Editor's Note, March 2003

Karen Heise
M.A. Student, University of Northern Colorado
E-mail: Kheise2000@Yahoo.com

With the possibility of war with Iraq all but certain, the U.S. and global economies gripped by still more uncertainty, and the shuttle Columbia's deadly breakup over Texas, so far 2003 is shaping up to be a not-so-good year. Worldwide, we are battered by dread, division, and regret. Should we in fact go to war? What about manned space exploration, and those few souls on the Space Station? Do we see ourselves in the States as either warmongers or pacifists? What could we have done to prevent international ire, terrorist threats, or disintegrating space vehicles and the loss of seven lives? It is enough to make one want to look for a pile of sand. But isolationist tactics have never served any country well. There is no shortage of material, I dare say, for private or public discussion. Where better to foster open discussion--and yes, disagreement--and search for solutions than in the classrooms and lecture halls across the land?

One fine way to do that is synchronous chat rooms, and Ken L. Haley's third installment of a three part series on online education strategies illustrates this clearly. (Part 2 appeared in the Jan-Feb. issue, and Part 1 in the Dec. issue.) Rather than isolate students further, Haley shows that through proper management, a chat room can in fact give students a sense of community and worth in an otherwise fractured world.

Clara Brown gives us a glimpse into another kind of fractured world: often-isolated academic lives of English Language Learners, or ELLs. She illustrates through an interesting case study how these children are simply left behind, even in the shadow of the "No Child Left Behind" Act. The responsibility for fair assessment must fall to the General Education teacher, and better and appropriate training must be given them to do this vital job.

In yet another look into what can fracture our students academically, Amy K. Williamson's article addresses the effective use of narratives in the classroom. You'll find a good list at the end of her article to help you introduce narratives to your students through videos, books, and other resources that address women's issues, gay and lesbian themes, African-American and Native-American themes, just to name a few.

Be sure to check out Lynne Fukuda's column this month, as she recounts her own intersection with war through her experiences as a child, adult, and teacher at the Kaneohe Marine Base in Hawaii. Fukuda feels the isolation of her soldier-students in a profound way.

Christine Chady brings us a unique look into the differences between life in a Peruvian and an American High School. Chady lived in Peru for nearly a year as an exchange student. What she came to appreciate is something we too often take for granted in America: simple freedom.

Finally, check out our "Grist for the Mill" page. We've offered a number of discussion-starters and paper topics on war and risk this month--the two topics on everyone's mind. I am sure your students will have lots to say in answer to any of these questions. Hopefully in the discussion and the writing of our convictions, we can foster hope.

I hope you enjoy this issue of AEE.

Best,

Karen Heise, Editor-in-Chief

Academic Exchange Extra invites reader responses to any writings in this issue--especially articles advancing the scholarly debate of issues raised.

Page Viewed:   / Created: 28 February 2003 / Updated: --