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 article, we report findings from a qualitative meta-synthesis of two decades of research on reading intervention classes in secondary schools. Our findings call attention to some of the consequences of intervention placement policies and practices for adolescents and amplify the need to reconceptualize adolescent literacy instruction to center youth’s identities, histories, and capacities as literacy knowers and doers.
Between 1913 and 1940, White educators and public officials in the territory of Hawaiʻi waged an aggressive campaign to Americanize the islands’ majority multiethnic public-school population. In doing so, they sought to legitimize U.S. occupation and re-create a social system of White supremacy reminiscent of the American South by rewriting Hawaiʻi’s Indigenous past and popularizing vocational education.
This article is about the ways educators in Head Start, the largest federal preschool program in the United States, respond to children’s play involving themes of police, arrest, and incarceration. Police are often integrated into preschool curriculums as “community helpers”; however, in the era of Black Lives Matter and Defund the Police, preschool teachers are less than certain about this framing. We applied Voloshinovian literary tools to video-cued interview transcripts from focus groups conducted in four communities. Results demonstrate Black, white, Samoan, and Latinx/Chicanx Head Start educators largely draw upon personal and community experiences in interpreting police play in curriculum. Educators’ interpretations are highly varied and occasionally conflicted. These responses to children can either mitigate and reframe or reinforce structurally inequitable practices in preschool.
This study investigates ways in which levels of state appropriations for public research institutions are shaped by their formal, informal, or even contested status as flagship universities. Drawing on case study data of four institutions, the study illustrates how state-level historical, cultural, and political contexts shape meaning about flagship universities and influence levels of state funding for them.
This mixed methods study explores the shared academic courses component of a multicampus comprehensive college transition program for low-income students, using a framework of inclusive learning communities. We identify the structures and practices related to shared courses that likely contribute to students’ engagement, psychosocial wellbeing, and academic success in their first year of college.
In this literature review, we bring together literature from both principal and teacher preparation as we think about ways that preparation supports educators in developing skills, knowledge, and dispositions to counter racial inequities in their schools. We focus our review around one central question: In what ways does the teacher and principal preparation literature address candidates’ transformative learning around race?
This study articulates how women educational leaders, a marginalized group in Ethiopian society, utilize the intersectionality of gender, poverty, and cultural mores to advance social justice practices to promote educational opportunities for female students.
This study examines how two state-level student voice groups for policy change sought equitable representation in their composition. As student voice groups expand beyond school, city, or district level groups to focus on state- and national-level advocacy, the character of their composition takes on additional importance as they claim to speak on behalf of larger numbers of students. The study explores how two student voice groups thought about, strived for, and fell short of equitable intra-group representation.
Learning to Teach to Argue offers a window into the complexity of how teachers learn as they introduce evidence-based scientific writing in their classrooms, supported by the National Writing Project’s Inquiry into Science Writing Project. Grounded in Clarke and Hollingworth change environment, this article analyzes factors that mediate productive teacher enactment–reflection cycles.
Using the International Baccalaureate’s (IB) high school music curriculum as an entry point, this article examines the kind of “international” student that the IB claims to produce. It argues that the IB’s conception of the music student, while seemingly neutral and universal, relies on modern Euro-American ways of being and thinking based on Enlightenment notions of reason, the nation, and progress. In addition, it explores how such tropes discursively produce difference and exclusion.
A significant body of research on gender and sexual diversity in education has called on teachers to “move beyond inclusion” of LGBTQ+ voices in curriculum by queering their practice and “disrupting cis-heteronormativity.” In this case study, we focus on patterned moves that Laura, a first-grade teacher, made to disrupt cis-heteronormativity by supporting her students to cultivate what we call a “queer mindset”—a way of thinking, feeling, doing, that “rattles” her students’ common sense.
This highly actionable distillation of institutional theorizing offers a practical approach to analyzing and designing for both persistence and change. Illustrated through a multilevel analysis of the institutionalization and (potential) de-institutionalization of high-stakes testing, the article closes with implications for pursuing long-term equitable transformations.
The purpose of this study was to examine the relationship between the number of friendships across worldview differences in college students’ first year on campus and the prosocial outcome of pluralism orientation, which reflects acceptance of and active engagement with worldview diversity. Results revealed a positive association between interworldview friendships and pluralism orientation, providing additional support for the powerful relationship between friendship across social boundaries and college students’ prosocial development.
This article shares the experience of a mother and child fleeing civil unrest in Guatemala to resettle as refugees in the United States. The study uses a Bourdieusian lens to describe feelings of unease and struggles the family encountered in their new community.