The purpose of this article is to engage crip theory in a critical analysis of the calls within elementary education for a return to normalcy. I seek to question the ways COVID-19 has reinforced orientations towards normalcy by asking where normalcy went and how the calls for its return reveal the fundamental limits of inclusion within schools.…

This qualitative case study investigates how two preservice elementary teachers crafted narratives of Black women in the Civil Rights Movement using an intersectional lens. Using Black feminism and Black critical patriotism as theoretical frameworks, the authors examine the process in which preservice teachers attempted to construct historical…

Classrooms are host to complex sonic ecologies informed by ritualized patterns and routines, but there remains a dearth of scholarship studying everyday sounds of schooling. Such research is important because it can amplify in new ways how children's identities are constructed and thickened over time. This interpretive case study takes up the…

Taking inspiration from Paulo Freire's "Pedagogy of the Oppressed," I propose to work through some of the features of "false generosity" that arise in education and specifically in moments of acute crisis. This inquiry, which begins with (and was sparked by) events following the 2011 Tohoku earthquake and tsunami, continues…

Textbooks play a central role in Taiwanese education. In the wake of the political reform and social protest movements of the 1970s and 1980s that led to Taiwanese educational reform, critics assert that traditional textbooks reinforce the dominant national Chinese cultural identity without considering the specific perspectives and voices of…

Describes a project that trained 27 grade-six students in techniques of observation and communication and then involved them in the evaluation of a student teacher. (Author/MLF)

A comparison of Anglo and Navajo students' perceptions of school achievement tests revealed a cultural dichotomy concerning the significance and purpose of tests. Study results pose policy questions: Should students be enculturated into test-taking values or should testing forms be changed to reflect cultural considerations of valued knowledge?…

Anarchist education at the Modern School of New York between 1911 and 1915 featured positive interactions between pedagogies influenced by Tolstoy and Ferrer. After the adult movement adversely affected children's activities, Tolstoy's rebel culture model dominated the concern for revolutionary politics, and the school at Stelton became similar to…

Critiques the arts program of a black suburban elementary school, praising its emphasis on black artistic heritages and its fostering of racial equality and individual visibility. The school's arts activities interweave personal lives with the aesthetic motive and discourage tendencies toward conformity and docility. Includes 15 references. (MLH)

Addresses perceived shortcomings in Barone's article critiquing arts education in a black elementary school. Questions the author's "blitzkrieg ethnography" approach, the generalizability of his observations, the relevancy of his interpretations to curricula, and the confusion of personal experience with scientism. Sees educational…

Replies to Rist's unfavorable evaluation of Barone's own article critiquing the arts program of a black elementary school. Argues that quantitative social science research has unsuccessfully modeled itself on scientific methodology, but camouflages its subjectivity and fictionalizes the entire research undertaking. Crafting an educational…

The Principal Teacher Interaction Study analyzes what principals do to bring about curriculum implementation and school improvement. For one year, this study documented principals' interventions to assist new curriculum program implementation at nine elementary schools. Data on responder, manager, and initiator leadership styles show critical…

Outlines a study of two teachers' image of "the classroom as home" illustrating how personal and professional experiences are expressed in their classroom practices. Offers a theoretical concept of "image" as knowledge incorporating theoretical, practical, objective, and subjective experience. (MD)

Critically examines the "English ethnographic tradition's" view that classroom instruction transmits propositional knowledge. Uses observed classroom discourse to argue that instruction in fact produces knowledge, both propositional and "how-to". (MCG)

A Marxian analysis of the form and content of children's Revolutionary War fiction shows how characteristics of these materials are related to the socioeconomic and historical milieu from which they come. Structural similarities between these novels and Western films reveal historically rooted bourgeois attitudes, social values, and ideologies.…