The Role of Public Education in Place- Re making: From a Retrospective Walk Through my Hometown to a Call to Action
The Role of Public Education in Place- Re making: From a Retrospective Walk Through my Hometown to a Call to Action
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公共教育在地方重建中的作用：从回顾家乡到呼吁采取行动
DOI：
10.1080/07370008.2018.1460844
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发表时间：
2018
影响因子：
3.3
通讯作者：
Taylor, Katie Headrick
中科院分区：
文献类型：
--
作者：
Taylor, Katie Headrick
本文探讨了公共教育在地方改造过程中的作用，这种改造依赖于教学与种族、政治和权力问题之间的错误分离。我构建了一个我的家乡的历史案例研究，提出了一个反叙事，由学生，种族和遗产的背景下，公立学校和周围的社区。在步行方法的基础上，我说明了历史的融合，种族化的叙述，在城市的规模是可理解的，但在学校的墙壁内是不可见的。最后，我提出了正在制定的学习科学道德教学和研究实践的专业准则。这些承诺旨在支持和保护学生（以及我们社区中的所有年轻人），使其免于因其身份和历史而对关键立场承担全部责任。
This essay examines the role of public education in the process of place-remaking that relies on a false separation between teaching and issues of race, politics, and power. I construct a historical case study of my hometown that presents a counter narrative, presented by students, of race and legacy in the context of a public school and the surrounding community. Building upon a walk-as-method approach, I illustrate the confluence of historical, racialized narratives that are discoverable at the scale of the city but invisible within the walls of the school. I conclude with an in-progress professional code of ethical teaching and research practice for the learning sciences. These commitments are intended to support and protect students (and all young people in our communities) from bearing sole responsibility for critical stances based on their identities and histories-in-place.