Reframing Suburbs: Race, Place, and Opportunity in Suburban Educational Spaces

2020 ◽  
pp. 0013189X2097267
Author(s):  
John B. Diamond ◽  
Linn Posey-Maddox ◽  
María D. Velázquez
Keyword(s):  
Education Research ◽  
The United States ◽  
Urban School Districts ◽  
Suburban Schools ◽  
Research Issues ◽  
Race And Class ◽  
Suburban Education ◽  
Educational Spaces ◽  
History Of ◽  
Core Issues

Most students in the United States attend suburban schools. However, most education research focuses on urban school districts. This may be in part because many of the core issues that currently drive education research—issues of race and class inequities, social mobility, immigration, English learning—are believed to be “urban” challenges. In this article, we argue that the changing nature of suburban schools and communities, and the history of their creation as education spaces, make them advantageous locations for education researchers to study many pressing issues and expand the ways we understand the intersections of race, place and inequality. We argue that education scholarship across multiple disciplinary orientations, theoretical foci, and substantive concerns can benefit from a deeper engagement with suburban education spaces and the issues and opportunities associated with them.

Research In Australian Music Education: A Review and Analysis

1988 ◽  
Vol 5 (2) ◽  
pp. 141-156 ◽  
Author(s):  
Warren R. Lett
Keyword(s):  
Education Research ◽  
Music Education ◽  
Research Priorities ◽  
Music Educators ◽  
Early History ◽  
Organisational Structure ◽  
Research Issues ◽  
Australian Society ◽  
Research Orientation ◽  
History Of

A review is made of the contents of the Australian Journal of Music Education from 1969, and of conferences in the early history of the Australian Society of Music Education. The categories of music education theses 1936–78 are described. A review of the research presentations is made from reports of the conferences of the Association of Music Education Lecturers. The paper identifies seminal summaries of music education research issues over a twenty-five-year period. It traces the lines of reported research, distinguishing standards for identification of research. It is concluded that although awareness of research issues has been consistently present amongst music educators in Australia, a lack of research orientation, together with inadequate planning and organisational structure has left the field to haphazard individualism. Proposals for current research priorities and procedures for their pursuit are made.

Introduction

1979 ◽  
Author(s):  
David Nasaw
Keyword(s):  
United States ◽  
Public Schools ◽  
Social History ◽  
The United States ◽  
Public Schooling ◽  
The Public ◽  
Race And Class ◽  
The Social ◽  
History Of ◽  
Public Colleges And Universities

A history of American public schooling reduced to graphs would tell a simple story of almost continuous growth. In every category, the graphs would incline upwards, recording a steady rise in the number of students in school, the time they spent there, the teachers who taught them, the schools that housed them, and the dollars expended. The upward trend would continue unbroken from the 1820s until the 1970s. We cannot, at this time, chart the downward course that has commenced (if only temporarily) in the mid-1970s. We know only that that part of the American public that votes on school bond issues and makes its opinions known to professional pollsters is no longer willing to spend as much money or place as much trust in public schooling as it once was. It is too soon to predict the future course of public schooling in America, but a good time to reconsider the past. To understand why Americans have grown disillusioned with their public schools we must look beyond the immediate present to the larger history of the United States and its public schools. The public schools of this country—elementary, secondary, and higher—were not conceived full-blown. They have a history, and it is the social history of the United States. This essay will not attempt to present that history in its entirety but will focus instead on three specific periods decisive for the social history of this society and its public schools: the decades before the Civil War, in which the elementary or “common schools” were reformed; the decades surrounding the turn of the twentieth century, in which the secondary schools “welcomed” the “children of the plain people”; and the post-World War II decades, which found the public colleges and universities “overwhelmed” by a “tidal wave” of “non-traditional” students— those traditionally excluded from higher education by sex, race, and class. In each of these periods, the quantitative expansion of the student population was matched by a qualitative transformation of the enlarged institutions.

scholarly journals “The Girl Had a Shadow”

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Sophia R. Mager
Keyword(s):  
United States ◽  
The United States ◽  
Research Paper ◽  
Close Reading ◽  
Social Commentary ◽  
Race And Class ◽  
The Social ◽  
History Of

In this research paper, I examine how Jordan Peele’s film Us (2019) fits into the genre of a modern “Black Gothic.” I analyze how Peele uses imagery, character construction, and social references to construct a modern Black Gothic film that considers the intense history of oppression and silencing of groups on the basis of their race and class in the United States. I use the foundational definitions and examples provided by Maisha Wester and Sheri-Marie Harrison to argue how Us fits into and further modernizes the Black Gothic genre, as well as examining how Peele’s imagery contributes to the horror and the social commentary of the film. Ultimately, this paper provides a close reading of the whole film as a part of a larger conversation around how the historical and modern oppression of Black individuals and communities is embedded into the very foundation of the United States as a nation.

Fat Is a Social Justice Issue, Too

2019 ◽  
Vol 43 (4) ◽  
pp. 421-441 ◽  
Author(s):  
Laurie Cooper Stoll
Keyword(s):  
United States ◽  
Social Justice ◽  
Interpersonal Relationships ◽  
The United States ◽  
Race And Class ◽  
Discrimination In Employment ◽  
History Of ◽  
The Media ◽  
Media Politics ◽  
Employment Education

Empirical evidence continues to show that like other historically marginalized groups, fat people experience discrimination in employment, education, the media, politics, interpersonal relationships, and especially health care. Yet, despite the fact that fatphobia in the United States has always been intimately connected to other systems of oppression like sexism, racism, and classism, those of us who identify as critical sociologists so often exclude it from our analyses. We fail to acknowledge that fat is a social justice issue, too. In this article, I argue that fatphobia is a system of oppression worthy of greater theoretical and empirical consideration in humanist sociology. I begin by providing a brief history of the ways fat has been pathologized and medicalized in the United States. I then discuss some of the ways fat is connected with gender, race, and class in particular. Finally, I offer some strategies for how critical sociologists can move forward, including suggestions for engaging in fat activism.

South African Historical Writing to the End of the Apartheid Era

2018 ◽  
Author(s):  
Chris Saunders
Keyword(s):  
South Africa ◽  
South African ◽  
The United States ◽  
Historical Writing ◽  
Capitalist Development ◽  
Early 19Th Century ◽  
Race And Class ◽  
White Males ◽  
History Of ◽  
The 1960S

While many of those who have written about South Africa have included reference to past events, it was only from the early 19th century that attempts were made to present a coherent picture of South Africa’s past. From the early 20th century professional historians, for long all white males, began to present their interpretations of the way in which the country known from 1910 as the Union of South Africa had evolved over time. In the Afrikaans-speaking universities there emerged an often nationalist historiography, while the major English-speaking historians presented a more inclusive but still often Eurocentric and mainly political view of the South African past. From the 1960s a conscious attempt was made to decolonize South African historiography by looking at the history of all the country’s peoples, but the historical profession remained almost exclusively white and the few black works of history were largely ignored. Many of those who were most influential in taking South African historical writing in new directions were South Africans who had left the country and settled abroad. In the 1970s and 1980s, a golden age of South African historical writing, shaped in part by the influence of neo-Marxist approaches from the United Kingdom and the United States, many new topics were explored, including the relationship between race and class and between capitalist development and apartheid. By emphasizing resistance to racial segregation in the past, South African historical writing assisted the process leading to the end of apartheid. By the time that happened, South African historical writing had become very nuanced and varied, but only to some extent integrated into the historiography of other parts of the African continent.

Special Considerations for Evaluation and Treatment of Spanish-Speaking Patients with Cleft Palate

2016 ◽  
Vol 1 (5) ◽  
pp. 41-49
Author(s):  
Ellen Moore
Keyword(s):  
Cleft Palate ◽  
The United States ◽  
Culturally Competent ◽  
Speech Language Pathology ◽  
Spanish Speaking ◽  
Appropriate Treatment ◽  
Oral Pressure ◽  
Language Pathology ◽  
History Of ◽  
Spanish Speaking Population

As the Spanish-speaking population in the United States continues to grow, there is increasing need for culturally competent and linguistically appropriate treatment across the field of speech-language pathology. This paper reviews information relevant to the evaluation and treatment of Spanish-speaking and Spanish-English bilingual children with a history of cleft palate. The phonetics and phonology of Spanish are reviewed and contrasted with English, with a focus on oral pressure consonants. Cultural factors and bilingualism are discussed briefly. Finally, practical strategies for evaluation and treatment are presented. Information is presented for monolingual and bilingual speech-language pathologists, both in the community and on cleft palate teams.

State-by-State Use of AMA Guides

2019 ◽  
Vol 24 (5) ◽  
pp. 3-7, 16
Keyword(s):  
Expert Testimony ◽  
Narrow Range ◽  
The United States ◽  
Workers Compensation ◽  
Federal Employees ◽  
Permanent Disability ◽  
Sixth Edition ◽  
History Of ◽  
Canadian Provinces

Abstract This article presents a history of the origins and development of the AMA Guides to the Evaluation of Permanent Impairment (AMA Guides), from the publication of an article titled “A Guide to the Evaluation of Permanent Impairment of the Extremities and Back” (1958) until a compendium of thirteen guides was published in book form in 1971. The most recent, sixth edition, appeared in 2008. Over time, the AMA Guides has been widely used by US states for workers’ compensation and also by the Federal Employees Compensation Act, the Longshore and Harbor Workers’ Compensation Act, as well as by Canadian provinces and other jurisdictions around the world. In the United States, almost twenty states have developed some form of their own impairment rating system, but some have a narrow range and scope and advise evaluators to consult the AMA Guides for a final determination of permanent disability. An evaluator's impairment evaluation report should clearly document the rater's review of prior medical and treatment records, clinical evaluation, analysis of the findings, and a discussion of how the final impairment rating was calculated. The resulting report is the rating physician's expert testimony to help adjudicate the claim. A table shows the edition of the AMA Guides used in each state and the enabling statute/code, with comments.

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