Call for Chapters: Aloha at Risk: Education in Hawaii (Edited Collection)
Since the release of “A Nation At Risk” in 1983, public education has been subjected to increased scrutiny from political officials, parents, and concerned citizens. In recent years, such scrutiny has given way to calls for comprehensive education reform. Both the federal No Child Left Behind Act of 2001 and Race to the Top program, respectively inaugurated under Presidents George W. Bush and Barack Obama, focus on increasing standards for public schools throughout the United States, while more local initiatives like private school voucher systems and parent “trigger” laws attempt to increase learning opportunities for children by maximizing parental choice and administrative participation.
Yet, these reforms—or 'deforms' as they're called by opponents—have been condemned for being undemocratic, corporatist, and overly punitive. NCLB, for example, has been said to subsume diverse groups of children under reductionist statistical metrics, failing to account for demographic and developmental variances. RTTT continued this trend, according to critics, and added pressure for local school districts to implement costly teacher evaluation protocols based largely on standardized achievement tests, rather than holistic measures of learning growth and professional practice. In an ironic display of political harmony, small-government 'conservatives' and labor-minded 'liberals' alike have attacked national education reforms, the former for impugning states' rights and the latter for undermining collective bargaining.
Hawaii, considered by some political pundits to be the most labor-friendly state in the nation, has been on the frontlines of the battle over public education. One year after receiving an RTTT grant award in 2010, the state was placed on “high risk” status by the U.S. Department of Education for failing to implement reforms quickly enough and prolonging a regressive contract dispute with the Hawaii State Teachers Association. Education reforms are further complicated by events from Hawaii's historical trajectory, including settler colonialism, imperial overthrow of native governance, suppression of indigenous culture, and plantation economics, each of which inform the state's current sociopolitical structure and discursive condition.
This interdisciplinary essay collection seeks to engage the theme of “education in Hawaii” from a critical vantage point. Submissions will be accepted for each of the book's four sections: “Pedagogy of Aloha” (critical pedagogical studies); “Decolonizing Aloha” (colonialism in/and the classroom); “Re/Deforming Aloha” (general education theory, including social, political, and philosophical analysis); and “Teaching Aloha” (classroom stories). Potential topics might include:
- How do socioeconomic and ethnic inequality affect Hawaii's classrooms and education politics?
- To what extent does money drive education reform in Hawaii? Do reforms (re)produce corporate infrastructure and economic division, rather than quality learning experiences?
- How does Hawaii's history, including settler colonialism and plantation development, impact the present state and future direction of the state's education system?
- In what ways are native or marginalized knowledge(s) suppressed by standards-based education reforms? What pedagogical techniques might be used to advance such knowledge(s)?
- What progressive teaching modalities (i.e. feminist composition, queer- and eco-pedagogy, or ethnomathematics) might be employed to address Hawaii's diverse student populations?
This collection will be edited by educator and author Doug Robertson. Essays should be approximately 4,000 to 8,000 words in length and employ Chicago Manual of Style formatting (using endnotes). Submissions should be sent to email@example.com. Initial inquiries are welcome. Deadline for submissions is December 31, 2013.
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