This Eugenicist influence led to policies and practices of differentiated instruction for different populations, with a basic skills focus for underachieving students, where underachievement has been based on IQ testing and more recently on skill assessments
Sad, just so sad!
but those ways of organizing influence the deep structure of what gets learned under what conditions.
This is an interesting thought!
This background is important in understanding the roots of Black psychology as a distinct field.
I thank the authors for this. I knew this was a thing and now they helped make it more of something worth noting!
Drawing from recent findings in cognitive science, the neurosciences, cultural psychology, human development, and the learning sciences, there is a convergence of evidence about how physiological processes around how sensory inputs from perceptions and experience are transformed into psychological processes that drive the construction of synapses in the brain, the foundation of schemas as cognitive structures and rela-tions across cognitive structures upon which we draw to make sense of the world (Cacioppo, 2002; Cantor et al., 2019; Quartz & Sejnowski, 2002).
This also connects to the Danish and Ma article.
the purpose of a racial classification is to naturalize human dif-ferences
Never heard it clearer than this.
Eugenicists in the US and elsewhere across Europe instituted policies and practices that included forced sterilizations for those they deemed to be feeble minded, or persons marked by class (e.g.poor), race, or disability, as well as restrictive immigration policies to keep “feeble minded” popu-lations from entering a country.
And this is why certain cultures still fear or don't get proper medical treatment!
deficit reasoning
I have to remember this term. This is what education has boiled down to from the lens of the haves and the have nots.
These arguments were put forward by scientists and physicians studying anatomy who claimed innate superiority of peoples from Europe over others from Africa, Asia, and indigenous populations in the Americas.
This was the genesis for the Rwandan genocide - separation of the Hutus and the Tutsis based on cranial anatomy.
Scientific racism
I have never heard or seen this term until today. "I was 43 years old when..." Wow! My mind is blown right now.
symbiotic contact
Wow - what a novel thought. This is a great mindset and purpose!
This cutting-edge science can offer novel insights that can inform how we study learning and how we re-design our educational structures and prac-tices to better cultivate learning and learners who are well-prepared for the challenges of today’s world.
How long does it take for this knowledge to trickle down to practioners? As a classroom teacher, I feel like we are the last to know the latest research and if we are not actively seeking it, then we stay in the dark and our kids do not benefit.
Contributors
Wow, the contributors are from many different places and countries. This is good to know!
A central weakness is the difficulty in explaining why employers and policy-makers have been willing to play along with this costly and socially irrational game.
At the middle school level we are always getting students ready for the next level. I hear from High school teachers that they are preparing them for college and careers. We also keep hearing that industry steers the changes that are happening in school, but this statement contradicts that notion.
individual merit.
Yup, that's what is happening nowadays!
human capital
There it is!
According to this theory, schooling is functional in that it emerged to provide the full array of special-ized skills and attitudes that are necessary for the efficient functioning of a complex modern society.
Everything for society. Nothing about what works best for kids or what they really need.
Yes, in the 20th century, Edward Thorn-dike won, and John Dewey lost. Concernededucators need to make it clear that, in the21st century, we demand a rematch!
I couldn't disagree with this more, but the system of education in education has definitely followed Thorndike's philosophy. Families living in poverty are throw aways and are useful to have a comparison for the wealthy. The have and have nots all over again!
The first schools to falsely “fail”under NCLB’s contrived standards will beschools serving children of the poor.
Who is this author? Or is academia so used to already knowing the facts but not doing anything about them?
NCLB’s insis-tence on the illusory goal of 100% proficien-cy ignores the reality that minority childrenliving in poverty fail miserably, while chil-dren living in wealthy communities achievewonderfully.
Need I say more?
Poverty — notpublic schools — is the cause of school fail-ure. Few want to face the social and polit-ical implications of this truth.
He did it again! TRUTH!
In fact, thereis no scientific evidence in the past onehundred years (sticking with the centennialtheme) that any public or private school canconsistently raise the achievement of 75%or more of poor white or minority studentsto the level routinely achieved by 90% ofupper-middle-class students.
Wow, this was written so eloquently!
It is afact that disadvantaged students — whatev-er their color or ethnic background — con-sistently score low on tests.
This is what needs to be the focus, but in a real, "we need to fix this way". Not a "yes, we know this is a issue, but we cannot do anything about all the disadvantaged students because there are too many issues".
Surely there mustbe a law somewhere that prohibits wanton-ly limiting the growth of teachers’ and stu-dents’ intelligence by curricula known tobe hurtful.
Where, where is this law? This is what I would love to change! Teachers need to meet their students where they are, not be told what to do with them and when.
Thorndikean style of behavior-ism.
I can't disagree with this more. Most teachers do not think of their students as machines or as coldly as Thorndike appears to do.
Sincegrowth is the characteristic of life, educa-tion is all one with growing; it has no endbeyond itself. [One can judge the value of agood school to] the extent in which it createsa desire for continued [learning] and sup-plies means for making the desire effective in[practice].”
Sounds like lifelong learning to me!
This meant that learning to thinkin one subject, such as physics, did no moreto increase general intelligence than learn-ing in any other subject.
So, does this mean that knowledge can't be transferred from one subject area to another?
it has been well documented how compu-tational technologies, while promising, are not easily adopted and incorporated in all school systems and, in fact, are often adoptedfirst in the privileged school districts that need them least (Apple, 1998).
I love how they just keep saying things that we are for the most part aware of, but there is research that actually supports it! I need to remember this, because I may need this in the future.
A number of theories have emerged from a sociocultural framework that focus on the challenges that arise for learners from non-dominant communities, particularly when the cultural history that they bring with them is not valued by the dominant culture oftheir school, context, or society
There is still a part of my brain that does not understand how the "melting pot" that is supposedly America can reject any culture. Believe me, I understand why it occurs, but the paradox still keeps my brain working a bit.
Our intention, therefore, is that this introductory chapter will help to disrupt these norms and challenge the community to reflecton why we typically review the literature in those ways, what that view hides, and what it reveals. We aim to shake things up a little
I love that they are pointing out the side that does not get spoken about but we all know exist. I can understand shaking things up a little bit. Education needs to be shaken up because it is based on an antiquated and prejudiced mindset.
the importance of seeing how knowledge isrepresented rather than how knowledge is used
This is a deep concept. It sounds like it's related to metacognition.
it is well documented that the academy is not as diverse as the populations that it often studies.
This mirrors everything else in our society!