“We Are Not Free”: The Meaning of <Freedom> in American Indian Resistance to President Johnson's War on Poverty

This essay examines how the ideograph <freedom> was crafted through dialectical struggles between Euro-Americans and American Indians over federal Indian policy between 1964 and 1968. For policymakers, <freedom> was historically sutured to the belief that assimilation was the only pathway to American Indian liberation. I explore the American Indian youth movement's response to President Johnson's War on Poverty to demonstrate how activists rhetorically realigned <freedom> in Indian policy with the Great Society's rhetoric of “community empowerment.” I illustrate how American Indians orchestrated counterhegemonic resistance by reframing the “Great Society” as an argument for a “Greater Indian American.” This analysis evinces the rhetorical significance of ideographic transformation in affecting policy change.     

(Re)Bordering the Civic Imaginary: Rhetoric,Hybridity, and Citizenship in La Gran Marcha

Though the drive to limit US citizenship often takes shape through the symbolic and material exclusion of “aliens,” immigrants also engage in rhetorical struggles over the limits of the US civic imaginary. This essay examines one such challenge to the bordering logics of US citizenship—La Gran Marcha, one of the largest immigration protests of 2006. Rather than see the protest as wholly “alien,” as it was conceived of by anti-immigrant forces, or as purely “American,” as an attempt for mere recognition, La Gran Marcha can best be understood as performing a hybrid US citizenship. This hybrid rhetoric problematizes contemporary understandings of citizenship and elucidates immigrants' agency within US democracy.     

The Merits of Using “Worldview” in Religious Education

This article aims to argue that worldview is a useful concept in religious education because of its encompassing character. In the first part of the article three essential characteristics of “worldview” are distinguished: “worldview” includes religious and secular views; a distinction between organized and personal worldviews should be made; and existential questions are a necessary part of “worldview.” The second part of the article demonstrates how two articles about Grimmitt's distinction between learning about and from religion benefit from using “worldview” and how the authors can address their points more clearly by using the concept and its three essential characteristics.     

The Emperor Has No Clothes!: Exposing Whiteness as Explicit,Implicit, and Null Curricula

Abstract

This article examines the term “whiteness,” providing a historical review for context. It uncovers whiteness using educational theory that identifies three aspects of curriculum—explicit, implicit, and null. A particularly unexamined biblical interpretation itself illustrates the explicit curriculum. Visual images that permeate the culture provide examples of implicit indicators of whiteness. Episodes in our history that are not taught create a null curriculum that reveals whiteness. Finally, it suggests three educational steps with examples to expose and dismantle whiteness.     

“Different than Us”: Othering,Orientalism, and US middle school students' discourses on Japan

This study critically examines the discourses of Japan as employed by young people in the United States. In particular, it analyses the free writings of US middle school students that were collected at three schools with different community environments (rural, urban, and suburban). The study identifies the features and styles of the discourse(s) that occur in the students' writings, examines the ways the discourse of Othering and Orientalism operate in these texts, and explores the specificity of contemporary American identity formation in relation to the imaginary boundary between Japan (“them”) and the United States (“us”).     

In Search of a “Benevolent Despot”: John T. Emlen and the Establishment of the First Colored Boys’ Club, 1903–1913

This article examines the establishment and early history of the first Boys’ Club for African American boys—the Wissahickon Boys’ Club—through the thoughts and actions of its Quaker founder, John Thompson Emlen. The purpose of this article is not only to document the founding of this historic organization but also to describe Emlen's conception of racial advancement through the implementation of vocational education programs within the context of a “colored” Boys’ Club. In examining Emlen's thesis and subsequent work, the article analyzes the similarities of his ideas to W. E. B. DuBois's charge to White Americans in The Philadelphia Negro.     

White gazes,brown breasts: imperial feminism and disciplining desires and bodies in colonial encounters

This article examines the colonial encounters of gender, race and sexuality in the United States and the Philippines in the early 1900s. It traces the anxieties over US men's moral degeneracy and the representation of Filipinas as libidinal temptations, which mobilised US women's active participation in colonial biopolitics and governmentality. It contends that white women as imperial feminists asserted their principled crusade and superiority over white men and brown women by becoming bearers of racialised heteronormative traditions and feminine respectability and becoming barriers to inter‐racial sexual relations. White women focused on the white male domains of military and government and on the colonial education of brown women. Ultimately, the article supplements the Spivakian claim that “white men are saving brown women from brown men”, which has become the quintessential narrative of colonial justification and redemption, with “white women are saving white men and brown women from each other”. Drawing on government, newspaper and school documents, the article engages feminist discussions on the role of women in empire and education.     

Fielding and Initiating Questions in Class

In 2009 Rupke and Blank noted that the Chinese students in their study sang American songs that the researchers had never heard. This perceived dissonance could have a multitude of causes, but the authors of this article turned their attention to the curriculum used for teaching English in China to further understand the popularity and persistence of some American songs in China. Drawing on literature from teaching the discipline and language of English through the use of popular music, the literature on teaching English in China, and Stuart Hall's seminal “Encoding and Decoding,” the authors examined both popular American music and American music utilized in the Chinese curriculum through the lens of cultural studies and their unique experiences teaching English. Data were varied, but all songs examined fell into Hall's “negotiated code,” offering potential and limits for “communicative exchanges” between cultures. Recommendations offered include paying more careful attention to the selection process for curricular materials.     

Positioned in/by the State: Incorporation,Exclusion, and Appropriation of Women's Gender-Based Claims to Political Asylum in the United States

Extending an important rhetorical tradition of investigating women's positioning/positionalities in the national imaginary, in society, and in the law, this essay examines how non-US citizen women and their experiences are deployed toward objectives of the US state. Specifically, I analyze the rhetorical significance of two precedent-setting gender-based asylum cases, those of Fauziya Kassindja and Rody Alvarado, to understand the different ways non-US women are positioned by the state. These cases reveal that women claimants, depending on the nuances of their claims, are incorporated into the state as “good” women, pushed to the margins because their rhetoric is “threatening,” or appropriated by the state because their “otherness” provides an image that the United States can deploy in demonstrating itself as the “good” state that protects and supports women.     

High Impact of [Whiteness] on Trans* Students in Postsecondary Education

This article asserts whiteness as an ideology that reaches beyond race/racism to shape and reproduce other interlocking oppressive systems. In higher education, this notion of whiteness permeates commonly celebrated “high impact practices” (HIPs) to undermine the success of trans* students in US postsecondary education. Through an intersectional approach, we illustrate how HIPs lead to jeopardizing trans* students’ success in higher education and advance a different approach that we have coined “trickle up high impact practices” (TUHIPs). TUHIPs prioritize the needs of those students who are most vulnerable and incorporate an acknowledgement of the oppressive contexts within which students with multiple minoritized identities must navigate higher education. We discuss the implications of this approach and offer five recommendations to move higher education institutions toward policies, practices, and systems that support the college success of trans* students.     

In and of the City: Theory of Action and the NYU Partnership School Program

This article explores the theory of action underlying New York University's (NYU's) Partnership Schools Program—explaining in the process what a theory of action is, and how it can be constructed for other innovations in other contexts. NYU's Partnership Program involves 23 schools, K-12, spanning several of New York City's most economically disadvantaged neighborhoods. It operates on the basis of what the authors call “mutual self-interest” and exploits what they call “complementarity.” The authors illuminate the program's original as well as its evolving intentions, and the environmental conditions necessary to enact them and to sustain the program over a decade. They also describe the program's core design elements, with a view to how these may be replicated elsewhere. Finally, they look closely at the Partnership's theory of action in action, employing action research data to portray a meeting where professors and teachers discuss the teacher education residency experiment they have collaboratively launched.     

Theodore Roosevelt and the rhetoric of citizenship: On tour in new England, 1902

This study examines the speeches and events of Theodore Roosevelt's New England tour of 1902. Specifically, it looks at how Roosevelt developed a representative anecdote of the “good citizen” as a basis for his political philosophy and his advocacy of policy initiatives. This representative anecdote allowed Roosevelt's audiences to participate in the rhetorical situation as an enactment of the “good citizen” and thus provided a strong presence for Roosevelt's argument. Implications for understanding both Roosevelt's rhetoric as well as the concept of the rhetorical presidency are discussed.     

College Admissions,International Competition,and the Cold War in Asia: The Case of Overseas Chinese Students in Taiwan in the 1950s

Focusing only on education exchanges between the United States and other countries, existing scholarship fails to illuminate how American‐sponsored student migrations between other countries helped expand U.S. hegemony. This article attempts to rectify this limitation by looking at Taiwan's policies on overseas Chinese students (qiaosheng) in the 1950s. After the debacle of the Chinese Civil War and its retreat to Taiwan, the Kuomintang (KMT) sought to solicit overseas Chinese support and to counter Communist China's drive for “returning students.” The KMT‐developed qiaosheng program faced difficulties until 1954, when the United States, seeing that Taiwan's project could serve its anti‐Communist plan, started bankrolling the qiaosheng program, thereby enabling the KMT to lure more students away from Communist China. These findings suggest that overlooking U.S.‐sponsored student migrations between nations outside the United States renders our analysis of international education exchanges and American imperialism incomplete.     

African Americans in Urban Catholic Schools: Faith, Leadership and Persistence in Pursuit of Educational Opportunity

A review of research on US Catholic education reveals that race is not treated as an important area of analysis like class and gender. Black Catholics are rarely studied in education let alone mainstream writings. This article examines the social and educational history of blacks in the US Catholic Church and the dual reality of inclusion and exclusion within a Church and its schools. This paper focuses on the intersection of the Church and Black Catholic schools as enduring institutions of opportunity for Black families and their communities. This paper unearths the shared values, assumptions and beliefs about African American Catholics quest for literacy. The article uses Black Theology as a frame to explain how the intersections of culture, history and religion influence meaning and educational decision-making. African Americans pursued Catholic education for two reasons. First, they sought to be educated which both advanced their individual freedom but vastly improved their community’s economic, social, and political standing. Second, they inserted their own unique cultural and social experiences into Catholic schools which espoused service and academic excellence. Black Catholic schools well-defined values and academic excellence is still viewed by African Americans as places of hope and opportunity for students of color.     

An Exploration of Moshe Greenberg's Religious Vision and its Manifestation in His Bible Scholarship and Writings on Bible Education

This article is an attempt to explore the religious vision of Moshe Greenberg in some detail, and in particular, to analyze how his approach to education is applied to and reflected in his ideas about the teaching and learning of Bible, and in his own Bible scholarship itself. The paper examines the connection between Greenberg's philosophy of religion and Wilfred Cantwell Smith's conception of religion as a collection of religious “symbols,” one of which is the sacred text itself. The article includes an analysis of Greenberg's Bible scholarship and writings on Bible education.     

从古典的civilitas到马基雅维利的vivere civile

马基雅维利的“公民生活”（viverecivile）是他政治思想的核心概念,它不仅继承了“civilis”一词自古罗马以来一直保留的主要含义之一——对法律的尊重和对僭政的敌视,而且蕴含着新的内涵。不同于当时人文主义者所倡导的守成型共和国,马基雅维利“公民生活”的主要形态之一是一个对内实行法治而对外致力于扩张的帝国型共和国。对“civile”一词的追本溯源工作有助于我们更准确地理解“civile”和“公民生活”的含义,有助于纠正当代剑桥学派对“公民生活”概念的误读,同时促进我们对马基雅维利政治思想的深入理解。     

Race and popular cinema: The rhetorical strategies of whiteness in city of joy

This essay analyzes the hegemonic representations of whiteness in contemporary Hollywood cinema. By specifically focusing on the 1992 Hollywood film City of Joy, this essay examines the rhetorical strategies through which whiteness is enacted in popular culture in relation to non‐white “natives” of the “third world.” The essay also illustrates the rhetorical intersections between whiteness and gender. A central argument of this essay is that an understanding of the politics through which non‐white groups are culturally marginalized simultaneously requires an examination of the politics through which whites are centered and legitimized in cultural practices.     

The “Other White”: Mexican Americans and the Impotency of Whiteness in the Segregation and Desegregation of Texan Public Schools

This article analyzes the legal classification of Mexican Americans as “other white” as argued in a number of critical court cases that beginning in the 1930s up to the 1970s attempted to desegregate public schools in Texas. Since the Texas constitution declared school segregation as being only for “colored children,” Mexican Americans in their fight against de facto segregation sought to claim their legal classification as white. My objective is to further analyze these cases as presented in the literature in order to examine what the relationship between Mexican American whiteness as a legal category versus their “otherness” as a social category says about the vital role of public schools in reproducing, as well as creating, social, political, and economic marginalization.     

The revival of Confucianism in Chinese schools: a historical-political review

This article examines the “back to tradition” movement in Chinese schools and its political nature. It focuses on the launch of the “education in Chinese traditional virtues” project in the 1980s and various new developments at the present time, which continue a revival of Confucianism in Chinese society and education. The paper looks into the domestic and international background of the movement, the political nature of the Confucian tradition, and the government's support for the movement. The essay explores a resurgence of Confucianism in Chinese schools through moral education and the larger political purpose it serves. The article reveals how a popular grass roots education movement reflects particular social and political needs during changing times and how pedagogical functions of an education initiative become entangled with, and even overshadowed by, political demands within a politically centralised system.     

Challenging the tyranny of the five‐paragraph essay: teachers and students as semiotic boundary workers in classroom and digital space

This article addresses several challenges faced by educators and students in English classrooms in the US–Mexico borderlands region that will resonate with educators more broadly. I present how Ms Smith, the predominately Latino students in her high school writing class and I moved beyond what Ms Smith called the “tyranny of the five‐paragraph essay” used for standardised tests so that students were able to make personally and academically meaningful arguments in their writing. I examine how we collaboratively mobilised interests, motivations and diverse semiotic resources across out‐of‐school and in‐school contexts in the process of developing multimodal and hybrid genres and texts. First, I describe how Ms Smith and I crafted hybrid, digitally mediated classroom spaces and essay assignments informed by students' identity and literacy practices within digital networks. Next, I examine how three Latina students used semiotic resources and issues circulating in the different spaces of their lives to confidently argue their perspectives within the hybrid genres we created. From this collaborative work, I suggest that thinking of students and teachers as “semiotic boundary workers” provides a useful framework for practitioners who want to enable young people to draw on their practices and digital tools and engage their expansive, networked and creative affordances in academic contexts.