Pub Date : 2023-03-04DOI: 10.1080/00131946.2023.2169691
Michiko Kealoha
Abstract Throughout history, people have united to demand change and accountability in the face of injustice. Although freedom of speech and assembly rights have been essential in uplifting and empowering marginalized communities throughout history, it is important to name the existence of speech that seeks to expand rights and speech which aims to restrict rights. Hate speech occurrences have increased dramatically since 2016 and many scholars cite college campuses as a specialized place for hate and social movements. Despite this increase in incidents and scholarly attention focused on on-campus hate speech, there is a gap in knowledge regarding those staff members who oversee hate speech incidents as people of color, especially those who work in community colleges. Utilizing a Critical Race Study lens, this study explored how student affairs professionals of color in California community college settings experience and navigate hate speech and White supremacy. Through eight collective counter-narratives, educators provided insight into White supremacy incidents on campus and the biased federal policy that affects their day-to-day work with students. Their collective stories re-imagine the post-pandemic community college what it means to be safe in community colleges through the twin pandemics and how the community college campus as a whole can come together to challenge White supremacy and support highly vulnerable and marginalized community college students. Their exploration of experiences also paints a picture of coalitions that must be built and sustained within the community. And finally, this study provides insight into the navigation and radical re-imagining of hate speech education and healing together as community colleges reopen during the COVID-19 pandemic and escalation of racial injustice.
{"title":"Reeling and Healing from Hate Speech: Student Affairs Professionals of Color Share Post-pandemic Imaginations for Community Colleges","authors":"Michiko Kealoha","doi":"10.1080/00131946.2023.2169691","DOIUrl":"https://doi.org/10.1080/00131946.2023.2169691","url":null,"abstract":"Abstract Throughout history, people have united to demand change and accountability in the face of injustice. Although freedom of speech and assembly rights have been essential in uplifting and empowering marginalized communities throughout history, it is important to name the existence of speech that seeks to expand rights and speech which aims to restrict rights. Hate speech occurrences have increased dramatically since 2016 and many scholars cite college campuses as a specialized place for hate and social movements. Despite this increase in incidents and scholarly attention focused on on-campus hate speech, there is a gap in knowledge regarding those staff members who oversee hate speech incidents as people of color, especially those who work in community colleges. Utilizing a Critical Race Study lens, this study explored how student affairs professionals of color in California community college settings experience and navigate hate speech and White supremacy. Through eight collective counter-narratives, educators provided insight into White supremacy incidents on campus and the biased federal policy that affects their day-to-day work with students. Their collective stories re-imagine the post-pandemic community college what it means to be safe in community colleges through the twin pandemics and how the community college campus as a whole can come together to challenge White supremacy and support highly vulnerable and marginalized community college students. Their exploration of experiences also paints a picture of coalitions that must be built and sustained within the community. And finally, this study provides insight into the navigation and radical re-imagining of hate speech education and healing together as community colleges reopen during the COVID-19 pandemic and escalation of racial injustice.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42563739","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 : 2023-03-04DOI: 10.1080/00131946.2023.2181809
Raquel L. Farmer-Hinton, Patrick Closson
Abstract In the face of COVID-19, our educational institutions shuttered their doors, moved curricula online, loosened regulations, and reimagined student engagement. Almost as quickly, society reverted to an eagerness for normality as we devolved into anti-Critical Race Theory rallies, anti-mask board meetings, and protests. In this essay, we situate education with a merry-go-round motif, and we situate the efforts we have taken toward true change on a continuum converging toward, or moving against, the “hard reset.”
{"title":"Reimagining Education Away From the Merry-Go-Round","authors":"Raquel L. Farmer-Hinton, Patrick Closson","doi":"10.1080/00131946.2023.2181809","DOIUrl":"https://doi.org/10.1080/00131946.2023.2181809","url":null,"abstract":"Abstract In the face of COVID-19, our educational institutions shuttered their doors, moved curricula online, loosened regulations, and reimagined student engagement. Almost as quickly, society reverted to an eagerness for normality as we devolved into anti-Critical Race Theory rallies, anti-mask board meetings, and protests. In this essay, we situate education with a merry-go-round motif, and we situate the efforts we have taken toward true change on a continuum converging toward, or moving against, the “hard reset.”","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42070594","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 : 2023-03-04DOI: 10.1080/00131946.2023.2181810
Roxanne Biidabinokwe Gould
Abstract The past three years of COVID-19 have resurrected deep pain for the Native peoples of Turtle Island, including the Kichiwikwendong Anishinaabeg, my people. We were the recipients of smallpox blankets used as biological warfare in 1763 issued by Lord Jeffrey Amherst, the commanding general of British forces, as retribution for Odawa leader Pontiac’s battles to protect our homelands from the British. According to our elders, intentional biological warfare was actually wielded against the Odawas on at least two occasions, which reduced our nation from thousands to hundreds, with few left to bury our dead. Rather, the bodies had to be burned in a place that is still held sacred by Odawas today. Until COVID-19, I had never heard these stories. The Odawas faced almost complete annihilation as a result of the insatiable greed of empire, but we have persevered only to now see our Mother Earth in critical planetary crisis. As a result of the destruction of ecosystems and habitat, humans are now experiencing similar sicknesses in the form of pandemics. This article is a discussion of the impact of settler colonialism on Native homelands in the Great Lakes, the role education has played, and the reparative justice work being done to restore the health of the land and Indigenous peoples in Mnisota Makoċe, my home today.
{"title":"From Smallpox Blankets to Reparative Practice","authors":"Roxanne Biidabinokwe Gould","doi":"10.1080/00131946.2023.2181810","DOIUrl":"https://doi.org/10.1080/00131946.2023.2181810","url":null,"abstract":"Abstract The past three years of COVID-19 have resurrected deep pain for the Native peoples of Turtle Island, including the Kichiwikwendong Anishinaabeg, my people. We were the recipients of smallpox blankets used as biological warfare in 1763 issued by Lord Jeffrey Amherst, the commanding general of British forces, as retribution for Odawa leader Pontiac’s battles to protect our homelands from the British. According to our elders, intentional biological warfare was actually wielded against the Odawas on at least two occasions, which reduced our nation from thousands to hundreds, with few left to bury our dead. Rather, the bodies had to be burned in a place that is still held sacred by Odawas today. Until COVID-19, I had never heard these stories. The Odawas faced almost complete annihilation as a result of the insatiable greed of empire, but we have persevered only to now see our Mother Earth in critical planetary crisis. As a result of the destruction of ecosystems and habitat, humans are now experiencing similar sicknesses in the form of pandemics. This article is a discussion of the impact of settler colonialism on Native homelands in the Great Lakes, the role education has played, and the reparative justice work being done to restore the health of the land and Indigenous peoples in Mnisota Makoċe, my home today.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45541241","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 : 2023-02-21DOI: 10.1080/03055698.2023.2182624
Asiye Toker Gokce, Kübra Balcı
ABSTRACT This study explores the reflection of WhatsApp groups, one of the most popular means of communication style, between school principals and teachers upon teachers’ professional lives. The research was designed using a qualitative model, and semi-structured interviews were used for data collection. The research group consisted of 26 teachers from primary and secondary schools. The data were analysed and interpreted according to themes. The results showed that some school principals with an autocratic leadership style used WhatsApp excessively and inappropriately, putting unnecessary pressure on their subordinates. Overall, the study highlights the importance of considering the impact of instant messaging on teachers when using WhatsApp in schools. The findings provide valuable insight into the influences of instant messaging on professional and personal lives and suggest a balance between the two to avoid detrimental effects on teachers’ well-being.
{"title":"Together in and out of school: the impact of school principals’ use of WhatsApp on teachers’ professional lives","authors":"Asiye Toker Gokce, Kübra Balcı","doi":"10.1080/03055698.2023.2182624","DOIUrl":"https://doi.org/10.1080/03055698.2023.2182624","url":null,"abstract":"ABSTRACT This study explores the reflection of WhatsApp groups, one of the most popular means of communication style, between school principals and teachers upon teachers’ professional lives. The research was designed using a qualitative model, and semi-structured interviews were used for data collection. The research group consisted of 26 teachers from primary and secondary schools. The data were analysed and interpreted according to themes. The results showed that some school principals with an autocratic leadership style used WhatsApp excessively and inappropriately, putting unnecessary pressure on their subordinates. Overall, the study highlights the importance of considering the impact of instant messaging on teachers when using WhatsApp in schools. The findings provide valuable insight into the influences of instant messaging on professional and personal lives and suggest a balance between the two to avoid detrimental effects on teachers’ well-being.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49501234","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 : 2023-02-14DOI: 10.1080/03055698.2023.2174799
Jeon-Yi Lee, J. Park, I. Lee
ABSTRACT Although research has highlighted the importance of teachers’ influence on school-wide policies, less attention has been given to the role of the influence of teachers relative to the principal within a school. This study thus examined the extent to which the influence of teachers relative to the principal in school decision-making predicts teachers’ job attitudes, i.e. job satisfaction and professional commitment. By using the National Teacher and Principal Survey 2015–2016, nationally representative data from 19,450 teachers and 2,860 principals of public schools in the United States were analysed. The findings revealed the greater the relative influence of teachers, the more positive the association with teacher job satisfaction and professional commitment as job attitudes. The current study showed that the extent of teacher influence relative to that of the principal plays a critical role in social conditions within a school and can improve individual teachers’ job attitudes regarding school decision-making.
{"title":"The effect of teacher influence relative to principal influence in school decision-making on teacher job attitudes","authors":"Jeon-Yi Lee, J. Park, I. Lee","doi":"10.1080/03055698.2023.2174799","DOIUrl":"https://doi.org/10.1080/03055698.2023.2174799","url":null,"abstract":"ABSTRACT Although research has highlighted the importance of teachers’ influence on school-wide policies, less attention has been given to the role of the influence of teachers relative to the principal within a school. This study thus examined the extent to which the influence of teachers relative to the principal in school decision-making predicts teachers’ job attitudes, i.e. job satisfaction and professional commitment. By using the National Teacher and Principal Survey 2015–2016, nationally representative data from 19,450 teachers and 2,860 principals of public schools in the United States were analysed. The findings revealed the greater the relative influence of teachers, the more positive the association with teacher job satisfaction and professional commitment as job attitudes. The current study showed that the extent of teacher influence relative to that of the principal plays a critical role in social conditions within a school and can improve individual teachers’ job attitudes regarding school decision-making.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46309582","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 : 2023-02-10DOI: 10.1080/00131946.2023.2169690
Katherine Espinoza, T. Garfield
ABSTRACT In this paper, we explore personal testimonios from a Latina’s first year in a tenure-track position. We share testimonios and personal narratives based on mentorship and a friendship that was cultivated between a tenured white female professor who helped the Latina professor learn to navigate the landscape of a working at a Hispanic Serving Institution (HIS). Through dialogue and reflections of specific moments during that first year, our story reveals the following themes: (1) validating emotions and overcoming imposter syndrome, (2) strategizing and balancing scholarly opportunities, (3) how assessment and evaluation impact novice tenuretrack faculty members and (4) the role that a White mentor takes in helping a Latina faculty member when there are no other tenured Latinas in her department.
{"title":"“It’s Me, Do You Have a Second?”: How Testimonios and Personal Narratives of Mentorship and Friendship Help a Tenure-Track Latina Navigate the Academy","authors":"Katherine Espinoza, T. Garfield","doi":"10.1080/00131946.2023.2169690","DOIUrl":"https://doi.org/10.1080/00131946.2023.2169690","url":null,"abstract":"ABSTRACT In this paper, we explore personal testimonios from a Latina’s first year in a tenure-track position. We share testimonios and personal narratives based on mentorship and a friendship that was cultivated between a tenured white female professor who helped the Latina professor learn to navigate the landscape of a working at a Hispanic Serving Institution (HIS). Through dialogue and reflections of specific moments during that first year, our story reveals the following themes: (1) validating emotions and overcoming imposter syndrome, (2) strategizing and balancing scholarly opportunities, (3) how assessment and evaluation impact novice tenuretrack faculty members and (4) the role that a White mentor takes in helping a Latina faculty member when there are no other tenured Latinas in her department.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42268502","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":"«Дорожная карта» для присоединения к Соглашению о международной дорожной перевозке опасных грузов (ДОПОГ) и его осуществления","authors":"Исак Давидович Фрумин","doi":"10.18356/9789210021883","DOIUrl":"https://doi.org/10.18356/9789210021883","url":null,"abstract":"","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48771821","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 : 2023-02-02DOI: 10.1080/03055698.2023.2173520
M. Liu, Thai-Tsuan Chang, Po-Hsi Chen
ABSTRACT The purpose of this study was to identify patterns of Taiwanese students’ perceptions of good citizenship in terms of citizenship behaviours rooted in Western democracy and character and moral (CM) oriented citizenship. Data from Taiwanese eighth graders participating in the 2016 International Civic and Citizenship Education Study (ICCS) were examined. Citizenship behaviours were measured by items from the ICCS student questionnaire and the ICCS Asian Regional Module. The results showed that students who emphasised all but CM oriented citizenship had the weakest attitude towards the personal morality of politicians. Students who endorsed all citizenship behaviours had the highest levels of expected civic engagement. The findings suggest that the development of the good citizenship perceived by Taiwanese students may be enhanced by multiple sources in addition to citizenship education.
{"title":"Students’ perceptions of good citizenship in an East Asian society: A secondary analysis of the ICCS 2016","authors":"M. Liu, Thai-Tsuan Chang, Po-Hsi Chen","doi":"10.1080/03055698.2023.2173520","DOIUrl":"https://doi.org/10.1080/03055698.2023.2173520","url":null,"abstract":"ABSTRACT The purpose of this study was to identify patterns of Taiwanese students’ perceptions of good citizenship in terms of citizenship behaviours rooted in Western democracy and character and moral (CM) oriented citizenship. Data from Taiwanese eighth graders participating in the 2016 International Civic and Citizenship Education Study (ICCS) were examined. Citizenship behaviours were measured by items from the ICCS student questionnaire and the ICCS Asian Regional Module. The results showed that students who emphasised all but CM oriented citizenship had the weakest attitude towards the personal morality of politicians. Students who endorsed all citizenship behaviours had the highest levels of expected civic engagement. The findings suggest that the development of the good citizenship perceived by Taiwanese students may be enhanced by multiple sources in addition to citizenship education.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41388188","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 : 2023-02-02DOI: 10.1080/00131946.2023.2169695
Kirsten Robbins, Kristin Cipollone
Abstract Reflections on pandemic schooling and its aftermath have been dominated by narratives of loss. Most notably, there has been sustained attention given to students’ loss of learning and loss of social skills (with implications that this will lead to loss of revenue and a lost generation down the road). This neoliberal view of schooling, which is steeped in whiteness, has led to a narrow understanding of both these problems and their solutions. The solutions that are suggested, informed by whiteness and dominant culture, have significant consequences for all children, but especially BIPOC children. Specifically, there have been calls to focus classroom efforts on raising test scores and calls to add the teaching of social emotional learning skills. In this paper, we critique these moves and argue instead for a more expansive view of possibilities for schooling post-pandemic. Rather than framing this loss as a reason to focus on test scores and scripted curricula, we encourage educators to consider what children have gained and how we might reimagine more democratic, just, and liberatory schooling as a result. We highlight two pedagogical frameworks—community engaged teaching and restorative justice—as viable alternatives to a focus on academic learning loss and SEL.
{"title":"The Real Learning Loss: A Lost Opportunity to Reimagine Schooling","authors":"Kirsten Robbins, Kristin Cipollone","doi":"10.1080/00131946.2023.2169695","DOIUrl":"https://doi.org/10.1080/00131946.2023.2169695","url":null,"abstract":"Abstract Reflections on pandemic schooling and its aftermath have been dominated by narratives of loss. Most notably, there has been sustained attention given to students’ loss of learning and loss of social skills (with implications that this will lead to loss of revenue and a lost generation down the road). This neoliberal view of schooling, which is steeped in whiteness, has led to a narrow understanding of both these problems and their solutions. The solutions that are suggested, informed by whiteness and dominant culture, have significant consequences for all children, but especially BIPOC children. Specifically, there have been calls to focus classroom efforts on raising test scores and calls to add the teaching of social emotional learning skills. In this paper, we critique these moves and argue instead for a more expansive view of possibilities for schooling post-pandemic. Rather than framing this loss as a reason to focus on test scores and scripted curricula, we encourage educators to consider what children have gained and how we might reimagine more democratic, just, and liberatory schooling as a result. We highlight two pedagogical frameworks—community engaged teaching and restorative justice—as viable alternatives to a focus on academic learning loss and SEL.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44627936","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 : 2023-02-01DOI: 10.1080/00131946.2023.2169692
Jinan El Sabbagh, Corinne Schwarz
Abstract The P-16 classroom, already a space of potential conflicts and contradictions, gained new levels of complexity with the overlapping crises of 2020 onward: the COVID-19 pandemic; police brutality and corresponding “summer of abolition;” book and mask bans; and anti-critical race theory and anti-social emotional learning legislation. In this paper, we respond to these crises with collaboration through the concept of interdependency. Using disability and transformative justice organizer Mia Mingus’s definition of interdependency, we argue that an interdependent classroom can be a way out of narratives of atomized disconnection. Interdependency sees an individual’s survival as inherently connected to a larger community, emphasizing solidarity over the illusion of independence. Inspired by duoethnographic methods, we share our own reflections as students and teachers in classrooms where connection may or may not have been present. We find that, though we cannot go back to “normal,” we can go forward into new classroom context where white supremacist ideologies do not shape students’ and teachers’ shared learning experiences. Instead, interdependence can serve as a form of creative resistance to the more implicit forms of harm embedded in educational experiences, opening up platforms to counter marginalization and speak against what has been traditionally silenced.
{"title":"Classroom Communities, Pandemic Portals: Rethinking Solidarity Through Pedagogy and Practice","authors":"Jinan El Sabbagh, Corinne Schwarz","doi":"10.1080/00131946.2023.2169692","DOIUrl":"https://doi.org/10.1080/00131946.2023.2169692","url":null,"abstract":"Abstract The P-16 classroom, already a space of potential conflicts and contradictions, gained new levels of complexity with the overlapping crises of 2020 onward: the COVID-19 pandemic; police brutality and corresponding “summer of abolition;” book and mask bans; and anti-critical race theory and anti-social emotional learning legislation. In this paper, we respond to these crises with collaboration through the concept of interdependency. Using disability and transformative justice organizer Mia Mingus’s definition of interdependency, we argue that an interdependent classroom can be a way out of narratives of atomized disconnection. Interdependency sees an individual’s survival as inherently connected to a larger community, emphasizing solidarity over the illusion of independence. Inspired by duoethnographic methods, we share our own reflections as students and teachers in classrooms where connection may or may not have been present. We find that, though we cannot go back to “normal,” we can go forward into new classroom context where white supremacist ideologies do not shape students’ and teachers’ shared learning experiences. Instead, interdependence can serve as a form of creative resistance to the more implicit forms of harm embedded in educational experiences, opening up platforms to counter marginalization and speak against what has been traditionally silenced.","PeriodicalId":46285,"journal":{"name":"Educational Studies-AESA","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46208820","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：