In the midst of discussions about improving education, teacher education, equity, and diversity, little has been done to make pedagogy a central area of investigation. This article attempts to challenge notions about the intersection of culture and teaching that rely solely on microanalytic or macroanalytic perspectives. Rather, the article attempts to build on the work done in both of these areas and proposes a culturally relevant theory of education. By raising questions about the location of the researcher in pedagogical research, the article attempts to explicate the theoretical framework of the author in the nexus of collaborative and reflexive research. The pedagogical practices of eight exemplary teachers of African-American students serve as the investigative “site.” Their practices and reflections on those practices provide a way to define and recognize culturally relevant pedagogy.

https://www.jstor.org/stable/pdfplus/1163320.pdf

Toward a Theory of Culturally Relevant Pedagogy

This Handbook charts the growing area of journalism studies, exploring the current state of theory and setting an agenda for future research in an international context. The volume is structured around theoretical and empirical approaches, and covers scholarship on news production and organizations; news content; journalism and society; and journalism in a global context. Emphasizing comparative and global perspectives, each chapter explores:
Key elements, thinkers, and texts; 
Historical context; 
Current state of the art;
Methodological issues;
Merits and advantages of the approach/area of studies;
Limitations and critical issues of the approach/area of studies;
Directions for future research

Offering broad international coverage from top-tier contributors, this volume ranks among the first publications to serve as a comprehensive resource addressing theory and scholarship in journalism studies. As such, the Handbook of Journalism Studies is a must-have resource for scholars and graduate students working in journalism, media studies, and communication around the globe.

/pdf/the-handbook-of-journalism-studies-1pxed9giz7.pdf

The Handbook of Journalism Studies

This article explores three alternative goals for American education that have been at the root of educational conflicts over the years: democratic equality (schools should focus on preparing citizens), social efficiency (they should focus on training workers), and social mobility (they should prepare individuals to compete for social positions). These goals represent, respectively, the educational perspective of the citizen, the taxpayer, and the consumer. Whereas the first two look on education as a public good, the third sees it as a private good. Historical conflict over these competing visions of education has resulted in a contradictory structure for the educational system that has sharply impaired its effectiveness. More important still has been the growing domination of the social mobility goal, which has reshaped education into a commodity for the purposes of status attainment and has elevated the pursuit of credentials over the acquisition of knowledge.

Public Goods, Private Goods: The American Struggle Over Educational Goals

School climate has been studied with a multitude of variables, methodologies, theories, and models, resulting in a not easily defined body of research. This analysis of the school climate literature, based on over 200 references, uses an organizational theory taxonomy to organize the diverse body of research and to draw conclusions about common findings. The history of school climate research is reviewed, noting the influence of climate instruments developed to study climate in settings other than the total school building, such as business, college, and classroom settings. The difficulty of defining school climate is reflected in the diversity of climate typologies that have evolved, despite their often common roots. The debate about school climate is tied to differences among researchers in theory base, variables to study (and their hypothesized interrelationships), unit of measurement choices, and the validity of subjective and qualitative data (based on participant or observer perception). Some common...

The Search for School Climate: A Review of the Research

When Max Weber and Karl Marx suggested that there were identifiable and socially 
meaningful differences in the educational knowledge made available to literati and 
peasant, aristocrat and laborer, they were of course discussing earlier societies. Recent 
scholarship in political economy and sociology of knowledge has also argued, however, 
that in advanced industrial societies such as Canada and the USA, where the class structure is relatively fluid, students of different social class backgrounds are still likely to be 
exposed to qualitatively different types of educational knowledge. Students from higher 
social class backgrounds may be exposed to legal, medical, or managerial knowledge, for 
example, while those of the working classes may be offered a more “practical” curriculum (e.g., clerical knowledge, vocational training) (Bowles & Gintis, 1976; Karabel, 
1972; Rosenbaum, 1976). It is said that such social class differences in secondary and 
postsecondary education are a conserving force in modern societies, an important aspect 
of the reproduction of unequal class structures (Apple, 1979; Karabel & Halsey, 1977; 
Young & Whitty, 1977).

http://www.jeananyon.org.s3-website-us-east-1.amazonaws.com/docs/anyon-1981.pdf

Social Class and School Knowledge

Power and ideology in education

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