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IJER Vol 6-N2

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The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research.
IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world.
Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

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REBECCA SHORE

Westminster High School, 14325 Goldenwest Street, Westminster, CA 92683

Research shows that one of the most important aspects of successful teaching and learning is in the use of the professional teachers in the organization (Darling-Hammond and McLaughlin, 1995; Swanson, 1995; Wohlstetter, 1995). Due partially to the newness of the charter school experiment, we know very little about how charter schools are using teachers in different capacities to enhance learning outcomes and increase professionalism. There is an enormous need to know how teachers are being utilized in charter schools, beyond traditional roles.

The expressed hope of prominent educators, legislators and concerned public members has been that, given the opportunity, educators will avail themselves of the chance to make substantial changes in the structure of their existing education programs through the California charter school provisions (Wells, Hirshberg, and Datnow, 1994). It is the intent of the California charter school legislation, SB 1448, that “new professional opportunities for teachers” be created. Proponents of charter schools claim that these schools offer public school teachers the best route presently available for assuming the role of true professionals (Wohlstetter, Wenning, and Briggs, 1995).

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Peter McLaren

Professor of Education

University of California, Los Angeles

College of Education

Los Angeles, CA 90024-1521

Dolores Delgado Bernal holds a Ph.D. in Curriculum Theory and Teaching Studies from UCLA’s Graduate School of Education and Information Studies. She recently completed her dissertation as a Fellow at UC Davis’ Chicana/Latina Research Center. Her research and teaching focuses on Chicana activism, school resistance, and bilingual cross cultural development in teacher education.

Daniel G. Solorzano is an Associate Professor in Social Sciences and Comparative Education at the UCLA Graduate School of Education and Information Studies. Using a critical race theory framework, his research and teaching focuses on the experiences of Chicana and Chicano students, especially those in higher education.

Peter: I am very interested in the way you [Dolores and Danny] have both reconceptualized theoretical constructs in your work. The theoretical issues you raise appear to have much relevance not only for the education of Latinas/os in Los Angeles, but also for educators around the country who are interested in working with working class communities in the larger struggle for social justice. Dolores, how do you frame the challenge of using the language of the academy to interpret lived experiences of working class communities?

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