Dear Colleagues,
We are pleased to announce the newest issue of the Berkeley Review of Education (BRE), an open-access, peer-reviewed journal edited by students from the Graduate School of Education at the University of California Berkeley. The Fall/Winter 2017 issue of the BRE combines exciting new academic articles, selected pieces from our "Call for Conversations: Education in the Era of Trump," and a conversation between UC Berkeley Graduate School of Education Dean Prudence Carter and Spencer Foundation President Na'ilah Suad Nasir on "Reimagining Educational Research." You can find the issue here: http://www.berkeleyrevie
We are currently accepting submissions on a rolling basis. For more information, visit http://berkeleyreviewofe
BRE Editorial Team
Volume 7, Issue 1, 2017
Americans have long maintained faith in public education to facilitate social mobility and the American dream (Hochschild & Scovronick, 2003). However, public schools have never been fully inclusive or equitable, despite numerous policies aimed at expanding educational opportunity and access. Furthermore, despite “reforming again, again, and again” (Cuban, 1990, p. 3), the basic institutional patterns, or “grammar” (Tyack & Tobin, 1994, p. 453), of public schooling, remain virtually the same, with little more than cosmetic changes that fail to meaningfully dismantle persistent inequities. To quote from the title of David Tyack and Larry Cuban’s 1995 book, school improvement has always been a slow, often disorderly, process of “tinkering toward utopia,” often because we neglect to learn from the history of American education reforms. These scholars reject quick solutions that can be easily implemented and call instead for fresh, carefully considered reform ideas informed by history that challenge dominant theories of how to improve schools and broaden educational opportunity.Address inquiries to the editors at [log in to unmask]. Submit manuscripts online through the “submit article” link, http://reposito
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