on the Purposes of Higher Education in Prison

Series Editors:
Erin L. Castro, University of Utah
Mary Rachel Gould, Saint Louis University

Higher education in prison is experiencing a moment of increased attention throughout the United States. The Second Chance Pell Program, an Experimental Sites Initiative facilitated by the U.S. Department of Education, has helped to propel access to education inside prisons into mainstream discourse. The commonsense justification provided for increasing access to higher education in prison, a bipartisan language spoken across the political landscape, hinges on a compelling rationale: access to higher education in prison reduces recidivism, lowers cost, and increases safety and security. Departing from conventional logic regarding the rationale for higher education in prison, this special edition considers possibilities and futurities regarding postsecondary educational opportunity made available inside prisons.

The series aims to explore how various educational theories and theorists can inform understandings of and desires for higher education in prison. We invite manuscripts that provide imaginative and theoretically grounded visions for postsecondary education inside prisons that are disentangled from the logics of the carceral state and the afore mentioned commonsense rationales for higher education in prison. Authors are invited to put on hold narrow discourses of recidivism to explore higher education inside prison through conceptual, empirical, theoretical, pedagogical, narrative, and poetic articles that approach this topic from a variety of perspectives, frameworks, and positionalities.

In considering higher education in prison, we especially seek manuscripts authored and/or co-authored by currently incarcerated and formerly incarcerated people, co-written essays among diverse stakeholders, and other creative configurations.

Manuscripts may examine, but are not limited to, the following questions:

  • What does it mean to teach and/or learn on inside prisons?
  • How can educational theory inform possibility inside prison classrooms?
  • What does/should education mean inside prisons during hyperincarceration?
  • What should be the purposes of higher education in prison?
  • How can/do various educational theories take root inside prison classrooms?
  • Which theoretical bodies are useful in (re)imagining and (re)engaging higher education in prison?
  • How do examples in practice provide potential for re-theorization?

Manuscripts due: May 1, 2017.

For details on manuscript submission see: Critical Education Information for Authors

Additional questions can be directed to Erin L. Castro: erin.castro@utah.edu

CALL FOR PAPERS: Special issue of Policy Futures in Education: Lefebvre’s teachings

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CALL FOR PAPERS:

Special issue of Policy Futures in Education

Lefebvre’s teachings

Lefebvre’s teachings

Guest editor: Derek R. Ford, PhD

Although the person of Henri Lefebvre has been gone since 1991, the exploration of the implications of his thought for a variety of disciplines and social movements is still in its infancy. And it is likely to be a long life, as Lefebvre wrote over 60 books throughout his life, in addition to numerous articles, edited volumes, and lectures. Not only is the translation of his work into English still incomplete, but new manuscripts are still being discovered, Towards an Architecture of Enjoyment being the most recent.

Lefebvre’s thought has been most influential in geography and urban studies, animating key debates around, for example, the primary and secondary circuits of capital, industrialism versus urbanism, and spatial production more generally. It is primarily this body of secondary literature that has helped Lefebvre’s thought spread outward. Relatedly, his work on the right to the city has sparked a whole host of academic debates and policy formulations, and even some political coalitions. The growing importance of struggles over space in protest, social, and resistance movements across the globe has, to be sure, energized this interest.

Educational theory, research, and policy, however, have yet to engage with Lefebvre’s vast body of work in a sustained manner. There are just a handful of articles deeply engaging Lefebvre (e.g., Atasay and Delavan, 2012; Christie, 2013; Ford, 2013, in press; Taylor and Helfenbein, 2009) and one dedicated monograph (Middleton, 2013), although his work is referenced in and gestured toward quite a bit more often, primarily in sociology of education.

This special issue of Policy Futures in Education will be the first journal issue to focus specifically on Lefebvre’s thought and its import for educational theory, research, and policy. While authors need not be in the field of education proper, we seek submissions that represent sustained educational encounters with Lefebvre. Papers might examine Lefebvre’s work on everyday life and sociology, the state, rhythmanalysis, architecture, Marxism, dialectical materialism, Nietzsche, modernity, cities, space, or urbanism, and how this work relates to educational philosophies, practices, research, and policies. We are open to papers that explore Lefebvre’s relevance for education as well as papers that explore education’s relevance for Lefebvrean thought. If you are unsure if your topic will fit with the issue, please e-mail the editor for feedback.

Timeline:

An early expression of interest and a 200-300 word abstract is preferred by April 1st, 2016. Manuscripts—which should adhere to normal journal requirements—will be due October 1st, 2016. The expression of interest and abstract should be sent to drford@syr.edu. Authors of successful expressions of interest/abstracts will be directed to submit full manuscripts at http://mc.manuscriptcentral.com/pfie.

About the guest editor:

Derek R. Ford is a teacher, organizer, and writer living in Philadelphia, PA, USA. He received his PhD in cultural foundations of education from Syracuse University in 2015. He has published several articles on Lefebvre and education and recently co-edited a special journal issue on education and the right to the city. His most recent books are Marx, capital, and education: Towards a critical pedagogy of becoming (with Curry Malott) and Leaders in critical pedagogy: Narratives for understanding and solidarity (with Brad Porfilio). His latest book, The secret and struggle of study: Political economy, alterity, pedagogy, will be published this year by Lexington Books.

References:

Atasay, E., & Delavan, G. (2012). Monumentalizing Disaster and Wreak-construction: a case study of Haiti to rethink the privatization of public education. Journal of Education Policy, 27(4), 529-553.

Christie, P. (2013). Space, Place, and Social Justice: developing a rhythmanalysis of education in South Africa. Qualitative Inquiry, 19(10), 775-785.

Ford, D.R. (2013). Toward a Theory of the Educational Encounter: Gert Biesta’s educational theory and the right to the city. Critical Studies in Education, 54(3), 299-310.

Ford, D.R. (in press). A Pedagogy for Space: teaching, learning, and studying in the Baltimore Rebellion. Policy Futures in Education.

Middleton, S. (2013). Henri Lefebvre and Education: space, history, theory. London and New York: Routledge.

Taylor, H. L., & Helfenbein, R. J. (2009). Mapping Everyday: gender, Blackness, and discourse in urban contexts. Educational Studies, 45(3), 319-329.

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Academic Bullying and Mobbing (Workplace: A Journal for Academic Labor, No. 24)

New Workplace Issue #24

Academic Bullying & Mobbing

Workplace and Critical Education are published by the Institute for Critical Education Studies. Please consider participating as author or reviewer. Thank you.

Critical Education to publish articles series “The Media and the Neoliberal Privatization of Education”

Forthcoming articles in the current volume of Critical Education will include a special series examining The Media and the Neoliberal Privatization of Education, edited by Derek R. Ford (Syracuse University), Brad Porfilio (California State University, East Bay), and Rebecca Goldstein (Montclair State University).

The series will be launched on March 30, 2015 and run through August 15, 2015.

Here is a full listing of forthcoming articles in Critical Education, from March through September 2015:

Critical Education
ISSN 1920-4125

Forthcoming Articles in Volume 6:

Volume 6 Number 6
March 21, 2015
‘That would give us power…’ Proposals for Teaching Radical Participation from a Society in Transition
Edda Sant
Manchester Metropolitan University

Volume 6 Numbers 7-16
Critical Education series The Media and the Neoliberal Privatization of Education
Editors: Derek R. Ford, Brad Porfilio & Rebecca Goldstein

Volume 6 Number 7
March 30, 2015
The News Media, Education, and the Subversion of the Neoliberal Social Imaginary
Derek R. Ford
Syracuse University
Brad Porfilio
California State University, East Bay
Rebecca A. Goldstein
Montclair State University

Lessons from the “Pen Alongside the Sword”: School Reform through the Lens of Radical Black Press
Kuram Hussain
Hobart and William Smith College
Mark Stern
Colgate University

Volume 6 Number 8
April 15, 2015
Breathing Secondhand Smoke: Gatekeeping for “Good” Education, Passive Democracy, and the Mass Media:  An Interview with Noam Chomsky
Zane C. Wubbena
Texas State University

Volume 6 Number 9
May 1, 2015
Speaking Back to the Neoliberal Discourse on Teaching: How US Teachers Use Social Media to Redefine Teaching
Kessica Shiller
Towson University

Volume 6 Number 10
May 15, 2015
Political Cartoons and the Framing of Charter School Reform
Abe Feuerstein
Bucknell University

Volume 6 Number 11
June 1, 2015
Neoliberal Education Reform’s Mouthpiece: Education Week’s Discourse on Teach for America
Michelle Gautreaux
University of British Columbia

Volume 6 Number 12
June 15, 2015
Re-Privatizing the Family: How “Opt-Out” and “Parental Involvement” Media Narratives Support School Privatization
Amy Shuffelton
Loyola University Chicago

Volume 6 Number 13    
July 1, 2015
Learning from Bad Teachers: The Neoliberal Agenda for Education in Popular Media
José García
University of Texas at Austin

Volume 6 Number 14
July 15, 2015
#TFA: The Intersection of Social Media and Education Reform
T. Jameson Brewer
University of Illinois at Urbana-Champaign
Matthew Wallis
University of Illinois at Urbana-Champaign

Volume 6 Number 15 
August 1, 2015
Engagement with the Mainstream Media and the Relationship to Political Literacy: The Influence of Hegemonic Education on Democracy
Paul R. Carr
Université du Québec en Outaouais
Gary W. J. Pluim
Lakehead University
Lauren Howard
Lakehead University

Volume 6 Number 16
August 15, 2015
Teach For America in the Media: A Multimodal Semiotic Analysis
Sarah Rose Faltin Osborn
University of Nebraska-Lincoln
Jessica L. Sierk
University of Nebraska-Lincoln

Volume 6 Number 17
September 1, 2015
Capitalizing on Knowledge: Mapping Intersections Between Cognitive Capitalism and Education
Joseph Paul Cunningham
University of Cincinnati