Harvard Educational Review
  1. Winter 1995 Issue »

    Uncertain Allies

    Understanding the Boundaries of Race and Teaching

    By Marilyn Cochran-Smith
    In this article, Marilyn Cochran-Smith reflects on her experiences as the director of a teacher education program that is attempting to open the unsettling discourse of race in the pre-service curriculum. She suggests that teacher educators need to examine how they and their students construct this discourse and how they interpret its implications for particular schools, communities, and classrooms. Cochran-Smith further offers that teacher educators may convey contradictory messages about the responsibilities of teachers who work with students who are similar to and different from them in race, culture, and ethnicity through the powerful messages implicit in the pedagogy of pre-service education itself. She concludes with the caution that unless teacher educators engage in the unflinching interrogation of pre-service pedagogy and then work to alter their own teaching and programs, it is unlikely that they will be able to effectively help student teachers do the same.

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    Winter 1995 Issue

    Abstracts

    Uncertain Allies
    Understanding the Boundaries of Race and Teaching
    By Marilyn Cochran-Smith
    The Four "I's" of School Reform
    How Interests, Ideology, Information, and Institution Affect Teachers and Principals
    By Carol H. Weiss
    Total Quality Management in the Academy
    A Rebellious Reading
    By Estela Mara Bensimon
    A Postmodern Vision of Time and Learning
    A Response to the National Education Commission Report "Prisoners of Time"
    By Patrick Slattery
    Crossing Borders/Shifting Paradigms
    Multiculturalism and Children's Literature
    By Elaine G. Schwartz

    Book Notes

    Urban Sanctuaries
    By Milbrey McLaughlin, Merita Irby, and Juliet Langman

    Fatheralong
    By John Edgar Wideman.

    Children Solving Problems
    By Stephanie Thornton

    The Smart Parent's Guide to Kids' TV
    By Milton Chen

    New Directions in Portfolio Assessment
    Edited by Laurel Black, Donald A. Daiker, Jeffrey Sommers, and Gail Stygal.

    The Tao of Teaching
    By Greta Nagel

    Emergent Curriculum
    By Elizabeth Jones and John Nimmo.

    Teaching Hand Papermaking
    By Gloria Zmolek Smith.

    Postmodern Theory
    By Steven Best and Douglas Kellner.

    Writing Ethnographic Fieldnotes
    By Robert M. Emerson, Rachel I. Fretz, and Linda L. Shaw.

    Towards Inclusive Schools
    Edited by Catherine Clark, Alan Dyson, and Alan Millward.

    Fabled Cities, Princes and Jinn from Arab Myths and Legends
    By Kharirat Al-Saleh; illustrations by Rashad Salim.

    Educational Action Research
    Edited by Susan E. Noffke and Robert B. Stevenson.

    Ideology
    By Terry Eagleton

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