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IJER Vol 9-N1

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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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ROGER KAUFMAN

Professor and Director, Office for Needs Assessment and Planning

The Florida State University, Tallahassee, FL 32306-2022

The past, present, and future of education documents the relentless shift

Education’s past could be fairly characterized by good intentions. Improvement has long been the rallying cry, but instead we have gotten innovation without positive consequences. In the last decade we have seen rolling focuses in classrooms and teaching from segregation to desegregation, from the three Rs to the reform in curriculum that emphasized choice over substance, from a sole focus on “in seat” hours to flexible scheduling and team teaching, from diversity concepts to voluntary resegregation, from tests to testing to assessment to portfolios, from behaviorism to cognitivism to Constructivism to pragmatism, from narrow presentation of facts to the widening of our performance improvement horizons, from a splintered focus on individual performers to literally adding value to the entire world. Education has moved from a preoccupational focus on “how” to now also include “what results to achieve” and an additional concern for “why” improved performance at all can and should emerge.

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Peter McLaren

Professor, Graduate School of Education and Information Studies

Moore Hall, UCLA, Box 951521

Los Angeles, CA 90095-1521

Sandy M. A. Grande is an assistant professor of education and human development at Colby College in Waterville, Maine. Colby is a predominantly white, elite Liberal Arts College in rural Maine. Her research interests include the socio-political contexts of American Indian education. She is particularly interested in the intersections between and among the pedagogical structures of critical theory, indigenous knowledge, environmental education, and multicultural education.

Peter: Good to see you again, Sandy. Last year when I came to Colby to give a “Spotlight Lecture” we spent some time talking about critical pedagogy and its relevance to the kind of work you are doing as an activist and a scholar. You brought up several issues that I feel are important for educators to consider. For instance, we talked a little about your desire to further complicate the critical dialogue on identity formation and race consciousness by introducing concepts and theories central to indigenous theory and praxis. Can you explain further?

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