Equity & Excellence in Education最新文献

{"title":"Transborder DisCrit: Dreaming Across Disjunctures from Mexico","authors":"Sarah Gallo, Anel V. Suriel","doi":"10.1080/10665684.2022.2158399","DOIUrl":"https://doi.org/10.1080/10665684.2022.2158399","url":null,"abstract":"ABSTRACT Drawing from an ethnographic study with U.S.-born children who had relocated to their parents’ hometowns in Mexico, we engaged transborder and dis/ability critical race studies (DisCrit) frameworks to understand the compounding, deterritorialized ways undocumentedness and dis/ability shape educational experiences across borders. In this article, we focus on the experiences of two familias and argue that a transborder DisCrit framing is necessary to reveal how undocumented parents advocate and dream across disjunctures in search of access to educational supports and humanizing futures for their children with dis/abilities across the countries they call home. Findings reveal how intersecting forms of undocumentedness, or exclusion from papers for access and belonging, constrained families’ access to movement across geopolitical borders, schooling and health-care institutions, and documented diagnoses needed to access learning supports. In the implications, we explore what approaches to policy, education, and research might look like if they centered the experiences, subaltern knowledges, and humanizing dreams of transborder parents.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"408 - 421"},"PeriodicalIF":2.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47951403","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 Community Teacher: How Can We Radically Reimagine Power Relations in Teacher Development?","authors":"Conra D. Gist","doi":"10.1080/10665684.2022.2137611","DOIUrl":"https://doi.org/10.1080/10665684.2022.2137611","url":null,"abstract":"ABSTRACT There is a paucity of conceptual scholarship on community teacher development initiatives that prepare community members to become teachers and are designed to shift power relations in teacher development systems. Community teacher development initiatives designed as equity and justice programs committed to broadening community members’ access to the profession create space for radical reimagination in order to reorient our perception toward what may yet be possible. Thus, this article endeavors to consider how teacher development designs can take up space to begin this work by: (a) examining themes in community teacher development research; (b) exploring how facets of power can function as critical conceptual tools for radically reimagining teacher development for Black, Indigenous, and People of Color (BIPOC) community teachers; and (c) considering implications for teacher development designers and researchers committed to building community teacher development initiatives.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"342 - 356"},"PeriodicalIF":2.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44863948","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 Value of M(other)work: Reframing Parent Involvement Through a Muxerista Framework","authors":"Alma Itzé Flores","doi":"10.1080/10665684.2022.2158402","DOIUrl":"https://doi.org/10.1080/10665684.2022.2158402","url":null,"abstract":"ABSTRACT Schools traditionally measure parent involvement based on a set of scripted tasks and practices, which diminishes the unique forms of parent engagement that historically marginalized parents engage in. Based on the experiences of ten Mexican immigrant mothers and their daughters, in this article, I aim to reframe parent involvement through a muxerista framework. Using Chicana/Latina feminist theory, I examined the ways the mothers supported the educational attainment of their high-achieving daughters. Data comprised 30 pláticas: 10 from the mothers, 10 from the daughters, and 10 from each mother-daughter dyad. I discuss three distinct ways in which the mothers involved themselves in their high-achieving daughters’ education, including via work, spirituality, and storytelling. This muxerista form of parent involvement provided the daughters with the skills and knowledge to navigate oppression. I conclude with a call for educators to reimagine parent involvement through the epistemologies and lived experiences of Parents of Color.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"422 - 433"},"PeriodicalIF":2.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46490221","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":"Processing a White Supremacist Insurrection Through Hip-Hop Mixtape Making: A School Counseling Intervention","authors":"I. Levy, C. Wong","doi":"10.1080/10665684.2022.2158398","DOIUrl":"https://doi.org/10.1080/10665684.2022.2158398","url":null,"abstract":"ABSTRACT In this New York City, New York-based study, we made use of a Critical Cycle of Mixtape Creation (CCMC) intervention to examine a Bangladeshi high school student’s understanding of justice, and the impact of injustice on his well-being, through his creation of and reflection on original hip-hop song lyrics. The student participated in the CCMC intervention amid the COVID-19 pandemic, the ongoing Black Lives Movement, and crucially the white supremacist insurrection on January 6, 2021. Findings indicate that the CCMC enabled the student to process systemic racism and injustices with peers on his own terms and to further develop a knowledge of self. This study offers practical insights for school counselors to use hip-hop interventions with youth to collectively process the world around them.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"395 - 407"},"PeriodicalIF":2.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45594141","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":"Abolitionist Storywork: Making Stories an Instrument of Justice","authors":"P. Anderson","doi":"10.1080/10665684.2022.2159916","DOIUrl":"https://doi.org/10.1080/10665684.2022.2159916","url":null,"abstract":"As I was escorted through the dark gray corridors of the Fulton County Jail in Atlanta, Georgia, the corrections officer went to work coloring our perceptions of the incarcerated men we were preparing to meet: “Don’t let them touch you or get too close.” Then, as we continued, he laughed and said, “I don’t know why they think these guys care about poetry.” He clearly did not believe they were capable of meaningful connection, creative expression, or free thought. This was not my first time entering a prison or jail and certainly not my first time hearing correctional staff demean and dehumanize the people in their custody. By the time I entered Fulton County Jail in the summer of 2002, I had been inside facilities in New York City, New York; Philadelphia, Pennsylvania; Washington, DC; Chicago, Illinois; Los Angeles, California; and New Orleans, Louisiana, but those were all youth facilities. This was my first time leading a workshop for incarcerated men. I was already nervous, and this talk was not helping. As we walked, I started to wonder if he was right. Would these guys really care about poetry? Maybe this was a mistake. By the time we entered the lunch area where the workshop was being held, I was all but holding my breath, preparing myself to see the monsters that the correctional staff had painted images of. The corrections officer unlocked the door, and we entered the cafeteria space designated for our workshop. Sitting quietly around long tables was a group of men who looked like my father, my uncles, my cousins—men in my life who had all spent time in jails and prisons just like this one. I took a deep breath and entered the room. We told them we were there to lead a poetry workshop, and their eyes lit up. Some produced notebooks with poems they had already prepared to share with us today. Through their writing, they expressed remorse, longing, love, and grief; so much grief was expressed in those poems that day. Since that poetry workshop nearly 20 years ago, I have entered countless other facilities to teach and witnessed similar acts to discredit the people in my workshops before I walked into the room. I realize now that those attempts were more about undermining my capacity to teach. If I did not see my students as fully capable of learning and creative thought and expression, if I only saw them the way the correctional staff needed to see them in order to play their role as captors, then the illusion of a right and just criminal justice system might be sustained. Years later, I was running a Saturday arts program for incarcerated girls at Rikers Island in New York. In the classroom, we played theater games that required cooperation, problem solving, and creativity. Two officers looked on from outside the classroom window. One of them was new to our program, and the other had been with us for months and often requested to supervise our program. Sometimes she even joined us in playing games and activities, throwing herself fully int","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"322 - 327"},"PeriodicalIF":2.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43872157","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 About Community Cultural Wealth in the Time of COVID-19","authors":"J. Bell, Awo Okaikor Melvinia Aryee-Price, B. J. Baldridge, G. Campano, Kia Darling-Hammond","doi":"10.1080/10665684.2022.2158403","DOIUrl":"https://doi.org/10.1080/10665684.2022.2158403","url":null,"abstract":"ABSTRACT In recognition of the fact that the COVID-19 pandemic pronounced racialized and ethnicized inequities, five educators and community activists from across the United States gathered to reflect on the ways Black and Brown communities have developed community cultural wealth in the time of COVID-19. The authors gathered on Zoom to share their personal, familial, and communal experiences with COVID-19. Moreover, they shared narratives of familial and communal beauty, resistance, and complexity that highlighted how Black and Brown communities collaborate in the face of — and respond to — adversity. The authors’ collaboration unveils not only what communities have done to develop cultural wealth but also what individuals and communities have learned from the pandemic.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"305 - 321"},"PeriodicalIF":2.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42037422","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":"For Examining Power Through Community in the Era of Ongoing Pandemics","authors":"Keisha L. Green, Justin A. Coles, Jamila Lyiscott, Esther O. Ohito","doi":"10.1080/10665684.2022.2155336","DOIUrl":"https://doi.org/10.1080/10665684.2022.2155336","url":null,"abstract":"Any gains in social justice and racial equity have been and continue to be catalyzed by the collective power of oppressed communities. Among the most prolific models of power through community (education, struggle, love, and action) can be found in the historical accounts of the Civil Rights and Black Power Movements–particularly in the context of the United States, as well as, in the storying of Third World liberation movements all over the Global South. Consider, for example, the longstanding impact of the Highlander Research and Education Center, formerly Hi cihlander Folk School in Tennessee, USA standing as one of the clearest and most effective examples of community power using education as the practice of freedom and transformation (Adams & Horton, 1975; Glen, 1996; Preskill, 2021; Ruehl, 2021). Enacting an educational model that centers culture and local knowledge, as well as lived experiences to cultivate power through community, education leaders at the Highlander revisioned possibilities for teaching and learning (beyond the exclusionary limits of formal schooling) during what was then, at its founding, an era of ongoing inequitable social, economic, and racial pandemics in our country. Founded by Myles Horton, Don West, and Jim Dombrowski, among others, the Highlander was created as an integrated sanctuary for the working class filling a void during the Great Depression (Preskill, 2021). Initially designed to serve those living in the hills of Appalachia, sometimes referred to as “highlanders,” the school utilized, then and now, a culturally affirming pedagogical strategy. For example, the Highlander “offered classes that were social-educational activities. The folk culture of the county was expressed through the singing and fiddling of mountain songs, which—along with religious meetings—became part of the educational model, as did classes that were centered on residents’ problems” (Mosley, 2018). Eventually, these folk–and later gospel–songs would become the soundtrack to the labor and civil rights movements (Ruehl, 2021). Among education and community activists, the Highlander is perhaps more known for its shift during the 1950s and 1960s to focus on civil rights, particularly voting rights for Black people in the US. Recently during a talk at the University of Virginia’s School of Education, Keisha reminded teacher educators and future teachers about the legacies of such critical pedagogues as Septima Clark and her cousin Bernice Robinson, both teachers working at Highlander as part of the NAACP/SNCC voter-registration campaign in the South. Clark and Robinson played key roles in Highlander’s creation of citizenship schools, “designed to aid literacy and foster a sense of political empowerment within the black community” (Mosley, 2018). These workshops were early models of popular education (Freire, 2000) as well as community-based and participatory research strategies. In particular, the flattening of hierarchy, community particip","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"301 - 304"},"PeriodicalIF":2.6,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49446240","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":"Black Fathers Rising: A QuantCrit Analysis of Black Fathers’ Paternal Influence on Sons’ Engagement and Sense of School Belonging in High School","authors":"Willie C. Harmon, Marlon C. James, J. Young, Lawrence Scott","doi":"10.1080/10665684.2022.2100011","DOIUrl":"https://doi.org/10.1080/10665684.2022.2100011","url":null,"abstract":"ABSTRAC This QuantCrit analysis considers Black fathers’ influence on their sons’ engagement and sense of belonging in urban intensive and emergent high schools. Canonical correlations show a significant relationship between Black fathers’ paternal influence and their sons’ engagement and sense of belonging in school. We discuss two QuantCrit interpretation strategies to contextualize and recenter race via Black fathers’ experiential knowledge. Within the proper social-cultural context, these results illuminate a unique paternal educational habitus among Black fathers, which focuses on high levels of academic engagement with a family-centric locus of influence on their sons’ sense of belonging.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"464 - 478"},"PeriodicalIF":2.6,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43991182","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":"Feeling Black: Black Urban High School Youth and Visceral Geographies of Anti-Black Racism","authors":"DeMarcus A. Jenkins","doi":"10.1080/10665684.2022.2131196","DOIUrl":"https://doi.org/10.1080/10665684.2022.2131196","url":null,"abstract":"ABSTRACT Prior research on anti-blackness in education demonstrates that Black bodies are marked as undesirable and therefore require exclusion, neglect, or mistreatment. Building on this research, I turn to geographical theories to understand the lived, everyday experiences of Black students who attended a predominately Latinx high school. Via visceral geographies, I focus on the body as a spatial landscape to explore how Black students experienced anti-black racism and how they embodied these racial moments. Here, I combine the theoretical resources of visceral geographies, BlackCrit, and anti-blackness, to interrogate the real and perceived violence that Black students endured during the school day. My analysis revealed two salient themes: (1) Black students felt a sense of unbelonging, and (2) they perceived their blackness as unimaginable to non-Black people. Finally, I argue that the (Black) body is a space where researchers can collect information about anti-blackness and work towards addressing racism in schools.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"231 - 243"},"PeriodicalIF":2.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45886053","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":"Wading through coloniality: critical processes for re/thinking body, place, space, speech, and tongue","authors":"Justin A. Coles, Esther O. Ohito, Keisha L. Green, Jamila Lyiscott","doi":"10.1080/10665684.2022.2133559","DOIUrl":"https://doi.org/10.1080/10665684.2022.2133559","url":null,"abstract":"","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"165 - 168"},"PeriodicalIF":2.6,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43396896","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}