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Call Us by Our Names: A Kitchen-Table Dialogue on Doin’ It for the Culture Equity & Excellence in Education Pub Date : 2021-02-23 Jamila Lyiscott, Keisha L. Green, Esther O. Ohito, Justin A. Coles
(2021). Call Us by Our Names: A Kitchen-Table Dialogue on Doin’ It for the Culture. Equity & Excellence in Education: Vol. 54, For the Culture: (Re)Defining the Future of Equity & Excellence in Education, pp. 1-18.
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When Black Is [Queen]: Towards an Endarkened Equity and Excellence in Education Equity & Excellence in Education Pub Date : 2021-02-23 Cynthia B. Dillard
ABSTRACT Education elders must engage next generation Black thinkers and doers in addressing the complex global and spiritual issues in education today. Deep listening to the young is absolutely essential to imagining a future that is worthy of Black engagement and brilliance. In this article, I bear witness and honor the righteous version of endarkened feminisms being created by young sister artists
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Let’s Break Free: Education in Our Own Image, Voice, and Interests Equity & Excellence in Education Pub Date : 2021-02-23 Patrick Roz Camangian
ABSTRACT The colonial miseducation oppressed people have historically gotten in the United States keeps dispossessed people alienated from resources, belief systems, and ways of being that are inherently theirs. Pro-people, anti-colonial, and abolitionist social movements provide important insights for educational researchers and teacher educators to consider in their scholarship and preparation of
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Dreams, Healing, and Listening to Learn: Educational Movements in the Everyday Equity & Excellence in Education Pub Date : 2021-02-23 Alayna Eagle Shield, Michael M. Munson, Timothy San Pedro
ABSTRACT In this article, co-authors Eagle Shield, Munson, and San Pedro connect with and extend the new vision and direction as guided by Equity & Excellence in Education’s new editorial leadership. They do so by first historically framing the distinct differences between assimilative schooling systems and community-based educational resurgence efforts, and then centering Indigenous Knowledges in
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An Offer of Bearing and Baring Witness as Pedagogy Equity & Excellence in Education Pub Date : 2021-02-23 Susan Wilcox
ABSTRACT Despite developing curriculum for a youth organization with which I have a long history, it was not until a 7-hour videocall that it occurred to me that “witnessing” might be part of its pedagogy. Something important about bearing witness to the members and their baring witness (confessing their thoughts to us), seemed to be afoot, and I wanted to contemplate with staff what intentional witnessing
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A Pedagogy for Black People: Why Naming Race Matters Equity & Excellence in Education Pub Date : 2021-02-23 David E. Kirkland
ABSTRACT This article suggests pedagogical naming matters to the education of Black people. It refuses the idea of a universalist pedagogy for all, and thereby unmasks that which has been rendered invisible in teaching and learning, i.e., the Black self—so as to recover it so that it might be nurtured. In doing so, the article illuminates an important set of elements that a pedagogy for Black people
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I’m Here for the Hard Re-Set: Post Pandemic Pedagogy to Preserve Our Culture Equity & Excellence in Education Pub Date : 2021-02-23 Gloria Ladson-Billings
ABSTRACT The challenge of the COVID-19 pandemic exposed many of the nation’s vulnerabilities—health care, economic, climate, and educational disparities—and put us all on alert. While many are scrambling for solutions to return to school in safe ways, this article speaks to the need to fundamentally rethink education and consider the pandemic as an opportunity to restart, or more precisely re-set,
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What Do Black Students Need? Exploring Perspectives of Black Writers Writing Outside of Educational Research Equity & Excellence in Education Pub Date : 2021-02-23 Keffrelyn D. Brown
ABSTRACT What does it mean to educate the Black student? How do education stakeholders committed to Black students and communities understand the role of teaching and teachers to help students meet education goals? In this analytical article, inspired by multiple traditions in Black intellectual thought, I explore how Black writers who write outside of education research discuss the teachers and teaching
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From Morning to Mourning: A Meditation on Possibility in Black Education Equity & Excellence in Education Pub Date : 2021-02-23 Chezare A. Warren
ABSTRACT This article insists on a reframe of mourning, away from a period of sadness or weeping alone, to a vision of its merits for discovering and unlocking possibility in Black Education. For example, mourning might be understood as involuntarily surrendered time necessary to properly grieve, concede, and embrace Black people’s subject position in the US sociopolitical context. Turning towards
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To Nestle the Ephemeral Equity & Excellence in Education Pub Date : 2021-01-05
(2020). To Nestle the Ephemeral. Equity & Excellence in Education: Vol. 53, No. 4, pp. 431-432.
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How and Why Context Matters in the Study of Racial Disproportionality in Special Education: Toward a Critical Disability Education Policy Approach Equity & Excellence in Education Pub Date : 2021-01-05 Adai A. Tefera, Gustavo E. Fischman
ABSTRACT Racial disproportionality in special education is an ongoing injustice in schools in the United States. In this article, we investigate the key relationships among education policy, context, and racial disproportionality in special education. We examine this nexus by analyzing one U.S. school district’s response to federal citations for disproportionality in both the over-identification of
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“I Love Us for Real”: Exploring Homeplace as a Site of Healing and Resistance for Black Girls in Schools Equity & Excellence in Education Pub Date : 2021-01-05 Lauren Leigh Kelly
ABSTRACT Extant research on the education of Black girls primarily focuses on urban settings, distances study participants from the outcomes of the research, and positions Black girls as problems to be solved, rather than as critical and sociopolitical actors and agents of change. This qualitative case study enacts a humanizing research approach in exploring the experiences of a group of Black twelfth
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“Hopefully I Can Transfer:” Cooling Out Postsecondary Aspirations of Latina/o/x Students Equity & Excellence in Education Pub Date : 2021-01-05 Nancy Acevedo
ABSTRACT Guided by the frameworks of college-conocimiento and the cooling out function, this study examined the college choice process of Latina/o/x students who attended an under-resourced urban high school. Data for this study consisted of interviews with ten institutional agents, two oral history interviews with 34 Latina/o/x students, and observation field notes. Findings revealed that upon seeking
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Developing an Inner Witness to Notice for Equity in the Fleeting Moments of Talk for Content Learning Equity & Excellence in Education Pub Date : 2021-01-05 Alexis D. Patterson Williams, Steven Z. Athanases, Jennifer Higgs, Danny C. Martinez
ABSTRACT Many teachers enter teacher education programs expecting to develop tools and ways of thinking necessary to cultivate educational equity in their classrooms. Trends for teacher learning and development show that, while equity gets addressed, there is less evidence of frameworks, tools, and practices that center equity for teacher learning and practice. There also is the added challenge of
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When Whiteness Clouds Mindfulness: Using Critical Theories to Examine Mindfulness Trainings for Educators in Urban Schools Equity & Excellence in Education Pub Date : 2021-01-05 Camea L. Davis, Stephanie BehmCross
ABSTRACT This article describes results from a critical co-ethnography focused on a mindfulness training for educators in an urban school district in the southeastern region of the U.S. Working across racial difference, and utilizing critical race theory and critical whiteness studies as lenses, the co-ethnographers identified individualism that subverted systemic levels of oppression, race neutral
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Who Gets to Have a Life? Agency in Work-Life Balance for Single Faculty Equity & Excellence in Education Pub Date : 2020-11-06 Dawn Culpepper, Courtney Lennartz, KerryAnn O’Meara, Alexandra Kuvaeva
ABSTRACT Faculty members with families face well-documented challenges in managing the demands of work and life. However, we know less about the experiences of single faculty members. Using agency as a theoretical framework, we assessed whether faculty members have different experiences in enacting agency in work-life balance based on their partner status, gender, and rank. We found single faculty
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Advancing Restorative Justice in the Context of Racial Neoliberalism: Engaging Contradictions to Build Humanizing Spaces Equity & Excellence in Education Pub Date : 2020-11-05 Dani O’Brien, Kysa Nygreen
ABSTRACT Restorative justice (RJ) has gained attention as an alternative to exclusionary discipline practices and as a solution to the racial discipline gap. While recognizing the possibilities of RJ, this article argues that it is crucial to pause and consider inherent contradictions and risks of RJ in schools. We argue that schools are governed by a logic of punitive commonsense, evident not only
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Education for Whom? The Writing is on the Walls Equity & Excellence in Education Pub Date : 2020-11-01 Matthew C. Graham, Allison Ivey, Nicholette DeRosia, Makseem Skorodinsky
ABSTRACT Debates over curricula can be understood as struggles over the power to define symbolic representations of the world. Although this tension is particularly visible in discourse around textbook adoption, this is not the only site of contestation; other aspects of the classroom environment, such as the posters on the walls, also contain implicit messaging about who belongs in school and who
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A Necessary Pairing: Using Academic Outcomes and Critical Consciousness to Dismantle Curriculum as the Property of Whiteness in K-12 Ethnic Studies Equity & Excellence in Education Pub Date : 2020-11-01 Thandeka K. Chapman, Makeba Jones, Ramon Stephens, Dolores Lopez, Kirk D. Rogers, James Crawford
ABSTRACT Using Critical Race Theory, the authors explore how K-12 Ethnic Studies attempts to dismantle curriculum as the property of Whiteness by replacing it with a social justice education curriculum that centers the lived experiences and epistemologies of people of color. The authors assert that when Ethnic Studies programs cultivate a dual focus on developing critical consciousness and academic
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“Exploring Your World, Exploring Other Cultures:” How Neocoloniality and Neoliberalism Inform U.S. Education Abroad Programs Equity & Excellence in Education Pub Date : 2020-08-02 Debjani Chakravarty, Kasi Good, Hadley Gasser
ABSTRACT Using critical discourse analysis, we research how study abroad programs within U.S. universities create and reinforce discourses on the nature of higher education, citizenship, socioeconomic equity, and globalization. We analyze the content of advertising for education abroad programs that describe the myriad of destinations and opportunities available to students; we also discover and unpack
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Call Me Worthy: Utilizing Storytelling to Reclaim Narratives about Black Middle School Girls Experiencing Inequitable School Discipline Equity & Excellence in Education Pub Date : 2020-07-20 ThedaMarie D. Gibbs Grey, Lisa M. Harrison
ABSTRACT In this year-long ethnographic study, the authors illuminate the narratives and experiences of four black middle school girls who experienced multiple school disciplinary actions including detention, suspension, and expulsion. The study design includes a weekly school-based mentorship and advocacy program to support the academic and socioemotional development of black middle school girls.
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Trading Spaces: Antiblackness and Reflections on Black Education Futures Equity & Excellence in Education Pub Date : 2020-07-20 Chezare A. Warren, Justin A. Coles
ABSTRACT Antiblackness, or the socially constructed rendering of Black bodies as inhuman, disposable, and inherently problematic, is the legacy of chattel slavery in the U.S. This article explores the visionary possibility of learning to recognize, honor and steward Black Education Spaces (BES). BES might be considered physical locations, cultural practices, traditions, and opportunities for black
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Ke A‘o Mālamalama: Recognizing and Bridging Worlds with Hawaiian Pedagogies Equity & Excellence in Education Pub Date : 2020-07-02 Rebecca J. I. Ka‘anehe
ABSTRACT Indigenous educational research illuminates the importance of culture in education for native communities. This study compared teaching approaches of 15 Native Hawaiian cultural practitioners and classroom teachers through interviews and observations. Applying Sociocultural and Bridging Multiple Worlds theories, this study examined three research questions: (a) What are Hawaiian educators’
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Critical Inclusion: Disrupting LGBTQ Normative Frameworks in School Contexts Equity & Excellence in Education Pub Date : 2020-06-28 Michael Kokozos, Maru Gonzalez
ABSTRACT Despite recent social and political advancements for lesbian, gay, bisexual, transgender, and queer (LGBTQ) people and an increased focus on LGBTQ-inclusive practices in K-12 schools, there is a lack of research examining relations of power that inform current conceptualizations of national LGBTQ “inclusion,” particularly in school contexts. The authors investigate current and emerging normative
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Asian Americans in the Suburbs: Race, Class, and Korean Immigrant Parental Engagement Equity & Excellence in Education Pub Date : 2020-06-28 Eujin Park
ABSTRACT Drawing upon an ethnography of Korean American families in the Chicago suburbs, this article examines how Asian immigrant parents’ engagement is shaped by race, ethnicity, class, and the suburban context. Their children’s education was a driving force in parents’ decisions to settle in the suburbs. Once they arrived, parents were motivated by social mobility, first generation immigrant concerns
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Suburban schools as sites of inspection: Understanding Latinx youth’s sense of belonging in a suburban high school Equity & Excellence in Education Pub Date : 2020-06-28 Gabriel Rodriguez
ABSTRACT Through a critical ethnographic approach, this study examines how Latinx youth made sense of race, space, and place at a predominantly white, well-resourced suburban high school outside of Chicago, Illinois. Employing spatial theory and borderland theory, I analyze the experiences of 19 Latinx youth to learn how they understood and navigated the racialized borders of their school and how that
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“I Didn’t Become a Professor to Teach High School”: Examining College Educators’ Perceptions of Culture in Early College High Schools Equity & Excellence in Education Pub Date : 2020-06-23 Amanda L. Mollet, Matthew J. Stier, Jodi L. Linley, Leslie A. Locke
ABSTRACT Early College High Schools (ECHSs) represent a unique approach for educating minoritized students. As a hybrid, joining a traditional high school with a college or university, the central mission of ECHSs is to provide academic support and resources for students’ high school completion and substantial college credit. The success of the ECHS model appears in students’ rates of completion, college
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Learning-in-Relation: Implementing and Analyzing Assets Based Pedagogies in a Higher Education Classroom Equity & Excellence in Education Pub Date : 2020-06-22 Timothy San Pedro, Kaitlyn Murray, Shannon C. Gonzales-Miller, Wendy Reed, Binta Bah, Crystal Gerrard, Andrew Whalen
ABSTRACT This article discusses the assets-based pedagogical theories used in one higher education classroom while analyzing the ways the co-authors, instructor, and students’ learning process and identities were impacted by such pedagogies, lessons, and structures. We examine the ways members of the classroom community were impacted and impacting one another as a result of trialogic interactions—with
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Extending Learning Opportunities: Youth Research in CTE and the Limits of a Theory of Change Equity & Excellence in Education Pub Date : 2020-06-22 Korina M. Jocson, Itza D. Martínez
ABSTRACT In career and technical education (CTE), the vocational-academic divide continues to influence practices and policies that shape students’ experiences. Drawing on a qualitative study and retrospective analysis, we argue that hands-on learning with critical praxis is important for engaging students in CTE. A theory of change, focused on the human potential of students in the process of becoming
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A Bilingual Special Education Teacher Preparation Program in New York City: Case Studies of Teacher Candidates’ Student Teaching Experiences Equity & Excellence in Education Pub Date : 2020-06-21 Patricia Martínez-Álvarez, Hsu-Min Chiang
ABSTRACT There is a need to better prepare teachers for bilingual classrooms that have students with and without disabilities. This inspired the creation of a new graduate teacher preparation program for the inclusive bilingual classroom in NYC. The program aims to help candidates understand theories and research across bilingual/bicultural education and the teaching of students with disabilities,
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Latinx Immigrant Parents’ Cultural Communicative Resources: Bridging the Worlds of Home, Community, and School Policy Equity & Excellence in Education Pub Date : 2020-06-21 Richard P. Durán, Zuleyma Carruba-Rogel, Bertin Solis
ABSTRACT This study examined how heritage language and cultural funds of knowledge of Spanish-dominant Latinx immigrant families served as powerful resources for their concientización—critical awareness of important problems and social conditions—and bridged their cultural worlds of home, community, and school policy. The study drew on three complementary theories: Cultural Historical Activity Theory
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Redefining the Work of Feminist Praxis: Making Space for a (Rebellious) Undergraduate Feminist Research Group Equity & Excellence in Education Pub Date : 2020-06-21 Breanne Fahs, Eric Swank
ABSTRACT This article traces the practices and outcomes of an undergraduate research group that began organically to foster research and activist collaborations in a small group setting and without the rubric of a structured course, formal lab setting, or formal institutional backing. We consider several outcomes of this group: (1) Graduate school entry and preparation for graduate school; (2) The
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“Please Hire More Teachers of Color”: Challenging the “Good Enough” in Teacher Diversity Efforts Equity & Excellence in Education Pub Date : 2020-06-18 Anne Burns Thomas
Policies and programs intended to increase the racial diversity of the US teaching population have failed to make meaningful inroads in an overwhelmingly white profession despite extensive research...
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What Counting Words Has Really Taught Us: The Word Gap, A Dangerous, but Useful Discourse Equity & Excellence in Education Pub Date : 2020-06-18 Stephanie Abraham
ABSTRACT For the past two decades, a claim of a word gap between the vocabulary sizes of poor children and their wealthier peers has inundated educational policy. In this article, I use critical discourse analysis to show how the word gap theory is a dangerous, but useful, discourse that continues to be produced as a scientific explanation for the cause of poverty and that closing the word gap will
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bes(t) practice(is): on how to teach cultud chirrun to be blk and fo(r) a people Equity & Excellence in Education Pub Date : 2020-04-02 avery r young
Paper | ink | acrylic paint | pastel stick | vaseline This textual poem is an excerpt that appears in avery r young’s Neckbone: Visual Verses (Northwestern University Press, 2019). Wood | tar | pap...
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Using Integrated Logic Models to Build Equity in Students’ Pathways and Systemic Change Equity & Excellence in Education Pub Date : 2020-04-02 Catherine R. Cooper, Maria Rocha-Ruiz, Charis Herzon
ABSTRACT This article reports on a multiple-case study of how six educational alliances developed Integrated Logic Models, a new tool that integrates components of multiple programs into a single logic model template to link equity research, practice, and evaluation. These alliances used three related strategies: choosing theories and research that point to activities for advancing student-level and
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The Changing Terrains of Research in a Time of Pandemic Equity & Excellence in Education Pub Date : 2020-04-02 Korina M. Jocson, Ezekiel Dixon-Román, Thomas Albright
If the regularities in the social, cultural, and political spheres are what we characterize as certainties, then what do we make of and do about the uncertainties? In this moment of pandemic, many ...
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Bridging Multiple Worlds of Immigrant, Indigenous, and Low-Income Students Equity & Excellence in Education Pub Date : 2020-04-02 Lois A. Yamauchi, Catherine R. Cooper
ABSTRACT This symposium presents three studies that apply Bridging Multiple Worlds and other complementary theories to analyze how students and families engage their cultural resources to create multiple pathways to academic and life success. The studies focus on individuals from Native Hawaiian, Latinx, immigrant, and low-income backgrounds, groups traditionally marginalized in schools and society
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The Changing Terrain of the Suburbs: Examining Race, Class, and Place in Suburban Schools and Communities Equity & Excellence in Education Pub Date : 2020-04-02 John B. Diamond, Linn Posey-Maddox
ABSTRACT Suburban school districts in the United States (U.S.) have experienced major demographic shifts in recent decades and vary substantially in their student populations. More than half of Asian, black, and Latinx students in large metropolitan areas attend suburban schools, and the suburbs are commonly the first destination for new U.S. immigrants. Thus, suburban schools offer the opportunity
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“The Onus is on Us”: How White Suburban Teachers Learn about Racial Inequities in a Critical Book Study Equity & Excellence in Education Pub Date : 2020-04-02 Van T. Lac, John B. Diamond, Maria Velazquez
ABSTRACT Racial disparities in educational opportunities and outcomes continue to plague public schools in the United States (U.S.) and are becoming increasingly salient in suburban schools where major shifts in racial demographics have occurred in recent decades. An emerging body of research and practice-based interventions seek to build the capacities of white educators, who make up the vast majority
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Flux Zine: Black Queer Storytelling Equity & Excellence in Education Pub Date : 2019-10-02 Tomás Boatwright
Queer youth of color are critical and conscious observers of society. Despite limited representation in research and within mainstream gay media, there exists a legacy of queer youth of color contr...
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Queeruptions, Queer of Color Analysis, Radical Action and Education Reform: An Introduction Equity & Excellence in Education Pub Date : 2019-10-02 Lance T. McCready
In this introduction, the author (guest editor) points to the five articles that comprise the symposium conversation on “queeruptions.” The articles describe “queeruptions” by queer people of color...
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“I Just Want to Finish High School like Everybody Else”: Continuation High School Students Resist Deficit Discourse and Stigmatization Equity & Excellence in Education Pub Date : 2019-10-02 Jenny Sperling
Alternative education provides different and powerful opportunities for learning. In this article, the author focuses on students who resist stereotypes that are produced and maintained by dominant...
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Male of Color Refugee Teachers on Being Un/Desirable Bodies of Difference in Education Equity & Excellence in Education Pub Date : 2019-10-02 Rachel Endo
This study draws on racial formation theory and theories of racialized masculinities to situate how two early-career male teachers of color from refugee backgrounds (Hmong and Somali) have made sen...
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Under the Trees in Lincoln Center: Queer and Trans Homeless Youth Coming Together in the City Equity & Excellence in Education Pub Date : 2019-10-02 Sam Stiegler
This essay explores the relationship of two homeless youth—one queer and one trans—as they move together through and pass time in public space between the opening hours of their shelters and groups...
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Examining the Narrative: An Analysis of the Racial Discourse Embedded in State Takeover Equity & Excellence in Education Pub Date : 2019-10-02 Richard O. Welsh, Sheneka Williams, Shafiqua Little, Jerome Graham
A growing number of states are using state-run school districts to take over and improve persistently under-performing schools. There is a need for research on the policy discourse used by educatio...
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Border Pedagogy in the New Latinx South Equity & Excellence in Education Pub Date : 2019-10-02 Candice Powell, Juan F. Carrillo
This conceptual article considers the potential of a pedagogy of border thinking in the New Latinx South. The authors extend border thinking by applying it to new gateway regions in the southeast a...
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Queeruptions and the Question of QTPOC Thriving in Schools - An Excavation Equity & Excellence in Education Pub Date : 2019-10-02 Kia Darling-Hammond
This essay is a reflection on ideas explored within the symposium on “queeruptions.”, the spaces and places they point us toward, and the ways they reveal our world. My remarks are multi-layered. F...
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Culturally Responsive, Antiracist, or Anti-Oppressive? How Language Matters for School Change Efforts Equity & Excellence in Education Pub Date : 2019-10-02 Mollie K. Galloway, Petra Callin, Shay James, Harriette Vimegnon, Lisa McCall
This qualitative study explored how 18 educators, participating on inquiry teams designed to counter persistent inequities among minoritized students, described culturally responsive pedagogy and p...
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Our Younger Selves: QPOC Student Affairs Professionals Supporting QPOC Students Equity & Excellence in Education Pub Date : 2019-10-02 Vijay Kanagala, Steven Thurston Oliver
Queer student affairs professionals of color serve as key institutional agents who support students with marginalized identities and backgrounds, especially queer students of color. While instituti...
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Queer Latina/o(x) Youth Education: A Community-Based Education Model to Queer of Color Praxis Equity & Excellence in Education Pub Date : 2019-10-02 Rigoberto Marquéz
This article focuses on the author’s collaborative work with the Promotoras Comunitarias of Planned Parenthood Los Angeles who teach the Familias Diversas workshop series. Taught in Spanish, the pr...
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Critical Ethnic Studies in Education: Revisiting Colonialism, Genocide, and US Imperialism–An Introduction Equity & Excellence in Education Pub Date : 2019-07-03 Kevin D. Lam
ABSTRACT A critical ethnic studies in education is a way to extend or push notions of equity and justice in education. It is necessary given the deleterious impact of neoliberal policies and practices that support an ahistorical, apolitical, and non-materialist understanding of history. The four articles in this symposium offer a critical comparative studies in education and provide a basis of analysis
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Beyond the Fetters of Colonialism: Du Bois, Nkrumah, and a Pan-African Critical Theory Equity & Excellence in Education Pub Date : 2019-07-03 Kamau Rashid
ABSTRACT This article seeks to explore the Pan-Africanism of W.E.B. Du Bois (1868–1963) and its interconnections with the Pan-African thought and practice of Kwame Nkrumah (1909–1972) with respect to the capacity of education to serve as an engine of social transformation. The author contends that their ideas represent a liberatory philosophy of education, one that elucidates how education can serve
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Asian American Youth Violence as Genocide: A Critical Appraisal and its Pedagogical Significance Equity & Excellence in Education Pub Date : 2019-07-03 Kevin D. Lam
ABSTRACT This article provides an analysis of Asian American gang violence within the context of racialization and the legacy of imperialism. The analysis is grounded in a specific study of the Van Nuys (CA) Asian Boys gang and the particularities of Asian American gang violence in Southern California during the 1990s. Drawing from historical writings on genocide in Vietnam and the United States, Lam
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Ethnic Studies in an Age of Expansion: An Introduction Equity & Excellence in Education Pub Date : 2019-07-03 Nolan L. Cabrera
ABSTRACT In an age of Ethnic Studies expansion, how can educators maintain fidelity to the critical, community-oriented center of the field? This is the central question with which this symposium, Ethnic Studies in an Age of Expansion, is concerned. Included are articles focusing on Ethnic Studies teachers’ professional development, Ethnic Studies curriculum and pedagogy, and the continued racial/political
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Beyond the Politics of Inclusion Equity & Excellence in Education Pub Date : 2019-07-03 Joel Ariel Arce, Korina M. Jocson
Short news cycles have become the norm in U.S. media production and consumption. These cycles have a way of dictating public discourse and shaping how formal political leaders frame or construct arguments for change. In this current political climate, critical scholars, activists, and organizers are left to navigate difficult terrain. It is particularly difficult when political systems of representation
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Teaching for Equity and Deeper Learning: How Does Professional Learning Transfer to Teachers’ Practice and Influence Students’ Experiences? Equity & Excellence in Education Pub Date : 2019-07-03 Meg Riordan, Emily J. Klein, Catherine Gaynor
ABSTRACT This article explores how two urban schools help teachers create equitable spaces for students. We describe the structures and experiences supporting teacher learning and transfer of learning to practice as well as what happens when what is designed for and what is enacted do not align. Findings include that teacher professional learning for equity must (1) include centering it on content
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Hope in the Wobbles: Negotiations into, Out of, and between Critical Dispositions Equity & Excellence in Education Pub Date : 2019-07-03 Aaron Guggenheim
ABSTRACT There is an ever-present need for scholarship that addresses how to prepare preservice teachers to approach literacies as political, learn with children who have different cultural, linguistic, and racial identities than them, and navigate the continual becoming inherent in equity-oriented practice. This article explores the affordances of participating in a place-based practicum and connected
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(Re)Imagining Education for the Immortal Child: Why Theory in Education for Social Justice? Equity & Excellence in Education Pub Date : 2019-07-03 Josué López
ABSTRACT This article revisits the place of theory in social justice praxis. Using Du Bois’ “Immortal Child,” the author argues efforts for social justice in education are greatly aided by dedicating intellectual energies to the theorization of alternative futures. In particular, political theory has a significant place in critical educational praxis, shaping how we answer what is the purpose of education
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The Struggle to Decolonize Official Knowledge in Texas’ State Curriculum: Side-Stepping the Colonial Matrix of Power Equity & Excellence in Education Pub Date : 2019-07-03 Angela Valenzuela
ABSTRACT This article relies primarily on both postcolonial theory and Critical Indigenous Studies to demonstrate how the Mexican American Studies (MAS) PreK-12 Committee of the National Association for Chicana and Chicano Studies Tejas Foco, or chapter, successfully waged battle in getting the Texas State Board of Education to officially incorporate Ethnic Studies, generally, and MAS, specifically
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