Based on a 26-month ethnography of a tabletop role-playing game community, this chapter looks at how the triangulation of systems, setting, and player identity reinforces particular assumption within the game and beyond it. While built on data from an out-of-school learning setting, I explore pedagogical possibilities of exploring the systems, settings, and participants in public schooling contexts.
In the late 1960s, after the longest student strike in the nation resulted in the San Francisco State University’s development of Ethnic Studies--eventually becoming the first College of Ethnic Studies--we found ourselves still fighting for Ethnic Studies. Although the number of Ethnic Studies programs, curriculum, and courses have been growing throughout the nation, we find ourselves still fighting for Ethnic Studies. As the fight to define what content should be included in Ethnic Studies continues, there has also been an exploration of what effective pedagogy in Ethnic Studies looks like. There has been expansive thinking about what can be learned from Ethnic Studies that transcends the field and influences, shapes, and frames the way other subjects and courses are taught. In this paper, we build off the research base focused on Ethnic Studies pedagogies to offer a conceptualization of Community Responsive Pedagogy (CRP). We begin with historicizing the origins of Community Responsive Pedagogy in Ethnic Studies and then provide examples of how CRP can be applied both in Ethnic Studies classrooms and beyond.
Critical consciousness (CC) is an awareness and reflection of inequities, political efficacy, and agency in response to injustice. Similarly, sociopolitical development (SPD) is the process of developing a critical understanding, skill set, and emotional depth to enact individual agency against oppressive forces. This case study explores Black female youth as they co-construct CC toward SPD in Near Peer, a two-year tutoring and mentoring school-based program.
To complement a state reform initiative to advance personalized learning, a teacher education program remodeled its curriculum to include critical service-learning to enhance community-engaged learning. This qualitative study shows the way the program fostered learning outcomes that broadened understanding of community, including cultural humility, and advanced attentiveness on individual learners, including pedagogical practices to support diverse learners.
This chapter provides interview-based insights and reflections from practice provided by participants in a voluntary teacher community of praxis, the Critical Mathematics Teachers Collaborative. This group supports early career and preservice K–12 teachers pursuing social justice theory and practice in their teaching of mathematics.
This chapter explores three elementary school teachers’ experiences learning about teaching for civic engagement during a university-based course on the topic. We describe their conceptions of teaching for civic engagement, their views of contextual opportunities and constraints, and their varied forms of readiness to enact civic-oriented instruction.
In this chapter, we outline authentic purposes for writing centered on culturally relevant, responsive, agentive, and sustaining pedagogies through three classroom vignettes that frame emancipatory writing for personal profit, advocacy, and charity.
This chapter explores how veteran English language arts teachers navigate implementation of social justice and culturally proactive pedagogies. Findings suggest that teachers with many years of experience often struggle to engage in the type of teaching that promotes agency among students.
This chapter explores the ways in which exposure to counternarratives of undocumented or DACAmented youth and families altered the frames in which teachers viewed immigration in the Southeast. Using qualitative research analyses of narrative responses, we explored the ways that 71 preservice teachers’ perceptions of undocumented immigrants evolved over time.
This chapter explores how learning environments can be transformed into social justice action projects though the lived experiences of teachers, students, and community members. It concludes with overviewing successes and challenges of implementing social justice action projects toward dismantling oppressive schooling environments.
This is the introduction to the Yearbook on Critical Social Justice Across the Spectrum of Teaching and Learning: Theory and Practice in Communities and Classrooms.
In this introduction to the special issue, the editors explain why the work of Jean Anyon is an important jumping-off point for examining the inter-imbrication of political economy and race, and what analytical gains might be made through such scholarship. A synthesized approach to theory can help us identify and bring into generative interplay these two phenomena. Further, this interrelationship has important implications for policy analysis, as racial discourses become employed in and animate revanchist economic and education reforms.
In this essay, Eve Tuck and Sefanit Habtom consider contemporary conversations in the field of urban education in relationship with unfinished conversations had between Tuck and Jean Anyon.
“Urban students’ critical race-class narratives” offers an analysis of ways students in a racially segregated urban high school narrate their understandings of the impact of race and political economy on their experiences of schooling, the labor market, and policing in and out of school. The author argues that these critical race-class narratives offer important theoretical and practical insights into the ways social class and race intersect to shape students’ experiences of schooling and policing in urban schools.
Engaging an internal colonial analytical framework, this article examines the social context of the 1999 state-legislated reform of the Detroit Public Schools (DPS). The analysis argues that the 1999 reform of DPS functioned as a neocolonial strategy of political domination in a context of preexisting educational disenfranchisement. Conceptual devices associated with the internal colonial framework help to illuminate how the architecture that enabled the 1999 reform developed in a context of an internal colonial social system.
This article draws on theories of racial capitalism to revisit and extend Jean Anyon’s political economic analyses of education. It explores the implications of her scholarship for understanding and resisting racial capitalism, and explores how race and capitalism work together to structure urban educational inequality and injustice.
This comparative study unpacks the path-dependent nature of highly racialized neoliberal urbanism in two postindustrial cities, Milwaukee and Detroit. Drawing on documentary policy analysis and ethnographic data, I complicate Anyon’s political economic analysis of urban education, arguing that while both cities’ educational systems have been beset by market-reform discourse, neoliberal uptake of available racial tropes occurred differentially in the two cities, with different goals and outcomes. This is a result not only of the geographical specificity of neoliberalization, but, importantly, the ways neoliberal urbanism intertwines with each city’s particular racial histories and different positioning of Black families in the reform process.
In this paper, I think through the late-Jean Anyon’s political economic “mode of study” as part of working toward a race radical approach to understanding and addressing the complexities of U.S Latinx urban education
Utilizing the educational restructuring of New Orleans post-Katrina, this article aims to illustrate the interconnectedness of political economy and race. Extending Anyon’s analysis of political economy, the article focuses on the neoliberal restructuring of New Orleans education after Hurricane Katrina to illustrate how the notions of abjection and zones of nonbeing form a guiding constellation for the accumulation and solidification of White power and capital.
This article reveals that political economic arguments predicated on macroeconomic change have yet to explain a period of decline on several dimensions of educational inequality in the latter quarter of the 20th century. Desegregation policies are explored as causes of the decline, while the racial avoidance these policies inspired may have brought decades of educational convergence to an end.
This article explores how the classic U.S. educator effort to stay politically “nonpartisan” when teaching became particularly complicated in an era of spiking K–12 harassment, when government officials openly targeted and denigrated populations on the basis of race, national origin, gender, sexuality, and religion. We share research on a pilot (2017–2019) of #USvsHate, an “anti-hate” initiative we designed and studied with K–12 educators and students in the politically mixed region of San Diego, California.
Looking at the recent history of the New York City education system in general, and the work of four intermediary organizations in the city in particular, this article explores the confluence of factors that help to explain how some new practices emerge even as many aspects of what Tyack and Cuban called the “grammar of schooling” endure.
In this article, we draw on theories of borders and friction to illuminate how the pre-K borderlands are constituted through frictions of encounter between the divergent policies and practices of the early childhood and K–12 systems. Through analysis of interviews with pre-K teachers, district officials, principals, and kindergarten teachers, we show how pre-K borderlands are uniquely constituted by a constellation of context-specific factors, and we describe the implications of work in the borderland for pre-K teachers’ work experiences and well-being.
The goal of the current undertaking is to share potential oversights in culturally sustaining pedagogy and to discuss whether, as a pedagogical orientation, this represents a viable solution for Black students, particularly in regard to mathematics education. We suggest that there are valuable lessons learned from Paris’s undertaking but assert that what Ladson-Billings provided us with in her theory of culturally relevant pedagogy (CRP) was a more powerful conceptualization of improving education for Black students across multiple content areas.
This study identifies moments of broad and substantive student participation within inquiry-oriented middle school social studies classrooms, analyzes the extent and nature of that participation, and examines how teachers build toward and sustain interaction, in order to recognize the instructional work that contributes to successful disciplinary, whole-class, text-based discussion.