Reproducing or Challenging Power in the Questions We Ask and the Methods We Use: A Framework for Activist Research in Urban Education
Tóm tắt
Từ khóa
Tài liệu tham khảo
Anyon J. (1997). Ghetto schooling: A political economy of urban education reform New York Teachers College Press
Anyon J. (2005). Radical possibilities: Public policy, urban education, and a new social movement. New York Routledge
Apple M. (1990). Ideology and curriculum New York Routledge
Behar R. (1996). The vulnerable observer: Ethnography that breaks your heart Boston Beacon Press
Brettell C. B. (Ed.). (1993). When they read what we write: The politics of ethnography Westport, CT, Bergin & Garvey
Burowoy M. (1991). Ethnography unbound: Power and resistance in the modern metropolis Berkeley, University of California Press
Cammarota J. (2005). Reflections on the field: Anthropology and education – past, present, and future American Anthropological Association Washington, DC
Collatos A. M., Morrell E. (2003). Apprenticing urban youth as critical researchers: Implications for increasing equity and access in diverse urban schools In: B. Rubin & E. Silva (Eds.), Critical voices in school reform: Students living through change. (pp. 113–131). New York: RoutledgeFalmer.
Comstock D., Fox R. (1993). Participatory research as critical theory: The North Bonneville, USA, experience In: P. Park, M. Brydon-Miller, B. Hall, T. Jackson (Eds) Voices of change: Participatory research in the United States and Canada. Westport, CT: Bergin & Garvey
Delpit L. (1988). The silenced dialogue: Power and pedagogy in educating other people’s children Harvard Educational Review 58(3):280–298
Duncan-Andrade, J. (2005, December 1, 2005). Transformative resistance in urban communities: Combating the culture of poverty thesis. Paper presented at the American Anthropological Association Washington, DC
Dyrness A. (2004). Speaking truth to power: Immigrant parents, progressive educators, and the politics of change in an urban school University of California, Berkeley Berkeley
Fals-Borda O., Rahman M. A. (1991). Action and knowledge: Breaking the monopoly with participatory action-research New York The Apex Press
Feuer M. J., Towne L., Shavelson R. (2002). Scientific culture and educational research Educational Researcher 31(8):4–14
Fine M. (1994). Dis-stance and other stances: Negotiations of power inside feminist research In: A. Gitlin (Ed.), Power and method. (pp. 13–35). New York: Routledge.
Fine M., Weiss L., Weseen S., Wong L. (2000). For whom? Qualitative research, representations, and social responsibilities In: N. Denzin, & Y. Lincoln (Eds.), Handbook of qualitative research (2nd ed.) Thousand Oaks: Sage Press.
Foley D. (1991). Reconsidering anthropological explanations of ethnic school failure Anthropology and Education Quarterly 22(1):60–86
Foley D., Valenzuela A. (2005). Critical ethnography: The politics of collaboration In: N. Denzin, & Y. Lincoln (Eds.), The sage handbook of qualitative research(2nd ed.) Thousand Oaks: Sage Press.
Foley D. E. (1994). Learning capitalist culture: Deep in the heart of tejas Philadelphia University of Pennsylvania Press
Foster K. (2004). Coming to terms: A discussion of John Ogbu’s cultural-ecological theory of minority academic achievement Intercultural Education 15(4):369–384
Foster M. (1994). The power to know one thing is never the power to know all things: Methodological notes on two studies of black american teachers In: A. Gitlin (Eds.), Power and method. (pp. 129–146). New York: Routledge.
Freire P. (1970/1999) Pedagogy of the oppressed New York The Continuum Publishing Company
Fuentes E. (2005). Just parents: The politics and practice of community organizing for school change University of California Berkeley
Gaventa J. (1993). The powerful, the powerless, and the experts: Knowledge struggles in an information age In: P. Park, M. Brydon-Miller, B. Hall, & T. Jackson (Eds.), Voices of change: Participatory research in the United States and Canada. (pp. 21–40) Westport, CT: Bergin & Garvey.
Giroux H. (1983). Theory and resistance in education : A pedagogy for the opposition south hadley MA Bergin & Garvey
Gitlin A., Russell R. (1994). Alternative methodologies and the research context In: A. Gitlin (Ed.), Power and method New York: Routledge.
González N. (2005, December 2, 2005). Reflections on the field: Anthropology and education – past, present, and future. Paper presented at the American Anthropological Association, Washington, DC
González N., Moll L., Amanti C. (Eds) (2005). Funds of knowledge: Theorizing practices in households, communities, and classrooms Mahwah, NJ, Lawrence Erlbaum Associates
Gould M. (1999). Race and theory: Culture, poverty, and adaptation to discrimination in Wilson and Ogbu Sociological Theory 17(2):171–200
Gratz R. B., Mintz N. (1998). Cities back from the edge: New life for downtown New York John Wiley & Sons, Inc
Gregory S. (1998). Black corona Princeton Princeton University Press
Habermas, J. (1970). Toward a rational society (J. J. Shapiro, Trans.). Boston: Beacon Press
Hall B. (1992). From margins to center? The development and purpose of participatory research The American Sociologist 23(4):15–28
Hernández Castillo, R. A. (2006). Socially-committed anthropology: Between local resistance and global powers. Paper presented at the Abriendo Brecha III: Activist Scholarship Conference on Crisis, Politics and Performance in the Americas, Austin, TX
Hurst J. (2002). Popular education, labor and social change In: L. Delp, M. Outman-Kramer, S. J. Schurman, & K. Wong (Eds.), Teaching for change: Popular education and the labor movement. Los Angeles UCLA Labor Research and Education Center
Kim C. J. (2000). Bitter fruit: The politics of black-Korean conflict in New York City Cambridge Yale University Press
Kirshner, B., Strobel, K., & Fernández, M. (2003). Critical civic engagement among urban youth. Penn GSE Perspectives on Urban Education, 2(1)
Klees S. J., Rizzini I., Dewees A. (2000). A new paradigm for social change: Social movements and the transformation of policy for street and working children in Brazil In: R. A. Mickelson (Ed.), Children on the streets of the Americas: Homelessness, education and globalization in the United States, Brazil and Cuba. New York: Routledge.
Koirala S. (2004). Exploring solutions at the intersection of education, immigration and transnationalism: Efforts of the diaspora in Nepali social change University of California, Berkeley Berkeley
Kozol J. (1991). The dream deferred, again, in San Antonio In: J. Kozon (Ed.), Savage inequalities. New York: Crown Publishers.
Kretovics J., Nussel E. J. (1994). Introduction: School reform and transforming urban education In: J. Kretovics & E. J. Nussel (Eds.), Transforming urban education. Boston Allyn and Bacon
Kwon S. A. (2005). Second-generation Asian and Pacific Islander youth social change practices. University of California, Berkeley Berkeley
Ladson Billings G. (2000). Racialized discourses and ethnic epistemologies In: N. Denzin, Y. Lincoln (Eds) Handbook of qualitative research Thousand Oaks Sage Press
Lather P. (1992). Critical frames in educational research: Feminist and post-structural perspectives Theory Into Practice 31(2):87–99
Leck G. (1994). Queer relations with educational research In: A. Gitlin (Eds) Power and method New York Routledge pp. 77–96
LeCompte M. (1995). Some notes on power, agenda, and voice: A researcher’s personal evolution toward critical collaborative research In: P. McLaren, J. M. Giarelli (Eds) Critical theory and educational research New York State University of New York Press
London, J., Zimmerman, K., & Erbstein, N. (2003). Youth-led research and evaluation: Tools for youth, organizational, and community development. In K. Sabo (Ed.), Youth participatory evaluation: A field in the making: New directions for evaluation. San Francisco: Jossey-Bass.
Maguire P. (1987). Doing participatory research: A feminist approach Amherst Center for International Education
Maguire, P. (1993). Challenges, contradictions, and celebrations: Attempting participatory research as a doctoral student. In P. Park, M. Brydon-Miller, B. Hall, & T. Jackson (Eds.), Voices of change: Participatory research in the United States and Canada. Westport, CT: Bergin & Garvey.
McDermott R. (1987). The explanation of minority school failure, again Anthropology & Education Quarterly 18:361–364
Moll L., Amanti C., Neff D., González N. (1992). Funds of knowledge: Using a qualitative approach to connect homes and classrooms Theory Into Practice 31(2):132–141
Noguera, P. A. (2001). Racial politics and the elusive quest for excellence and equity in education. Retrieved February 22, 2006, 2006, from http://www.inmotionmagazine.com/er/pnrpref.html
Noguera P. A., Wing J. Y. (2006). Unfinished business: Closing the racial achievement gap in our schools San Francisco Jossey-Bass
Nygreen K. (2005). From theory to practice: Limits and possibilities of critical pedagogy in a high-poverty urban high school University of California, Berkeley Berkeley
O’Connor C. (1997). Dispositions toward (collective) struggle and educational resilience in the inner city: A case analysis of six African-American high school students American Educational Research Journal 34(4):593–629
Park P. (1993). What is participatory research: A theoretical and methodological perspective In: P. Park, M. Brydon-Miller, B. Hall, T. Jackson (Eds) Voices of change: Participatory research in the United States and Canada Westport, CT Bergin & Garvey
Patai D. (1994). When method becomes power In: A. Gitlin (Eds) Power and method New York Routledge pp. 61–76
Payne C. (1984). Getting what we ask for Westport Greenwood Press
Prajuli, P. (1986). Grassroots movements, development discourses, and popular education. Convergence, 19(2), 29–40
Pulido L. (2000). Rethinking environmental racism: White privilege and urban development in Southern California Annals of the Association of American Geographers 90(1):12–40
Sanchez P. (2004). At home in two places: Second-generation Mexicanas and their lives as engaged transnationals University of California, Berkeley Berkeley
The John Gardener Center for Youth and Their Communities (2001). Youth engaged in leadership and learning (Y.E.L.L.): A handbook for supporting community youth researchers
Tuhiwai Smith L. (2005/1999). Decolonizing methodologies: Research and indigenous people New York Zed Books
Valenzuela, A., Prieto, L., Guardia Jackson, L., Alsobrook, M. E., Gutierrez, F., & Zamora, C. (2006, February 17). Poder, Colaboración, y Posibilidad: Multiple Voices, Multiple Criteria. Paper presented at the Abriendo Brecha III: Activist Scholarship Conference on Crisis, Politics, and Performance in the Americas, Austin, TX
Varenne H., McDermott R. (1999). Successful failure: The school America builds Boulder Westview Press
Vio Grossi F. (1981). The Socio-political implications of participatory research Convergence 3:43–51
Wells A. S., Serna I. (1996). The politics of culture: Understanding local political resistance to detracking in racially mixed schools Harvard Educational Review 66(1):93–118
Wilson W. J. (1987). The truly disadvantaged Chicago University of Chicago Press
Wilson W. J. (1993). When work disappears New York Knopf Press
Wolf D. (1996). Introduction: Situating feminist dilemmas in fieldwork In: D. Wolf (Ed.), Feminist dilemmas in fieldwork. Boulder Westview Press