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The Writings of a Deaf Activist
Lawrence Newman became deaf at the age of five in 1930, and saw his father fight back tears knowing that his son would never hear again. The next time he saw his father cry was in 1978, when Newman received an honorary doctorate from Gallaudet University, his alma mater. Newman was recognized for his achievements as a life-long advocate for deaf education, including receiving California’s Teacher of the Year award in 1968. Perhaps his greatest influence, however, stemmed from his many articles and columns that appeared in various publications, the best of which are featured in I Fill This Small Space: The Writings of a Deaf Activist. Editor David Kurs has organized Newman’s writings around his passions — deaf education, communication and language, miscellaneous columns and poems on Deaf life, and humorous insights on his activism. His articles excel both as seamless arguments supporting his positions and as windows on the historical conflicts that he fought: against the Least Restrictive Environment in favor of residential deaf schools; for sign language, Total Communication, and bilingual education; and as a deaf teacher addressing parents of deaf children. A gifted writer in all genres, Newman amuses with ease (“On Mini and Midi-Skirts”), and moves readers with his heartfelt verse (“Girl with a Whirligig”). Newman ranges wide in his ability, but he always maintains his focus on equal tights for deaf people, as he demonstrates in his title poem “I Fill This Small Space:” I fill this small space, this time Who is to say yours is better Than mine or mine yours
The debate is no longer whether to use information and communication technologies (ICT) in education in Africa but how to do so, and how to ensure equitable access for teachers and learners, whether in urban or rural settings. This is a book about how Africans adopt and adapt ICT. It is also about how ICT shape African schools and classrooms. Why do we use ICT, or not? Do girls and boys use them in the same ways? How are teachers and students in primary and secondary schools in Africa using ICT in teaching and learning? How does the process transform relations among learners, educators and knowledge construction? This collection by 19 researchers from Africa, Europe, and North America, explores these questions from a pedagogical perspective and specific socio-cultural contexts. Many of the contributors draw on learning theory and survey data from 36 schools, 66000 students and 3000 teachers. The book is rich in empirical detail on the perceived importance and appropriation of ICT in the development of education in Africa. It critically examines the potential for creative use of ICT to question habits, change mindsets, and deepen practice. The contributions are in both English and French.
The Commonwealth, the Market, and America's Schools
Advocates of market-based education reforms (including such policies as choice, charters, vouchers, and outright privatization) argue that they represent ready solutions to clearly defined problems. Critics of market models, on the other hand, argue that these reforms misperceive the purposes of public education and threaten its democratic ethos. This book explores both the promises and pitfalls of market forces—their potential to improve the quality of public education and their compatibility with its republican justifications. Smith argues that although market models of education are not without utilitarian merit, their potential to alter the social-democratic purposes of education is seriously underestimated. He supports this claim with a series of sophisticated analyses of the key assumptions underlying these models, and by examining the normative elements of theory and methodology that can—and often do—skew empirical policy analysis toward market preferences. He concludes that market reforms are not just a ready means to effectively address the problems of public schooling but rather represent a clear attempt to ideologically redefine its ends.
New Policies and Legal Options for a Multiracial Generation
This volume of essays originated in a 2009 conference organized by UNC's Center for Civil Rights, which examined legal and policy options for school districts and community leaders wishing to promote integration in light of the 2007 Supreme Court decision in Parents Involved in Community Schools (PICS) vs. Seattle School District No. 1. This decision prohibited student assignment solely for the purpose of achieving racial integration and refused to find compelling state interest in creating racially integrated schools. These decisions have been widely perceived among civil rights leaders, educational policymakers, and others as a fundamental rollback of the gains made since the landmark Brown decision, and to say they've roiled the national educational landscape would be a major understatement.Here, Frankenberg, DeBray, and a roster of top scholars and researchers in educational policy and related fields offer essays that reinforce the key benefits of racially integrated schools, examine remaining options and remedies to pursue integration, and discuss ways to build state and local support for these efforts. The volume is a vital contribution to the heated debates over school reform and the dangers of resegregation not just in the South but in the nation at large.
Vol. 35 (2009) through current issue
For over three decades the Journal of Education Finance has been recognized as one of the leading journals in the field of the financing of public schools. Each issue brings original research and analysis on issues such as educational fiscal reform, judicial intervention in finance, adequacy and equity of public school funding, school/social agency linkages, taxation, factors affecting employment and salaries, and the economics of human capital development.
The Corporate University and the Fate of the Humanities
What makes the modern university different from any other corporation?asked Columbia's Andrew Delbanco recently in the New York Times. There is more and more reason to think: less and less,he answered.In this provocative book, Frank Donoghue shows how this growing corporate culture of higher education threatens its most fundamental values by erasing one of its defining features: the tenured professor.Taking a clear-eyed look at American higher education over the last twenty years, Donoghue outlines a web of forces-social, political, and institutional-dismantling the professoriate. Today, fewer than 30 percent of college and university teachers are tenured or on tenure tracks, and signs point to a future where professors will disappear. Why? What will universities look like without professors? Who will teach? Why should it matter? The fate of the professor, Donoghue shows, has always been tied to that of the liberal arts -with thehumanities at its core. The rise to prominence of the American university has been defined by the strength of the humanities and by the central role of the autonomous, tenured professor who can be both scholar and teacher. Yet in today's market-driven, rank- and ratings-obsessed world of higher education, corporate logic prevails: faculties are to be managed for optimal efficiency, productivity, and competitive advantage; casual armies of adjuncts and graduate students now fill the demand for teachers.Bypassing the distractions of the culture wars and other crises,Donoghue sheds light on the structural changes in higher education-the rise of community colleges and for-profit universities, the frenzied pursuit of prestige everywhere, the brutally competitive realities facing new Ph.D.s -that threaten the survival of professors as we've known them. There are no quick fixes in The Last Professors; rather, Donoghue offers his fellow teachers and scholarsan essential field guide to making their way in a world that no longer has room for their dreams.
What International Assessments Tell Us about Math Achievement
Standards for education achievement are under scrutiny throughout the industrial world. In this technological age, student performance in mathematics is seen as being particularly important. For more than four decades, international assessments conducted by the International Association for Evaluation of Educational Achievement (IEA) have measured how well students are learning mathematics in different countries. The latest round of mathematics testing of the Trends in Mathematics and Science Study (TIMSS) takes place in 2007. Beyond the horse race the rankings that compare nations what have we learned from the wealth of data collected in these assessments? How do US math curriculums compare to those used overseas? Is the effect of technology in the classroom uniform across nations? How do popular math reforms fare abroad? Those are some of the critical issues tackled in this important book. The authors use the database to address several pressing questions about school policy and educational research. For example, Ina Mullis and Michael Martin review the major lessons learned over the history of TIMSS testing. William Schmidt and Richard T. Houang examine whether curricular breadth affects student achievement. Jeremy Kilpatrick, Vilma Mesa, and Finbarr Sloane evaluate American performance in algebra relative to other nations and pinpoint strengths and weaknesses in American students' learning of algebra.
A Practitioners' Perspective
In the last two decades, erosion in the quality and effectiveness of education systems especially in sub-Saharan Africa has been compounded by factors ñsuch as exogenous pressures precipitated by unsystematic provision of foreign aid ñ fostering corrupt practices, inadequate teacher training and limited deployment of professional educators to under-served communities. Yet, quality education is needed to attain high levels of critical thinking, analytic interpretation, academic creativity, innovativeness, effectiveness, personal and inter-personal skills in problem solving. This book, which focuses on Mozambique, South Africa, Zambia and Zimbabwe, critically reflects on primary, secondary and tertiary education in Southern Africa with a view to explore the opportunities, constraints and challenges that practitioners, learners and other educational stakeholders face in their daily lives. The book draws on the findings from the aforementioned countries, to advance the thesis that education in sub-Saharan Africa faces problems of epic proportions that require urgent attention. Hence, the primary objective of this book is to serve as a drive and medium for informed change, critical thinking, constructive analysis, synthesis and evaluation of different situations, settings and problems situated in the interface of theory and practice in the education fraternity.
Working and Writing for Change
In 2011, the National Council of Teachers of English (NCTE) turned one hundred years old. But our profession is endlessly beginning, constantly transforming itself and its purpose as new voices and identities claim their rights in our classrooms and in our country. The recognition of such claims, however, does not occur without a struggle, without collective work.
Listening to our Elders attempts to capture the history of those collective moments where teachers across grade levels and institutions of higher education organized to insure that the voices, heritages, and traditions of their students and colleagues were recognized within our professional organizations as a vital part of our classrooms and our discipline. In doing so, Listening to Our Elders demonstrates this recognition was not always easily given. Instead, whether the issue was race, sexuality, class, or disability, committed activist organizations have often had to push against the existing limits of our field and its organizations to insure a broader sense of common responsibility and humanity was recognized.
Listening to Our Elders features interviews with Malea Powell (Native American Caucus), Joyce Rain Anderson (Native American Caucus), Jeffery Paul Chan (Asian/Asian American), James Hill (Black Caucus), James Dolmage (Committee for Disability Issue in College Composition), Geneva Smitherman (Language Policy Commitee), Carlota Cárdenas de Dwyer (Latino/a Caucus), Victor Villanueva (Latino/a Caucus), Louise Dunlap (Progressive Caucus), Karen Hollis (Progressive Caucus), Louie Crew (Queer Caucus), William Thelin (Working Class Culture and Pedagogy SIG), Bill Macauley (Working Class Culture and Pedagogy SIG).
New Partnerships for Real Change
Bringing change to our public school system is hard, and the current system of education governance creates barriers that can make that reform even harder. Here six authorities in public education discuss how local philanthropies can overcome them even if school districts cannot. Making School Reform Work identifies new institutions that can be created by foundations and civic groups to remedy deficiencies in local school governance, formulate bold reforms, and guarantee implementation. These institutions include incubators for starting new schools, independent data analysis centers, public-private partnerships for recruitment and training of school leaders, and new ways of funding and managing school facilities. The contributors are Sarah Brooks (Carleton College), Michael DeArmond (University of Washington), Marguerite Roza (University of Washington), and Abigail Winger (Milwaukee consultant).