“Students are Once Again ‘Numbers’ Instead of Actual Human Beings”: Teacher Performance Assessment and The Governing of Curriculum and Teacher Education.

This paper will examine the educational experiences of teacher candidates and the use of teacher performance assessment (edTPA) to measure their quality, competence, and impact. It will situate edTPA within the national, politically-charged debate between the defenders and reformers of teacher education who advocate for the professionalization versus deregulation of the field, respectively. Their positions converge, however, in the collective belief and reliance on testing to measure educational inputs and outputs. Even the defenders are caught in a reactive stance to show through testing data the value and relevance of teacher preparation. The paper will also investigate the perspectives on edTPA of teacher candidates at a medium-sized, public university in the US Midwest. Using a survey of candidates who completed edTPA during the 2014-15 academic year, it will highlight candidate resistance to edTPA, even though they have been disciplined and immersed in a culture of testing throughout their K-12 and university education. Their resistance foregrounds three themes: (a) time and stress; (b) outsourcing of teacher evaluation; and (c) contradictions between curriculum and assessment in teacher education. Moreover, it will mobilize Michel Foucault’s concepts of governmentality and critique to analyze the ruling logic and practices in education and the candidates’ resistance under difficult conditions

Becoming a problem : imperial fix and Filipinos under United States rule in the early 1900s

This article will examine the United States’ first colony in Asia and the historical relationship between empire and education. Using the Philippines in the early 1900s as a case study, it will explore the following questions: How were Filipinos as colonized subjects depicted? And how did their portrayal impact the education provided to them? When the US gained possession of the Philippines after the Spanish-American War in 1898, the newly-acquired colonial subjects posed a significant problem to the rising global power. Debates between pro-annexationists and anti-imperialists, underpinned by concerns regarding protection from other foreign powers, economic self-interest, and sovereign governance, set the stage for the emergence of Filipinos in the US transnational imaginary and control through empire. The article will mobilize the concept of “imperial fix” in the confluence of empire and education in three ways: to formulate the problem, to fortify understanding of the problem; and to reform the colonized population. The Filipino problem – or, the question of what the United States ought to do with its colonized subjects in Asia – became a focal source of discussions in the metropole and the colony. Archival analysis of both conventional (e.g., government speeches and reports) and unconventional (e.g., popular culture artifacts) materials will reveal an intensive and systematic depiction of Filipinos as uncivilized but not altogether incorrigible children. Ultimately, the article will argue that racist and often infantilizing representations served as justifying rationality for US benevolent tutelage of Filipinos for modernity and civilization.peer-reviewe

El Cuidado del Yo Postcolonial: Cultivando los Nacionalismos en la Serie de Libros The Philippine Readers

The article examines the cultivation of revolutionary nationalism and the production of postcolonial subjectivity under a foreign regime. The analysis centers onThe Philippine Readers, one of the longest published and most widely adopted reading series for elementary students in grades 1 to 7 in the Philippines from 1920s to 1960s. Due to its use and scope, the Readers significantly impacted the development of Filipino mind, character, teaching, and learning for generations. The article mobilizes Michel Foucault’s notion of care of the self, whereby individuals undergo intensive self-scrutiny through texts that serve as manuals for living. It contends that the Readers functioned as a crucial guide that enabled Filipinos to care for themselves in instilling furtive yet subversive forms of nationalism under United States rule. More specifically, two forms of nationalism are discussed, and the concepts of covert and hybrid nationalism are situated within scholarly discussions regarding colonial complicity and opposition as well as Western and indigenous influences.El artículo analiza el cultivo de los nacionalismos revolucionarios y la construcción de subjetividades postcoloniales bajo un régimen extranjero. El análisis se centra en la serie de libros escolares “The Philippine Readers.” Esta serie de libros fue ampliamente adaptada para estudiantes de primaria grados 1 a 7 y fue una de las publicaciones más conocidas en las Filipinas durante las épocas de 1920 hasta 1960. Debido a su uso y alcance, esta serie de libros impactaron significativamente el desarrollo del pensamientode los Filipinos, en el carácter, la enseñanza y el aprendizaje de varias generaciones. El artículo se basa en la idea de autocuidado de Michel Foucault, en la cual personas se someten a un intenso autoanálisis a través de textos que sirven como manuales para la vida. Este trabajo sostiene que los libros funcionaron como una guía fundamental que permition a los Filipinos cuidarse por sí mismos por medio de persuasuiones subversivas e encubiertas de nacionalismo por el gobierno estadounidense. Más concretamente, se analizan dos formas de nacionalismo, además de los conceptos de nacionalismo encubierto y nacionalismo híbridro que se encuentran dentro de las discusiones académicas sobre la complicidad y oposición colonial y sobre las influencias occidentales e indígenas

Ignite that Spark into a Flame: Strategies for Increasing Research and Scholarship Productivity

Abstract of a presentatio

All Immigrants are Mexicans, Only Blacks are Minorities, But Some of Us are Brave: Race, Multiculturalism, and Postcolonial Studies in U.S. Education

This article highlights the tense and productive spaces that emerge when issues of race, diversity, and imperialism converge in education. It is grounded in the experiences of Filipino/a Americans, the second largest Asian American ethnic group in the United States whose country of ancestry was under United States colonial rule for over 40 years and whose diasporic conditions continue to be shaped by the legacies of Western colonialism. Mobilizing insights from the field of Ethnic Studies, it analyzes the multicultural writings of James Banks and the postcolonial projects of Henry Giroux and Cameron McCarthy. By juxtaposing multicultural and postcolonial studies through an examination of Filipino/a American realities, the article argues for a more complex and nuanced understanding of historical narrations and national belonging. It concludes with potential directions for transnational, intersectional, and comparative research in education

Other Places : Reflections on Media Arts in Canada

"Other Places: Reflections on Media Arts in Canada is a ground-breaking book that documents the historical and contemporary contributions that First Peoples, racialized, differently abled, and LGBTQ artists and administrators have made to the media arts in Canada. This collection of texts and artist portfolios is meant to serve as a foundational resource for artists, curators, and educators who are interested in parsing out the political concerns and thematic complexities that arise from/within moving image practices that incorporate a broad spectrum of intersectional identity-based issues. Instead of an anti-canonic text, this project maps an alternate set of discourses, practices and views across the field since the 1970s." -- p. [4] of cover