Equity & Excellence in Education最新文献

{"title":"(Re)turn Us to Our Names: A reflective dialogue on space, transitions, and elsewhere possibilities","authors":"Jamila J. Lyiscott, Keisha L. Green, Justin A. Coles, Esther O. Ohito","doi":"10.1080/10665684.2023.2245137","DOIUrl":"https://doi.org/10.1080/10665684.2023.2245137","url":null,"abstract":"Published in Equity & Excellence in Education (Vol. 56, No. 3, 2023)","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"25 2","pages":""},"PeriodicalIF":2.6,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138513858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“It’s a Vibe”: Belonging, Healing, and Liberation in Community Spaces By Us and For Us","authors":"Shaneé A. Washington, Kayla Mendoza Chui, Jessica I. Ramirez, Kaleb Germinaro","doi":"10.1080/10665684.2023.2262477","DOIUrl":"https://doi.org/10.1080/10665684.2023.2262477","url":null,"abstract":"ABSTRACTThrough conceptual framing of “a vibe” and abolitionist teaching, our study explored the self-determining work of Black and other People of the Global Majority (PGM) who have curated “by us, for us” (BUFU) community spaces of belonging, healing, and liberation. We asked where PGM community members were finding refuge and what healing and abolition-centered work looked like in BUFU spaces during a spring and summer of viral and violent attacks and disproportionate deaths of Black folks and other PGM. Through engagement with two Black-led organizations, a community survey, and interviews, we identified three interrelated themes that characterized these community spaces. First, the spaces had soulful vibes cultivated through food, music, artwork, and the PGM folks who frequented them. Second, they offered healing vibes that allowed participants to exhale and find refuge from white supremacy and surveillance. Lastly, they were spaces that embodied abolitionist vibes evident in knowledge sharing, freedom dreaming, and calls for collective action. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. We use People of the Global Majority or PGM throughout this article as a more precise term to represent the people and community spaces that we studied and to decenter whiteness as normal and the default to terms like People of Color (POC) and Black, Indigenous, People of Color (BIPOC).2. Settler colonialism is a structure, not just an event, in which settler (mainly white) colonizers invade, settle, and claim ownership over Indigenous homelands, lands that are not their own (Tuck & Yang, Citation2014; Wolfe, Citation2006). Acquiring land to build empire is the ultimate pursuit, acquired through Indigenous erasure or elimination and maintained through stolen, imported, forced labor deemed as chattel (Patel, Citation2021; Tuck & Yang, Citation2014; Wolfe, Citation2006).3. The disproportionate effects of the COVID-19 pandemic in Black communities and the ongoing legacies of anti-Black racism contributed to our decision to center Black organizations and community members in this research while also paying homage to other PGM community members and their chosen community spaces that have provided (and continue to provide) refuge, racial healing, and sustenance for us Folks of the Global Majority.4. Despite community outcry/pushback, Nurturing Roots has been displaced from their 1/4-acre urban farm located in South Seattle due to predatory landlords. They have since cultivated a temporary plot in Woodinville, Washington, and continue to host their community farming program throughout the community.Additional informationFundingThis work was supported by the Washington Education Association [Grant Office ID: A149257].Notes on contributorsShaneé A. WashingtonShaneé A. Washington (she/her), PhD, is an assistant professor of Justice and Equity in Teacher Education at the University of Washington. Her research and teaching","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135198558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"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":"https://doi.org/10.1080/10665684.2023.2248482","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":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Wu-Tang for the Children: Swarming Elsewhere for Aesthetic (Re)Imaginings of Community, Theory, & Praxis","authors":"Bretton A. Varga, Tommy Ender","doi":"10.1080/10665684.2023.2240339","DOIUrl":"https://doi.org/10.1080/10665684.2023.2240339","url":null,"abstract":"ABSTRACT The work in this article (re)traces the nuances embedded within the aesthetics of the Wu-Tang Clan to draw attention to two theoretical, Wu-based concepts: Shaolin and swarming. This article leans into fugivity and critical race theory (CRT) to demonstrate how hip-hop music can be a capacious avenue for theorizing alternate ways to disrupt hegemonic, oppressive, and racist educational structures and master narratives. In particular, we use two Wu-Tang tracks (e.g. “Can it be all so simple,” “Triumph”) to demonstrate how static approaches to hip-hop—specifically the Wu-Tang—reduce and flatten engagements with hip-hop music in educational contexts. Central to our argument is that the aesthetics of the Wu-Tang Clan are more than economically damaged narratives that tether various culture entities together: Wu-Tang is theory.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"395 - 408"},"PeriodicalIF":2.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46122399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Basketball as Borderlands Play: Informal Spaces as Sites of Learning and Refusal","authors":"Juan F. Carrillo","doi":"10.1080/10665684.2023.2246977","DOIUrl":"https://doi.org/10.1080/10665684.2023.2246977","url":null,"abstract":"ABSTRACT Drawing from Anzaldúa’s (1999) ideas on borderlands, this conceptual article addresses the potential of basketball as a space for developing critical subjectivities within minoritized communities. Further, working through relevant scholarship at the intersections of race, play, education, and sports, connections are made as to how basketball is linked to place/non-place and narrative. Finally, the concept of Borderlands Play (BP) is introduced. BP is made up of agency, imagination, improvisation, and refusal.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"423 - 433"},"PeriodicalIF":2.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44443802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Finding Renewal and Inspiration through the Teaching and Learning of Black Education","authors":"Maya Phelps, Emille Taylor, M. Purdy","doi":"10.1080/10665684.2023.2232632","DOIUrl":"https://doi.org/10.1080/10665684.2023.2232632","url":null,"abstract":"ABSTRACT Drawing on counter-storytelling and oral history methodology, we reflect on how the teaching and learning of the past, present, and future of Black education in the Spring of 2022 both renewed and inspired us as students and a professor. Using visuals to show how students made meaning of what they were learning, we explore the dynamics, content, and lasting meaning of this educational experience that followed a “winter” characterized by a global pandemic, continued killings of unarmed Black people and reckoning with systemic racism, and the insurrection at the nation’s Capital. In total, we delineate what it means to create space for and be a part of legacies and lineages of liberatory Black education.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"283 - 291"},"PeriodicalIF":2.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44512014","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Epistemologies of Family: Intentionally Centering Relationality, Mutuality and Care in Educational Research","authors":"Hui-Ling S. Malone, Grace D. Player, Timothy San Pedro","doi":"10.1080/10665684.2023.2248467","DOIUrl":"https://doi.org/10.1080/10665684.2023.2248467","url":null,"abstract":"ABSTRACT This article resulted from an American Education Research Association (AERA) conference presentation that consisted of a dialogue between three scholar-siblings of color who use methodological pathways that intentionally center relationality, mutuality, and care in educational research. The authors do this work understanding that familial ways of knowing and being are resources that contribute to the survival and thriving of BIPOC communities in the face of white supremacist structures. The authors’ conversation discusses how they disrupt the white western gaze by relying on the critical mass of Black, Indigenous, and other scholars of color who refuse exploitive methods and, instead, charted new methodological pathways that (re)center cultural, familial, and tribal ways of knowing. Given the authors’ positionalities, the communities and families that collectively raised them, and the extended scholarly family who have nurtured and supported them in their efforts to push against extractive research practices, the authors attend to the ways knowledge is shaped at the intersections of race and gender. This dialogue contends that there are sophisticated knowledges, ways of knowing, and ways of being rooted in the experience of marginalized families caring for one another and fighting for each other’s rights.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"479 - 491"},"PeriodicalIF":2.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43214715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Marathon Continues: Black Faculty Awakened & Inspired by Neighborhood Nip to Redesign Community-Engaged Teacher Education Courses","authors":"Kisha Porcher, Shamaine K. Bertrand","doi":"10.1080/10665684.2023.2236115","DOIUrl":"https://doi.org/10.1080/10665684.2023.2236115","url":null,"abstract":"ABSTRACT The purpose of this conceptual article is to illustrate how our awakening after Nipsey Hussle’s death, our visit to his memorial, his music and life, and our lived experiences influenced a redesign of our community-engaged courses. We realized we had bought into respectability politics and prioritized making our white colleagues and preservice teachers comfortable, leaving behind our hoods. Experiencing the outpouring of love for his work and life made us realize that we didn’t have to let go of our hoods to be a part of academia. Through a Self-Study in Teacher Education, a type of practitioner inquiry undertaken by teacher educators, we shared our stories growing up in our hoods, explored our Hip-Hop identities, and the awakening we experienced to redesign and inform our community-engaged curricular decisions. This article is a “Blackprint”. It’s an offering to teacher educators to explore and interrogate their identities and personal experiences as a springboard to centering Blackness in their courses. It stems from our childhoods in the hood, our careers as scholars, and the call to action inspired by Nipsey’s death. This is a call to elevate the hood in teacher education.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"352 - 371"},"PeriodicalIF":2.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49169870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Kitchen-Table Talk on Disrupting and Dreaming Beyond the Prescribed Curriculum","authors":"Yvette M. Regalado, Jessica Martell, Farima Pour-Khorshid, Timothy San Pedro, Yolanda Sealey-Ruiz, Mariana Souto-Manning","doi":"10.1080/10665684.2023.2222241","DOIUrl":"https://doi.org/10.1080/10665684.2023.2222241","url":null,"abstract":"Abstract This kitchen-table talk is grounded in Black and Chicana feminist traditions, with the facilitator, Yvette M. Regalado, senior scholar Drs. Farima Pour-Khorshid, Timothy San Pedro, Yolanda Sealey-Ruiz, Mariana Souto-Manning, and community member Jessica Martell sit down to have a critical and authentic conversation around the real work that is being done to disrupt and move beyond the harmful prescribed curriculum. These conversationalists begin with an ofrenda, an offering, that connects and inspires their work. Then the discussion moves into types of coalition work done in our communities, and finally, we discuss our hopes and dreams for the future of education. So, sit down and dream with us as we discuss the consciousness of (re)defining equity and excellence in education.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"266 - 282"},"PeriodicalIF":2.6,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46186786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Co-making against antiBlackness","authors":"R. Roby, Angela Calabrese Barton, Edna Tan, D. Greenberg","doi":"10.1080/10665684.2023.2222552","DOIUrl":"https://doi.org/10.1080/10665684.2023.2222552","url":null,"abstract":"ABSTRACT This article focuses on how Black girls counter the antiBlackness that pervades the culture of STEM/making through their STEM-rich, community-engaged co-making practices. As youth engage each other, their communities, and the world, they make in ways that respond to a critical awareness of the world as it is, and with a desire to agentically author a world that could be. Using participatory critical/relational ethnography and lensed through ideas on antiBlackness and Black feminist inquiry, we documented what, how, and why the girls co-make in their maker clubs. Findings explore how the girls negotiate antiBlackness in STEM and their social worlds through community-engaged co-making. We show how the girls’ co-making involves radically-open margin work stemming from their occupation of the liminal spaces between antiBlackness STEM/community margins, enacted in solidarity with each other and their communities towards desired futures. Implications for supporting justice-seeking cultures of STEM-rich making are offered.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"450 - 463"},"PeriodicalIF":2.6,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43343215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}