Volume 123, Number 1, 2021
Leveraging the strengths of the journal, welcoming more inclusivity, and enhancing their digital presence animates new directions for engaging the broader national and international educational community in service of the public good.
Individual interviews with Asian American college students were conducted to understand the process by which Asian American college students develop commitments to social justice. The findings suggest that environmental threats that create a sense of urgency, sources of knowledge that foster collective critical consciousness, and models of critical agency contribute to students developing their own critical agency, which ultimately leads to them adopting social justice commitments.
This article explores how critical consciousness manifests among Black youth participants in an after-school program that is grounded in Africentric values and reflective of critical race theory principles.
This study examines the less visible consequences of economic growth on the teaching profession and documents drastic shifts in relative career attractiveness for teachers in urban China, highlighting the importance of developing dynamic teacher salary policy that is responsive to and reflective of broader labor market conditions.
Informed by feminist poststructuralism, this study, situated in Uganda, illuminates how teachers undermine progressive gendered texts, unsettling the dominant assumption that progressive textbooks are a panacea for gender equality in the classroom. The study contributes to the paucity in scholarship on teacher talk around textbooks to inform the education of teachers who critically navigate texts and deconstruct gendered power relations.
This piece explores how recent, well-intentioned expansions in bilingual education programming may actually reinforce historical racial and linguistic hierarchies in education and society more broadly—hierarchies in which bilingualism has always been encouraged for some and denied to others. Putting forth a framework of idealized language ideologies, this article offers a historical analysis of the overlapping dynamics of language, racism, and nationalism in U.S. educational contexts.
In this study, we use a large-scale database of students, teachers, and schools to unpack the argument that girls are happier in school than boys as a result of the gendered nature of schooling. We find that only for White students does this pattern hold; there are no gender differences among Asian American and Latinx students, and for Black students, girls are less happy in school than boys.
This article offers a framework for understanding the logic of White supremacy and applies that framework to the specific work of teacher education. Through an examination of the work of teacher educators who teach about race and racism, the author highlights the inherent tensions that exist when teaching about race and racism from within White supremacist institutions.
This study articulates a theory of how academic departments at a research-intensive university generate their faculty hiring priorities and examines how particular organizational conditions and interventions either support or subvert progress toward faculty diversity.
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