Education Commons^™

Becoming A Bright Star Through Human Rights Education: (Re)Humanization Through Participation, Daniel Mango

International Journal of Human Rights Education

This essay explores a Human Rights Education (HRE) project that was initiated in the urban slums of Nairobi. The HRE project was combined with photovoice to support participants in the project to become empowered and make lasting change within their communities. The project took place within a pro-gram for young mothers called the Bright Star Initiative. Through 12 weeks of training, these young moms learned about human rights principles, how to apply them to their lives, and how to advocate for change utilizing a human rights framework. The project led to multiple interventions that are currently supporting the populations in …

Unraveling The Geographies Of The U.S. Public Education System: An Analysis Of Scale, Segregation, And Hegemony, Olivia Ildefonso

Dissertations, Theses, and Capstone Projects

Other than one or two studies that focus on specific state-wide systems of public education, there has been no accounting for how the U.S. public education system came about in relation to space and scale. My dissertation research seeks to fill in this gap. Through focusing on the development of public education in the North and the South, I provide a foundation for understanding the grounded and contested processes of scale production that largely determined the U.S. public education system’s design and function.

In each of the seven chapters, I detail how fights over the structure and purpose of public …

Black Liberation In Teacher Education: (Re)Envisioning Educator Preparation To Defend Black Life And Possibility, Justin A. Coles, Darrius Stanley

Northwest Journal of Teacher Education

Current configurations of teacher education programs are insufficient in attracting and producing teachers equipped to teach through the permanence of antiblackness, instead still relying on race-neutral or color-evasive pedagogies that perpetuate the misrecognition of antiblackness. As evident by the sustained inequities experienced by Black children and the routine marginalization of Black (teacher) educators in the field, we recognize that teacher education programs, and subsequently P-12 classrooms, are not designed nor equipped to reduce the harm caused by persistent anti-Black racism. Despite the ways Blackness is derided and invisibilized in educator preparation, Black students, families, and communities have long countered anti-Black …