Since the implementation of the No Child Left Behind Act in 2001, public discourse on "failing schools" as measured by high-stakes standardized tests has disproportionately affected students from minoritized communities (such as language, race, class, dis/ability), emphasizing climates of assessment at the expense of broader, more democratic, and…

The purpose of this article is to explore the pedagogical dimensions of the Funds of Knowledge (FoK) framework and approach with a focus on the role of power and agency in the sites where such teaching and learning takes place. This analysis is undertaken to make the pedagogies and associated power implications of the FoK work more explicit to…

Sooner or later, as schools move to implement the new Common Core and other forthcoming standards, almost every teacher in the United States will face the challenge of how to support students from homes where English is not the dominant language in meeting subject-matter academic expectations that require increasingly demanding uses of language…

This review poses an increasingly common--and increasingly urgent--question in the field of teacher education: How can teachers best be prepared to educate Latina/o bilingual learners? The answers that the authors offer here challenge some of the prevailing assumptions about language and bilingualism that inform current approaches to teacher…

As they wrote this article attentive to the focus of this volume of "Review of Research in Education" on "extraordinary pedagogies for working within school settings serving nondominant students" (C. Faltis & J. Abedi, 2011, personal communication), the authors held close understandings of ways in which narrative inquiry embodies potential for…

A close examination of a number of political, social, and economic indicators reveals the ongoing challenges of what it means to be Black and male in the United States. Many of these challenges begin at birth and persist over time. The complex, yet complicated picture of life for Black males in the United States remains a topic of study and…

The intent of this article is to explore how No Child Left Behind (NCLB) emerges from a discursive frame that is also used in relation to neoliberal corporate conquests and, significantly, America's war on terror. The article first demonstrates through reference to online resistance discourses and NCLB, how NCLB is a product of and reproduces the…

The academy is considered by many as the major Western institution of knowledge. This article, however, argues that the academy is characterized by prevalent "epistemic ignorance"--a concept informed by Spivak's discussion of "sanctioned ignorance." Epistemic ignorance refers to academic practices and discourses that enable the continued exclusion…

In this article the author analyzes a composition written by an 18-year-old student from Puerto Rico fluent in Spanish and English, who struggled with writing in both languages. She analyzes the student's work from a framework of discourse and narrative analysis and the tenets of oral culture. Her intent is to clarify the structural complexity of…

The author cites the popular distinction between "traveler" and "tourist", noting that the latter has come to signify someone less enlightened, less conscientious and less distinguished than the former. Discussing critical pedagogy in terms of this paradox, she draws upon her experience in designing and teaching an interdisciplinary undergraduate…

Over the past decade, publishers' catalogues have showcased a continuing supply of introductory readers, taxonomies and evaluations of cultural studies, largely for teaching purposes. In this article, the author suggests that the current climate of academic publishing has allowed cultural studies' particular investment and commitment to scholarly…

In order to examine how large-scale testing affects writing pedagogy and students' composition processes, the author conducted a study that centered on two high school senior English classes in the state of Kentucky. Since 1991, Kentucky has implemented a large-scale writing assessment and system of teacher and school accountability. Generating…

One way that people learn to recognize themselves as members of a nation-state is by participating in the ritual of a national census. In the United States acquaintance with such enumerations is cultivated during childhood by the federal government's "Census in Schools" (CIS) program, which distributes a variety of educational materials designed…

September 11, 2001 generated diverse responses from around the world, but for many subjects located in "the West," an enduring perception surfaced in the aftermath of the attacks: that 9/11 revealed the fragility of the "Western Self" as a secure identity. In a move towards self-scrutiny post 9/11, it is not only the presence of the Other that has…

In the wake of the September 11, 2001, attacks on the Pentagon and World Trade Center, and amid sweeping patriotic declarations that the suicide hijackers had waged a war on America as well as democracy, the energetic response by public intellectuals, academics, philosophers, and theorists has been to ask, what "America," what "democracy," what…