Vol. 28 (2020)

• The political process of international education: Complementarities and clashes in the Manitoba K-12 sector through a multi-level governance lens

  Merli Tamtik, Angela O'Brien-Klewchuk

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• The democratic management of the public school in contexts of local educational reforms: A comparative study between Brazil and Spain

  Neusa Chaves Batista, Miguel A. Pereyra

  2

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  • English translation

• School choice and post hoc family preference in Spain: Do they match up?

  Jesús Rogero-García, Mario Andrés-Candelas

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• Academic cooperation in higher education between Mexico and Spain 1977-2017. A migratory policy and differentiated reception context

  Alma Paola Trejo Peña

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• School choice within the upper class: Community, identity and social closure

  Cristián Bellei, Victor Orellana, Manuel Canales

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• State English learner education policy: A conceptual framework to guide comprehensive policy action

  Ilana M. Umansky, Lorna Porter

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• Dual language programs: Questions of access in the state of Arizona

  Laura M. Gomez, Jesus Cisneros

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• Recontextualization of management policy in indigenous full-time schools in Baja California

  Cristian Ernesto Castañeda-Sánchez, Guadalupe Tinajero Villavicencio

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• “NEET” youth: A stigma that blurs the social problems of young people

  Juan García-Fuentes, José Saturnino Martínez García

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• Redefining risk: Human rights and elementary school factors predicting post-secondary access

  Robert S. Brown, Kelly Gallagher-Mackay, Gillian Parekh

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• Diagnosis of academic competitiveness and accreditation of educational programs of the Autonomous University of Baja California, México

  José Alfonso Jiménez Moreno, Joaquín Caso Niebla, Carlos David Díaz López

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• General quality of municipal education and the influences of public spending

  Joyce Santana Bernardo, Fernanda Maria de Almeida, Ana Carolina Campana Nascimento

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• A review of state policies on principal professional development

  Keith Davis, Deborah Rogers, Martin Harrigan

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• The implications of the Qualis journal classification in publication practices in Brazil between 2007 and 2016

  Alause Da Silva Pires, Eliseo Berni Reategui, Ana Cristina Xavier França, Eric Bettinger, Sérgio Roberto Kieling Franco

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• Multilevel study about the explanatory variables of the results of Mexico in PISA 2015

  Alicia Alelí Chaparro Caso López, Adriana Gamazo

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• Math and science outcomes for students of teachers from standard and alternative pathways in Texas

  Michael Marder, Bernard David, Caitlin Hamrock

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• The achievement of mathematics learning in PISA, ENLACE and PLANEA in Mexican adolescents. A retrospective analysis

  Cecilia Osuna Lever, Karla María Díaz López

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• The identity of the special education teachers in times of accountability policies

  Fabián A. Inostroza

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• Preservice teachers’ beliefs about high-stakes testing and their working environments

  Sharon L. Nichols, Shon Brewington

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• Safety, advocacy, and the teacher’s role: Pre-service teachers and school shooting policies

  May Hara

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• The teaching work day in the public network of basic education: Parameters for discussion

  Márcia Aparecida Jacomini, Rosana Evangelista da Cruz, Edimária Carvalho de Castro

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• Cases of educational practice in the learning of university teachers

  Vilma Geni Slomski, Jessica Barros Anastacio, Adriana Maria Procopio de Araujo, Valmor Slomski, Ronaldo Fróes de Carvalho

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• The pedagogical dimension of equity in higher education

  Marisol Silva

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• Discursive de/humanizing: A multimodal critical discourse analysis of television news representations of undocumented youth

  Ruth M. López

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• Public policies that include Brazilian women: The Thousand Women Program as an interface between education and jobs

  Andréa Simoni Manarin Tunin, Fernando César Ferreira Gouvêa

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• The evolution of the public university system in Argentina through expansive waves: Differentiation in the formation of labor force and capital accumulation (1971-2015)

  Mariana Mendonca, Nicolás Sebastián Pérez Trento

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• Supply side fantasies and precarious part-time academic labor

  Daniel Jacoby, Jonathan Boyette

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• Do charter schools receive their fair share of funding? School finance equity for charter and traditional public schools

  David S. Knight, Laurence A. Toenjes

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• Stay because I need to? Permanency and entrenchment in teacher careers within public education

  Rafaela de Almeida Araújo, Valéria Araújo Furtado, Tereza Cristina Batista De Lima, Ana Paula Moreno Pinho

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• High-stakes assessment in elementary education teacher preparation: Educators’ perceptions and actions resulting in curriculum change

  Carla Lynn Tanguay

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• Rural education in the public school system of the state of Tocantins, Brazil (1999-2013)

  Cícero da Silva, Letícia Brito de Oliveira Suarte, Rosângela Ribeiro de Sousa Leitão

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  • Spanish translation (Español)

• Proposal of indicators to measure university linkage: Perspectives of officials in public higher education institutions

  Maria del Carmen Torres Salazar, Ana Esther Escalante Ferrer, Norma Alicia García Domínguez

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• University students and video games: Perceptions, use, and preferences according to gender

  Jorge Oceja, Natalia González-Fernández

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• Is shadow education the driver of East Asia’s high performance on comparative learning assessments?

  Jeremy Rappleye, Hikaru Komatsu

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• Expanding the role of teacher leaders: Professional learning for policy advocacy

  Mary Lynne Derrington, Lezli S. Anderson

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• Knowledge in Dialogue, a networked continuing education program: University and basic education

  Gilberto Ferreira Silva, Juliana Aquino Machado

  69

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• Strategies of federated Apaes to impact the education and assistance of exceptionals in Brazil: A historical analysis between the years 1960 and 1970

  Giovani Ferreira Bezerra

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• Reframing citizenship education: The shifting portrayal of citizenship in curriculum policy in the province of Ontario, 1999-2018

  Jesse K. Butler, Peter Milley

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• Separating families, recuperating the “nation-as-family”: Migrant youth and the cultural politics of shame

  Ethan Chang, Jill Koyama, Julie Kasper

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• Educational scholarship policies for higher education, internationalization, and evaluation of Brazilian graduate programs: A study with panel regression

  Luísa Karam de Mattos, Leonardo Flach, Pedro Antônio de Mello

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• Beliefs about education in prisons: Teachers' perceptions

  Evangelina da Silva Sousa, Larissa Cavalcante Albuquerque, Ana Paula Moreno Pinho, Raimundo Eduardo Silveira Fontenele

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• Examining the intersectionality among teacher race/ethnicity, school context, and risk for occupational stress

  Paul G. Fitchett, Jendayi Dillard, Christopher J. McCarthy, Richard G. Lambert, Kristen Mosley

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  • Appendix (PDF)

• Design action plan for employability of university students

  Olga González-Morales, Lidia E. Santana Vega

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• The multidimensionality of school performance: Using multiple measures for school accountability and improvement

  Min Sun, Alec Kennedy, Eric M. Anderson

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• The preschool PISA: A new paradigm of children’s assessment in early childhood education

  Efstratia Sofou, Magdalena Jiménez Ramírez

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• Spatial othering: Examining residential areas, school attendance zones, and school discipline in an urbanizing school district

  Dian Mawene, Aydin Bal

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• A cultural political economy of supply-side subsidies for private schools in Argentina

  Mauro Carlos Moschetti, Mauro Lauria Masaro

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• Public policies for access to private higher education and their effects on the quality of Brazilian education

  Sabrina Olimpio Caldas de Castro, Fernanda Maria de Almeida

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• Brazilian technology policies in education: History and lessons learned

  José Armando Valente, Maria Elizabeth Bianconcini de Almeida

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  • English Translation

• Research utilization in higher education rulemaking: A multi-case study of research prevalence, sources, and barriers

  Rebecca Natow

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• Epistemic polyphony of research on the students’ experiences: The Latin-American case

  Carolina Guzmán-Valenzuela, Andrés Rojas-Murphy Tagle, Carolina Gómez-González

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• Where do Latinas and Latinos earn social science doctorates?

  Frank Fernandez

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• Identity, voice, and agency: Key concepts for an inclusive teaching of writing in the university

  Natalia Ávila Reyes, Federico Navarro, Mónica Tapia-Ladino

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• Modes of ideology and coloniality in the accounting textbook

  David Mendes, Ana Carolina Pimentel Duarte Fonseca, Fernanda Filgueiras Sauerbronn

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• Normocentrism, diversity, and otherness: Deconstructing Chilean inclusive education policies

  Hugo Parra Munoz, Catalina Garrido Reyes, Andrea Carrasco Lobos, Mauricio Vergara Rodríguez, Felipe Hidalgo Kawada, David Meza Buzzetti

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• Priority Education Policies: Contributions from a European analysis to the Chilean case

  Muriel Armijo Cabrera

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• Transitions to upper secondary education in Catalonia: A sociological analysis of education policy

  Aina Tarabini, Judith Jacovkis

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• Unified Selection System: What has the stricto sensu graduate researched?

  Isabella Araújo Campos, Magnus Luiz Emmendoerfer

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• An examination of the bidirectional relationship between federal civil rights guidance and research

  Maria M. Lewis, Sarah Kern

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• Images and scholar cultures: Views of internship students in a Science Teacher Education Program in Brazil

  Verónica Marcela Guridi, Valéria Cazetta, Luciana Maria Viviani, Celi Rodrigues Chaves Dominguez, Josely Cubero, Fabiana Curtopassi Pioker-Hara, Elen Cristina Faht

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• Novice middle school teachers’ preparedness for teaching, and the helpfulness of supports: A survey of one state

  Bradford Chaney, Henry Braun, Frank Jenkins

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• Mentoring beginning teachers. Analysis and results of an induction program

  Carlos Marcelo, María Altagracia López Ferreira

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• Emergency certified teachers’ motivations for entering the teaching profession: Evidence from Oklahoma

  Tyler J. Mobra, Daniel E. Hamlin

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• Thinking about the human right to education

  Aline Cristina de Lima Dantas, Inês Barbosa de Oliveira, Jane Paiva

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• An integrative approach to professional development to support college- and career- readiness standards

  Katie Pak, Laura M. Desimone, Arianna Parsons

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• Effects of the evaluation and accreditation processes on academics. A case study of a Colombian higher education institution

  Nelcy Suárez-Landazábal, Angélica Buendía

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• Muddy sensemaking: Making sense of socio-emotional skills amidst a vague policy context

  Raquel Muñiz

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• “Women in men’s fields”: Gender discourses in secondary vocational schools

  Maria Paola Sevilla, Francisca Carvajal

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• System of management indicators for multidisciplinary educational projects

  Flavia Eizerik, Ângela de Moura Ferreira Danilevicz, Istefani Carísio de Paula

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• Appraisement of digital competence in students with high performance in Peru

  Cristóbal Suárez-Guerrero, Francisco-Ignacio Revuelta-Domínguez, Carol Rivero Panaqué

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• The cycle of public policies for professional and technological education in the state of Rio de Janeiro

  Alexandre Batista Dantas, Joel de Lima Pereira Castro Junior, Giuliano Alves Borges Silva

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• Using multiple measures of teaching quality to strengthen teacher preparation

  Jarod Kawasaki, Karen Hunter Quartz, Jose Felipe Martinez

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• Sustainability of education reforms: An investigation into the professional development component of USAID/Egypt Education Reform Program (ERP, 2004-2009)

  Alaa Badran, Mustafa Toprak

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• Recommendations derived from the accreditation of educational programs: Analysis of a public state university in Mexico

  José Alfonso Jiménez Moreno, Salvador Ponce Ceballos

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• Questioning the prevailing discourse and practice of internationalization of higher education in Latin America

  Fernanda Leal, Mário César Barreto Moraes, María Soledad Oregioni

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• Researchers as knowledge brokers: A step toward research-informed policy? Lessons from the Israeli case

  Rony Ramot, Gadi Bialik

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• Yucatec Maya language planning and bilingual education in the Yucatan

  Anne Marie Guerrettaz, Eric J. Johnson, Gisela Ernst-Slavit

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• School funding disparities and the plight of Latinx children

  Bruce D. Baker, Ajay Srikanth, Preston C. Green III, Robert Cotto

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• Meritocratic exceptionality and affirmative action policy in higher education in Chile

  Jocelyn Briones, Daniel Leyton

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• Exploring candidate interaction with a high stakes teacher performance assessment: The KPTP and the Kansas laboratory

  Connor K. Warner

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• Teacher education and the PNE: Contradictions and challenges of distance learning and valorization of the teaching profession

  Carlos Eduardo Sanches, Alboni Marisa Dudeque Pianovski Vieira

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• The 2013 Educational Reform in Mexico and its effects on teacher’s work precariousness

  Cesar Silva Montes, Arturo Gutiérrez Lozano

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• “All lives matter”: How districts co-opt equity language and maintain the status quo

  Tiffanie Lewis-Durham

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• Professional training and performance of teachers at school level: Employers’ perceptions

  Oscar Espinoza, Luis González, María Ormazábal, Luis Sandoval, Dante Castillo

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• Principal evaluation in the United States: A national review of state statutes and regulations

  Sarah R. Nielsen, Alyson L. Lavigne

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• Teaching Trump: A frame analysis of educators’ responses to ‘the Trump effect’ in American schools

  Reid Jewett Smith

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• The characteristics of Acre's educational policy (1999-2010) and its impact on state capacity and equity

  Vanda Mendes Ribeiro, Joana Buarque de Gusmão, Wagner Silveira Rezende, Sofia Lerche Vieira

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• Youth and Adult Education as a field of research and epistemologies

  Anderson Carlos Santos de Abreu, Maria Hermínia Lage Fernandes Laffin

  146

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• Multifunctional leadership and school performance: A relationship mediated by the manager’s empowerment

  Maria do Carmo Romeiro, Liliane Lima da Silva

  147

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• Statewide policies to improve early intervention services: Promising practices and preliminary results

  Miriam Kuhn, Courtney Boise, Sue Bainter, Cindy Hankey

  148

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• Dropout or permanence? Predictive models for higher education management

  Fernanda Cristina da Silva, Thiago Luiz de Oliveira Cabral, Andressa Sasaki Vasques Pacheco

  149

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• Study on the organization of pedagogical work in a municipal public school: Evidence of the forms of control and its political determination

  Marieta Gouvêa de Oliveira Penna, Alda Junqueira Marin

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• Subsidized housing and school segregation: Examining the relationship between federally subsidized affordable housing and racial and economic isolation in schools

  Jennifer Jellison Holme, Erica Frankenberg, Joanna Sanchez, Kendra Taylor, Sarah De La Garza, Michelle Kennedy

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• Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school

  Tracey A. Benson, Amber Bryant, Tuba Gezer

  170

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• Selection processes for school principals in Latin America: Brazil, Chile, Colombia and Peru

  Felipe Aravena

  171

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• Learnings, continuities and recognition: Identity construction of Cuban academics in Mexican universities

  Daylen Rodríguez-Alemañy, Isabel Izquierdo

  172

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• What students do early college high schools serve? Unpacking social constructions of the target population

  Julia C. Duncheon

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• International academic mobility programs as instruments to promote international development: The case of PEC-PG

  Antônio Ferreira de Lima Júnior, Luciane Stallivieri

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• The recommendations from international organizations for São Paulo's educational policy

  Luiz Carlos Novaes, Thiago Moreira Melo e Silva

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• The neoliberal discourse in Latin American higher education: A call for national development and tighter government control

  Pilar Mendoza, Dorner Lisa

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• The enterprisation process and the discourse of the entrepreneurial university: An analysis of the Pelotas Federal University (UFPel)

  Alice Hübner Franz, Elaine da Silveira Leite, Marcio Silva Rodrigues

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• Loss of membership in the National System of Researchers: Research findings

  Hugo Manuel Camarillo Hinojoza, Alejandro Ernesto Vázquez Martínez, Ana Elizabeth Ramírez Gómez, Claudia Daniela Barboza Regalado

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• Is the students´ competence stimulated through Natural Science textbooks? Teacher perspectives and analysis of textbooks in the 1st and 2nd years of ESO

  Raquel Romero Fernández, Mª Ángeles De las Heras Pérez, Gabriel Travé González

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• Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy

  Yenny Hinostroza-Paredes

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• Central office foci and principal data use: A comparative study of equity-focused practice in six districts

  Rachel Roegman

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• The school infrastructure at the heart of the physical education classes: The scrapping of public education systems

  Rubem Barboza Ferreira Neto

  182

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• Social enterprises and the privatization of a new model in basic education: A study of public-private relationships in cities of Minas Gerais-Brazil

  André Silva Martins, Camila Azevedo Souza, Leonardo Docena Pina

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• Progress and setbacks in Chilean migrant education policy: The case of the “temporary school identification number”

  Rolando Poblete, Mirona Moraru

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• Placing blame or a call to action? An analysis of Uwezo in the Kenyan press

  Jeremy Monk

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• School dropout prevention policies in Argentine vocational education: Strategies, aims, and perspectives of institutional actors

  Denise Bianca Maduro Silva, Ana Miranda

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• Sustainable development in the Brazilian Amazon: Meanings and concepts

  Francisca Marli Rodrigues de Andrade

  187

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  • English translation

• Teacher performance in civic and ethical formation: Empirical study and educational policy recommendations for junior high school in Mexico

  Francisco Urrutia

  188

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• Synthetic indexes to measure university student social responsibility

  Carmen De la Calle Maldonado de Guevara, José Manuel García-Ramos, Teresa De Dios Alija, Consuelo Valbuena Martínez

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Commentaries

• A protopia for the Brazilian university

  Naomar Almeida-Filho, Luis Eugenio Souza

  105

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• Social impact bonds in São Paulo’s state public school system: New modality of public-private partnership in Brazil: Commentary

  Sergio G. Lazzarini

  112

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• The teaching internship and educational training in accounting: Teaching competencies acquired in post-graduation

  Layne Vitória Ferreira, Edvalda Araújo Leal

  130

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• Commentary: Meritocratic exceptionality and affirmative action policy in higher education in Chile

  Francisco Gil, Marcela Orellana

  137

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Work in Higher Education

• The work in higher education

  Deise Mancebo, Kátia Maria Teixeira Santorum, Carla Vaz dos Santos Ribeiro, Denise Bessa Léda

  6

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• Overwhelmed: Accountability and work intensification in the neo-liberal university. The case of Chile

  Vicente Sisto

  7

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• The teaching work in higher education business groups and the stock market on the stock exchange: A study of the conflicts

  Thayse Ancila Maria de Melo Gomes, Roberto Leher, Hellen Balbinotti Costa

  8

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• The corporate governance model in higher education and the repercussions on teaching work: A case study

  Fabíola Bouth Grello Kato, Vera Lúcia Jacob Chaves, Rosimê da Conceição Meguins

  9

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• Teaching work in the private sector of higher education and labor reform: Destruction of rights and precarious life

  Andréa do Araujo do Vale

  10

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• Workplace bullying in postgraduate courses: The consequences experienced by teachers and students of a Brazilian state university

  Thiago Soares Nunes, Eliana Marcia Martins Fittipaldi Torga

  11

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• Effects of the economic crisis on new university professors

  Cristina Goenechea, Noemi Serrano-Díaz, Concepción Valero Franco

  12

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• The capitalist subjectivation as a precarious mechanism of teaching work in higher education

  Altair Alberto Fávero, Diego Bechi

  13

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• Work and subjectivity in the university: A multifaceted and global view of the processes of suffering and illness

  Eduardo Pinto e Silva

  14

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• Teaching work instrumentalized Brazilian teacher training policy: A historical and theoretical-philosophical approach

  Roberto Francisco de Carvalho, Rosilene Lagares, Doracy Dias Aguiar de Carvalho

  15

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• Conceptions, closeness and distance of professors in relation to the Trade Union Movement

  Michelle Karoline Pereira da Silva, André Rodrigues Guimarães

  16

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Policies for Management of Compulsory Public Education in Ibero-America

• Policies for the management of compulsory public education in Ibero America: Introduction

  Ângelo Ricardo de Souza, Sebastián Donoso Diaz, Joaquín Gairin Sallán

  34

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  • Traducción (Español)

• The cicada announces the fire of the Brazilian public school: Analysis of the era of privatizing guidelines

  Alisson Slider do Nascimento de Paula, Frederico Jorge Ferreira Costa, Kátia Regina Rodrigues Lima

  35

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• Educational reforms and secondary school teachers: The weight of the teaching tradition

  María Verdeja Muñiz

  36

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• The balances of education reform in Mexico, new regulations for management and teaching work in basic education

  Arturo Gutiérrez Lozano

  37

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• Charter schools: A U.S. case study and implications for Brazil

  Paula Louzano, Lara Simielli

  38

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• Secondary schools facing the challenge of universalization: Debates and experiences in Argentina

  Myriam Southwell

  39

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• Secondary vocational education: Political context and school practices of a discontinued education offer

  António Pinto, Fernando Rodrigues Silva, Paulo Delgado, Fernando Diogo

  40

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• Policies and practices in the training of school authorities in Argentina. Discursive and experiential tensions

  Ingrid Sverdlick, Analía Motos

  41

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• The “charm” of successful school models: When we accept quality for few

  Rosimar Serena Siqueira Esquinsani, Jarbas Dametto

  42

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• State-civil society alliance: Debates and challenges in co-management of educational inclusion policies in Uruguay and Argentina

  Andres Peregalli

  43

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• Policies for mandatory public education management in Uruguay

  Adriana Aristimuño, Pablo Landoni-Couture, María Inés Vázquez

  44

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• Quasi-monopoly: A theoretical model to understand the state-private sector relationship in educational systems

  Mariano Narodowski, Juan Carlos Morgan

  45

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Policies and Practices of Promise in Teacher Evaluation

• Policies and practices of promise in teacher evaluation: The introduction to the special issue

  Audrey Amrein-Beardsley

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  • HTML

• Teacher accountability, datafication and evaluation: A case for reimagining schooling

  Jessica Holloway

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• Excavating theory in teacher evaluation: Implementing evaluation frameworks as Wengerian boundary objects

  Kelley M. King, Noelle A. Paufler

  57

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• Putting teacher evaluation systems on the map: An overview of states' teacher evaluation systems post–Every Student Succeeds Act

  Kevin Close, Audrey Amrein-Beardsley, Clarin Collins

  58

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• How middle school special and general educators make sense of and respond to changes in teacher evaluation policy

  Alisha M. B. Braun, Peter Youngs

  59

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• Entangled educator evaluation apparatuses: Contextual influences on new policies

  Jake Malloy

  60

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• Improving instructional practice through peer observation and feedback: A review of the literature

  Brady L. Ridge, Alyson L. Lavigne

  61

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• Using global observation protocols to inform research on teaching effectiveness and school improvement: Strengths and emerging limitations

  Sean Kelly, Robert Bringe, Esteban Aucejo, Jane Cooley Fruehwirth

  62

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• Better integrating summative and formative goals in the design of next generation teacher evaluation systems

  Timothy G. Ford, Kim Hewitt

  63

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• Moving forward while looking back: Lessons learned from teacher evaluation litigation concerning Value-Added Models (VAMs)

  Mark Paige

  64

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Educação e Povos Indígenas

• Recognizing and valuing indigenous knowledge and practices

  Kaizo Iwakami Beltrao, Juliane Sachser Angnes

  70

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• Differentiated indigenous school education: Analysis of scientific publications between 2012 and 2018

  Marcos José de Aquino Pereira

  71

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• The Rikbatksa people and the search for the school outside the village

  Miguel Julio Zadoreski Junior, Suzana Feldens Schwertner

  72

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• Indigenous trajectories at the university: The right to higher education in Rio de Janeiro

  Kelly Russo, Edson Araújo Diniz

  73

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• Indigenous peoples, state and university: Tensions, opportunities and challenges. The case of the School of Indigenous Languages (Metropolitan Region, Chile)

  Silvia Castillo Sánchez, Carlos Bustos Reyes, Simona Mayo, Jorge Soto, Cristian Vargas Paillahueque

  74

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• Representations of indigenous people in contemporary textbooks

  Luana Barth Gomes, Denise Regina Quaresma da Silva, Cledes Antonio Casagrande

  75

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• The schooling by shamanism plan: Reflections among the Guarani-Mbyá of Rio de Janeiro

  Danielle Bastos Lopes

  76

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• Narrative of indigenous education and indigenous school education: The school and the teaching of the Balatiponé-Umutina people

  Eliane Boroponepa Monzilar

  77

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• A contribution of the Xavante A’uwe Uptabi pedagogy to teach adolescents: The elders' word - Mato Grosso, Brazil

  Alberto Pari’Uptse’Wawe Moritu, Jarina Rodrigues Fernandes

  78

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• Geometry in the making of the plantations of the Pataxó Hãhãhãe people

  Amagilda Pereira Souza, Keli Cristina Conti, Diogo Alves de Faria Reis

  79

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• “Indigenous mathematics”: Tensions in teachers’ intercultural formation

  Mariane Dias Araújo, Vanessa Sena Tomaz

  80

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• The place of mathematics in the training of indigenous teachers in the Alto Solimões Region/AM

  Elisângela Aparecida Pereira de Melo, Gerson Riberiro Bacury, Pedro Ferreira da Silva, Domingos Anselmo Moura da Silva

  81

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• Education and indigenous people: Data from the indigenous school census in Brazil

  Kaizô Iwakami Beltrão, Juliane Sachser Angnes

  151

  • PDF (Português)

• The Ritual Party of the Moqueado: Education, culture and identity in the indigenous society of Tembé-Tenetehara

  Julia Cleide Miranda, Carlos Nazareno Borges

  152

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• Interculturality and science teaching: A classroom daily routine

  Juarez Melgaço Valadares, Célio Silveira Júnior

  153

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• Ethnomathematics in the initial formation of indigenous teachers: Contributions to the maintenance and dynamization of the Guarani and Kaiowá culture

  Aldrin Cleyde Cunha

  154

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• Science teaching in the village: An experience with Aikanã students and native fruit plants

  Luzia Aikanã, Reginaldo Oliveira Nunes, Iuri Cruz Oliveira

  155

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• Formation of the indigenous pedagogue: A land of rights and resistance

  Marcos Gehrke, Marlene Lucia Siebert Sapelli, Rosangela Celia Faustino

  156

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• The importance of building Aymara historical memory in primary education students from a critical bilingual intercultural curriculum approach in northern Chile

  Carlos Enrique Mondaca Rojas, Elizabeth del Carmen Sánchez Gonzalez, Raúl Antonio Bustos Gonzalez

  157

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• The experience of being at the university from the perspective of an indigenous postgraduate student

  Gilza Ferreira de Souza Felipe Pereira, Wagner Roberto do Amaral, Jenifer Araujo Barroso Bilar

  158

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• The Apinayé indigenous people and access to the Rural Education degree of the Federal University of Tocantins: Some reflections

  Anderson Brasil, Cícero da Silva

  159

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• Did you advance? Did you back down? Human rights and affirmative actions for Indigenous peoples in Latin America

  Juliane Sachser Angnes, Elisa Yoshie Ichikawa, Marcel Luciano Klozovski, Maria de Fátima Quintal de Freitas

  160

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• Indigenous education and intercultural dialogue: A class shared between Kaingang university students from Brazil and students from the United Kingdom

  Jorge Alejandro Santos, Cláudia Battestin, Darren R. Reid, Leonel Piovezana

  161

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  • English translation

• Indigenous school education and traditional knowledge: The perception of Pipipã de Kambixuru teachers

  Ana Carolina Gomes Coimbra, Maria Luisa Branco

  162

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• The native peoples and education: From coloniality to decolonial experiences in Brazil and Chile

  Juan Guillermo Mansilla, José Rubens Lima Jardilino

  163

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• From colonizing school to place of ethnic resistance: A special and different indigenous school for the Mbya Guaraní people

  Fatima Rosane Silveira Souza, Ana Luisa Teixeira Menezes

  164

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• Learning of indigenous knowledge in school: Challenges for indigenous teacher training

  Waldineia Antunes de Alcântara Ferreira, Alceu Zoia, Beleni Saléte Grando

  165

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• Ethnic brands and self-recognition in higher education indigenous students

  Cecilia Navia Antezana, Gabriela Czarny Krischkautzky, Gisela Salinas Sánchez

  166

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• Indigenous school education and interculturality: A possible and necessary dialogue

  Sandra Maders, Valdo Barcelos

  167

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• Subalternization and indigenous resistance: Scenarios from the context of the state of Rondônia

  Rozane Alonso Alves, Maria Isabel Alonso Alves, Jonatha Daniel dos Santos

  168

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Researching 21st Century Education Policy Through Social Network Analysis

• Power, brokers, and agendas: New directions for the use of social network analysis in education policy

  Emily Hodge, Joshua Childs, Wayne Au

  117

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• Using policy network analysis to understand ideological convergence and change in educational subsystems

  Sarah Galey-Horn, Joseph J. Ferrare

  118

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• Understanding congressional coalitions: A discourse network analysis of congressional hearings for the Every Student Succeeds Act

  Yinying Wang

  119

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• Public policy networks and the implementation of the Bolsa-Família Program: An analysis based on the monitoring of school attendance

  Breynner Ricardo Oliveira, Doriana Daroit

  120

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• “Doing what it takes to keep the school open”: The philanthropic networks of progressive charter schools

  Elise Castillo

  121

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• Foundation-sponsored networks: Brokerage roles of higher education intermediary organizations

  Nabih Haddad

  122

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• How do students experience choice? Exploring STEM course-offerings and course-taking patterns in Texas charter and non-charter public schools

  Bernard G. David, Michael Marder, Jill Marshall, María González-Howard

  123

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• From policy networks to policy preferences: Organizational networks in the opt-out movement

  Nancy Green Saraisky, Oren Pizmony-Levy

  124

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• State educational agencies in an uncertain environment: Understanding state provided networks of English Language Arts curricular resources

  Serena J. Salloum, Emily M. Hodge, Susanna L. Benko

  125

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