Rebecca Colina Neri
Dados Biográficos
| ID | 6007064 |
|---|---|
| NOME | Rebecca Colina Neri |
| PRENOMES | Rebecca Colina |
| SOBRENOME | Neri |
| ASSINATURA | NERI R C |
| AFILIAÇÕES | Indiana University Bloomington |
| ORCID | 0000-0002-8354-4374 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2023 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Conceptualizing axiological work and axiological rigor in continuous improvement in education
Continuous improvement (CI) has become firmly entrenched in educational systems. Emerging in response to failed attempts at overhauling schools at scale, CI promises a robust and practical methodology for promoting educational change. However, those concerned with equity have critiqued CI for its weak equity stances. In this paper, we aim to develop the concepts of axiological work and axiological rigor as ways to understand and provide opportuni…
Toward a continuous improvement for justice
In recent years, improvement researchers have sought to foreground equity in continuous improvement (CI) in efforts to better advance the position of Black, Brown, and other marginalized students in educational settings using CI. While we view these efforts as noble and necessary, we argue in this paper that CI has largely centered equity and pushed justice to the periphery. In particular, we argue that the field of CI in education has focused sq…
Funds of Knowledge, Community Cultural Wealth, and the Forms of Capital
Funds of Knowledge (FK), Community Cultural Wealth (CCW), and Bourdieu’s analysis of capital (BAC) have each been applied in powerful ways to address complex issues of urban education; however, the overlaps and tensions between them have been largely underexplored. When brought together, these three economic metaphors—funds, wealth, capital—surface divergences and tensions that foreground questions of educational praxis and social justice. We arg…
Surfacing Deep Challenges for Social-Educational Justice
This paper critically explores theoretical, conceptual, and methodological dimensions of three social-justice oriented educational approaches: Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FK), and Community Cultural Wealth (CCW). We surface convergences and divergences across these three frameworks, seeking to clarify them conceptually, draw out implications for educational praxis, illuminate importantly difficult tensions in-and-ac…
Surfacing Deep Challenges for Social-Educational Justice
This paper critically explores theoretical, conceptual, and methodological dimensions of three social-justice oriented educational approaches: Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FK), and Community Cultural Wealth (CCW). We surface convergences and divergences across these three frameworks, seeking to clarify them conceptually, draw out implications for educational praxis, illuminate importantly difficult tensions in-and-ac…
Funds of Knowledge, Community Cultural Wealth, and the Forms of Capital
Funds of Knowledge (FK), Community Cultural Wealth (CCW), and Bourdieu’s analysis of capital (BAC) have each been applied in powerful ways to address complex issues of urban education; however, the overlaps and tensions between them have been largely underexplored. When brought together, these three economic metaphors—funds, wealth, capital—surface divergences and tensions that foreground questions of educational praxis and social justice. We arg…
Funds of Knowledge, Community Cultural Wealth, and the Forms of Capital
Funds of Knowledge (FK), Community Cultural Wealth (CCW), and Bourdieu’s analysis of capital (BAC) have each been applied in powerful ways to address complex issues of urban education; however, the overlaps and tensions between them have been largely underexplored. When brought together, these three economic metaphors—funds, wealth, capital—surface divergences and tensions that foreground questions of educational praxis and social justice. We arg…
Surfacing Deep Challenges for Social-Educational Justice
This paper critically explores theoretical, conceptual, and methodological dimensions of three social-justice oriented educational approaches: Bourdieuian Analysis of Capital (BAC), Funds of Knowledge (FK), and Community Cultural Wealth (CCW). We surface convergences and divergences across these three frameworks, seeking to clarify them conceptually, draw out implications for educational praxis, illuminate importantly difficult tensions in-and-ac…
Toward a continuous improvement for justice
In recent years, improvement researchers have sought to foreground equity in continuous improvement (CI) in efforts to better advance the position of Black, Brown, and other marginalized students in educational settings using CI. While we view these efforts as noble and necessary, we argue in this paper that CI has largely centered equity and pushed justice to the periphery. In particular, we argue that the field of CI in education has focused sq…
Conceptualizing axiological work and axiological rigor in continuous improvement in education
Continuous improvement (CI) has become firmly entrenched in educational systems. Emerging in response to failed attempts at overhauling schools at scale, CI promises a robust and practical methodology for promoting educational change. However, those concerned with equity have critiqued CI for its weak equity stances. In this paper, we aim to develop the concepts of axiological work and axiological rigor as ways to understand and provide opportuni…
Critical Race Theory in Education (3 obras) · Economic Justice (3 obras) · Law (3 obras) · Political science (3 obras) · Capital (architecture) (2 obras) · Cultural capital (2 obras) · Praxis (2 obras) · Social capital (2 obras) · Social justice (2 obras) · Social science (2 obras)