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.
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