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Editor's Page
Editor's Page


Welcome to the Editor’s Page.  Here you will find information on media articles related to topics discussed in the journal, upcoming events that are sponsored by the journal to further discuss the issues raised in the journal, and other information that will provide more perspective on the topics covered by the journal.  The editor hopes to create an Institute for Advanced Studies in Educational Controversies in the future that will house the Journal of Educational Controversy, and become an alternative voice for research and scholarship on the educational controversies of our day.


OUR JOURNAL TOPICS IN THE NEWS 

  • Jonathan Kozol's response to the U.S.Supreme Court Decision in the NY Times

    OPINION | July 11, 2007
    Op-Ed Contributor: Transferring Up
    By JONATHAN KOZOL
    Justice Anthony Kennedy opened up a new avenue for educational justice by contending that other methods of achieving integration are constitutionally permissible.

  • Ex-Ballard principal says court ruling "fired me up again"
    By Linda Shaw Seattle
    Times education reporter
    June 30, 2007   http://seattletimes.nwsource.com/html/localnews/2003768877_engle30m.html  

  • The Chronicle of Higher Education News Blog
    October 24, 2007:
    Teacher-Education Accreditor Formally Drops Social-Justice Language

    http://chronicle.com/news/article/3308/teacher-education-accreditor-formally-drops-social-justice-language?at

    Teacher-Education Accreditor Formally Drops Social-Justice Language

    The board of the nation’s largest organization accrediting teacher-education programs has formally voted to drop controversial language about social justice from its standards for evaluating teacher-education programs.

    The National Council for Accreditation of Teacher Education had been criticized by some students — and by conservative activists — for suggesting that teacher-preparation programs evaluate students’ professional “dispositions” by considering students’ “beliefs and attitudes such as caring, fairness, honesty and responsibility, and social justice.”

    The concept of social justice, opponents said, had been used by institutions to weed out would-be teachers based on their social and political beliefs. Several teacher candidates had complained about education professors who seemed more interested in students’ political views than in their classroom performance (The Chronicle, December 16, 2005).

    The accreditor first announced in the summer of 2006 that it would eliminate social justice from its recommendation for how teacher-education programs could evaluate students (The Chronicle, June 16, 2006). Now its board has formally voted to do so, said Jane Liebrand, a spokeswoman for the organization.

    Under a new definition in the glossary of its standards, the accreditor says it expects institutions to assess students’ “professional dispositions” by considering students’ sense of “fairness and the belief that all students can learn.” —Robin Wilson

 

FORUMS AND SYMPOSIA ON ISSUES RAISED IN THE JOURNAL 

 

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