Reimagining American Education: Possible Futures

Ball, Deborah Loewenberg

doi:10.1177/00317217221092236

Cited by 8 publications

(8 citation statements)

References 18 publications

(17 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For example, Cohen (1989) pointed to elements of educational systems-school organization, teaching conditions, and weak incentives-as major problems. More recent analyses (e.g., Ball, 2022) point to broader systems, linking the difficulties of change to social, cultural, political, and economic conditions. Stigler et al (2000) also turned to differences in "culture" to account for why effective teaching practices tend not to carry over-that is, they do not translate well, in the mathematical sense, of preserving equivalence when shifting locations.…”

Section: Discussionmentioning

confidence: 99%

Learning metaphors and classroom enactments: Understanding webs of association and their entailments for school mathematics

Davis,

Francis,

Towers

et al. 2023

Asian Journal for Mathematics Education

View full text Add to dashboard Cite

Oriented by the observation that cross-cultural comparisons of mathematics teaching have had little impact on the evolution of classroom practice, we develop the thesis that approaches to school mathematics are rooted in metaphors and sustained by associations that are language specific. We examined distinct webs of meaning for the words “learn” and “teach” in three languages: English, Czech, and Japanese. By applying a tool designed for analyzing bodily classroom (inter)activity, we aim to demonstrate that the meanings of these words are evident in practices that are readily observed in video recordings of mathematics lessons conducted in these languages. We suggest that efforts toward “transcreation” rather than “translation” are better fitted to hopes of interpreting and informing classroom practices across languages.

show abstract

Section: Discussionmentioning

confidence: 99%

Learning metaphors and classroom enactments: Understanding webs of association and their entailments for school mathematics

Davis,

Francis,

Towers

et al. 2023

Asian Journal for Mathematics Education

View full text Add to dashboard Cite

show abstract

“…Según lo señala Ball (2022), "para re imaginar el futuro se debe ver hacia atrás para entender por qué las escuelas son como son" (p. 10). Actualmente, muchos de los medios para compartir el conocimiento están al alcance, en virtud de los Recursos Educativos Abiertos (REA), que permiten obtener información más confiable y de forma gratuita.…”

Section: Pág 10867unclassified

Pan y Circo con las Políticas Educativas

Sevilla Godínez,

Pérez Salmerón,

Inda Ramírez

2024

Ciencia Latina

View full text Add to dashboard Cite

En el presente texto se pretende mostrar, desde una perspectiva crítica, la inadecuación de algunos discursos y narrativas propias de la política educativa al contrastarlas con la realidad social del sistema educativo mexicano. La metodología utilizada es la investigación documental, así como el análisis del discurso de diversas autoridades en el ámbito educativo. La educación está inmersa en una dinámica sociocultural, por lo que el énfasis del trabajo está puesto en las representaciones sociales y lo significados que están implícitos en los discursos y documentos oficiales. A la vez, se pretende contrastar la situación nacional con la Agenda 2030 de la ONU, esencialmente con aquellos Objetivos de Desarrollo Sostenible que se relacionan con la educación. Se muestra el contundente divorcio entre el discurso y los resultados, así como las realidades educativas de los profesores y estudiantes. La intención, por tanto, es favorecer el pensamiento crítico y analítico ante la educación, para no reaccionar de manera sumisa a todos los discursos tranquilizadores y centrados en falacias que están vertidos en la cotidianidad de la política educativa nacional e internacional.

show abstract

“…While the recruitment practices, curricula, and faculty of traditional teacher preparation programs tend to perpetuate the norms of the dominant white culture (Ball, 2022), CT-TRP places cultural competence at its core. As a result, mentors and residents are positioned to revise and transform the normalized practices of teaching away from a focus on whiteness, and instead foster teaching practices that are culturally responsive to communities.…”

Section: Building Cultural Competencementioning

confidence: 99%

Teacher residency: Growing and diversifying the profession

Sims¹,

Lord²,

Megos³

et al. 2023

Phi Delta Kappan

View full text Add to dashboard Cite

Violet Jiménez Sims, Kerry Lord, Marlene Megos, and Ushawnda Mitchell describe a new approach to addressing the gap between the racial diversity of teachers and students in U.S. public schools. The Connecticut Teacher Residency program (CT-TRP) is a grow-your-own approach to teacher training, certification, and retention that combines an academic program with a residency model while centering cultural competency. The program breaks down common barriers to the teaching profession by covering the cost of tuition, paying a living wage to candidates during their one-year residency, and helping them prepare for certification exams.

show abstract

Reimagining American Education: Possible Futures

Cited by 8 publications

References 18 publications

Learning metaphors and classroom enactments: Understanding webs of association and their entailments for school mathematics

Learning metaphors and classroom enactments: Understanding webs of association and their entailments for school mathematics

Pan y Circo con las Políticas Educativas

Teacher residency: Growing and diversifying the profession

Contact Info

Product

Resources

About