Culturally Sustaining Inclusive Systemic Design to Address Overrepresentation of Students of Color with and without Dis/abilities in Exclusionary Practices

IF 2.7 Q1 EDUCATION & EDUCATIONAL RESEARCH

Equity & Excellence in Education Pub Date : 2023-09-13 DOI:10.1080/10665684.2023.2248482

Dosun Ko, Yehyang Lee

{"title":"Culturally Sustaining Inclusive Systemic Design to Address Overrepresentation of Students of Color with and without Dis/abilities in Exclusionary Practices","authors":"Dosun Ko, Yehyang Lee","doi":"10.1080/10665684.2023.2248482","DOIUrl":null,"url":null,"abstract":"Overrepresentation of students of color with and without dis/abilities in exclusionary practices (e.g., suspension, expulsion) is a historically accumulating educational debt that stems from the intersection of racism, ableism, and other forms of oppression. As a historical, sociopolitical, and geospatial situated issue, addressing racial disproportionality in exclusionary practices requires developing localized solutions in response to local racial politics and the school community’s needs and goals. In an effort to develop localized solutions to racial disproportionality in exclusionary practices, the Learning Lab was implemented at an urban Middle School in the 2021–2022 academic year. The Learning Lab is a community-driven systemic design process in which local stakeholders engage in systemic analysis of the existing system and collaboratively design a new schoolwide support system. This study investigated how school stakeholders designed a culturally sustaining and inclusive support system to address the overrepresentation of students of color with and without dis/abilities in exclusionary practices.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"19 1","pages":"0"},"PeriodicalIF":2.7000,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Equity & Excellence in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/10665684.2023.2248482","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Overrepresentation of students of color with and without dis/abilities in exclusionary practices (e.g., suspension, expulsion) is a historically accumulating educational debt that stems from the intersection of racism, ableism, and other forms of oppression. As a historical, sociopolitical, and geospatial situated issue, addressing racial disproportionality in exclusionary practices requires developing localized solutions in response to local racial politics and the school community’s needs and goals. In an effort to develop localized solutions to racial disproportionality in exclusionary practices, the Learning Lab was implemented at an urban Middle School in the 2021–2022 academic year. The Learning Lab is a community-driven systemic design process in which local stakeholders engage in systemic analysis of the existing system and collaboratively design a new schoolwide support system. This study investigated how school stakeholders designed a culturally sustaining and inclusive support system to address the overrepresentation of students of color with and without dis/abilities in exclusionary practices.

查看原文本刊更多论文

在文化上保持包容性的系统设计，以解决在排他性实践中有残疾或无残疾的有色人种学生比例过高的问题

有或没有残疾/能力的有色人种学生在排他性行为(如休学、开除)中的比例过高，是历史上不断积累的教育债务，源于种族主义、残疾歧视和其他形式的压迫。作为一个历史、社会政治和地理空间问题，解决排斥性实践中的种族不成比例问题需要根据当地种族政治和学校社区的需求和目标制定本地化的解决方案。为了在排他性实践中开发种族不均衡的本地化解决方案，学习实验室于2021-2022学年在一所城市中学实施。学习实验室是一个社区驱动的系统设计过程，在这个过程中，本地利益相关者对现有系统进行系统分析，并协同设计一个新的全校支持系统。本研究调查了学校利益相关者如何设计一个具有文化持续性和包容性的支持系统，以解决在排他性实践中有或没有残疾/能力的有色人种学生比例过高的问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Equity & Excellence in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.80

自引率

23.10%

发文量

期刊介绍： Equity & Excellence in Education publishes articles based on scholarly research utilizing qualitative or quantitative methods, as well as essays that describe and assess practical efforts to achieve educational equity and are contextualized within an appropriate literature review. We consider manuscripts on a range of topics related to equity, equality and social justice in K-12 or postsecondary schooling, and that focus upon social justice issues in school systems, individual schools, classrooms, and/or the social justice factors that contribute to inequality in learning for students from diverse social group backgrounds. There have been and will continue to be many social justice efforts to transform educational systems as well as interpersonal interactions at all levels of schooling.