Educational Foundations

In this paper, educational pathways emerge from the nexus of ancient narratives and future possibilities. Such imaginings are as much attributed to African American intellectual traditions as to contemporary Afrofuturisms, including those born in histories of Blackness. The overlay of what was and what is not yet is significant because it engenders educational potentialities that are central to aesthetics and onto-epistemological wondering. The author uses seminal dialogues from scholars like Sojourner Truth, Mary McLeod Bethune and Anna Julia Cooper as a springboard for envisioning Afrofuturisms in which schooling functions to transgress the assemblages of violence and capital of shame that pervade classrooms and corridors contemporary education. Not unlike the call of Sylvia Wynter, Sun Ra, bell hooks, Octavia Butler and other Afrofuturist activists of the feminine, this paper (re)imagines schooling from the roots of its past and the future conditional they portend.

Readers of a certain age will undoubtedly remember Choose Your Own Adventure children's books. In a normal novel, the author leads the reader through a series of fixed events and experiences lived by some other person. Choose Your Own Adventure books were different because they made the reader the protagonist. Every few pages, options were proposed about what to do next so that the story unfolded in different ways depending on the reader's choices. The net effect, enhanced by the uncustomary use of the second person throughout, is that readers themselves determine the reading experience. We offer this six-volume book series on educational foundations in much the same spirit. It does not have to be read sequentially, but rather can be delved into according to one's personal, academic or professional interests and informational needs. These are books made for exploration.

Introduction Schools are social institutions that mirror the larger society. In the United States (U.S.), a compulsory public school system was developed to address the needs of industry, speaking to the direct effect society has on the creation and purpose of schooling. "Far from creating independent thinkers, schools have always, throughout history, played an institutional role in a system of control and coercion" (Macedo in Chomsky, 2000, p 3). The general purpose of public schools has not changed since its inception-students continue to be educated to accept ideologies that serve the needs of the dominant class. Yet, the purpose of schooling has been contested throughout the history of the U.S. by both dominant groups and the oppressed. This article will explore the sociopolitical context of education policy, particularly as it relates to Latina/o education. We will highlight the status of Latina/os within the Chicago Public Schools (CPS) to examine the impact of educa...

Grounded in two collaborative interpretive studies—one with
women in India who were survivors of domestic violence, and
another with queer youth and youth of color in the Midwest who
were survivors of sexual assault—this paper argues that there is a
hidden curriculum of violence. This curriculum of violence can be
traced through affective resonances that exist within an assemblage
of violence. Powerfully enacted on the bodies of women and girls
and their ways of being, these lessons occur across contexts, from
the classroom through the communities where they are learned. This
is significant because victims/survivors of such violence are often
working to exercise their available power within a set of agentic contingencies that reify oppression, making it difficult to surmount normalized aggressions that are ultimately understood as businessas-
usual.

the study is about the jargon used by high school pupils in burundi the case of buye.the study found out that pupils of Buye high school use words that cannot be understood unless you are part of community.the reason of using jargon is to keep their own things secretly.the study used a descriptive study and is a quantitative study.the study identified words used in high schools and provided social meaning and the literal meaning.

Written from the perspectives of a tenured high school teacher/researcher, an out bisexual sophomore, and a transgender senior, this article discusses the challenges of being and becoming an out lesbian, gay, bisexual, transgender, questioning (LGBTQ) student in a large, Midwestern high school. Through counternarratives, the authors explore what they call the school-to-coffin pipeline, a system that (un)intentionally positions LGBTQ teens in what has become a horrific, yet normalized,
epidemic of queer youth suicide. The authors use the framework of this pipeline to examine what it means to live with/in the in-between of school rhetoric and a dearth of enacted school policy that could literally be life-saving for queer youth. Through an examination of the everyday challenges queer youth encounter, the authors argue that all adults involved in schooling—including teachers, teacher educators, administrators, counselors, and school psychologist—are necessarily (un)knowing participants in the school-to-coffin pipeline, contributing to institutional homophobia and, by extension, LGBTQ youth suicide. The authors argue that by attending to the school-to-coffin pipeline, those who contribute to it can begin to interrupt the current, and possibly continuing, cycle of self-inflicted violence on queer youth bodies.

This study examined the impact of study habits and guidance services on academic performance of adolescents in educational district IV of Lagos state. Five research questions and five research hypotheses were formulated to guide in the study. The descriptive survey research was used to conduct the study. The population of this study consisted of all adolescents and students in educational district IV of Lagos state. Two
hundred (200) respondents were randomly selected as sample for this study. A structured questionnaire was used in the data collection. The research hypotheses 1 – 5 were tested using T-test statistical tool at 0.05 level of significance. The findings revealed that in this research setting: study habit, guidance services have significant impact on academic performance of adolescents; there is a significant impact of guidance services on study habit of adolescents; also, there is a gender difference on students’ academic performance due to study habit; finally, there is a gender difference on students’ academic performance due to provision of guidance services in this research area. Some recommendations and implications for counselling were stated as the way forward and they are: For better academic performance of students in secondary schools, every school should have a functional guidance and counselling unit with professional counsellors as the head. Government should create more vocational centres for training
of students or young people. The parents, teachers and counsellors should move closer to students, know their problems and provide help where necessary. Guidance programme should be strengthened in order to improve the academic performance and study habits of boys and girls in secondary schools in the area. The teachers and the society at large
should be very careful about how they handle academic issues and there should not be gender bias or discrimination.

While education is an inherently political field and practice, and while the political struggles that radical philosophy takes up necessarily involve education, there remains much to be done at the intersection of education and radical philosophy. That so many intense political struggles today actually center educational processes and institutions makes this gap all the more pressing. Yet in order for this work to be done, we need to begin to establish common frameworks and languages in and with which to move.

Keywords in Radical Philosophy and Education takes up this crucial and urgent task. Dozens of emerging and leading activists, organizers, and scholars assemble a collective body of concepts to interrogate, provoke, and mobilize contemporary political, economic, and social struggles. This wide-ranging edited collection covers key and innovative philosophical and educational themes—from animals, sex, wind, and praxis, to studying, podcasting, debt, and students.

This field-defining work is a necessary resource for all activists and academics interested in exploring the latest conceptual contributions growing out of the intersection of social struggles and the university.

This paper traces the beginnings of multicultural policies and programs in New York City and London during the 1980s. Using Caraballo’s analysis of intercultural and intergroup programs as a model, we apply Bell’s (1980) principle of interest convergence to examine the antecedents in both cities and detail how multicultural policies and programs were rolled back when the interests of privileged groups and working-class communities of color subsequently diverged. Archival and secondary sources were used to construct and situate historical case studies within larger societal contexts. Findings indicate that multicultural curriculum and policies in both cities arose from a convergence of demands by racialized communities for equal educational opportunities and a representative curriculum, and government efforts to placate tensions from changing demographics and racial unrest. In the end we examine current racial realities and argue that the interest-convergence-divergence cycle can be useful to inform future multicultural education policy, research, pedagogy, and curriculum.

ABSRACT
Generally, the aim of every educational institution is to transmit skills, knowledge and culture and this is usually done through learning, research and dissemination of the findings for ultimate utilization.  This study was conducted to investigate the effect of parental factors on pupil’s academic performance in Abeokuta South Local Government area of Ogun State. One hundred and six pupils from seven primary schools in Abeokuta South Local Government were used for the study. The sample of the study was selected using the simple random technique. Ex-post facto research design was used for the study. Means and percentages were used to answer the research questions. The study revealed among others that, parental profession, education and socio-economic status have  effects on pupils’ academic performance. Recommendations were made based on the findings and conclusion of the study. One of the recommendations is that parents should not allow the type of work they engage in to dominate their time in such a way that they fail to pay attention to their children’s academic work so that the children’s academic performance can be enhanced.

This paper discusses the strategies for the Reconstruction of the Educational system of the Fulani Herdsmen infested Omala Local Government Area Kogi state Nigeria .The paper examines the concept of reconstruction, educational system, the Fulani, the Fulani Herdsmen and Omala Local Government. The paper also discusses the co-habitation of the Fulani and Omala indigenes, the Fulani/Omala indigene crises and the consequences of the crises to include: Loss of lives and property, looting, destruction of economic trees, destruction of school buildings, curriculum, teachers guide and syllabus, decrease in school enrolment as a result of emigration and outright closure of schools. A summary of the strategies for the reconstruction of the educational system in the area was suggested and this are: training and retraining of manpower, provision of curriculum, reinvigorating normadic schools, building of new classroom and administrative blocks and renovation of existing ones in these crises infested area.

Human-caused climate change is a dominant global challenge. Unlike other disciplines and fields, there has as yet been only limited attention to climate change in educational research generally, and in educational foundations in particular. Education is key to assisting humanity in mitigating and adapting to climate change, and educational researchers working within diverse disciplinary and methodological traditions and a broad array of research contexts need to engage in this most pressing of challenges. We argue that the field needs a new commitment to a form of educational justice appropriately scaled to the size of the challenge we face. We address this gap by reviewing current thinking on the human dimensions of climate change and summarizing what research has been conducted in the area of climate change education as a means of identifying a range of possibilities for educational research and praxis.

Black, White, Greek. .. Like Who? Howard University Student Perceptions of a White Fraternity on Campus By Matthew W. Hughey. .. as a member of Kappa Alpha Psi Fraternity, Inc. I feel that it is an embarrassment to add a historically white and racist fraternity to Howardís historically rich Greek legacy. óD. Edgarton, Howard student, The Hilltop, 17 February 2006. .. perhaps the arrival of Pike reflects the current state of historically black fraternities and sororities. While Pike had the blackface incidents and exclusionary clause, didnít (donít) we have the paper-bag test and classism? óA. Johnson, Howard student, The Hilltop,

The study compared Classical Test Theory (CTT) and Item Response Theory (IRT)-estimated item difficulty and item discrimination indices in relation to the ability of examinees in Senior School Certificate Examination (SSCE) in Mathematics with a view to providing empirical basis for informed decisions on the appropriateness of statistical and psychometric tests. The study adopted ex-post-facto design. A sample of 6,000 students was selected from the population of 35,262 students who sat for the NECO SSCE Mathematics Paper 1 in 2008 in Osun State, Nigeria. An instrument consisting of 60-multiple-choice items, May/June 2008 NECO SSCE Mathematics Paper 1 was used. Three sampling plans: random, gender and ability sampling plans were employed to study the behaviours of the examinees scores under the CTT and IRT measurement frameworks. BILOG-MG 3 was used to estimate the indices of item parameters and SPSS 20 was used to compare CTT-and IRT-based item parameters. The results showed that CTT-based item difficulty estimates and one-parameter IRT item difficulty estimates were comparable (the correlations were generally in the-0.702 to-0.988 range in large sample and-0.622 to-0.989 range in small sample). Results also indicated that CTT-based and two-parameter IRT-based item discrimination estimates were comparable (the correlations were in the 0.430 to 0.880 ranges in large sample and 0.531 to 0.950 range in small sample). The study concluded that CTT and IRT were comparable in estimating item characteristics of statistical and psychometric tests and thus could be used as complementary procedures in the development of national examinations

Buku ini mengantar para calon pembelajar dan pembelajar pada kesiapan
untuk menjadi sorang pembelajar yang professional. Hal-hal yang berkaitan
dengan penguasaan dan apa yang harus dimiliki oleh pembelajar seperti
penguasaan kompetensi seorang pembelajar dan bagaimana sebaiknya
pembelajaran dilakukan dibahas dalam buku ini. Bahasan tertuju pada
hakekat pendidikan, hakekat manusia, system pendidikan yang seharusnya
dilakukan, pendidikan dan pembelajaran masa kini, permasalahanpermasalan pendidikan yang selama ini terabaikan, perubahan paradigm
dalam pembelajaran, dan pembelajaran abad 21.
Dalam tiap bahasan akan diberikan beberapa contoh kongrit tentang
bagaimana mengaplikasikan dalam tiap bahasan akan dibahas. Ini untuk
memberikan kejelasan pada bagaimana seharusnya proses pembelajaran
dilakukan dalam proses pembelajaran. Yang menjadi landasan dalam buku ini
adalah mengacu pada teori-teori dalam Teknologi Pendidikan dan
Pembelajaran.
Semoga buku ini menjadi penuntun dan wawasan bagi calon pembelajar
dan pembelajaran dalam mengembangkan model=model pembelajaran yang
berorientasi pada perkembangan ilmu pengetahuan dan teknologi informasi
seperti diharapkan abad 21 di era industri 4.0. Namun bahasan buku ini
tentunya masih ada kekurang sempurnaan, penulis sangat berharap masukan
dari para pembaca agar penulisan buku berikutnya dapat disempurnakan.
Masukan dapat di kirim melalui e-mail penulis: [email protected].

Bilingual education has been an extremely controversial and contentious topic in recent years among both educators and the general public in the United States. Long a bastion of what some writers have called "ideological monolingualism," the United States has not demonstrated either great sensitivity to or tolerance of linguistic diversity historically. In this article, the authors discuss the case for bilingual education programs, though, from a somewhat different perspective from that generally offered by supporters and advocates of bilingual schooling in the United States. Most of the arguments in favor of bilingual education are grounded in defenses of the "effectiveness" of bilingual education programs--that is, in arguing that bilingual education is a good thing because it works. Although they believe this to be true, and briefly review the arguments and evidence for this claim, what they suggest here is that there is a far more powerful, and relevant, argu...

This essay documents a few key examples of the critical pedagogy and curriculum that we employ to challenge pre-service and in-service teachers to consider the concrete and theoretical contexts of taking on a socialactivist-teacher persona. Our vision of social justice is rooted firmly in the critical tradition, as it is anchored in excavating unjust social and economic formations that imperil the vast majority of the world's population, while concomitantly empowering the economic elite. Not only do we believe that teacher educators must take the lead in helping their students recognize the social, political, and economic forces creating injustice in schools and in the wider society, but they must help current and future teachers develop emancipatory visions of how to develop instructional designs, collaborate with educators, and engage in activist initiatives which have the potential to eliminate social inequalities and build institutional

I ask these unsettling questions: what does it mean for me to write as a Chicano in the final years of the millennium, 506 years after the full-scale invasion of the Americas-the usurpation of lands, the wholesale rape and slaughter of indigenous peoples, the forced importation and brutal enslavement of African peoples; and the institutionalized criminalization and marginalization of the Chicana/o community, etc.?-Aldama.

Fairy tales play a substantial role in the shaping of childhoods. Developed into stories and played out in picture books, films and tales, they are powerful instruments that influence conceptions and treatments of the child and childhoods. This article argues that traditional fairy tales and contemporary stories derived from them use complex means to mould the ways that children live and experience their childhoods. This argument is illustrated through representations of childhoods and children in a selection of stories and an analysis of the ways they act on and produce the child subjects and childhoods they convey. The selected stories are examined through different philosophical lenses, utilizing Foucault, Lyotard and Rousseau. By problematizing these selected stories, the article analyses what lies beneath the surface of the obvious meanings of the text and enticing pictures in stories, as published or performed. Finally, this article argues for a careful recognition of the comp...

What does it mean to foreground social justice in our thinking about education? It has become increasingly common for education scholars to claim a social justice orientation in their work (Adams, Bell, & Griffin, 1997; Ayers, Hunt, & Quinn, 1998; Darling-Hammond, French, & Garcia-Lopez, 2002; Marshall & Oliva, 2006; Michelli & Keiser, 2005). At the same time, education programs seem to be adding statements about the importance of social justice to their mission, and a growing number of teacher education programs are fundamentally oriented around a vision of social justice (see, for example, Darling-Hammond, French, & Garcia-Lopez, 2002; McDonald, 2005; Zollers, Albert, & Cochran-Smith, 2000). Murphy (1999) names social justice as one of "three powerful synthesizing paradigms" (p. 54) in educational leadership while Zeichner (2003) offers it as one of three major approaches to teacher education reform. The phrase social justice is used in school mission statements, job ann...

Critical pedagogy has been widely characterized as a crucial construct in challenging the inequalities that have evolved in the context of schooling in the U.S. Evidence of this can be found in critical pedagogy's attempt to offer critique of the analytic connections between race and education within the context of the African-American struggle for humanity. In particular, critical pedagogy has functioned as a discourse on schooling and inequality that has developed in tandem with theories of race and pedagogical practice in ways that reflect the context of African-American education. This work expounds upon our previous scholarship to offer a broadened conception of critical race pedagogy that incorporates central aspects of critical pedagogy but is drawn from African-American epistemological frameworks.

This paper is concerned with some of the silences in New Labour‟s Five Year Strategy
for education (DfES, 2004a). The focus is on four particular absences: federations of
schools, the Private Finance Initiative (PFI), human capital, and companies making
profits from running educational services. The first three are surprising in their omission,
especially the first two, but the last one is not. Indeed, reference to companies making
profits from outsourcing contracts for educational services has been studiously avoided in previous New Labour education reports, even though the phenomenon is gathering pace.

Assemblages of Violence: Everyday Trajectories of Oppression brings together fields including new materialisms, anthropology, curriculum theory, and educational foundations to examine how violence is intertwined with everyday events and ideas. Artfully weaving participant narratives in two contexts that exist a literal world apart—queer middle school youth of color in an urban context and Indian women who have survived domestic violence—Assemblages of Violence conceptualizes how social justice functions in opposition to normalized aggressions. Often overlooked, these deeply significant connections document how multiplicities of aggression operate as business-as-usual in a variety of spaces and places, including those that are often thought of as helpful. To these ends, this book introduces pathologies to theoretically and methodologically trace affects in order to more clearly perceive both where and how violence is embedded in and between sociopolitical and cultural ways of being, knowing, and doing. In so doing, Assemblages of Violence argues that pathologizing trajectories of violence can provide theoretical and methodological tools for those seeking to engage in a pedagogy of equity, access, and care to help people and communities in ways they wish to be helped.

Science, technology, engineering, and mathematics are areas designated as STEM disciplines. There is national and international attention being given to these fields as they are the foundation for partnerships and alliances in the global economy. Education beyond high school is necessary to achieve desired levels of competency and efficiency in STEM fields. Despite the demonstrated need, there is a shortage of individuals trained in these areas, especially women and ethnic minorities (BHEF, 2006). Historically Black Colleges and Universities (HBCUs) have contributed meaningfully to addressing the void of qualified STEM educators and researchers (Allen, 2002). It has been noted that a majority of students in the United States do not reach adequate levels of proficiency in STEM courses (Kuenzi, 2008). A number of contributing factors have been identified. A large percentage of students do not enroll in rigorous science and math

This article is concerned with developing a philosophical approach to a number of significant changes to academic publishing, and specifically the global journal knowledge system wrought by a range of new digital technologies that herald the third age of the journal as an electronic, interactive and mixed-media form of scientific communication. The paper emerges from an Editors' Collective, a small New Zealand-based organisation comprised of editors and reviewers of academic journals mostly in the fields of education and philosophy. The paper is the result of a collective writing process.