Education Commons^™

When Leadership Meets A Vision Of Love And Justice: The Art Of Leading For Social Justice, Aaliyah Baker

The Journal of Values-Based Leadership

No abstract provided.

Pláticas Liberadoras: Testimonios Of Chicana/O Elders En La Comunidad De San Diego, Gabriel Nunez-Soria

Dissertations

There is robust scholarship inquiring about many facets of critical consciousness (CC), most of which is centered around working with teens, youth, and educators. This study explored development of CC through testimonios of the lived experiences of eight Chicana/o elders in San Diego County. All eight of these elders participated in the Chicana/o movement during the late 1960s and early 1970s and carried these experiences with them into the present moment. Development of CC, the contextualized understandings of historical, social, and systemic aspects of our collective struggle against oppression through dialogue, reflection, and action, is a fundamental aspect of liberatory …

Learning: What Counts And Who Decides?, Reginald Jjw Lavergne

The Dissertation-in-Practice at Western University

Educators, educational leaders, and policymakers continue to develop academic interventions for secondary school students who experience ongoing struggles. This approach is understandable given the neoliberal educational goal to support students’ becoming contributing members of society. However, time spent responding to symptoms (i.e., students failing courses) merely maintains the status quo. It negates the exploration of a deeper cause of these struggles. This organizational improvement plan (OIP) explores and initiates a change to respond to a cause of these challenges: lack of student voice in learning environments resulting in diminished student achievement and limited awareness of postsecondary pathway possibilities. Although mentioned …

Uplifting The Cultural And Ethical Desires Of A Student Of Color: An Intercultural Phenomenological Exploration Of Marginalized Desires In Teacher Education, Younkyung Hong

Taboo: The Journal of Culture and Education

In this study, I engage in the intercultural phenomenological analysis of discovering and naming marginalized and undervalued desires in a teacher education space. Based on Deleuze and Guattari’s (1987) conceptualization of desire, I challenge the understanding of desire as an absence or lack. I chose to focus on an Asian American female student’s story that has the power and potential to provoke awareness and prompt further examination and discussion about the complex realities of preservice teachers’ learning practices. This study highlights the value of adjusting the understanding of “what is manifested” in a phenomenological study to “what is not manifested?” …

Positioning Honors Colleges To Lead Diversity And Inclusion Efforts At Predominantly White Institutions, Susan Dinan, Jason T. Hilton, Jennifer Willford

National Collegiate Honors Council Monographs: Chapters

Honors Colleges are well positioned to be leaders in diversity, equity, and inclusion (DEI) initiatives on the campuses of Predominantly White Institutions (PWIs) by embracing motivated and engaged students from a broad range of backgrounds. Stretching the missions of honors education beyond narrowly defined academic excellence to embrace intellectually curious and creative students and not just those with stellar standardized test scores and GPAs will yield more dynamic and inclusive communities. Embracing holistic admissions practices allows honors colleges to build cohorts of students whose experiences may or may not include being recognized as the smartest in the class in their …

Culturally Responsive Librarians: Shifting Perspectives Toward Racial Empathy, Elizabeth A. Burns

STEMPS Faculty Publications

Libraries are charged with being inclusive spaces for all patrons. Library (library and information science [LIS]) preparation programs, by extension, must prepare the next generation of librarians to meet the needs of an increasingly diverse population. It is imperative that today’s librarians are equipped to infuse diversity, equity, and inclusion (DEI) theory with best practice when establishing policy and procedure for the library environment, staff, and programing. With little research and no established protocol in LIS education, it is unclear how pre-service librarians are trained in DEI to meet the needs of all users. This exploratory study used a participatory …

Social Justice And The Us Food System: A Critical Course On The Human Dimensions Of Food, Ali Brooks

Food Systems Master's Project Reports

Our world is made up of overlapping political, environmental, and economic spheres that engender social injustice and inequality. Though separate societal issues can seem divergent and unconnected, they are all linked together by one universal necessity: food. Because everyone eats, everyone is connected to—and dependent on—food and the systems that govern it. However, the impacts of our industrial food system are not felt equally among people who hold different positions of power within it.

Today’s industrial food complex operates on the capitalist principle of profit accumulation through exploitation, commodification, and extraction. This set of relations is not defined by scale …

Transformational Family Science: Praxis, Possibility, And Promise, Andrea G. Hunter, Shuntay Z. Tarver, Janine Jones

Counseling & Human Services Faculty Publications

We advance a transformational family science as an engaged practice that may serve social justice and an anti‐racist project. Our companion paper proposed epistemic revelatory interventions through which family science may re‐imagine itself. We highlight pillars of a transformational family science that (a) build with epistemological and paradigmatic stances of peripherals; (b) infuse an ethic of reflexivity, accountability, and responsibility in the pursuit of knowledge claims, and their validation; and (c) engage a critical interrogation of difference and power relations and the disruption of systemic and structural inequalities in which they are aligned. Informed by epistemic praxes, transformational praxes include …

Transforming Pete’S Initial Standards: Ensuring Social Justice For Black Students In Physical Education., Brian Culp

Faculty and Research Publications

Calls to transform the initial Physical Education Teacher Education (PETE) standards to reflect social justice have garnered little attention. Recent events have magnified the racial injustices inflicted upon Black people in America and their ability to participate as full equals in a society influenced and characterized by white supremacy. Using critical race theory (CRT) as a framework, the authors examine the racial formulation of the historical and current installations of SHAPE America’s initial PETE Standards to illustrate the influence of white supremacy in PETE programs, the relationship to physical literacy, and the impact on Black students. After analysis, the authors …

Everyone Matters: Eliminating Dehumanizing Practices In Physical Education, Brian Culp

Faculty and Research Publications

Recently, discussions regarding how to create a positive school climate where all can be successful has come to the forefront. Healthy schools support student learning, well-being, time, space to be active, and opportunities for social and emotional growth. However, a host of numerous trends suggest that the school climate is becoming increasingly hostile towards students who are from immigrant, LBGTQ, and ethnic minority groups. What is often seen as disrespectful behavior toward these students is in fact actions that can be more accurately defined as dehumanization. This article overviews the practice of dehumanization, the implications for learning, and introduces proactive …

Exploring Equity Through The Perspective Of White Equity-Trained Suburban Educators And Minoritized Parents, David E. Lawrence

Antioch University Full-Text Dissertations & Theses

The intent of this qualitative critical incident study was to explore the interpretation of equity by White equity-trained suburban educators (WETSE) and minoritized parents (MP) in a Midwestern suburban school district to address and change inequitable student outcomes. WETSE and MP participated independently in focus groups. The research design used critical incident technique (CIT) as the methodology; focus groups as the data collection tool; and thematic analysis (TA) as the analytical tool. Zones of Mediation (ZONE) and Transformative Leadership Theory (TLT) were used to distill and categorize the research findings. WETSE and MP established an agreement on four themes thought …

Promoting Equitable College Access And Success: Exploring Critical Frameworks In School Counselor Training, Heidi Van Mastrigt, Joey Nuñez Estrada

Journal of College Access

This qualitative study employs a phenomenological research approach that examines the school counselor’s experiences and training. The purpose of this study is to explore if school counselors received training in critical race theory (CRT), culturally sustaining pedagogies (CSP), and social justice (SJ), and if they implement these theories in practice. Semi-structured interviews were used with eleven practicing school counselors. Thematic content analysis was used with a critical discourse lens to identify explicit and implicit themes within the data. The results indicate a lack of training in critical race theory (CRT), culturally sustaining pedagogies (CSP), and social justice. While some participants …

Physical Education And Anti-Blackness, Brian Culp

Faculty and Research Publications

This commentary is not intended to be an all-inclusive “catch-all” but a starting point to inspire behavior change, cultural fluency, and an “ideological repositioning” of how we think about our professional work. In defining anti-Blackness, the article provides perspectives from educational literature, research, and personal observations before providing a challenge to SHAPE America and all professionals involved in efforts related to the promotion of quality physical education.

Gender Equality, Education, And Development: Tensions Between Global, National, And Local Policy Discourses In Postcolonial Contexts, Naureen Durrani, Anjum Halai

Book Chapters / Conference Papers

For the third time in three decades world leaders reaffirmed their promise of "Education For All" when adopting Sustainable Development Goal 4 in 2015. It is the most far-reaching commitment to quality and equity in education so far, yet, there is no consensus on what the agenda means in practice. With a decade left until the 2030 deadline, Grading Goal Four calls upon the education community to engage more thoughtfully and critically with SDG 4 and related efforts. As an ever-growing number of actors and initiatives claim to contribute to its achievement, it is becoming clear that the ambitious but …

Vanessa Siddle Walker: Honoring Keepers Of Knowledge By Using Their Stories To Improve Education, Melissa Holmes, Eileen Wertzberger, Kay Ann Taylor, Lori Goodson

Educational Considerations

Dr. Vanessa Siddle Walker, a renowned historical researcher in the field of education, is a leading voice in the history of school desegregation in the United States. In this interview, she discusses positioning black educators as significant agents of change in the collective narrative of schools and highlights how their organized action and strategic advocacy has led to social justice and equity for black students. Her research informs how our schools have worked in the past, and how lessons from our past can serve to mobilize resources for the equitable education of all children today.

Foreword: The Dispossessed Majority: Resisting The Second Redemption In América Posfascista (Postfascist America) With Latcrit Scholarship, Community, And Praxis Amidst The Global Pandemic, Sheila I. Velez Martinez

Articles

As LatCrit reaches its twenty-fifth anniversary, we aspire for this symposium Foreword to remind its readers of LatCrit’s foundational propositions and ongoing efforts to cultivate new generations of ethical advocates who can systemically analyze the sociolegal conditions that engender injustice and intervene strategically to help create enduring sociolegal, and cultural, change. Working for lasting social change from an antisubordination perspective enables us to see the myriad laws, regulations, policies, and practices that, by intent or effect, enforce the inferior social status of historically- and contemporarily-oppressed groups. In turn, working with a perspective and principle of antisubordination can inspire us to …

Queering The University: Implementing A Systematic & Organizational Approach To Equity, Brian Moore

West Chester University Master’s Theses

Too often higher education educators take a lackadaisical approach to solutions surrounding negative queer and trans student experiences; however, educators hold an obligation to foster student success, retention, catalyze identity development, and maximize the human potential of queer and trans students. This master’s thesis develops a systematic and organizational approach to achieving an equitable campus for queer and trans student experience through a critical action research proposal. Utilizing my perspective as queer and trans educator and/or student, I will primarily use the philosophical lens of Friere, hooks, Foucault, and queer theory to support my philosophy of education. Theoretical frameworks from …

“Distressing” Situations And Differentiated Interventions: Preservice Teachers’ Imagined Futures With Trans And Gender Creative Students, Elizabeth E. Blair, Sherry L. Deckman

Publications and Research

Context: Teachers can help ensure trans and gender creative students’ opportunity and equal access to education, yet the field of educational research has just begun to explore how teachers understand trans and gender creative students’ experiences and negotiate their responsibilities to protect these students’ rights.

Purpose/Research Question: This paper aims to address this essential gap by exploring preservice teachers (PSTs’) understandings of, and preparation for, creating supportive educational contexts for trans and gender creative students by exploring the following research question: How do PSTs construct their responsibilities as future teachers to support trans and gender creative students? Ultimately, this study …

Towards A Critical Game Based Pedagogy, Justin K. Egan

Cal Poly Humboldt theses and projects

This thesis outlines and examines core concepts of game-based learning as identified by James Paul Gee, and Kurt Squire, among other scholars. These findings are then connected to the contemporary, transformative threshold concepts of composition—as explored in Naming What We Know. This connection seeks to argue game-based pedagogy may be an invaluable tool for introducing critical perspectives to composition students in order to better equip them with critical thinking strategies and cultural critiques, while improving their writing skills. A theoretical framework is presented in the form of four “Pillars” of a Critical Game-Based Pedagogy: Literacy, Identity, Social Learning, and Multimodality—all …

On "Icky" Data, The Political Classroom, And Towards Equity And Social Justice In Mathematics Education: A Conversation With Tonya Bartell, Samuel L. Tunstall, Oyemolade Osibodu, Tonya Gau Bartell

Numeracy

Tonya G. Bartell, ed. 2018. Towards Equity and Social Justice in Mathematics Education (Switzerland: Springer International Publishing) 341 pp. ISBN 978-3319929064.

This brief interview with Tonya Bartell introduces Towards Equity and Social Justice in Mathematics Education to the Numeracy audience. The interviewers also discuss with Tonya connections between quantitative literacy and mathematics for social justice, particularly in the context of US K-12 schooling. Tonya shares her perspective on topics ranging from the placement of quantitative literacy in K-12 mathematics education and how one might get started in incorporating a social justice lens into their teaching to paradigms for research …

Restorative Justice And Social Justice, John M. Winslade

Journal of Critical Issues in Educational Practice

This paper explains the connections between restorative justice and social justice. Specifically it argues that restorative practices in schools fit with a social justice agenda. It defines both terms and then outlines how restorative practices work to address the pipeline to prison and against retributive justice and zero tolerance policies. It also outlines the use of narrative questions designed to enhance restorative practices.

H.E.L.L.A.: A Bay Area Critical Racial Affinity Group Committed To Healing, Empowerment, Love, Liberation, And Action, Farima Pour-Khorshid

School of Education Faculty Research

Despite repeated pleas for diversifying a predominantly White U.S. teacher workforce, a significant teacher diversity gap persists in almost every state of the country (Boser, 2014). Teachers of Color who enter the profession with commitments to social justice, in particular, face an array of racist structural and interpersonal challenges often leading to their burnout and in some cases push out from the field (Kohli & Pizarro, 2016). In response to neoliberal, color evasive, and apolitical approaches to teacher support, educators and organizers have reclaimed and reframed their pedagogies through critical professional development (Kohli, Picower, Martinez, & Ortiz, 2015) to center …

Critical Social Justice Theory In Action: A Practitioner Inquiry Into The Service-Learning Capstone Experience, Julie A. Jaynes

Language, Literacy, and Sociocultural Studies ETDs

Service-learning pedagogy can be found in K-12 schools and higher education classrooms across the country. Those programs and courses exist on a complex spectrum from charity to social justice; research presented here documents my efforts as a service-learning teacher to better align the program’s senior capstone class to the teachings from critical social justice theory. I used a practitioner inquiry approach to address the problem of an epistemology in the research process that recreated systems of oppression by excluding the knowledge and voices of the minoritized groups who are impacted by the issues being researched. My inquiry centers my students’ …

Illegitimate Bodies In Legitimate Times: Life, Liberty And The Pursuit Of Movement, Brian Culp

Faculty and Research Publications

Drawing on Michel Foucault’s concepts of state racism and biopower, the author of the 26th Delphine Hanna Lecture presents several claims: (a) that the idea of the illegitimate outsider in Western world governments like the United States has largely been influenced by ancient Greek ideals, (b) that a host of policies and intentional actions by power brokers create derision and hierarchies between “old” and “new” immigrant groups, and (c) neoliberal ideology couched in actions that aim “to protect the state” is nothing more than a recoding of traditional racist rhetoric that expands systemic racism. The author identifies the capabilities approach, …

Teaching And Modeling Social Justice In University Teacher Education Programs And The Communities They Serve, Bryan P. Gillis

National Youth Advocacy and Resilience Conference

The presentation will engage participants in discussion describing how a university teacher education program and the schools it serves collaborates through community partnerships to teach and model action for social justice. Research, instructional strategies, and practical examples will demonstrate ways to advocate for the inclusion of social justice in classrooms.

Forgotten Memories Of A Social Justice Education: Difficult Knowledge And The Impossibilities Of School And Research, Debbie Sonu

Publications and Research

This paper is about memory, the elusive process of remembering and of an encounter between a researcher and a participant who after five years reunited to remember. The object under study is a high school social justice curriculum with a central focus on the development of social action projects. Grounded in Pitt and Britzman’s work on difficult knowledge, this paper asks: What do 10th grade students who spent four years attending a school committed to the Freirian principles of political engagement remember about their high school experience? Past and recent interviews are woven together to surface three emergent lines of …

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Kathryn Brooks

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader …

The Absence Of Aspiration In The Era Of Accountability, Mary R. Martinez

LMU/LLS Theses and Dissertations

Reforms early in the 21st century purported to close the achievement gap between White students and students of color, to provide accountability and transparency to taxpayers, to implement meaningful consequences for low-performing schools, and to create the workforce for the century. In this study, I investigated the effects of school reform on the lived experiences of students who graduated from high school in 2014 by inquiring into six young people’s perceptions of their schooling. I sought to better understand whether participants were aware of the existence and intent of school reforms, and how or whether their aspirations for their futures …

Exploring The Role Of Elementary Parent Involvement Coordinators In A North Georgia Title I Charter School District, Phillip Elrod

Doctoral Dissertations and Projects

This study explored the role of elementary parent involvement coordinators (EPIC) in a Northeast Georgia Title I Charter School District. EPICs were charged with facilitating programs designed to build social capital and network closure for families. This nested case study explored the experiences of five EPICs, each located in one of the five charter elementary schools, within the district of study. Data was collected through focus groups, interviews and related documents to identify emerging themes and shared experiences among the participants. Data sources were analyzed to develop an understanding of each EPIC program as well as an overall perspective on …

Empowered To Name, Inspired To Act: Social Responsibility And Diversity As Calls To Action In The Lis Context, Sarah T. Roberts, Safiya Umoja Noble

FIMS Publications

Social responsibility and diversity are two principle tenets of the field of library and information science (LIS), as defined by the American Library Association’s Core Values of Librarianship document, yet often remain on the margins of LIS education, leading to limited student engagement with these concepts and to limited faculty modeling of socially responsible interventions. In this paper, we take up the need to increase the role of both in articulating the values of diversity and social responsibility in LIS education, and argue the field should broaden to put LIS students and faculty in dialog with contemporary social issues of …