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TRANSLATION: AN ALTERNATIVE FRAMEWORK FOR CONCEPTUALIZING AND SUPPORTING SCHOOL REFORM EFFORTS
Author(s) -
CookSather Alison
Publication year - 2009
Publication title -
educational theory
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 42
eISSN - 1741-5446
pISSN - 0013-2004
DOI - 10.1111/j.1741-5446.2009.00315.x
Subject(s) - context (archaeology) , phrase , metaphor , sociology , grammar , literal and figurative language , pedagogy , generative grammar , set (abstract data type) , teaching method , mathematics education , linguistics , psychology , computer science , history , philosophy , archaeology , programming language
A bstract Alison Cook‐Sather begins this review essay with a discussion of David Tyack and Larry Cuban’s generative phrase “the grammar of schooling” to provide context for her examination of three texts that address the challenges of school reform: John Sylvester Lofty’s Quiet Wisdom: Teachers in the United States and England Talk About Standards, Practice, and Professionalism ; Karen Hammerness’s Seeing Through Teachers’ Eyes: Professional Ideals and Classroom Practices ; and Mary Kennedy’s Inside Teaching: How Classroom Life Undermines Reform . The “grammar of schooling” metaphor, according to Cook‐Sather, captures what seems most fundamental and intractable about schools. Drawing on the texts under review as well as her own previous work on student voice and translation, Cook‐Sather explores how bringing students into dialogue with teachers and other stakeholders might support us in translating — in the more nuanced senses of the term — the established grammar of schooling into a more flexible, responsive, and variously informed set of structures and practices that would constitute a humane educational system.