La educación in room 320: Toward a theory of care-based resistance in the context of neoliberal school reform

Teachers College Record

Volumn 117, Issue 5, 2015, Pages 1-30

  Nolan, Kathleen ^a  

^a PRINCETON UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84929402652     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (58)

1. Achinstein, B., & Ogawa, R. T. (2006). (In)Fidelity: What the resistance of new teachers reveals about professional principles and prescriptive educational policies. Harvard Educational Review, 76(1), 30-63.
2. Apple, M. (1982) Education and power. Boston, MA: Routledge & Kegan Paul.
3. Apple, M. W., & Teitelbaum, K. (1986). Are teachers losing control of their skills and curriculum? Journal of Curriculum Studies, 18(2), 177-184.
4. Au, W. (2007). High-stakes testing and curricular control: A qualitative metasynthesis. Educational Researcher, 36(5), 258-267.
5. Au, W. (2011). Teaching under the new Taylorism: High-stakes testing and the standardization of the 21st century curriculum. Journal of Curriculum Studies, 43(1), 25-45.
6. Ball, S. J. (1999, September). Global trends in educational reform and the struggle for the soul of the teacher! Paper presented at the British Educational Research Association Annual Conference, University of Sussex, Brighton, England. Retrieved from http://www.leeds. ac.uk/educol/documents/00001212.htm
7. Ball, S. J. (2000). Performativities and fabrications in the education economy: Towards the performative society? Australian Educational Researcher, 27(2), 1-23.
8. Ball, S. J. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228.
9. Clegg, S. (2005) Evidence-based practice in educational research: A critical realist critique of systematic review, British Journal of Sociology of Education, 26(3), 415-428.
10. Crocco, M. S., & Costigan, A. T. (2007). The narrowing of curriculum and pedagogy in the age of accountability: Urban educators speak out. Urban Education, 42(6), 512-535.
11. Cummins, J. (1983). Conceptual and linguistic foundations of language assessment. Issues of language assessment: Language assessment and curriculum planning. Wheaton, MD: National Clearinghouse for Bilingual Education.
12. Cummins, J. (1996). Negotiating identities: Educating for empowerment in a diverse society. Los Angeles: California Association for Bilingual Education.
13. Devine, J. (1996). Maximum security: The culture of violence in inner-city schools. Chicago, IL:University of Chicago Press.
14. Dimitriadis, G. (2011). Studying resistance: Some cautionary notes. International Journal of Qualitative Inquiry, 24(5), 649-654.
15. Duncombe, S. (Ed.). (2002). Cultural resistance: A reader. New York, NY: Verso Books.
16. Evans, R. (1996). The human side of school change: Reform, resistance, and the real-life problems of innovation. San Francisco, CA: Jossey-Bass.
17. Fine, M. (1991). Framing dropouts: Notes on the politics of an urban public high school. Albany:State University of New York Press.
18. Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
19. Hollander, J. A., & Einwohner, R. L. (2004, December). Conceptualizing resistance. Sociological Forum, 19(4), 533-554.
20. Ingersoll, R. (2003). Who controls teachers' work? Power and accountability in America's schools. Cambridge, MA: Harvard University Press.
21. Jeffrey, B. (2002). Performativity and primary teacher relations. Journal of Education Policy, 17(5), 531-546.
22. Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York, NY:Teachers College Press.
23. Giroux, H. A. (1983). Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin and Garvey.
24. Gitlin, A., & Margonis, F. (1995). The political aspect of reform: Teacher resistance as good sense. American Journal of Education, 103(4), 377-405.
25. Goffman, E. (1961). Asylums. New York, NY: Doubleday.
26. Goodson, I., Moore, S., & Hargreaves, A. (2006). Teacher nostalgia and the sustainability of reform: The generation and degeneration of teachers' missions, memory, and meaning. Educational Administration Quarterly, 42(1), 42-61.
27. Greenberg, J., & Baron, R. A. (2000). Behavior in organizations (7th ed.). Upper Saddle River, NJ: Prentice Hall.
28. Gregory, S. (1999). Santeria in New York City: A study in cultural resistance. New York, NY:Routledge.
29. Krashen, S. D. (1981). Principles and practice in second language acquisition. London, England:Prentice-Hall International.
30. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
31. Lawrence-Lightfoot, S., & Davis, J. H. (1997). The art and science of portraiture. San Francisco, CA: Jossey-Bass.
32. Lemov, D. (2010). Teach like a champion. New York, NY: Gildan Media.
33. Marsh, J. A., Pane, J. F., & Hamilton, L. S. (2006). Making sense of data-driven decision making in education: Evidence from Recent RAND Research. Santa Monica, CA: RAND Corporation. Retrieved from http://www.rand.org/pubs/occasional_papers/OP170
34. Martinez, T. A. (1997). Popular culture as oppositional culture: Rap as resistance. Sociological Perspectives, 40(2), 265-286.
35. McNeil, L. (2000). Contradictions of school reform: Educational costs of standardized testing. New York, NY: Routledge.
36. Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching:Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141.
37. Nieto, S. (2003). What keeps teachers going? New York, NY: Teachers College Press.
38. Noddings, N. (1984). Caring: A feminine approach to ethics and moral education. Berkeley:University of California Press.
39. Noddings, N. (2002). Starting at home: Caring and social policy. Berkeley: University of California Press.
40. Nolan, K. (2011). Police in the hallways: Discipline in an urban high school. Minneapolis:University of Minnesota Press.
41. Ochoa, G. L. (2007). Learning from Latino teachers. San Francisco, CA: Wiley.
42. O'Connor, C. (1997). Dispositions toward (collective) struggle and educational resilience in the inner city: A case analysis of six African-American high school students. American Educational Research Journal, 34(4), 593-629.
43. Picower, B. (2011). Resisting compliance: Learning to teach for social justice in a neoliberal context. Teachers College Record, 113(5), 1105-1134.
44. Quijada Cerecer, D. A., Cahill, C., & Bradley, M. (2011). Resist this! Embodying the contradictory positions and collective possibilities of transformative resistance. International Journal of Qualitative Studies in Education, 24(5), 587-593.
45. Sandlin, J. A., & Milam, J. L. (2008). "Mixing pop (culture) and politics": Cultural resistance, culture jamming, and anti-consumption activism as critical public pedagogy. Curriculum Inquiry, 38(3), 323-350.
46. Schultz, B. D. (2008). Spectacular things happen along the way: Lessons from an urban classroom. New York, NY: Teachers College Press.
47. Scott, J. C. (1985). Weapons of the weak: Everyday forms of peasant resistance. New Haven, CT: Yale University Press.
48. Scott, J. C. (2008). Weapons of the weak: Everyday forms of peasant resistance. New Haven, CT: Yale University Press.
49. Sleeter, C. E. (2012). Confronting the marginalization of culturally responsive pedagogy. Urban Education, 47(3), 562-584.
50. Sleeter, C. E., & Cornbleth, C. (2011). Teaching with vision: Culturally responsive teaching in standards-based classroom. New York, NY: Teachers College Press.
51. Solomon, R. P. (2011). Brave new teachers: Doing social justice work in neo-liberal times. Toronto, Ontario, Canada: Canadian Scholars' Press.
52. Tuck, E., & Fine, M. (2007). Inner angles. In N. Denzin & M. Giardina (Eds.), Ethical futures in qualitative work (pp. 145-168). Walnut Creek, CA: Left Coast Press.
53. Valenzuela, A. (1999). Subtractive schooling: US-Mexican youth and the politics of caring. Albany:State University of New York Press.
54. Wayman, J. C. (2005). Involving teachers in data-driven decision making: Using computer data systems to support teacher inquiry and reflection. Journal of Education for Students Placed at Risk, 10(3), 295-308.
55. Weiss, J. A. (2012). Data for improvement, data for accountability. Teachers College Record, 114(11), 1-7.
56. Willis, P. E. (1977). Learning to labor: How working class kids get working class jobs. New York, NY:Columbia University Press.
57. Willis, P. (2003). Foot soldiers of modernity: The dialectics of cultural consumption and the 21st-century school. Harvard Educational Review, 73(3), 390-415.
58. Young, E. (2010). Challenges to conceptualizing and actualizing culturally relevant pedagogy: How viable is the theory in classroom practice? Journal of Teacher Education, 61(3), 248-260.