Beth C Rubin
Datos Biográficos
| ID | 167846 |
|---|---|
| NOMBRE | Beth C Rubin |
| NOMBRES | Beth C |
| APELLIDO | Rubin |
| FIRMA | RUBIN B C |
| AFILIACIONES | Rutgers, the State University of New Jersey |
| VERIFICADO | No |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 144 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1997 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 8 |
“It’s Going to Go Beyond These Walls”
Background: Over the past several decades, understandings of civic knowledge and engagement have been enlarged in productive ways; the field has been transformed by contributions rooted in and showcasing critical, cultural, transnational, activist, and participatory approaches to the civic. Civic action research fits neatly amid these new articulations of the civic; multiple studies attest to its potential for creating civic learning experiences …
I look deep into this stuff because it’s a part of me”
In communities historically shaped by processes of de jure and de facto segregation; police repression; and lack of access to equitable housing, jobs, and labor-rights, young people find very little of this content reflected in their school-based learning. These societal “civics lessons” indicate the need to move beyond the aim of closing the “civic opportunity gap” and toward a more relevant, critical—even transgressive—approach to civic learnin…
Challenging Silences
This paper draws upon data from two youth-focused, ethnographically informed inquiries-one in Poland, the other in Guatemala-to describe how historical memory can conflict with both state historical narratives and with globalized approaches to democratic citizenship education. This analysis helps us to better understand the ways that, in post-conflict societies, schools function as spaces in which overlapping claims of community, nation, and worl…
Design Research in Social Studies Education
This edited volume showcases work from the emerging field of design-based research (DBR) within social studies education and explores the unique challenges and opportunities that arise when applying the approach in classrooms. Usually associated with STEM fields, DBR's unique ability to generate practical theories of learning and to engineer theory-driven improvements to practice holds meaningful potential for the social studies. Each chapter des…
Authenticity, aims and authority
Motivated by the addition of a curriculum standard for active citizenship into New Jersey's social studies standards a group of educators and researchers set out to integrate an action research curriculum, based on a youth participatory action research (YPAR) model, into social studies classrooms. Adapting YPAR, with its promising blend of critical thinking, civic engagement, and democratization, for use as in the classroom is appealing to those …
Learning the Colonial Past in a Colonial Present
In Guatemala, three centuries after Spanish conquest and in the wake of more than three decades of internal conflict, the framers of the 1996 Accord for a Firm and Lasting Peace placed educational reform at the center of efforts to make peace with this contentious past. This article, based on a multisite qualitative study, describes how Guatemalan teachers, working within an ostensibly standardized national curriculum aimed at creating a common h…
We Come to Form Ourselves Bit by Bit
Over the past several decades, the implementation of democratic citizenship education has become a common prescription for the civic reconstruction of post-conflict societies. Across the globe, educational changes are seen as fundamental to the creation of peaceful, tolerant, and democratic civic identities, the key to “social reconstruction, a better future, and a lasting peace.” Drawing on qualitative data from varied schools in postwar Guatema…
Confronting the Urban Civic Opportunity Gap
This article considers how youth participatory action research (YPAR) can be used to build the civic teaching capacities of preservice teachers working in urban settings. In the final semester of an urban-focused teacher education program, preservice teachers led YPAR programs in the urban schools in which they student-taught the previous semester. This article analyzes what preservice teachers learn through the process of YPAR. Specifically, we …
Realizing the Equity-Minded Aspirations of Detracking and Inclusion
Inclusion and detracking policies seek to remedy the pervasive inequality of educational opportunities in U.S. schools by building classrooms that are integrated across the lines of race/ethnicity, class, and disability and that offer all students access to a rich and challenging curriculum. In practice, however, teachers often struggle with the implementation of these reforms. Drawing on ethnographic research in detracked and inclusion classroom…
It's the Worst Place to Live
One of the primary aims of education in the United States is to prepare youth to contribute to civic life in a democracy. Urban youth have daily school and community experiences with poverty, violence, and injustice that complicate their relationship with civic life. In this article the authors explore the ramifications of these experiences for youth civic identity development and consider how new understandings of the civic learning and identity…
“There's Still Not Justice”
Qualitative research describing and theorizing about the emerging civic identities of diverse youth is scarce. This study provides a textured view of how civic identity is constructed and negotiated by racially and socioeconomically diverse adolescents, based on interviews and in-class discussions conducted with students in four public secondary schools. Youth living in distinct contexts come to school-based civic education with varied understand…
Laboratories of Democracy”
Many of the primary aims of social studies education mesh with detracking reformers' goals of creating more equitable and democratic learning environments. However, little empirical data exist on detracked social studies classrooms. This article reports the results of a qualitative, cross-case comparison study of detracking in the ninth grade social studies classrooms of three public high schools. Employing a situated perspective on learning, it …
Learner Identity Amid Figured Worlds
Tracking and Detracking
Although debate over tracking continues, many schools and districts have attempted various detracking reforms. Detracking efforts vary greatly in method and scope. Assessments of detracking are widely divergent as well, making it difficult to gauge the effectiveness of the reform. Evidence suggests that when implemented well, detracking opens new academic opportunities for students. Additionally, as difference and equity are, arguably, issues in …
This Issue
Unpacking Detracking
Despite heated debate over detracking, little research exists on how the reform plays out in the classroom. This article, based on a year-long interpretive study of a detracked ninth-grade program at a diverse urban high school, focuses on the encounter between the “official” practices of the detracked classrooms under study and the “unofficial” social worlds of the students taking part in those practices. The author describes how aspects of the …
Shifts in the Social Contract
I look deep into this stuff because it’s a part of me”
In communities historically shaped by processes of de jure and de facto segregation; police repression; and lack of access to equitable housing, jobs, and labor-rights, young people find very little of this content reflected in their school-based learning. These societal “civics lessons” indicate the need to move beyond the aim of closing the “civic opportunity gap” and toward a more relevant, critical—even transgressive—approach to civic learnin…
Authenticity, aims and authority
Motivated by the addition of a curriculum standard for active citizenship into New Jersey's social studies standards a group of educators and researchers set out to integrate an action research curriculum, based on a youth participatory action research (YPAR) model, into social studies classrooms. Adapting YPAR, with its promising blend of critical thinking, civic engagement, and democratization, for use as in the classroom is appealing to those …
Learner Identity Amid Figured Worlds
Unpacking Detracking
Despite heated debate over detracking, little research exists on how the reform plays out in the classroom. This article, based on a year-long interpretive study of a detracked ninth-grade program at a diverse urban high school, focuses on the encounter between the “official” practices of the detracked classrooms under study and the “unofficial” social worlds of the students taking part in those practices. The author describes how aspects of the …
It's the Worst Place to Live
One of the primary aims of education in the United States is to prepare youth to contribute to civic life in a democracy. Urban youth have daily school and community experiences with poverty, violence, and injustice that complicate their relationship with civic life. In this article the authors explore the ramifications of these experiences for youth civic identity development and consider how new understandings of the civic learning and identity…
Tracking and Detracking
Although debate over tracking continues, many schools and districts have attempted various detracking reforms. Detracking efforts vary greatly in method and scope. Assessments of detracking are widely divergent as well, making it difficult to gauge the effectiveness of the reform. Evidence suggests that when implemented well, detracking opens new academic opportunities for students. Additionally, as difference and equity are, arguably, issues in …
Realizing the Equity-Minded Aspirations of Detracking and Inclusion
Inclusion and detracking policies seek to remedy the pervasive inequality of educational opportunities in U.S. schools by building classrooms that are integrated across the lines of race/ethnicity, class, and disability and that offer all students access to a rich and challenging curriculum. In practice, however, teachers often struggle with the implementation of these reforms. Drawing on ethnographic research in detracked and inclusion classroom…
We Come to Form Ourselves Bit by Bit
Over the past several decades, the implementation of democratic citizenship education has become a common prescription for the civic reconstruction of post-conflict societies. Across the globe, educational changes are seen as fundamental to the creation of peaceful, tolerant, and democratic civic identities, the key to “social reconstruction, a better future, and a lasting peace.” Drawing on qualitative data from varied schools in postwar Guatema…
Confronting the Urban Civic Opportunity Gap
This article considers how youth participatory action research (YPAR) can be used to build the civic teaching capacities of preservice teachers working in urban settings. In the final semester of an urban-focused teacher education program, preservice teachers led YPAR programs in the urban schools in which they student-taught the previous semester. This article analyzes what preservice teachers learn through the process of YPAR. Specifically, we …
Learning the Colonial Past in a Colonial Present
In Guatemala, three centuries after Spanish conquest and in the wake of more than three decades of internal conflict, the framers of the 1996 Accord for a Firm and Lasting Peace placed educational reform at the center of efforts to make peace with this contentious past. This article, based on a multisite qualitative study, describes how Guatemalan teachers, working within an ostensibly standardized national curriculum aimed at creating a common h…
Challenging Silences
This paper draws upon data from two youth-focused, ethnographically informed inquiries-one in Poland, the other in Guatemala-to describe how historical memory can conflict with both state historical narratives and with globalized approaches to democratic citizenship education. This analysis helps us to better understand the ways that, in post-conflict societies, schools function as spaces in which overlapping claims of community, nation, and worl…
Laboratories of Democracy”
Many of the primary aims of social studies education mesh with detracking reformers' goals of creating more equitable and democratic learning environments. However, little empirical data exist on detracked social studies classrooms. This article reports the results of a qualitative, cross-case comparison study of detracking in the ninth grade social studies classrooms of three public high schools. Employing a situated perspective on learning, it …
Shifts in the Social Contract
Unpacking Detracking
Despite heated debate over detracking, little research exists on how the reform plays out in the classroom. This article, based on a year-long interpretive study of a detracked ninth-grade program at a diverse urban high school, focuses on the encounter between the “official” practices of the detracked classrooms under study and the “unofficial” social worlds of the students taking part in those practices. The author describes how aspects of the …
Tracking and Detracking
Although debate over tracking continues, many schools and districts have attempted various detracking reforms. Detracking efforts vary greatly in method and scope. Assessments of detracking are widely divergent as well, making it difficult to gauge the effectiveness of the reform. Evidence suggests that when implemented well, detracking opens new academic opportunities for students. Additionally, as difference and equity are, arguably, issues in …
This Issue
“There's Still Not Justice”
Qualitative research describing and theorizing about the emerging civic identities of diverse youth is scarce. This study provides a textured view of how civic identity is constructed and negotiated by racially and socioeconomically diverse adolescents, based on interviews and in-class discussions conducted with students in four public secondary schools. Youth living in distinct contexts come to school-based civic education with varied understand…
Laboratories of Democracy”
Many of the primary aims of social studies education mesh with detracking reformers' goals of creating more equitable and democratic learning environments. However, little empirical data exist on detracked social studies classrooms. This article reports the results of a qualitative, cross-case comparison study of detracking in the ninth grade social studies classrooms of three public high schools. Employing a situated perspective on learning, it …
Learner Identity Amid Figured Worlds
Realizing the Equity-Minded Aspirations of Detracking and Inclusion
Inclusion and detracking policies seek to remedy the pervasive inequality of educational opportunities in U.S. schools by building classrooms that are integrated across the lines of race/ethnicity, class, and disability and that offer all students access to a rich and challenging curriculum. In practice, however, teachers often struggle with the implementation of these reforms. Drawing on ethnographic research in detracked and inclusion classroom…
It's the Worst Place to Live
One of the primary aims of education in the United States is to prepare youth to contribute to civic life in a democracy. Urban youth have daily school and community experiences with poverty, violence, and injustice that complicate their relationship with civic life. In this article the authors explore the ramifications of these experiences for youth civic identity development and consider how new understandings of the civic learning and identity…
Learning the Colonial Past in a Colonial Present
In Guatemala, three centuries after Spanish conquest and in the wake of more than three decades of internal conflict, the framers of the 1996 Accord for a Firm and Lasting Peace placed educational reform at the center of efforts to make peace with this contentious past. This article, based on a multisite qualitative study, describes how Guatemalan teachers, working within an ostensibly standardized national curriculum aimed at creating a common h…
We Come to Form Ourselves Bit by Bit
Over the past several decades, the implementation of democratic citizenship education has become a common prescription for the civic reconstruction of post-conflict societies. Across the globe, educational changes are seen as fundamental to the creation of peaceful, tolerant, and democratic civic identities, the key to “social reconstruction, a better future, and a lasting peace.” Drawing on qualitative data from varied schools in postwar Guatema…
Confronting the Urban Civic Opportunity Gap
This article considers how youth participatory action research (YPAR) can be used to build the civic teaching capacities of preservice teachers working in urban settings. In the final semester of an urban-focused teacher education program, preservice teachers led YPAR programs in the urban schools in which they student-taught the previous semester. This article analyzes what preservice teachers learn through the process of YPAR. Specifically, we …
Authenticity, aims and authority
Motivated by the addition of a curriculum standard for active citizenship into New Jersey's social studies standards a group of educators and researchers set out to integrate an action research curriculum, based on a youth participatory action research (YPAR) model, into social studies classrooms. Adapting YPAR, with its promising blend of critical thinking, civic engagement, and democratization, for use as in the classroom is appealing to those …
Design Research in Social Studies Education
This edited volume showcases work from the emerging field of design-based research (DBR) within social studies education and explores the unique challenges and opportunities that arise when applying the approach in classrooms. Usually associated with STEM fields, DBR's unique ability to generate practical theories of learning and to engineer theory-driven improvements to practice holds meaningful potential for the social studies. Each chapter des…
I look deep into this stuff because it’s a part of me”
In communities historically shaped by processes of de jure and de facto segregation; police repression; and lack of access to equitable housing, jobs, and labor-rights, young people find very little of this content reflected in their school-based learning. These societal “civics lessons” indicate the need to move beyond the aim of closing the “civic opportunity gap” and toward a more relevant, critical—even transgressive—approach to civic learnin…
Challenging Silences
This paper draws upon data from two youth-focused, ethnographically informed inquiries-one in Poland, the other in Guatemala-to describe how historical memory can conflict with both state historical narratives and with globalized approaches to democratic citizenship education. This analysis helps us to better understand the ways that, in post-conflict societies, schools function as spaces in which overlapping claims of community, nation, and worl…
“It’s Going to Go Beyond These Walls”
Background: Over the past several decades, understandings of civic knowledge and engagement have been enlarged in productive ways; the field has been transformed by contributions rooted in and showcasing critical, cultural, transnational, activist, and participatory approaches to the civic. Civic action research fits neatly amid these new articulations of the civic; multiple studies attest to its potential for creating civic learning experiences …
Sociology (17 obras) · Pedagogy (14 obras) · Political science (13 obras) · Educator Training and Historical Pedagogy (11 obras) · Psychology (9 obras) · Politics (8 obras) · Law (6 obras) · Mathematics education (6 obras) · Social science (6 obras) · Democracy (5 obras)