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IJER Vol 8-N4

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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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KAREN B. MCLEAN DONALDSON*

N156 Lagomarcino Hall, College of Education, Department of Curriculum and Instruction, Iowa State University, Ames, Iowa 50011

SIPHO SEEPE

Vista University, Sebokeng Campus, Private Bag X050, VANDERBIJLPARK, 1900, South Africa

The cover photograph symbolizes the international networking transpiring with regard to curriculum transformation. During a pilot project to investigate the impact of an antiracist/multicultural curriculum on student learning and development, Iowa State University exchange student teachers (of Donaldson’s) exhibited works by their students from a female heroine assignment. Despite the controversy surrounding Ms. Mandela, the student teachers’ pupils repeatedly chose Winnie Mandela as their heroine and created reports and artwork on her contributions. The student teachers’ observations and pupils’ outlooks are consistent with those shared within the black community and her organization. It is precisely because of being so highly regarded by the disadvantaged communities that her leadership as the President of the African National Congress’ Women’s League remains unchallenged.

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Peter McLaren and Peter Mayo *

International Journal of Educational Reform

I would like to issue this public apology in regards to the use of a word in the new edition of Schooling as a Ritual Performance (Lanham, Md.: Rowman & Littlefield, 1999).

When I used the term “La Lupita” in reference to Nuestra Senora de Guadalupe, on one occasion on p. xxxi, it was in reaction to my reading about how some Chicana artists are re-figuring Our Lady of Guadalupe’s image. I was under the impression that the term was one of affection or endearment. I am now aware that many readers could find the term offensive—especially when used by someone who is not Chicano/a or Mexicano/a. I have great respect for my companero/as in the Chicano community, as well as for Nuestra Senora de Guadalupe, and I want to apologize for any insensitivity in my use of this term. The term will be removed in the next printing.

Peter McLaren

McLaren: Can you tell readers of the journal something about yourself as an educator and about the geographical context in which you operate?

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