In educational research, policies and practices, African American male youth are often portrayed as a monolithic demographic of uneducable, criminalized, deviant students. This column reviews the works of two African American male scholars, Tyrone D. Howard's (2014) "Black Male(d)" and David E. Kirkland's (2013) "A Search…

Discusses ways in which the dialectic between differing approaches to studying, theorizing, and representing collaboration may illuminate issues related to the nature and scope of scholarly inquiry. Contains 15 references. (Author/SLD)

Reviews three books that examine intersections of educational philosophy and research with the postpositivist landscape. The books present challenges for comparative education related to ethically examining the desire to know "the other," welcoming the new and diverse, employing dynamic concepts in analyses, and adopting a decentered…

This paper discusses the scholarly volume, "I Sing for I Cannot Be Silent: The Feminization of American Hymnody, 1870-1920" (June Hadden Hobbs). The book is a multilayered representation and reflection of both a particular textual community and of that community's cultural notions of gender and power. The volume uses a rhetorical…

Commends the book as a general introduction. Finds, however, that much of the material is secondary, with insufficient attribution. The book's coverage of the postwar period is largely anecdotal and does not record the recent emergence of ethnic and political consciousness, community organization, and artistic expression among Asian Americans. (DM)

"Strangers from a Different Shore" paints a panoramic vista, speaks with an epic voice, is easy to read, but contains many misleading statements and imprecise generalizations. The author fails to acknowledge his debt to other researchers and writers. (DM)

D. F. Halpern and her colleagues criticize overly narrow scholarship and examine the economics of scholarship and the criteria for evaluation. Psychology needs a historically grounded, open-minded, and theoretically sophisticated view of scholarship that emphasizes the responsibilities of educational institutions in meeting the needs of society.…

Reflects on "Scholarship in Psychology" from the perspective of liberal arts college professors. Applauds features of the report's multidimensional understanding of scholarship, suggests clarifications and criticisms, and outlines ways to define faculty priorities and rewards. (SLD)

Critiquing "The Handbook of Research on Educational Administration (1999), a researcher and four graduate students respond individually to chapters on scholarship, knowledge-base development, and school-leadership history. Comments on the field's "big tent politics," communities of scholars, equity and racial issues, relevance, and…

Discusses Max Weber's importance in Greenfield's work, particularly in Greenfield and Ribbins'"Greenfield on Educational Administration" (1993). In concentrating on human actors' subjective understanding, Greenfield was a faithful Weberian. However, he deviated from Weber by disavowing structural explanations of social and organizational…

Both the 1988 and 1999 editions of "Handbook of Research on Educational Administration" suggest that continuing dialogue about educational administration scholarship is warranted as conditions in schooling and society change. Handbook and "EAQ" editors asked several expert researchers to write articles about one or more…

The Task Force on Defining Scholarship in Psychology has called for an increased emphasis on the scholarship involved in teaching for faculty evaluation processes. Each college and university should also examine its own institutional goals and interests and translate these into their own faculty-evaluation processes. (SLD)

Teaching should be honored as teaching and not as scholarship. Instead of redefining scholarship to include teaching, the task force has redefined teaching as scholarship in the generally accepted, "publish-or-perish" sense. (Author/SLD)

In "On the Desirability of Own-Group Preference" (1993), Michael L. Penn, Stanley O. Gaines, and Layli Phillips argue that misguided and mythical ideal of racial-social integration in America is the only reasonable and effective foundation for real African empowerment in American society. Serious intellectual battle will be required to…

Giroux attempts to bring several new discourses into ongoing scholarly conversations about radical pedagogy, attempting to introduce radical educators to the principles and language of scholarship in modernism, postmodernism, postcolonial studies, and cultural studies. Educators who cross disciplinary boundaries are certain to develop more…