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1.
Hayo Siemsen 《Science & Education》2012,21(4):447-484
George Sarton had a strong influence on modern history of science. The method he pursued throughout his life was the method
he had discovered in Ernst Mach’s Mechanics when he was a student in Ghent. Sarton was in fact throughout his life implementing a research program inspired by the epistemology
of Mach. Sarton in turn inspired many others (James Conant, Thomas Kuhn, Gerald Holton, etc.). What were the origins of these
ideas in Mach and what can this origin tell us about the history of science and science education nowadays? Which ideas proved
to be successful and which ones need to be improved upon? The following article will elaborate the epistemological questions,
which Darwin’s “Origin” raised concerning human knowledge and scientific knowledge and which led Mach to adapt the concept
of what is “empirical” in contrast to metaphysical a priori assumptions a second time after Galileo. On this basis Sarton
proposed “genesis and development” as the major goal of Isis. Mach had elaborated this epistemology in La Connaissance et l’Erreur (Knowledge and Error), which Sarton read in 1913 (Hiebert 1905/1976; de Mey 1984). Accordingly for Sarton, history becomes not only a subject of science, but a method of science education. Culture—and science
as part of culture—is a result of a genetic process. History of science shapes and is shaped by science and science education
in a reciprocal process. Its epistemology needs to be adapted to scientific facts and the philosophy of science. Sarton was
well aware of the need to develop the history of science and the philosophy of science along the lines of this reciprocal
process. It was a very fruitful basis, but a specific part of it, Sarton did not elaborate further, namely the psychology
of science education. This proved to be a crucial missing element for all of science education in Sarton’s succession, especially
in the US. Looking again at the origins of the central questions in the thinking of Mach, which provided the basis and gave
rise to Sarton’s research program, will help in resolving current epistemic and methodological difficulties, contradictions
and impasses in science education influenced by Sarton. The difficulties in science education will prevail as long as the
omissions from their Machian origins are not systematically recovered and reintegrated. 相似文献
2.
Peter M. Miller 《The Urban Review》2012,44(2):189-218
The author uses geospatial analysis to examine the “educational opportunity spaces” of two adjacent urban neighborhoods in
Pittsburgh, Pennsylvania. Organizing insights are gathered from Bronfenbrenner’s (1979) ecological perspectives on human development, which posit that students are significantly impacted by multiple environmental
systems—including their immediate family and school surroundings and several other mutually affective layers of systems. The
author suggests that while school and district-based reform initiatives targeting “within school factors” clearly have direct
and significant relevance on student performance, neighborhood and community factors are also worthy of consideration. Based
on analyses of multiple block-level data, several recommendations are made toward the further integration of school and community-based
practice. 相似文献
3.
Lena Hansson Andreas Redfors Maria Rosberg 《Journal of Science Education and Technology》2011,20(4):388-402
In a European project—CoReflect—researchers in seven countries are developing, implementing and evaluating teaching sequences
using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective
work. The learning environments will be iteratively tested and refined, during different phases of the project. All learning
environments are focusing “socio-scientific issues”. In this article we report from the pilot implementation of the Swedish
learning environment which has an Astrobiology context. The socio-scientific driving questions are “Should we look for, and
try to contact, extraterrestrial life?”, and “Should we transform Mars into a planet where humans can live in the future?”
The students were in their last year of compulsory school (16 years old), and worked together in triads. We report from the
groups’ decisions and the support used for their claims. On a group level a majority of the student groups in their final
statements express reluctance towards both the search of extraterrestrial life and the terraforming of Mars. The support used
by the students are reported and discussed. We also look more closely into the argumentation of one of the student groups.
The results presented in this article, differ from earlier studies on students’ argumentation and decision making on socio-scientific
issues (Aikenhead in Science education for everyday life. Evidence-based practice. Teachers College Press, New York, (2006) for an overview), in that they suggest that students do use science related arguments—both from “core” and “frontier” science—in
their argumentation and decision making. 相似文献
4.
Street Smarts vs. Book Smarts: The Figured World of Smartness in the Lives of Marginalized, Urban Youth 总被引:1,自引:0,他引:1
Beth Hatt 《The Urban Review》2007,39(2):145-166
How smartness is defined within schools contributes to low academic achievement by poor and racial/ethnic minority students.
Using Holland et al.’s (1998) [Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (Eds.) (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.] concept of “figured worlds,” this paper explores the “figuring” of smartness through
the perspectives of marginalized youth. The youth made key distinctions between being book smart vs. street smart. This distinction
is a direct challenge by the youth to the dominant discourse of smartness or “book smarts” as it operates in schools. To the
youth, “street smarts” are more important because they are connected to being able to maneuver through structures in their
lives such as poverty, the police, street culture, and abusive “others.” This distinction is key because street smarts stress
agency in countering social structures whereas, for many of the youth, book smarts represented those structures, such as receiving a high school diploma. Implications for schools and pedagogy are discussed.
B.A. earned from Indiana University – Bloomington, Masters and Ph.D. earned from University of North Carolina at Chapel Hill.
Beth Hatt Fis an Assistant Professor of Educational Administration and Foundations at Illinois State University where she
teaches research methods and social foundations of education. Her current research explores smartness as a cultural construct
in schools and the media. 相似文献
5.
William E. “Brit” Kirwan 《Innovative Higher Education》2010,35(2):101-111
Higher education in America has experienced periodic “inflection points” that have served to significantly alter the higher
education landscape and dramatically change the focus and actions of the American research university community. We are on
the leading edge of a new inflection point that could be—despite prevailing economic challenges—an opportunity for higher
education to meet and address some of the great challenges facing our nation, such as economic competitiveness, health care
and health care delivery, and environmental sustainability. These are challenges higher education is, in fact, uniquely suited
to address. 相似文献
6.
Kristin M. Larsen 《Children‘s Literature in Education》2012,43(1):27-47
In this article, the author explores the richly layered double text of Kushner and Sendak’s picturebook, Brundibar (2003)—the historical context of Brundibár as a Holocaust-era children’s operetta by Hans Krása and Adolf Hoffmeister, and the present day manifestation of Brundibar as a children’s picturebook. In order to contextualize the discussion of Kushner and Sendak’s text, Brundibar’s historical origins in Nazi-annexed Czechoslovakia and its transition to the stage in the Nazi “model” concentration camp,
Terezín, is presented. An extensive semiotic analysis of Kushner and Sendak’s illustrations and text is also provided within
the framework of what Kushner (The art of Maurice Sendak: 1980 to the present, 2003) terms “a world of trouble and woe and worse” (p. 210). Furthermore, the author discusses the development of Sendak’s Hitlerian
Brundibar and the struggles that both Kushner and Sendak faced as they considered how to portray the story’s antagonist, given
their somewhat differing conceptions of which difficult themes and topics children should be exposed to during childhood.
To round out this discussion, the author explores pedagogical implications for teachers as they read difficult texts, particularly
Holocaust texts, with children. 相似文献
7.
Scientific Habits of Mind in Virtual Worlds 总被引:8,自引:6,他引:2
In today’s increasingly “flat” world of globalization (Friedman 2005), the need for a scientifically literate citizenry has grown more urgent. Yet, by some measures, we have done a poor job
at fostering scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies and the communities they evoke
may be one viable alternative—not as a substitute for teachers and classrooms, but as an alternative to textbooks and science
labs. This paper presents empirical evidence about the potential of games for fostering scientific habits of mind. In particular,
we examine the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer
online game World of Warcraft. Eighty-six percent of the forum discussions were posts engaged in “social knowledge construction” rather than social banter.
Over half of the posts evidenced systems based reasoning, one in ten evidenced model-based reasoning, and 65% displayed an
evaluative epistemology in which knowledge is treated as an open-ended process of evaluation and argument. 相似文献
8.
Inés Aguerrondo 《Prospects》2008,38(1):47-63
Besides “inclusion” meaning incorporation within the education system, there is also “inclusion” signifying the incorporation
of knowledge, two distinct processes which went hand-in-hand to start with but which, as education systems expanded, have
begun to drift apart. While the population as a whole, including the more deprived sectors, has improved its educational level
over past decades, in more recent times there has been little to show for the considerable efforts made. It is as if the process
had reached a ceiling, owing to practices of educational marginalization that are so embedded that they perpetually recreate
themselves. The education system has lost its bearings because a new approach is needed with the emergence of the information
and communication society, which implies a new definition of knowledge, cut off from its origins. The idea of “including”
must also be a key notion in relation to the search for a fairer, more democratic society. This implies developing a number
of viewpoints or fundamental attitudes when we consider inclusive education. There is the ideological/political point of view—which
means developing the ideal of justice and democracy within the framework of education as a right; the epistemological aspect—which
entails supporting the new educational approach in the very latest developments of the theory of complexity; the pedagogical
aspect—which entails adopting the advances made in the new learning sciences in order to develop a new “technology of educational
production” (didactics) that will guarantee the entire population’s ability to reason; and the institutional point of view—which
requires reviewing the notion of a “school system” and incorporating other institutional spaces by considering the whole of
society as offering potential “learning environments”.
Inés Aguerrondo (Argentina) Sociologist. Lecturer, Universidad de San Andrés and Pontificia Universidad Católica Argentina. Former Under-Secretary of Programming at the Ministry of Culture and Education (1993–1999) in charge of substantive aspects of educational changes in Argentina. For 30 years she worked as a technical adviser at the Ministry’s Educational Planning Unit. She has been a consultant for many international organizations (including OAS, OREALC, IDB and OECD-CERI), while engaging in writing many books and articles. Currently, she is a consultant-researcher for UNESCO-IIEP in Buenos Aires. 相似文献
Inés AguerrondoEmail: |
Inés Aguerrondo (Argentina) Sociologist. Lecturer, Universidad de San Andrés and Pontificia Universidad Católica Argentina. Former Under-Secretary of Programming at the Ministry of Culture and Education (1993–1999) in charge of substantive aspects of educational changes in Argentina. For 30 years she worked as a technical adviser at the Ministry’s Educational Planning Unit. She has been a consultant for many international organizations (including OAS, OREALC, IDB and OECD-CERI), while engaging in writing many books and articles. Currently, she is a consultant-researcher for UNESCO-IIEP in Buenos Aires. 相似文献
9.
Jane A. Van Galen 《The Urban Review》2010,42(4):253-270
This paper explores the possibilities of working with White, working-class teacher education students to explore the “complex
social trajectory” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, Education and the American Dream, I explore political and pedagogical issues in teaching the thousands of teacher education students who are the first in
their families to attend college about social class. Arguing that faculty in teacher education too often disregard the significance
of deep class differences between themselves and many of their students, I propose that teacher education include coursework
in which upwardly-mobile students (a) draw upon their distinctive perspectives as class border-crossers to elucidate their
“complex social positioning as a complicated amalgam of current privilege interlaced with historic disadvantage” (Reay in
Women’s Stud Int Forum 20(2):225–233, 1997a, p. 25) and (b) complicate what Adair and Dahlberg (Pedagogy 1:173–175, 2001, p. 174) have termed a cultural “impulse to frame class mobility as a narrative of moral progress”. Such coursework, I suggest,
has implications for the development of teacher leaders in stratified schools. The paper draws upon the literatures on social
class and educational attainment, on the construction of classed identities in spite of silence about class in public and
academic discourse, and on pedagogies for teaching across class differences. 相似文献
10.
Shelly Sheats Harkness 《Educational Studies in Mathematics》2009,70(3):243-258
The study reported here is the third in a series of research articles (Harkness, S. S., D’Ambrosio, B., & Morrone, A. S.,in
Educational Studies in Mathematics 65:235–254, 2007; Morrone, A. S., Harkness, S. S., D’Ambrosio, B., & Caulfield, R. in Educational Studies in Mathematics 56:19–38, 2004) about the teaching practices of the same university professor and the mathematics course, Problem Solving, she taught for preservice elementary teachers. The preservice teachers in Problem Solving reported that they were motivated and that Sheila made learning goals salient. For the present study, additional data were
collected and analyzed within a qualitative methodology and emergent conceptual framework, not within a motivation goal theory
framework as in the two previous studies. This paper explores how Sheila’s “trying to believe,” rather than a focus on “doubting”
(Elbow, P., Embracing contraries, Oxford University Press, New York, 1986), played out in her practice and the implications it had for both classroom conversations about mathematics and her own mathematical
thinking. 相似文献
11.
Stuart Fleischer 《Cultural Studies of Science Education》2011,6(1):235-241
In their treatise, Mitchell and Mueller extend David Orr’s notions of ecological literacy (2005) to include biophilia (Wilson
1984) and ecojustice (Mueller 2009). In his writings, David Orr claims that the US is in an “ecological crisis” and that this stems from a crisis of education.
The authors outline Orr’s theory of ecological literacy as a lens to understand Earth’s ecology in view of long-term survival.
In their philosophical analysis of Orr’s theory, Mitchell and Mueller argue that we move beyond the “shock doctrine” perspective
of environmental crisis. By extending Orr’s concept of ecological literacy to include biophilia and ecojustice, and by recognizing
the importance of experience-in-learning, the authors envision science education as a means to incorporate values and morals
within a sustainable ideology of educational reform. Through this forum, I reflect on the doxastic logic and certain moral
and social epistemological concepts that may subsequently impact student understanding of ecojustice, biophilia, and moral
education. In addition, I assert the need to examine myriad complexities of assisting learners to become ecologically literate
at the conceptual and procedural level (Bybee in Achieving scientific literacy: from purposes to practices, Heinemann Educational
Books, Portsmouth, 1997), including what Kegan (In over our heads: the mental demands of modern life, Harvard University Press, Cambridge, 1994) refers to as “Third Order” and “Fourth Order” thinking: notions of meaning-construction or meaning-organizational capacity
to understand good stewardship of the Earth’s environment. Learners who are still in the process of developing reflective
and metacognitive skills “cannot have internal conversation about what is actual versus what is possible, because no ‘self’
is yet organized that can put these two categories together” (p. 34). Mitchell and Mueller indicate that middle school learners
should undergo a transformation in order to reflect critically about the environment with a view toward determining critical
truths about the world. However, if this audience lacks “selective, interpretive, executive, construing capacities” (Kegan
in In over our heads: The mental demands of modern life, 1994, p. 29), assimilating the notions of ecojustice and biophia may be problematic. 相似文献
12.
Lidwien Sturing Harm J. A. Biemans Martin Mulder Elly de Bruijn 《Vocations and Learning》2011,4(3):191-210
In a previous series of studies, a model of comprehensive competence-based vocational education (CCBE model) was developed,
consisting of eight principles of competence-based vocational education (CBE) that were elaborated for four implementation
levels (Wesselink et al. European journal of vocational training 40:38–51 2007a). The model thus consisted of 32 cells, all defined by text. It was developed to provide study programme teams working in
vocational education with an instrument to assess the actual and desired “competentiveness” of their study programmes. “Competentiveness”
refers to the extent to which study programmes are based on the principles of CBE that we formulated. The model is an instrument
for analysing the alignment of study programmes with the defining principles of CBE and clarifying programme teams’ intentions,
i.e. the extent to which they wish to achieve higher levels of implementation of the different principles. This article presents
the results of two studies, the aim of which was to identify adjustments the teachers felt were necessary to make the CCBE
model a valid instrument for assessing the actual and desired “competentiveness” of their study programmes. In study A, 57
teachers evaluated the model during focus group discussions, resulting in a revised CCBE model consisting of ten principles
for five levels of implementation. In study B, 151 teachers completed a questionnaire to evaluate the comprehensibility of
the revised model. The study showed that teachers understood and interpreted the revised model as intended, were able to position
their study programmes by using the revised model and that the content validity of the revised model was good. 相似文献
13.
Summary The paper focuses upon curriculum planning in the scientific disciplines at university level, although it is claimed the argument
may be of wider applicability. Drawing upon the writings of philosophers of education from several decades ago (notably Schwab and Scheffler) whose work is too often overlooked in contemporary debates about the curriculum, and using illustrative examples from the
author’s own experience, it is argued that too often the focus of science curriculum planning is the “rhetoric of conclusions”
or the “substantive structure” — the current state of knowledge at the forefront of the respective disciplines — to the neglect
of what Schwab called the “syntactical structure” of the sciences (which roughly approximates their epistemology). This aspect of these
disciplines is essential for the general student trying to become familiar with the nature of science as a broad field of
knowledge, for prospective teachers, and — contra Scheffler’s view — for students who aim at careers as researchers.
“When walking in quicksand country, carry a stout pole — it will help you get out should you need to. As soon as you start to sink, lay the pole on the surface of the quicksand. Flop onto your back on top of the pole. Work the pole to a new position: under your hips and at right angles to your spine. Take the shortest route to firmer ground, moving slowly.” Piven/Borgenicht 1999, p. 18
This paper was presented at the conference Silence Between the Disciplines, Berlin-Brandenburg Academy of Sciences, Berlin, October 2002. 相似文献
Zusammenfassung Der Beitrag der Epistemologie zur Curriuculumkonstruktion in den Naturwissenschaften Der Aufsatz fokussiert auf die Curriculumplanung für den naturwissenschaftlichen Unterricht in der universit?ren Lehrerausbildung, wenngleich behauptet wird, dass dieses Argument weitreichendere Anwendbarkeit besitzt. Der Text knüpft an erziehungswissenschaftlichen Schriften (insbesondere von Schwab und Scheffler) an, deren Ver?ffentlichung zwar einige Dekaden zurückliegt, deren Beitrag in den aktuellen Debatten aber oft übersehen wird. Darüber hinaus werden einige illustrative Beispiele aus dem Erfahrungsschatz des Autors genutzt, um zu zeigen, dass der Fokus der Curriculumplanung für die Naturwissenschaften — dem augenblicklichen Wissensstand der zu berücksichtigenden Disziplinen zufolge — zu oft in einer „Rhetorik der Schlussfolgerung“ oder „substantivischen Struktur“ besteht, was dazu führt, dass das, was Schwab die „syntaktische Struktur“ der Naturwissenschaften nennt (und ihrer Epistemologie ziemlich nahe kommt), vernachl?ssigt wird. Dieser Aspekt jener Disziplinen ist besonders wichtig für Studierende, die allgemeinbildend vertraut werden m?chten mit den Naturwissenschaften, für angehende Lehrer und — entgegen Schefflers Ansicht — für Studenten, die eine Karriere als Forscher anstreben.
“When walking in quicksand country, carry a stout pole — it will help you get out should you need to. As soon as you start to sink, lay the pole on the surface of the quicksand. Flop onto your back on top of the pole. Work the pole to a new position: under your hips and at right angles to your spine. Take the shortest route to firmer ground, moving slowly.” Piven/Borgenicht 1999, p. 18
This paper was presented at the conference Silence Between the Disciplines, Berlin-Brandenburg Academy of Sciences, Berlin, October 2002. 相似文献
14.
Jian-hua Hu 《Frontiers of Education in China》2006,1(3):402-416
After the founding of the People’s Republic of China, the administrative system of higher education then was characterized
as “centralized”, “Tiao and Kuai” were segmented (some higher education institutions were directly administered by provincial
governments, and some were affiliated to the relative administrative departments of the state) and higher education institutions
(HEIs) were government-run. The reform in the administrative system of higher education launched in the 1980s broke down the
segmentation of “Tiao and Kuai”, and changed it into a new administrative system emphasizing the role of the provincial governments
(“Kuai-oriented mode”). Thus, HEIs gained more autonomy and tremendous changes have taken place in the relation between HEIs
and the government. However, weakening the government’s administrative control over HEIs and readjusting government-HEIs relations
are still the main concerns in reforming the administrative system of Chinese higher education.
__________
Translated from Journal of Nanjing Normal University (Social Science), 2005 (4) 相似文献
15.
This study investigates, statistically and econometrically, the income level, income inequality, education inequality, and
the relationship between education and income of different social groups, on the basis of the Chinese Urban Household Survey
conducted in 2005, the Gini coefficient and the quartile regression method. Research findings indicate that income inequality
in China shows a significantly increasing trend since the beginning of the 1990s, which is attributed to the lowest income
groups. Additionally, it is seen that the higher the level of education in a group, the smaller the income gap within it.
As a result, the rate of returns on education for the “group with weaker ability to earn” is higher than that for the “group
with stronger ability to earn”.
Translated from Beijing Daxue Jiaoyu Pinglun 北京大学教育评论 (Peking University Education Review), 2006, 4(2): 85–92 相似文献
16.
Kate McInally 《Children‘s Literature in Education》2008,39(3):187-200
Novels that prioritise the connectedness and strength of girls’ friendships without employing the pervasive trope of “mean
girls”—those who typically divide in order to conquer other girls—are potentially empowering in their refusal to perpetuate
limited and binary accounts of adolescent femininity. While Ann Brashares’ cult novel (now film), The Sisterhood of the Traveling Pants (2005a; originally 2002) appears to be representative of this textual shift, underpinning the overt call to value girls’ relationships
is a deeply conservative, assimilationist narrative that relies on an acceptance of traditional patriarchal values. This article
analyses the ways in which the novel appropriates “multicultural difference” to valorise, sustain and naturalise the central
position and authority of patriarchy in the lives of young girls, regardless of their cultural heritage.
Kate McInally currently works as a research fellow, and teaches children’s literature at Deakin University, Burwood, Australia.
Her particular research interests are feminist, queer and Deleuzean theory, representations of girl–girl desire in young adult
fiction, and multicultural children’s fiction. 相似文献
17.
Lisa Farley 《Interchange》2004,35(3):325-336
This paper draws on the philosophical works of Emmanuel Levinas — namely, his notion of “useless suffering” — in order to
open up questions of learning and community beyond typical configurations that structure (and sometimes limit) social attachments
according to a requisite degree of commonality. It is argued that while discourses of knowledge and emotion enable a sense
of understanding and feeling with others, they nonetheless cast differences in a universalized discourse of enlightenment,
wherein the other is reduced to a version of the same. Turning to the Levinasian notion of “useless suffering,” I consider
instead the conditions of possibility opened up paradoxically because the other cannot be rendered in pre-given terms. In
so doing, I hope to contribute to on-going discussions in the context of feminism and education interested in theorizing the
conditions of possibility for coming together across differences, neither consuming the other as an object of information,
nor reducing her or his experience to a version of the self. My argument is structured around Lourdes Portillo’s (2001) most
recent film,Missing Young Women, which documents the disappearance, rape, and murder of over 200 women working in Juarez, Mexico. One scene in particular
is referenced as a way to underscore how the Levinasian notion of “uselessness” might orient a mode of attentiveness that
renders one responsible before understanding, concerned before feeling. Constituted asa prior responsibility for the other, it is suggested that “useless suffering” shifts the dominant terms of education and feminism
away from the formation of common bonds (in knowledge and emotion) to underscore the conditions of possibility that might
lie beyond meaning and being itself. 相似文献
18.
19.
Erin Murphy-Graham 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,83(1):503-521
This article presents results from a qualitative study on how the Honduran secondary education programme, Sistema de Aprendizaje Tutorial (SAT), attempts to “undo gender” (Deutsch 2007: 122) by encouraging students to rethink gender relations in their everyday lives in a way that reflects their increased
consciousness of gender equality. My findings suggest that SAT increased women’s gender consciousness and this heightened
their desire for change in the domestic sphere. In some instances, women were able to negotiate a new sharing of responsibilities
with their spouses. There are several features of SAT that make it a transformative innovation in education: (1) gender is
mainstreamed into the curriculum; (2) gender is linked with the larger concept of justice; (3) students engage in reflection,
dialogue and debate; (4) teachers are given the opportunity to reflect critically on their understanding of gender in professional
development sessions; and (5) it emphasises that undoing gender requires change among individuals and in social structures
such as the family. 相似文献
20.
Kysa Nygreen 《The Urban Review》2006,38(1):1-26
Many have argued that educational research does little to change (and may actually reproduce) the social-structural inequalities shaping the quality of high-poverty urban schools. Building from this premise, this paper asks: How can university-based scholars of urban education do research that encourages, produces, or informs change in urban schools and the conditions that shape them? I examine two broad aspects of urban educational research: the questions we ask and the methods we use. In both cases, I critique the dominant paradigm of technical rationality—one in which school failure is approached as a localized technical problem unveiled through neutral, objective, and experimental research methods. In contrast, I propose a paradigm of “political rationality” (Klees, Rizzini, & Dewees, 2000, Children on the streets of the Americas: homelessness, education and globalization in the United States, Brazil and Cuba. New York: Routledge) that approaches school failure and research practice as political issues situated within and shaped by social relations of power. Innovations in urban education research that reflect the logic of political rationality include: more contextualized and politicized analyses of urban schools, and the expanded use of engaged, collaborative, and participatory research methods. Drawing on this work and my experience implementing a participatory research project, I propose a framework for activist research in urban education, and critically evaluate the limits and possibilities of such work to effect change in urban schools.Kysa Nygreen is a UC President's Postdoctoral Fellow in the Community Studies Department, University of California, Santa Cruz, CA 95064, USA. 相似文献