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by Antero Garcia - 2021
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.

by Allyson Tintiangco-Cubales & Jeff Duncan-Andrade - 2021
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.

by Abiola Farinde-Wu, Jemimah Young & Sam Texeira - 2021
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.

by Alan Tinkler & Barri Tinkler - 2021
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.

by Emma Gargroetzi, Izzy Hendry, Angela Jeffreys, Andrew Patel, Gina Wei & Critical Mathematics Teachers Collaborative - 2021
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.

by Shira Eve Epstein & Brett L. M. Levy - 2021
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.

by Erin Fitzpatrick, Katie Schrodt, Brian Kissel & Suze Gilbert - 2021
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.

by Heather Coffey & Meghan Barnes - 2021
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.

by Lan Kolano, Leslie Gutierrez & Anna Sanczyk - 2021
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.

by Stephen D. Hancock, Ayana Allen-Handy, John A. Williams III, Bettie Ray Butler, Alysha Meloche & Chance W. Lewis - 2021
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.

by Heather Coffey & Ashley S. Boyd - 2021
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.

by Katherine K. Frankel, Maneka Deanna Brooks & Julie E. Learned - 2021
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.

by Derek Taira - 2021
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.

by Allison Sterling Henward, Sung-Ryung Lyu & Quiana M. Jackson - 2021
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.

by David J. Weerts - 2021
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.

by KC Culver, Elise Swanson, Ronald E. Hallett & Adrianna Kezar - 2021
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.

by Rachel Roegman, Joni Kolman, A. Lin Goodwin & Brooke Soles - 2021
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?

by Abebayehu Aemero Tekleselassie & Virginia Roach - 2021
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.

by Samantha E. Holquist & Jeff Walls - 2021
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.

by Naa Ammah-Tagoe, Kyra Caspary, Matthew A. Cannady & Eric Greenwald - 2021
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.

by Antía González Ben - 2021
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.

by Bethy Leonardi & Sara Staley - 2021
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.

by Eleanor R. Anderson & Jeanette A. Colyvas - 2021
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.

by Tara D. Hudson, Alyssa N. Rockenbach, Matthew J. Mayhew & Lini Zhang - 2021
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.

by Ana Aracelly Olguín & Stephanie C. Sanders-Smith - 2021
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.

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