Pub Date : 2021-07-03DOI: 10.1080/15210960.2021.1982365
Wesam M. Salem, G. Tillis
The COVID-19 pandemic has shed light on the vast social-psychological, economic, and political inequities in our society. Education has become even more important than before to counter systemic oppression and institute justice. Parents, students, and educators are thrown into chaos where opportunity and access are diminished and dissipated. This essay reports on critical conversations between two mothers who are teacher-scholars whose children were subjected to the subtle but profound practices of othering in public schools. Using vignettes, we interrogate and (re)think the taken-for-granted Eurocentric approaches to education that arguably marginalized our children and insidiously masked their cultural heritage. We engage in auto-ethnographic narrative inquiry to capture how we, as social beings, live in relation to those whose words and actions impact us and shape our existence. We share four vignettes about our struggles with difference, othering, dismissal, and alienation: 1) “Thank You for Your Email”; 2) It takes quite a bit; 3) We can do more!; and 4) Our History, Our Existence, Redacted. This essay offers narratives that are contextual, temporal, partial, and becoming.
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Pub Date : 2021-07-03DOI: 10.1080/15210960.2021.1982357
N. Rodríguez, Cati V. de los Ríos
As mothers and education professors, we weave these two identities to reflect on the anti-racist K–12 schooling we envision and work toward for all children, including our own multilingual, multi-ethnic, and multi-racial children. We begin this article with a brief introduction to who we are as mothers, then shift to problematizing dominant school curricula and centering multiraciality and multilingualism as important elements in the lives of children. Lastly, we uplift culturally and linguistically relevant approaches to teaching and curriculum that can more fully honor and recognize students’ bi/multilingualism and multiracial identities.
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Pub Date : 2021-07-03DOI: 10.1080/15210960.2021.1982355
Erika C. Bullock, C. Grant
If we were talking music, we might say that that last 18 months have been like a “mashup.” When done well, a mashup can be a work of art. When DJ Kid Capri brought together Stephanie Mills’ “Something in the Way” with the break beat from The Honey Drippers’ “Impeach the President” in 1989, it was a transformative moment in hip hop history. This is a mashup at its finest; it created something different that would shape hip hop music in the decades to come. However, the only mashups that make it to the public are the ones that work. One can imagine that what makes a mashup work is finding two songs that can fit together in just the right way, even if the combination is not predictable. The DJ must experience many trials and several errors in making mashups work and the failed ones are likely cacophonous. Imagine mashing up TLC’s “Creep” with Linkin Park’s “Numb”; we cannot see that working. That cacophony is where we are now: a former president endorsing racism, xenophobia, and white supremacy while allowing hundreds of thousands of people to die in the midst of misinformation about the virus; a deadly virus spreading across the world while the most vulnerable among us were largely unprotected; the continuation of centuries of state violence against Black and Brown people including the statesponsored murders of Black people as a public spectacle; a venomous presidential election cycle that resulted in further petulance from the former president and his supporters; insurrection by white supremacists at the United States Capitol Building and the refusal of republican potential victims of that insurrection to permit an inquest on the event; a new presidential administration who is slow to meet promises made to citizens who have long been ignored. The list goes on. Sometimes it feels like the most appropriate response is to hold our ears tightly to try to shut out the noise. But we cannot hold our ears forever. As citizens of this country and this world, it is our duty to bear the noise, but not for the purpose of suffering with it. Rather, as a firefighter runs into a burning building to locate the cause of the blaze and extinguish it, we must look into the noise, deconstruct it, and develop and execute a plan of action to squelch it. Our survival and subsequent thriving in this generation and those to come depends on our capacity to take ownership of the noise, to think beyond distractive rhetoric, and to set a course toward creating a world that affirms the dignity of all of its inhabitants. Throughout history, education has been central in moments of political and social upheaval. This moment is no different. The COVID-19 pandemic required families, school districts, municipalities, houses of worship, and institutions of all kinds to make impossible decisions at a moment’s notice and in the face of deadly possibilities. As the pandemic stretched far beyond the time and death toll that any of us imagined at the onset, schools settled into virtual in
如果我们谈论音乐，我们可以说过去的18个月就像一个“混搭”。如果做得好，混搭可以成为一件艺术品。1989年，当DJ Kid Capri将Stephanie Mills的“Something in the Way”与the Honey Drippers的“Impeach the President”的霹雳舞节奏结合在一起时，这是嘻哈历史上的一个变革时刻。这是最好的混搭;它创造了一些与众不同的东西，塑造了未来几十年的嘻哈音乐。然而，只有那些能够正常工作的mashup才能够面向公众。可以想象，让混搭成功的是找到两首歌曲，它们可以以正确的方式组合在一起，即使这种组合是不可预测的。DJ在使mashup工作时必须经历许多试验和一些错误，失败的可能是不和谐的。想象一下，把TLC的《Creep》和林肯公园的《Numb》混在一起;我们看不出这有什么用。这种不和谐就是我们现在的处境:一位前总统支持种族主义、仇外心理和白人至上主义，同时允许数十万人在有关病毒的错误信息中死亡;一种致命的病毒在全世界蔓延，而我们当中最脆弱的人却基本上得不到保护;几个世纪以来对黑人和棕色人种的国家暴力的延续，包括国家支持的对黑人的谋杀，作为一种公共奇观;恶毒的总统选举周期，导致前总统及其支持者的进一步脾气暴躁;白人至上主义者在美国国会大厦(United States Capitol Building)发动的暴乱，以及这场暴乱的潜在受害者共和党人拒绝允许对该事件进行调查;新一届总统政府迟迟未能兑现对长期被忽视的公民做出的承诺。这样的例子不胜枚举。有时候，我们觉得最合适的反应是紧紧地捂住耳朵，试图把噪音拒之门外。但我们不能永远捂着耳朵不听。作为这个国家和这个世界的公民，忍受噪音是我们的责任，但不是为了忍受它。更确切地说，就像消防员冲进燃烧的建筑物去寻找火灾的原因并扑灭它一样，我们必须研究噪音，解构它，制定并执行一个行动计划来压制它。我们这一代和我们的子孙后代的生存和繁荣取决于我们是否有能力控制噪音，是否有能力超越令人分心的花言巧语进行思考，是否有能力为创造一个确保所有居民尊严的世界制定路线。纵观历史，教育一直是政治和社会动荡时刻的核心。这一刻也不例外。2019冠状病毒病大流行要求家庭、学区、市政当局、宗教场所和各种机构在接到通知后的一瞬间，面对致命的可能性，做出不可能的决定。由于大流行的时间和死亡人数远远超出了我们任何人在开始时想象的范围，学校开始了虚拟教学，我们作为一个国家需要新的疫苗接种教育。关闭学校进行面对面学习的决定，虽然在我们看来是正确的，但对许多家庭来说是灾难性的，或者几乎是灾难性的，因为父母们要忙着管理工作、照顾孩子和教育。学校是美国许多家庭的主要托幼模式，如果没有一项将学校恢复到满负荷运转的计划，就不可能将劳动力市场恢复到大流行前的状态(Baqaee等人，2020年;Dingel等人，信件应发送至Erika C. Bullock，课程与教学系，威斯康星大学麦迪逊分校，北米尔斯街225号，麦迪逊，WI 53706，美国。电子邮件:ecbullock@wisc.edu如果你从来没有听过这个混音，请花时间听一听。你可以在这里听到kids Capri的混搭:http://238beats。blogspot.com/2011/06/kid millsimpeach——卡布里- 10989 -斯蒂芬妮。超文本标记语言这两首原创歌曲分别是The Honey Drippers的《Impeach The President》(https://www.youtube.com/watch?v= wqbEsS5kFb8)和Stephanie Mills的《Something in The Way》(https://www.youtube.com/watch?v=gZjrQ6k-zaw)。
{"title":"Guest Editorial: Do We Dare Listen?","authors":"Erika C. Bullock, C. Grant","doi":"10.1080/15210960.2021.1982355","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982355","url":null,"abstract":"If we were talking music, we might say that that last 18 months have been like a “mashup.” When done well, a mashup can be a work of art. When DJ Kid Capri brought together Stephanie Mills’ “Something in the Way” with the break beat from The Honey Drippers’ “Impeach the President” in 1989, it was a transformative moment in hip hop history. This is a mashup at its finest; it created something different that would shape hip hop music in the decades to come. However, the only mashups that make it to the public are the ones that work. One can imagine that what makes a mashup work is finding two songs that can fit together in just the right way, even if the combination is not predictable. The DJ must experience many trials and several errors in making mashups work and the failed ones are likely cacophonous. Imagine mashing up TLC’s “Creep” with Linkin Park’s “Numb”; we cannot see that working. That cacophony is where we are now: a former president endorsing racism, xenophobia, and white supremacy while allowing hundreds of thousands of people to die in the midst of misinformation about the virus; a deadly virus spreading across the world while the most vulnerable among us were largely unprotected; the continuation of centuries of state violence against Black and Brown people including the statesponsored murders of Black people as a public spectacle; a venomous presidential election cycle that resulted in further petulance from the former president and his supporters; insurrection by white supremacists at the United States Capitol Building and the refusal of republican potential victims of that insurrection to permit an inquest on the event; a new presidential administration who is slow to meet promises made to citizens who have long been ignored. The list goes on. Sometimes it feels like the most appropriate response is to hold our ears tightly to try to shut out the noise. But we cannot hold our ears forever. As citizens of this country and this world, it is our duty to bear the noise, but not for the purpose of suffering with it. Rather, as a firefighter runs into a burning building to locate the cause of the blaze and extinguish it, we must look into the noise, deconstruct it, and develop and execute a plan of action to squelch it. Our survival and subsequent thriving in this generation and those to come depends on our capacity to take ownership of the noise, to think beyond distractive rhetoric, and to set a course toward creating a world that affirms the dignity of all of its inhabitants. Throughout history, education has been central in moments of political and social upheaval. This moment is no different. The COVID-19 pandemic required families, school districts, municipalities, houses of worship, and institutions of all kinds to make impossible decisions at a moment’s notice and in the face of deadly possibilities. As the pandemic stretched far beyond the time and death toll that any of us imagined at the onset, schools settled into virtual in","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"129 - 133"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46206548","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}
Pub Date : 2021-07-03DOI: 10.1080/15210960.2021.1982359
Keffrelyn D. Brown, Anthony L. Brown
In this critical reflective analysis, we explore the nature of schooling for Black children and youth before and during the COVID-19 pandemic and envision its transformative possibilities. We draw from Black intellectual thought around antiblackness, Black joy, and Brown?s humanizing critical sociocultural knowledge to interrogate our own pandemic case as two Black education scholars working from home while also supervising the virtual schooling of our two Black children from March 2020?March 2021. While no lessons learned justify the pain of COVID-19, we share key insights and wisdom we gained during our quarantine that ask us to re-imagine the futures of schooling for Black students.
{"title":"Antiblackness, Black Joy, and Embracing a Humanizing Critical Sociocultural Knowledge (HCSK) for Teaching: Lessons From Schooling in the Time of COVID-19","authors":"Keffrelyn D. Brown, Anthony L. Brown","doi":"10.1080/15210960.2021.1982359","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982359","url":null,"abstract":"In this critical reflective analysis, we explore the nature of schooling for Black children and youth before and during the COVID-19 pandemic and envision its transformative possibilities. We draw from Black intellectual thought around antiblackness, Black joy, and Brown?s humanizing critical sociocultural knowledge to interrogate our own pandemic case as two Black education scholars working from home while also supervising the virtual schooling of our two Black children from March 2020?March 2021. While no lessons learned justify the pain of COVID-19, we share key insights and wisdom we gained during our quarantine that ask us to re-imagine the futures of schooling for Black students.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"155 - 160"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43591331","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}
Pub Date : 2021-07-03DOI: 10.1080/15210960.2021.1982366
Gregory V. Larnell, D. Martin
In this article, we share our process of reflecting together and our resulting thoughts on the idea of anti-racist schooling amid our current experiences as Black men and fathers, as educators and researchers, as faculty colleagues, and as friends. In our respective careers, we have each continually posed questions that critically examine a range of epistemic and empirical phenomena at the intersection of racialization and racism, injustice, socialization and identity, and the institutionalization of mathematical knowing, learning, and teaching. We hope to bring some of that prior work to bear on our reflections here—and in ways that, before now, we have never written.
{"title":"Home as the Quintessential Anti-Racist School: Reflections on Black Logics of Place and Opportunity, Parenting and Learning, Being and Striving","authors":"Gregory V. Larnell, D. Martin","doi":"10.1080/15210960.2021.1982366","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982366","url":null,"abstract":"In this article, we share our process of reflecting together and our resulting thoughts on the idea of anti-racist schooling amid our current experiences as Black men and fathers, as educators and researchers, as faculty colleagues, and as friends. In our respective careers, we have each continually posed questions that critically examine a range of epistemic and empirical phenomena at the intersection of racialization and racism, injustice, socialization and identity, and the institutionalization of mathematical knowing, learning, and teaching. We hope to bring some of that prior work to bear on our reflections here—and in ways that, before now, we have never written.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"173 - 180"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47212475","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}
Pub Date : 2021-07-03DOI: 10.1080/15210960.2021.1982367
Nicole Louie, Mariana Pacheco
In this essay, the authors draw on their experiences as teachers, scholars, and parents who identify as Chinese American and Chicana to articulate their vision of antiracist schools. The essay names love as a necessary corrective to systemic violence and othering in schools—specifically, love for children who routinely traverse racial, ethnic, cultural, and linguistic borders in their full humanity, elevating their ways of being, knowing, living, sensing, and thinking. This concept is explored in terms of three kinds of relationships, all of which require an ethic of love: teachers loving children, children loving one another, and loving relationships between adults.
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Pub Date : 2021-07-03DOI: 10.1080/15210960.2021.1982362
Jeanette Haynes Writer, H. Baptiste
The authors, a Cherokee woman and an African American man, write from the important stance of multicultural education Elders, working from the foundational concept of the community as a village to raise a child. They discuss the caste system in the U.S. and briefly outline the historical and contemporary dehumanizing and assimilative actions of racism and anti-Indianism waged against communities, and specifically children in public schools. The authors then move to Elders? demands for the protection of children and call for public schools to institute practices such as funds of knowledge. They conclude with their personal and professional obligations and responsibilities to prepare teachers to be effective for all children, ensuring the well-being and cultural continuance for the children of their respective communities.
{"title":"As Elders in Our Villages: Re-Imagining Racist and Anti-Indianist Public Schools","authors":"Jeanette Haynes Writer, H. Baptiste","doi":"10.1080/15210960.2021.1982362","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982362","url":null,"abstract":"The authors, a Cherokee woman and an African American man, write from the important stance of multicultural education Elders, working from the foundational concept of the community as a village to raise a child. They discuss the caste system in the U.S. and briefly outline the historical and contemporary dehumanizing and assimilative actions of racism and anti-Indianism waged against communities, and specifically children in public schools. The authors then move to Elders? demands for the protection of children and call for public schools to institute practices such as funds of knowledge. They conclude with their personal and professional obligations and responsibilities to prepare teachers to be effective for all children, ensuring the well-being and cultural continuance for the children of their respective communities.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"161 - 166"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59985179","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}
Pub Date : 2021-07-03DOI: 10.1080/15210960.2021.1982356
Dorinda J. Carter Andrews, Missy D. Cosby
In this article, we focus on how anti-Black logics operate within various domains of power in ways that deny Black children, including our own, their right to a just and antiracist education. We begin by describing how socialization contributes to the development and deployment of anti-Black logics by teachers and school leaders. We then discuss how antiblackness has manifested in K–12 schools and share examples of our own children’s pandemic virtual learning experiences, highlighting how such logics are at play. We conclude with ways that educators can become aware of anti-Black logics and work to eradicate them by considering antiracist education for all Black children and transgressive education as socially just.
{"title":"Eradicating Anti-Black Logics in Schools: Transgressive Teaching as a Way Forward","authors":"Dorinda J. Carter Andrews, Missy D. Cosby","doi":"10.1080/15210960.2021.1982356","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982356","url":null,"abstract":"In this article, we focus on how anti-Black logics operate within various domains of power in ways that deny Black children, including our own, their right to a just and antiracist education. We begin by describing how socialization contributes to the development and deployment of anti-Black logics by teachers and school leaders. We then discuss how antiblackness has manifested in K–12 schools and share examples of our own children’s pandemic virtual learning experiences, highlighting how such logics are at play. We conclude with ways that educators can become aware of anti-Black logics and work to eradicate them by considering antiracist education for all Black children and transgressive education as socially just.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"135 - 142"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46847980","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}
Pub Date : 2021-07-03DOI: 10.1080/15210960.2021.1982358
Elizabeth Montaño, Danny C. Martinez
Our reflections in this manuscript serve to share what we have experienced being teachers, advocates of public education, researchers, and parents of two young children through a global pandemic, public and environmental crises, and racial reckoning in our country. We acknowledge our privileged positions and draw from the adaptations required of us as children of immigrants who grew up in urban Los Angeles contexts very similar to those we taught in. While we imagine a future, we look back to our past selves to demand transformative shifts, just futures, and expansive learning environments for children and youth of color.
{"title":"Parenting Through Pandemics: Imagining and Demanding Justice in Schools","authors":"Elizabeth Montaño, Danny C. Martinez","doi":"10.1080/15210960.2021.1982358","DOIUrl":"https://doi.org/10.1080/15210960.2021.1982358","url":null,"abstract":"Our reflections in this manuscript serve to share what we have experienced being teachers, advocates of public education, researchers, and parents of two young children through a global pandemic, public and environmental crises, and racial reckoning in our country. We acknowledge our privileged positions and draw from the adaptations required of us as children of immigrants who grew up in urban Los Angeles contexts very similar to those we taught in. While we imagine a future, we look back to our past selves to demand transformative shifts, just futures, and expansive learning environments for children and youth of color.","PeriodicalId":45742,"journal":{"name":"Multicultural Perspectives","volume":"23 1","pages":"149 - 154"},"PeriodicalIF":0.6,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43340749","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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