To understand how dominant messages about race and effective pedagogy impact teacher beliefs and practice, this study employs critical race theory (CRT) in a case study analysis of Rebecca Rosenberg, a mid-career entrant into the teaching profession who was terminated from her first job before the end of her district’s probationary period. Despite believing she was teaching for social justice, being prepared in a program oriented toward social justice, and being hired in a school with a comparable mission, Rebecca’s beliefs and practices affirmed uncritical perspectives of the status quo regarding race, schooling, and social ascendance. This research underscores the substantial work to be done in preparing teachers to be reflective of the overarching cultural myths and majoritarian stories that may guide their practice.
Read When Claiming to Teach for Social Justice is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy in the current issue of BRE here.
In "Schooling in American Sign Language: A Paradigm Shift from a Deficit Model to a Bilingual Model in Deaf Education" , Tom Humphries presents a non-deficit lens towards addressing inequities in the education of deaf and hard-of-hearing children:
Deaf people have long held the belief that American Sign Language (ASL) plays a significant role in the academic development of deaf children. Despite this, the education of deaf children has historically been exclusive of ASL and constructed as an English-only, deficit-based pedagogy. Newer research, however, finds a strong correlation between ASL fluency and English literacy, supporting Deaf people’s belief. This article describes efforts at the University of California, San Diego to develop and field-test a teacher preparation program that combines best practices in bilingual education and deaf education. The training curriculum designed for this program incorporates cultural practices from the Deaf community into the training of teachers of deaf children, a paradigmatic shift from traditional deaf education pedagogy based on a deficit model to a socio-cultural view of deaf children and their schooling. This shift represents a significant new direction in addressing the chronic poor performance of schools in educating deaf and hardof-hearing children who as a group are severely undereducated. This article also provides background and rationale for the recent approval of ASL authorization on the Multiple Subjects teaching credential in California.
In New Orleans Education Reform: A Guide for Cities or a Warning for Communities? (Grassroots Lessons Learned, 2005-2012), Kristen Buras and members of the Urban South Grassroots Research Collaborative critique a different type of majoritarian story: the dominant narrative regarding the New Orleans education reforms that have occurred since 2005. Drawing on their years of experience in New Orleans, as well as the scholarly research on the reforms, the authors articulate their critique of the human capital and charter development policies that have been enacted since 2005, examining the implications of these “lessons learned” for the communities within and beyond New Orleans. They situate their work as a response to a New School for New Orleans’s report, A Guide for Cities, and other reports on the New Orleans education system that have been written by advocates of the reforms and recently gained national attention. A postscript by Adrienne Dixson, Ashana Bigard, and students of Walter Cohen High School examines the recent slew of decisions made regarding the fate of Cohen High, which were without consultation or input from students, parents, or community members, providing further evidence of the impact of such educational reforms on local communities.
In the current issue of the BRE, Juan Fernando Carrillo proposes a new way of looking at intelligence in Latin@s:
"Dominant notions of intelligence and “common-sense” ideas of the social positions in which working-class Latin@s belong have continued the cycle of theoretical frameworks that fail to recognize and analyze the intelligences, knowledge, and sophisticated skills developed by those successfully straddling subjugated and hegemonic cultural worlds. It is, thus, not surprising that very few studies have explored the identities and trajectories of high-achieving Mexican-origin males as scientifically valid sources to potentially inform conceptions of intelligence and giftedness.This qualitative study of three Mexican-origin heterosexual male students that were born and raised in low-income urban settings and went on to earn graduate degrees introduces the Mestiz@3 Theory of Intelligences (MTI)." (Carrillo, 2013, p. 70-71)
The Berkeley Review of Education (BRE), an open-access, peer-reviewed journal, is published biannually online and edited by students from the Graduate School of Education at the University of California, Berkeley. The BRE encourages senior and emerging scholars, practitioners, and policy-makers to submit articles that address issues of educational diversity and equity from various intra/interdisciplinary perspectives.