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It extends the arguments I make in Educating the ‘Right’ Way (2006) about understanding the ‘right’, about the possibilities of interrupting the right in education, and about our roles in assisting in the building of workable alternatives. It proposes a number of tasks of the critical scholar/activist in education. The aim is to contribute to an ongoing set of crucial debates about the means and ends of our educational institutions, about their connections to larger institutions and power relations, and what our responses to these relations should be.", "publicationTitle": "Discourse: Studies in the Cultural Politics of Education", "publisher": "", "place": "", "date": "September 1, 2009", "volume": "30", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "239-251", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/01596300903036814", "citationKey": "", "url": "http://dx.doi.org/10.1080/01596300903036814", "accessDate": "2015-10-11T18:07:12Z", "PMID": "", "PMCID": "", "ISSN": "0159-6306", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "6KVG87MK" ], "relations": {}, "dateAdded": "2015-10-25T15:52:11Z", "dateModified": "2015-10-25T15:52:11Z" } }, { "key": "VM896SAM", "version": 2, "library": { "type": "group", "id": 413670, "name": "Youth + School PB", "links": { "alternate": { "href": "https://www.zotero.org/groups/youth__school_pb", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/413670/items/VM896SAM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/youth__school_pb/items/VM896SAM", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/413670/items/W6RS9JGP", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2673409, "username": "ajbrenn1", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ajbrenn1", "type": "text/html" } } } }, "data": { "key": "VM896SAM", "version": 2, "parentItem": "W6RS9JGP", "itemType": "attachment", "linkMode": "linked_url", "title": "Google Books Link", "accessDate": "2015-10-18T21:44:21Z", "url": "https://books.google.com/books?id=8cf0FYm0jW0C", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2015-10-25T15:52:11Z", "dateModified": "2015-10-25T15:52:11Z" } }, { "key": "R52Z3MCN", "version": 2, "library": { "type": "group", "id": 413670, "name": "Youth + School PB", "links": { "alternate": { "href": "https://www.zotero.org/groups/youth__school_pb", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/413670/items/R52Z3MCN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/youth__school_pb/items/R52Z3MCN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2673409, "username": "ajbrenn1", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ajbrenn1", "type": "text/html" } } }, "creatorSummary": "Bronfenbrenner", "parsedDate": "1979", "numChildren": 0 }, "data": { "key": "R52Z3MCN", "version": 2, "itemType": "journalArticle", "title": "Contexts of child rearing: Problems and prospects", "creators": [ { "creatorType": "author", "firstName": "Urie", "lastName": "Bronfenbrenner" } ], "abstractNote": "Contends that, as yet, child psychology remains a science of development-out-of-context. More is known about children than about the environments in which they live or the ecological conditions that foster psychological growth. On the basis of the limited knowledge available, 4 propositions are offered specifying environmental properties presumed critical to human development. In addition to certain patterns of activity and interpersonal relations occurring within the settings containing the growing child, such conditions include the existence of supportive links between settings—especially between home, school, and work place. The progressive erosion of such links in contemporary American society is seen as contributing to the disorganization of families, schools, and other childrearing settings with consequent disruption of the socialization processes essential to the development of cognitive competence and socially constructive behavior. Research designs for testing the validity of this analysis are suggested. They include experimental strategies for increasing the participation of children and adults in each other's worlds. (29 ref)", "publicationTitle": "American Psychologist", "publisher": "", "place": "", "date": "1979", "volume": "34", "issue": "10", "section": "", "partNumber": "", "partTitle": "", "pages": "844-850", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1037/0003-066X.34.10.844", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1935-990X(Electronic);0003-066X(Print)", "archive": "", "archiveLocation": "", "shortTitle": "Contexts of child rearing", "language": "", "libraryCatalog": "APA PsycNET", "callNumber": "", "rights": "(c) 2012 APA, all rights reserved", "extra": "", "tags": [ { "tag": "*Childhood Development", "type": 1 }, { "tag": "Environment", "type": 1 } ], "collections": [ "D5PV465A" ], "relations": {}, "dateAdded": "2015-10-25T15:52:11Z", "dateModified": "2015-10-25T15:52:11Z" } }, { "key": "7KDS68W7", "version": 2, "library": { "type": "group", "id": 413670, "name": "Youth + School PB", "links": { "alternate": { "href": "https://www.zotero.org/groups/youth__school_pb", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/413670/items/7KDS68W7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/youth__school_pb/items/7KDS68W7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2673409, "username": "ajbrenn1", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ajbrenn1", "type": "text/html" } } }, "creatorSummary": "Camino", "parsedDate": "2005-01-01", "numChildren": 0 }, "data": { "key": "7KDS68W7", "version": 2, "itemType": "journalArticle", "title": "Pitfalls and promising practices of youth–adult partnerships: An evaluator's reflections", "creators": [ { "creatorType": "author", "firstName": "Linda", "lastName": "Camino" } ], "abstractNote": "Youth–adult partnerships (Y-APs) are an innovation being used increasingly as a key strategy for promoting youth development, as well as for building strong programs and communities. This article discusses three pitfalls that can undermine their effectiveness: (1) the assumption that youth should do everything of importance; (2) the belief that adults should “get out of the way,” and give up power, and (3) the focus on youth as the marked category. The article also describes three promising practices to overcome pitfalls: (1) integrate reflection into meetings; (2) articulate the logic of programs and Y-APs; and (3) engage a third party to help explore group assumptions and values. © 2005 Wiley Periodicals, Inc. J Comm Psychol 33: 75–85, 2005.", "publicationTitle": "Journal of Community Psychology", "publisher": "", "place": "", "date": "January 1, 2005", "volume": "33", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "75-85", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "J. Community Psychol.", "DOI": "10.1002/jcop.20043", "citationKey": "", "url": "http://onlinelibrary.wiley.com/doi/10.1002/jcop.20043/abstract", "accessDate": "2015-10-21T01:38:04Z", "PMID": "", "PMCID": "", "ISSN": "1520-6629", "archive": "", "archiveLocation": "", "shortTitle": "Pitfalls and promising practices of youth–adult partnerships", "language": "en", "libraryCatalog": "Wiley Online Library", "callNumber": "", "rights": "Copyright © 2005 Wiley Periodicals, Inc.", "extra": "", "tags": [], "collections": [ "53656GTE" ], "relations": {}, "dateAdded": "2015-10-25T15:52:11Z", "dateModified": "2015-10-25T15:52:11Z" } }, { "key": "FEUXRZ2I", "version": 2, "library": { "type": "group", "id": 413670, "name": "Youth + School PB", "links": { "alternate": { "href": "https://www.zotero.org/groups/youth__school_pb", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/413670/items/FEUXRZ2I", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/youth__school_pb/items/FEUXRZ2I", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2673409, "username": "ajbrenn1", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ajbrenn1", "type": "text/html" } } }, "creatorSummary": "Swanholm", "parsedDate": "2015", "numChildren": 0 }, "data": { "key": "FEUXRZ2I", "version": 2, "itemType": "thesis", "title": "Progress unto a Civically Engaged Arizona: An Analysis of the Arizona Department of Education's Excellence in Civic Engagement Program", "creators": [ { "creatorType": "author", "firstName": "Tara", "lastName": "Swanholm" } ], "abstractNote": "An increase of attention towards our nation's civic participation downturn has brought the concept of civic engagement to the forefront of young people's lives. Traditional teaching of long-standing democratic processes via education institutes have begun to evolve in how youth can participate civically, impacting social change within their communities. Civics instruction and learning implemented through a progressive pedagogical approach encompasses a greater focus on student-centered instruction, brings relevance to national history, as well as the historical ideals of democracy, and transposes this knowledge unto communities of today. Thus, youth may no longer be considered passive agents within the realm of social change, as they can experience empowerment when working with educators and the greater community. Current civic participation among young people across the United States, however, seems to be paving the way for civic disengagement. Drawing on the progressive education literature and statistical data on civic engagement and youth (particularly in the U. S. and Arizona), this study addresses the need for a civics-based progressive educational shift within the Arizona school system and other educational institutions. In addition to further outlining the need to cultivate civic engagement pedagogies amongst youth today, this thesis explores the construct of Arizona's Excellence in Civic Engagement Program, which the Arizona Department of Education, in partnership with various community organizations, has established and implemented as a research-based, free standing (separate from state standards) youth civic engagement program. Three participating schools' program applications are analyzed in regard to the inclusion of democratic ideals and themes, including how these schools enable students to become civically engaged, both within the school setting and greater community. I argue that for the future of this state, nation, and world, young people must be exposed to and engaged with participative opportunities and the civic education interconnectivity in their communities. This study examines the civics-based, progressive education themes needed in schools and educational institutions in order to empower Arizona's youth and increase efforts to impact social change through civic education.", "thesisType": "M.A.", "university": "Arizona State University", "place": "United States -- Arizona", "date": "2015", "series": "", "seriesNumber": "", "numPages": "304", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://search.proquest.com.ezproxy1.lib.asu.edu/docview/1712621761/abstract", "accessDate": "2015-10-11T18:14:23Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Progress unto a Civically Engaged Arizona", "language": "English", "libraryCatalog": "ProQuest", "callNumber": "", "rights": "Copyright ProQuest Dissertations Publishing 2015", "extra": "", "tags": [ { "tag": "Arizona", "type": 1 }, { "tag": "Civic education", "type": 1 }, { "tag": "Civic learning", "type": 1 }, { "tag": "Education", "type": 1 } ], "collections": [ "6KVG87MK" ], "relations": {}, "dateAdded": "2015-10-25T15:52:11Z", "dateModified": "2015-10-25T15:52:11Z" } }, { "key": "RMHX6WPC", "version": 2, "library": { "type": "group", "id": 413670, "name": "Youth + School PB", "links": { "alternate": { "href": "https://www.zotero.org/groups/youth__school_pb", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/413670/items/RMHX6WPC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/youth__school_pb/items/RMHX6WPC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2673409, "username": "ajbrenn1", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ajbrenn1", "type": "text/html" } } }, "creatorSummary": "Gandin and Apple", "parsedDate": "2002-04-01", "numChildren": 0 }, "data": { "key": "RMHX6WPC", "version": 2, "itemType": "journalArticle", "title": "Challenging neo-liberalism, building democracy: creating the Citizen School in Porto Alegre, Brazil", "creators": [ { "creatorType": "author", "firstName": "Luís Armando", "lastName": "Gandin" }, { "creatorType": "author", "firstName": "Michael W.", "lastName": "Apple" } ], "abstractNote": "In this article, we situate the processes of educational policy and reform into their larger socio-political context. We describe the ways in which a set of policies has had what seem to be extensive and long lasting effects because the policies are coherently linked to larger dynamics of social transformation and to a coherent strategy that aims to change the mechanisms of the state and the rules of participation in the formation of state policies. We describe and analyse the policies of the ‘Popular Administration’ in Porto Alegre, Brazil. We specifically focus on the ‘Citizen School’ and on proposals that are explicitly designed to radically change both the municipal schools and the relationship between communities, the state and education. This set of policies and the accompanying processes of implementation are constitutive parts of a clear and explicit project aimed at constructing not only a better school for the excluded, but also a larger project of radical democracy. The reforms being built in Porto Alegre are still in formation, but we argue that they have crucial implications for how we might think about the politics of education policy and its dialectical role in social transformation.", "publicationTitle": "Journal of Education Policy", "publisher": "", "place": "", "date": "April 1, 2002", "volume": "17", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "259-279", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/02680930110116570", "citationKey": "", "url": "http://dx.doi.org/10.1080/02680930110116570", "accessDate": "2015-10-11T18:06:00Z", "PMID": "", "PMCID": "", "ISSN": "0268-0939", "archive": "", "archiveLocation": "", "shortTitle": "Challenging neo-liberalism, building democracy", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "6KVG87MK" ], "relations": {}, "dateAdded": "2015-10-25T15:52:11Z", "dateModified": "2015-10-25T15:52:11Z" } }, { "key": "XEJK672T", "version": 2, "library": { "type": "group", "id": 413670, "name": "Youth + School PB", "links": { "alternate": { "href": "https://www.zotero.org/groups/youth__school_pb", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/413670/items/XEJK672T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/youth__school_pb/items/XEJK672T", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2673409, "username": "ajbrenn1", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ajbrenn1", "type": "text/html" } } }, "creatorSummary": "Kirshner", "parsedDate": "2015-06-05", "numChildren": 1 }, "data": { "key": "XEJK672T", "version": 2, "itemType": "book", "title": "Youth Activism in an Era of Education Inequality", "creators": [ { "creatorType": "author", "firstName": "Ben", "lastName": "Kirshner" } ], "abstractNote": "This is what democracy looks like: Youth organizers in Colorado negotiate new school discipline policies to end the school to jail track. Latino and African American students march to district headquarters to protest high school closure. Young immigration rights activists persuade state legislators to pass a bill to make in-state tuition available to undocumented state residents. Students in an ESL class collect survey data revealing the prevalence of racism and xenophobia.    These examples, based on ten years of research by youth development scholar Ben Kirshner, show young people building political power during an era of racial inequality, diminished educational opportunity, and an atrophied public square. The book’s case studies analyze what these experiences mean for young people and why they are good for democracy. What is youth activism and how does it contribute to youth development? How might collective movements of young people expand educational opportunity and participatory democracy? The interdependent relationship between youths’ political engagement, their personal development, and democratic renewal is the central focus of this book. Kirshner argues that youth and societal institutions are strengthened when young people, particularly those most disadvantaged by educational inequity, turn their critical gaze to education systems and participate in efforts to improve them.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2015-06-05", "publisher": "NYU Press", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "250", "ISBN": "978-1-4798-9805-3", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "Google Books", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Education / Educational Policy & Reform / General", "type": 1 }, { "tag": "Education / Educational Psychology", "type": 1 }, { "tag": "Education / History", "type": 1 } ], "collections": [ "6KVG87MK" ], "relations": {}, "dateAdded": "2015-10-25T15:52:11Z", "dateModified": "2015-10-25T15:52:11Z" } }, { "key": "DX694D9N", "version": 2, "library": { "type": "group", "id": 413670, "name": "Youth + School PB", "links": { "alternate": { "href": "https://www.zotero.org/groups/youth__school_pb", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/413670/items/DX694D9N", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/youth__school_pb/items/DX694D9N", "type": "text/html" } }, "meta": { "createdByUser": { "id": 2673409, "username": "ajbrenn1", "name": "Ashley", "links": { "alternate": { "href": "https://www.zotero.org/ajbrenn1", "type": "text/html" } } }, "creatorSummary": "Cohen et al.", "parsedDate": "2015-01-01", "numChildren": 0 }, "data": { "key": "DX694D9N", "version": 2, "itemType": "journalArticle", "title": "Citizenship Education through Participatory Budgeting: The Case of Bioscience High School in Phoenix, Arizona", "creators": [ { "creatorType": "author", "firstName": "Matthew", "lastName": "Cohen" }, { "creatorType": "author", "firstName": "Matthew", "lastName": "Cohen" }, { "creatorType": "author", "firstName": "Daniel", "lastName": "Schugurensky" }, { "creatorType": "author", "firstName": "Daniel", "lastName": "Schugurensky" }, { "creatorType": "author", "firstName": "Arnim", "lastName": "Wiek" }, { "creatorType": "author", "firstName": "Arnim", "lastName": "Wiek" } ], "abstractNote": "Public participation in local decision-making processes has numerous purported benefits. Yet, realizing these benefits requires a citizenry that is able and willing to participate in meaningful ways. High schools are ideal venues for civic education but rarely teach local collective action, citizen engagement, and self-governance, focusing instead on personal responsibility, knowledge of political institutions, and information on the electoral processes. This article reports on a citizenship education project in a high school in Phoenix, Arizona. The program engaged students from all grade levels in a participatory budgeting (PB) process ‐ to our knowledge, the first School PB in the U.S. The study asked to what extent student engagement in PB contributed to democratic learning necessary to actively engage in public debates and decision-making processes. The findings suggest that deliberative processes that engage students in decision-making can develop civic competencies, and among available strategies, PB is particularly effective. The study also found that the impact of informal democratic learning through PB increases significantly when it is paired with formal learning in the classroom.", "publicationTitle": "Curriculum and Teaching", "publisher": "", "place": "", "date": "2015-01-01", "volume": "30", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "5-26", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Curriculum and Teaching", "DOI": "10.7459/ct/30.2.02", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Citizenship Education through Participatory Budgeting", "language": "", "libraryCatalog": "IngentaConnect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Citizenship Education", "type": 1 }, { "tag": "Democratic Learning", "type": 1 }, { "tag": "High Schools", "type": 1 }, { "tag": "Informal Learning", "type": 1 }, { "tag": "Participatory Budgeting", "type": 1 } ], "collections": [ "6KVG87MK" ], "relations": {}, "dateAdded": "2015-10-25T15:52:11Z", "dateModified": "2015-10-25T15:52:11Z" } } ]