Robert J Helfenbein
Biographic Data
| ID | 5429526 |
|---|---|
| NAME | Robert J Helfenbein |
| GIVEN NAMES | Robert J |
| FAMILY NAME | Helfenbein |
| SIGNATURE | HELFENBEIN R J |
| AFFILIATIONS | Indiana University – Purdue University Indianapolis |
| ORCID | 0000-0002-8519-5972 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 32 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Curriculum matters
It is our contention that we are in a crisis of curriculum that can be seen from calls to defund public education to the reduction of children to scores on annual assessments. We also point to a crisis in studies of curriculum that the critical tools necessary to consider and critique curricular practices have been intentionally removed from schools of education. Our argument begins with a discussion of the potential significance for curriculum s…
Perspectives of Urban School Principals From Nontraditional Contexts
Principals from 76 urban public charter and private (Catholic) schools located in three midsized cities participated in a sequential explanatory investigation measuring perceptions of key elements related to school administration. Topics include students, selves, and elements related to the job of principal. Findings indicate that most principals view few administrative tasks as very challenging yet regard experience and skills as very important.…
The Push and the Pull
Becoming Teachers
In this qualitative study, the authors explore the connections between a preservice teacher education curriculum and the development of teacher identity. Focus is given to the impact Ruby Payne's (2001) A Framework for Understanding Poverty has on the ideological development of preservice special education teachers embarking on an urban practicum. Implications for teacher education are discussed
Non-Didactic, a Culture of Peace, and “Some Cat from Brazil”
Critical Geographies in/of Education
The great obsession of the nineteenth century was, as we know, history: with its themes of development and of suspension, of crisis, and cycle, themes of the ever-accumulating past, with its prepon
Mapping Everyday
This article argues that by using theories of the spatial to understand how situated materiality (i.e., place) and contestations of identity matter when conceiving global and curricular space, educators may interrupt and rearticulate practices and systems of oppression. By focusing on globalization writ large, there is danger of leaving important concerns of the local unattended, and thereby failing to see how processes of globalization exacerbat…
Reconstructing/Reimagining Democratic Education
Many have suggested that issues of democracy are fundamentally related to school curricula and contexts (Conant, 1948; Dewey, 1944 Dewey, John. 1944. Democracy and Education, New York: Macmillan. [Google Scholar]; Dimitriadis and Carlson, 2003 Dimitriadis, Greg and Carlson, Dennis. 2003. Promises to Keep: Cultural Studies, Democratic Education, and Public Life, New York: RoutledgeFalmer. [Crossref] , [Google Scholar]; West, 2004 West, Cornel. 200…
Conjuring Curriculum, Conjuring Control
Harry Potter and the Order of the Phoenix, the fifth book (and film) of the record-breaking J. K. Rowling series, has been heralded as a catalyst for resurgence in literacy and demonized as an attack on traditional values. Using a cultural studies framework, this article suggests that Order of the Phoenix provides fertile ground for understanding the contemporary socio-cultural context and its relation to contemporary issues in education and educ…
What Maps Try to Teach Us
(2008). What Maps Try to Teach Us. Theory & Research in Social Education: Vol. 36, No. 4, pp. 447-452
Contradicting the Contrarians
(2005). Contradicting the Contrarians: The Rhetoric of the Neoconservative Right in Social Studies Education. The Social Studies: Vol. 96, No. 4, pp. 149-155
This Work We Do
New Times, New Stakes
In order to understand the relationship between high-stakes testing and its synonymous projection on history as the ‘‘age of accountability,’’ Stuart Hall’s Policing the Crisis (Hall, Critcher, Jefferson, Clarke, & Roberts, 1978) provides an interesting parallel depiction of the response of the dominant forces in the power structure to changing social and political relations. This paper proposes that the rise of high-stakes testing in American ed…
Troubling Multiculturalism
The changing face of international economic systems brings with it an increased sensitivity to changing notions of culture, race, and class. The ways in which these multiple subjectivities function in pursuit of democratic systems serves as new way to explore issues of multicultural education. Beginning with a discussion of a cultural studies approach as delineated by Grossberg (1992, 1997), how multiculturalism as a project can be informed by th…
Critical Geographies in/of Education
The great obsession of the nineteenth century was, as we know, history: with its themes of development and of suspension, of crisis, and cycle, themes of the ever-accumulating past, with its prepon
Becoming Teachers
In this qualitative study, the authors explore the connections between a preservice teacher education curriculum and the development of teacher identity. Focus is given to the impact Ruby Payne's (2001) A Framework for Understanding Poverty has on the ideological development of preservice special education teachers embarking on an urban practicum. Implications for teacher education are discussed
Reconstructing/Reimagining Democratic Education
Many have suggested that issues of democracy are fundamentally related to school curricula and contexts (Conant, 1948; Dewey, 1944 Dewey, John. 1944. Democracy and Education, New York: Macmillan. [Google Scholar]; Dimitriadis and Carlson, 2003 Dimitriadis, Greg and Carlson, Dennis. 2003. Promises to Keep: Cultural Studies, Democratic Education, and Public Life, New York: RoutledgeFalmer. [Crossref] , [Google Scholar]; West, 2004 West, Cornel. 200…
The Push and the Pull
Mapping Everyday
This article argues that by using theories of the spatial to understand how situated materiality (i.e., place) and contestations of identity matter when conceiving global and curricular space, educators may interrupt and rearticulate practices and systems of oppression. By focusing on globalization writ large, there is danger of leaving important concerns of the local unattended, and thereby failing to see how processes of globalization exacerbat…
Troubling Multiculturalism
The changing face of international economic systems brings with it an increased sensitivity to changing notions of culture, race, and class. The ways in which these multiple subjectivities function in pursuit of democratic systems serves as new way to explore issues of multicultural education. Beginning with a discussion of a cultural studies approach as delineated by Grossberg (1992, 1997), how multiculturalism as a project can be informed by th…
Perspectives of Urban School Principals From Nontraditional Contexts
Principals from 76 urban public charter and private (Catholic) schools located in three midsized cities participated in a sequential explanatory investigation measuring perceptions of key elements related to school administration. Topics include students, selves, and elements related to the job of principal. Findings indicate that most principals view few administrative tasks as very challenging yet regard experience and skills as very important.…
Conjuring Curriculum, Conjuring Control
Harry Potter and the Order of the Phoenix, the fifth book (and film) of the record-breaking J. K. Rowling series, has been heralded as a catalyst for resurgence in literacy and demonized as an attack on traditional values. Using a cultural studies framework, this article suggests that Order of the Phoenix provides fertile ground for understanding the contemporary socio-cultural context and its relation to contemporary issues in education and educ…
Contradicting the Contrarians
(2005). Contradicting the Contrarians: The Rhetoric of the Neoconservative Right in Social Studies Education. The Social Studies: Vol. 96, No. 4, pp. 149-155
This Work We Do
New Times, New Stakes
In order to understand the relationship between high-stakes testing and its synonymous projection on history as the ‘‘age of accountability,’’ Stuart Hall’s Policing the Crisis (Hall, Critcher, Jefferson, Clarke, & Roberts, 1978) provides an interesting parallel depiction of the response of the dominant forces in the power structure to changing social and political relations. This paper proposes that the rise of high-stakes testing in American ed…
Troubling Multiculturalism
The changing face of international economic systems brings with it an increased sensitivity to changing notions of culture, race, and class. The ways in which these multiple subjectivities function in pursuit of democratic systems serves as new way to explore issues of multicultural education. Beginning with a discussion of a cultural studies approach as delineated by Grossberg (1992, 1997), how multiculturalism as a project can be informed by th…
New Times, New Stakes
In order to understand the relationship between high-stakes testing and its synonymous projection on history as the ‘‘age of accountability,’’ Stuart Hall’s Policing the Crisis (Hall, Critcher, Jefferson, Clarke, & Roberts, 1978) provides an interesting parallel depiction of the response of the dominant forces in the power structure to changing social and political relations. This paper proposes that the rise of high-stakes testing in American ed…
Contradicting the Contrarians
(2005). Contradicting the Contrarians: The Rhetoric of the Neoconservative Right in Social Studies Education. The Social Studies: Vol. 96, No. 4, pp. 149-155
This Work We Do
Conjuring Curriculum, Conjuring Control
Harry Potter and the Order of the Phoenix, the fifth book (and film) of the record-breaking J. K. Rowling series, has been heralded as a catalyst for resurgence in literacy and demonized as an attack on traditional values. Using a cultural studies framework, this article suggests that Order of the Phoenix provides fertile ground for understanding the contemporary socio-cultural context and its relation to contemporary issues in education and educ…
What Maps Try to Teach Us
(2008). What Maps Try to Teach Us. Theory & Research in Social Education: Vol. 36, No. 4, pp. 447-452
Critical Geographies in/of Education
The great obsession of the nineteenth century was, as we know, history: with its themes of development and of suspension, of crisis, and cycle, themes of the ever-accumulating past, with its prepon
Mapping Everyday
This article argues that by using theories of the spatial to understand how situated materiality (i.e., place) and contestations of identity matter when conceiving global and curricular space, educators may interrupt and rearticulate practices and systems of oppression. By focusing on globalization writ large, there is danger of leaving important concerns of the local unattended, and thereby failing to see how processes of globalization exacerbat…
Reconstructing/Reimagining Democratic Education
Many have suggested that issues of democracy are fundamentally related to school curricula and contexts (Conant, 1948; Dewey, 1944 Dewey, John. 1944. Democracy and Education, New York: Macmillan. [Google Scholar]; Dimitriadis and Carlson, 2003 Dimitriadis, Greg and Carlson, Dennis. 2003. Promises to Keep: Cultural Studies, Democratic Education, and Public Life, New York: RoutledgeFalmer. [Crossref] , [Google Scholar]; West, 2004 West, Cornel. 200…
Becoming Teachers
In this qualitative study, the authors explore the connections between a preservice teacher education curriculum and the development of teacher identity. Focus is given to the impact Ruby Payne's (2001) A Framework for Understanding Poverty has on the ideological development of preservice special education teachers embarking on an urban practicum. Implications for teacher education are discussed
Non-Didactic, a Culture of Peace, and “Some Cat from Brazil”
The Push and the Pull
Perspectives of Urban School Principals From Nontraditional Contexts
Principals from 76 urban public charter and private (Catholic) schools located in three midsized cities participated in a sequential explanatory investigation measuring perceptions of key elements related to school administration. Topics include students, selves, and elements related to the job of principal. Findings indicate that most principals view few administrative tasks as very challenging yet regard experience and skills as very important.…
Curriculum matters
It is our contention that we are in a crisis of curriculum that can be seen from calls to defund public education to the reduction of children to scores on annual assessments. We also point to a crisis in studies of curriculum that the critical tools necessary to consider and critique curricular practices have been intentionally removed from schools of education. Our argument begins with a discussion of the potential significance for curriculum s…
Sociology (13 works) · Pedagogy (11 works) · Political science (9 works) · Educator Training and Historical Pedagogy (8 works) · Psychology (7 works) · Law (6 works) · Law (6 works) · Mathematics education (6 works) · Curriculum (5 works) · Global Education and Multiculturalism (5 works)