The present article examines an enduring educational inequality- nondominant students’ disproportionate representation in special education programs. From a Marxist historical materialist perspective, racial disproportionality forms a systemic tension that offers a significant opportunity to deeply examine and transform school systems. I first provide a social-historical-spatial examination of racial disproportionality and disability classification process. Then, I detail how formative intervention, an activity theory-based systemic intervention model, can be instrumental in capacity building in local schools to examine and intervene racial disproportionality. The formative intervention methodology that I present in this article aims to re-mediate complex ecologies of school systems by transforming exclusionary processes with local stakeholders who reproduce and are negatively affected by those unjust processes and outcomes.
{"title":"System of Disability","authors":"A. Bal","doi":"10.14288/CE.V8I6.186166","DOIUrl":"https://doi.org/10.14288/CE.V8I6.186166","url":null,"abstract":"The present article examines an enduring educational inequality- nondominant students’ disproportionate representation in special education programs. From a Marxist historical materialist perspective, racial disproportionality forms a systemic tension that offers a significant opportunity to deeply examine and transform school systems. I first provide a social-historical-spatial examination of racial disproportionality and disability classification process. Then, I detail how formative intervention, an activity theory-based systemic intervention model, can be instrumental in capacity building in local schools to examine and intervene racial disproportionality. The formative intervention methodology that I present in this article aims to re-mediate complex ecologies of school systems by transforming exclusionary processes with local stakeholders who reproduce and are negatively affected by those unjust processes and outcomes.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"141 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73298358","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}
To create a society in which power is more equally accessible, we must teach our youth not only about civics and government, but also how to use political tools in order to effect social change. In this essay, I argue for teaching power literacy in place of traditional citizenship education on the grounds that the former has greater potential for increasing students’ political efficacy and their abilities to apply knowledge of civics to the real-world issues that affect them. To illustrate the concept of power literacy, I draw on a case study of a grassroots, undocumented youth activist organization fighting for in-state tuition legislation in North Carolina. Members of this group, which was entirely youth-founded and youth-led, taught themselves lobbying, civil disobedience, and other political strategies that far surpass the knowledge and skills typically presented in school-based citizenship education. Their work exemplifies the type of power literacy that we should teach all youth if we wish them to have the skills necessary to address the social inequalities that currently undercut American democracy.
{"title":"Lessons on Citizenship and Democratic Power Literacy from Undocumented Youth","authors":"H. Parkhouse","doi":"10.14288/CE.V8I5.186125","DOIUrl":"https://doi.org/10.14288/CE.V8I5.186125","url":null,"abstract":"To create a society in which power is more equally accessible, we must teach our youth not only about civics and government, but also how to use political tools in order to effect social change. In this essay, I argue for teaching power literacy in place of traditional citizenship education on the grounds that the former has greater potential for increasing students’ political efficacy and their abilities to apply knowledge of civics to the real-world issues that affect them. To illustrate the concept of power literacy, I draw on a case study of a grassroots, undocumented youth activist organization fighting for in-state tuition legislation in North Carolina. Members of this group, which was entirely youth-founded and youth-led, taught themselves lobbying, civil disobedience, and other political strategies that far surpass the knowledge and skills typically presented in school-based citizenship education. Their work exemplifies the type of power literacy that we should teach all youth if we wish them to have the skills necessary to address the social inequalities that currently undercut American democracy.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"18 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73159234","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}
The New Teachers’ Roundtable (NTRT) is a democratically run collective of new teachers who have become critical of neoliberal reform since relocating to New Orleans, with organizations including Teach For America, as a part of the post-Katrina overhaul of public schools. Through interviews and observations, this study examines the ways in which collective members support each other in attempts to navigate experiences they perceive as dehumanizing to themselves, their students, and their students’ communities. By developing relationships amongst themselves and with other stakeholders affected by and resisting privatization, they are able to challenge their own privilege and begin shifting their perspective and pedagogy. This study aims to contribute to our understanding of how teachers who have been affiliated with market-based movements can be galvanized to work in service of movements that are democratic, anti-racist, and accountable to communities.
新教师圆桌会议(NTRT)是一个由新教师组成的民主组织，这些新教师自搬迁到新奥尔良以来一直对新自由主义改革持批评态度，其组织包括“为美国而教”(Teach For America)，这是卡特里娜飓风后公立学校改革的一部分。通过访谈和观察，本研究考察了集体成员在试图引导他们认为对自己、学生和学生社区失去人性的经历时相互支持的方式。通过发展彼此之间以及与其他受私有化影响和抵制私有化的利益相关者之间的关系，他们能够挑战自己的特权，并开始改变他们的观点和教学方法。本研究旨在帮助我们理解，如何激励参与市场化运动的教师为民主、反种族主义和对社区负责的运动服务。
{"title":"The New Teachers’ Roundtable: A Case Study of Collective Resistance","authors":"Beth Sondel","doi":"10.14288/CE.V8I4.186165","DOIUrl":"https://doi.org/10.14288/CE.V8I4.186165","url":null,"abstract":"The New Teachers’ Roundtable (NTRT) is a democratically run collective of new teachers who have become critical of neoliberal reform since relocating to New Orleans, with organizations including Teach For America, as a part of the post-Katrina overhaul of public schools. Through interviews and observations, this study examines the ways in which collective members support each other in attempts to navigate experiences they perceive as dehumanizing to themselves, their students, and their students’ communities. By developing relationships amongst themselves and with other stakeholders affected by and resisting privatization, they are able to challenge their own privilege and begin shifting their perspective and pedagogy. This study aims to contribute to our understanding of how teachers who have been affiliated with market-based movements can be galvanized to work in service of movements that are democratic, anti-racist, and accountable to communities.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"29 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76917670","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}
I am a border crossing brotha-scholar , a Black male academician who has traversed many geopolitical, cultural, and physical borders. In this paper, I draw on three interrelated concepts of “searching” for understanding about life’s phenomena: external investigations (research); internal interrogations (mesearch), and outward investigations (wesearch). Through this framework, I attempt to share reasonable responses to the recent uprisings across the United States.
{"title":"My Reasonable Response: Activating Research, MeSearch, and WeSearch to Build Systems of Healing","authors":"T. Douglas","doi":"10.14288/CE.V8I2.186223","DOIUrl":"https://doi.org/10.14288/CE.V8I2.186223","url":null,"abstract":"I am a border crossing brotha-scholar , a Black male academician who has traversed many geopolitical, cultural, and physical borders. In this paper, I draw on three interrelated concepts of “searching” for understanding about life’s phenomena: external investigations (research); internal interrogations (mesearch), and outward investigations (wesearch). Through this framework, I attempt to share reasonable responses to the recent uprisings across the United States.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"50 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89043852","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}
Higher education, and more specifically, teacher education, despite claims of being a liberal progressive space is entrenched in White privilege. This essay recounts my experiences as a Black woman traversing activism in the OccupySLU movement and my pre-dominantly White pre-service teacher education program. I share how the White gaze reinforces power regardless of claims to do otherwise.
{"title":"Black Lives Matter: Reflections on Ferguson and Creating Safe Spaces for Black Students","authors":"Marian Bender","doi":"10.14288/CE.V8I2.186221","DOIUrl":"https://doi.org/10.14288/CE.V8I2.186221","url":null,"abstract":"Higher education, and more specifically, teacher education, despite claims of being a liberal progressive space is entrenched in White privilege. This essay recounts my experiences as a Black woman traversing activism in the OccupySLU movement and my pre-dominantly White pre-service teacher education program. I share how the White gaze reinforces power regardless of claims to do otherwise.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"55 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75523570","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}
This paper is a response to the efforts made by educators, scholars, and concerned citizens on creating educational spaces that discuss State violence against young Black people. From the standpoint that the media is a salient contributor to the racial contract, this paper discusses the following: (1) the connection of the racial contract to news media; (2) the intersectionality of Critical Media Education and Critical Race Theory; and (3) the need to develop the Critical Race Media Literacy of students and citizens.
{"title":"The Media and Black Masculinity: Looking at the Media Through Race[d] Lenses","authors":"Lagarrett J. King","doi":"10.14288/CE.V8I2.186224","DOIUrl":"https://doi.org/10.14288/CE.V8I2.186224","url":null,"abstract":"This paper is a response to the efforts made by educators, scholars, and concerned citizens on creating educational spaces that discuss State violence against young Black people. From the standpoint that the media is a salient contributor to the racial contract, this paper discusses the following: (1) the connection of the racial contract to news media; (2) the intersectionality of Critical Media Education and Critical Race Theory; and (3) the need to develop the Critical Race Media Literacy of students and citizens.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"8 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79630136","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}
Robert F. Kennedy, the day after the death of Martin Luther King challenged our country to rid ourselves of the violence of indifference, which slowly corrodes humanity and poisons the relationships between men and women because of a difference in the color of their skin. The violence of indifference is what Ferguson is asking us to indict, and I draw on the voices, protests, and events in Ferguson to challenge educators to interrogate their own indifference and those of their students.
{"title":"Ferguson and the Violence of Indifference in Our Classrooms","authors":"Alexander Cuenca","doi":"10.14288/CE.V8I2.186220","DOIUrl":"https://doi.org/10.14288/CE.V8I2.186220","url":null,"abstract":"Robert F. Kennedy, the day after the death of Martin Luther King challenged our country to rid ourselves of the violence of indifference, which slowly corrodes humanity and poisons the relationships between men and women because of a difference in the color of their skin. The violence of indifference is what Ferguson is asking us to indict, and I draw on the voices, protests, and events in Ferguson to challenge educators to interrogate their own indifference and those of their students.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"62 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90401664","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}
Racism is endemic, yet racism is often thought to be a topic for debate. It is not. In this paper, I have assembled a range of several interesting or provocative ideas related to understanding the historical legacy of racism and inequality, as well as some potential solutions or actions to mitigate the effects of racism in today’s society. These ideas are not exhaustive, but they provide a starting point for teachers making an effort to turn the moments we’ve seen in Ferguson, Baltimore, and Minneapolis into a movement.
{"title":"Turning a Moment into a Movement: Responding to Racism in the Classroom","authors":"T. Epstein","doi":"10.14288/CE.V8I2.186225","DOIUrl":"https://doi.org/10.14288/CE.V8I2.186225","url":null,"abstract":"Racism is endemic, yet racism is often thought to be a topic for debate. It is not. In this paper, I have assembled a range of several interesting or provocative ideas related to understanding the historical legacy of racism and inequality, as well as some potential solutions or actions to mitigate the effects of racism in today’s society. These ideas are not exhaustive, but they provide a starting point for teachers making an effort to turn the moments we’ve seen in Ferguson, Baltimore, and Minneapolis into a movement.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"105 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80691565","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}
In this essay, I take a look at Ferguson two years after the death of Mike Brown and question what if anything has changed? I challenge educators to resists the temptation to reduce the complexity of the social fabric to an individual or to a specific town. It is our responsibility to guide our students to understand that racialized oppression is everywhere, and that to study Ferguson is to study any town, every town.
{"title":"Same As It Ever Was: Ferguson, Two Years Later","authors":"Lauren Arend","doi":"10.14288/CE.V8I2.186222","DOIUrl":"https://doi.org/10.14288/CE.V8I2.186222","url":null,"abstract":"In this essay, I take a look at Ferguson two years after the death of Mike Brown and question what if anything has changed? I challenge educators to resists the temptation to reduce the complexity of the social fabric to an individual or to a specific town. It is our responsibility to guide our students to understand that racialized oppression is everywhere, and that to study Ferguson is to study any town, every town.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"14 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80994605","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}
In this essay I challenge the anticommunism that has dominated critical pedagogy since its emergence in 1980, which coincided with imperialism’s somewhat successful counter-offensive against the global communist movement. It is within the context of the absence of communism and the communist movement that paved the way for the rise of Trump and the far right more generally. The anticommunism central to progressive forms of education, from a non-capitalist perspective, represents nothing less than the crossing of class lines. After outlining the major premises this work is grounded in, situated within a common debate between Marxism and Native studies, I review key responses to anticommunist propaganda. I then provide a brief history of the Soviet Union offering concrete responses to the anticommunism that has infected those of us on the educational left, especially in North America. I then offer a short discussion of the Black Panther Party as another example of the current relevance of the communist legacy in the United States and how this legacy has been systematically under attack. The text concludes with a brief summary of some of the core principles of the Party for Socialism and Liberation (PSL) as an example of a contemporary U.S.-based Marxist-Leninist communist party endowed with the necessary analysis and organizational structure to challenge capitalism and imperialism under a Trump presidency.
{"title":"In Defense of Communism Against Critical Pedagogy, Capitalism, and Trump","authors":"C. Malott","doi":"10.14288/CE.V8I1.186173","DOIUrl":"https://doi.org/10.14288/CE.V8I1.186173","url":null,"abstract":"In this essay I challenge the anticommunism that has dominated critical pedagogy since its emergence in 1980, which coincided with imperialism’s somewhat successful counter-offensive against the global communist movement. It is within the context of the absence of communism and the communist movement that paved the way for the rise of Trump and the far right more generally. The anticommunism central to progressive forms of education, from a non-capitalist perspective, represents nothing less than the crossing of class lines. After outlining the major premises this work is grounded in, situated within a common debate between Marxism and Native studies, I review key responses to anticommunist propaganda. I then provide a brief history of the Soviet Union offering concrete responses to the anticommunism that has infected those of us on the educational left, especially in North America. I then offer a short discussion of the Black Panther Party as another example of the current relevance of the communist legacy in the United States and how this legacy has been systematically under attack. The text concludes with a brief summary of some of the core principles of the Party for Socialism and Liberation (PSL) as an example of a contemporary U.S.-based Marxist-Leninist communist party endowed with the necessary analysis and organizational structure to challenge capitalism and imperialism under a Trump presidency.","PeriodicalId":10808,"journal":{"name":"Critical Education","volume":"41 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2017-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82327451","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}
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