Pub Date : 2021-12-21DOI: 10.1080/10665684.2021.2010014
A. Daftary, Erin P. Sugrue
ABSTRACT In this study, we examined how educators engage in anti-oppressive practices in K-12 schools. Twenty-five educators who self-identify as engaging in anti-oppressive practice participated in semi-structured key informant interviews. We used a flexible coding approach to analyze the data. Findings identify five anti-oppressive practices: (1) cultural humility, (2) challenging oppression and injustice, (3) building relationships with students and families, (4) support and accountability within the school community, and (5) modifying the curriculum. Recommendations and examples of anti-oppressive practice relevant to administrators, teachers, and support staff are discussed.
{"title":"“It’s David Versus Goliath”: Anti-Oppressive Practice in K-12 Education","authors":"A. Daftary, Erin P. Sugrue","doi":"10.1080/10665684.2021.2010014","DOIUrl":"https://doi.org/10.1080/10665684.2021.2010014","url":null,"abstract":"ABSTRACT In this study, we examined how educators engage in anti-oppressive practices in K-12 schools. Twenty-five educators who self-identify as engaging in anti-oppressive practice participated in semi-structured key informant interviews. We used a flexible coding approach to analyze the data. Findings identify five anti-oppressive practices: (1) cultural humility, (2) challenging oppression and injustice, (3) building relationships with students and families, (4) support and accountability within the school community, and (5) modifying the curriculum. Recommendations and examples of anti-oppressive practice relevant to administrators, teachers, and support staff are discussed.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"148 - 163"},"PeriodicalIF":2.6,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42130853","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 : 2021-12-21DOI: 10.1080/10665684.2021.1992603
Noah E. Borrero, C. Yeh, Gabrielle A. Dela Cruz, T. Collins
ABSTRACT In an attempt to name challenges and envision possibilities facing educators during the COVID-19 pandemic, this article asks, what are examples of culturally relevant pedagogy emergent from forced distance-learning that promote and foster students’ cultural assets? The authors present a model for identifying cultural assets and reflect upon and share three examples from their teaching at the onset of the pandemic: (1) The Corona Chronicles, a showcase of personal editorials created by fourth graders, (2) QuaranTeen, a podcast created by eleventh graders to explore and learn from one another amidst distance learning, and (3) Ecological Asset-Mapping, a pedagogical tool for pre-service teachers to reflect upon their own—and learn from their K-12 students’—cultural assets. These pedagogical examples are portrayed and discussed in ways to foster student, family, and community cultural assets as foundations of meaningful learning.
{"title":"The COVID-19 Pandemic and Emerging Cultural Assets","authors":"Noah E. Borrero, C. Yeh, Gabrielle A. Dela Cruz, T. Collins","doi":"10.1080/10665684.2021.1992603","DOIUrl":"https://doi.org/10.1080/10665684.2021.1992603","url":null,"abstract":"ABSTRACT In an attempt to name challenges and envision possibilities facing educators during the COVID-19 pandemic, this article asks, what are examples of culturally relevant pedagogy emergent from forced distance-learning that promote and foster students’ cultural assets? The authors present a model for identifying cultural assets and reflect upon and share three examples from their teaching at the onset of the pandemic: (1) The Corona Chronicles, a showcase of personal editorials created by fourth graders, (2) QuaranTeen, a podcast created by eleventh graders to explore and learn from one another amidst distance learning, and (3) Ecological Asset-Mapping, a pedagogical tool for pre-service teachers to reflect upon their own—and learn from their K-12 students’—cultural assets. These pedagogical examples are portrayed and discussed in ways to foster student, family, and community cultural assets as foundations of meaningful learning.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"328 - 341"},"PeriodicalIF":2.6,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45913067","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 : 2021-12-21DOI: 10.1080/10665684.2021.2010019
Anthony R. Johnston, Don Siler, Anthony De Jesús
ABSTRACT Following the 2016 US presidential election, schools reported an alarming level of fear and anxiety among students of color, increased racial and ethnic tensions in the classroom, and fear of deportation for immigrant youth. Collectively, this phenomenon has been termed “the Trump effect.” In this study, we examined the details surrounding a specific incident of racial violence at a high school in a Northeast town to provide an emic perspective on this phenomenon. We examined how the events, school response, and vitriolic rhetoric and political discourse in the larger culture contributed to the racialized identities of students who were at the heart of the events.
{"title":"“The Name Game”: Adolescent Racialization in the Era of Trump","authors":"Anthony R. Johnston, Don Siler, Anthony De Jesús","doi":"10.1080/10665684.2021.2010019","DOIUrl":"https://doi.org/10.1080/10665684.2021.2010019","url":null,"abstract":"ABSTRACT Following the 2016 US presidential election, schools reported an alarming level of fear and anxiety among students of color, increased racial and ethnic tensions in the classroom, and fear of deportation for immigrant youth. Collectively, this phenomenon has been termed “the Trump effect.” In this study, we examined the details surrounding a specific incident of racial violence at a high school in a Northeast town to provide an emic perspective on this phenomenon. We examined how the events, school response, and vitriolic rhetoric and political discourse in the larger culture contributed to the racialized identities of students who were at the heart of the events.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"105 - 117"},"PeriodicalIF":2.6,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46821480","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 : 2021-10-02DOI: 10.1080/10665684.2021.2004474
Amy L. Ferrell
ABSTRACT The field of special education lacks an understanding of how students with learning and other disabilities engage with the ideological and contestable nature of the texts they read. Using qualitative methods, I explored a critical literacy model designed with techniques known to benefit students with disabilities. Over the course of three months, I individually worked with three elementary students of color with disabilities, using mnemonics and other explicit strategies to read texts relevant to their lived experiences. Findings reveal students’ nuanced responses that signify the necessity of truth, vulnerability, and self-worth when understanding advantage. Their insights challenged the notion that a single correct understanding of power relations exists, as each student highlighted power’s interpersonal nature, resisting my structural interpretations. Despite the model’s intent toward multiple perspectives of text, the discussion remained teacher directed. This study opens possibilities for future research exploring critical literacy and disability.
{"title":"Exploring Critical Literacy for Elementary Students with Disabilities","authors":"Amy L. Ferrell","doi":"10.1080/10665684.2021.2004474","DOIUrl":"https://doi.org/10.1080/10665684.2021.2004474","url":null,"abstract":"ABSTRACT The field of special education lacks an understanding of how students with learning and other disabilities engage with the ideological and contestable nature of the texts they read. Using qualitative methods, I explored a critical literacy model designed with techniques known to benefit students with disabilities. Over the course of three months, I individually worked with three elementary students of color with disabilities, using mnemonics and other explicit strategies to read texts relevant to their lived experiences. Findings reveal students’ nuanced responses that signify the necessity of truth, vulnerability, and self-worth when understanding advantage. Their insights challenged the notion that a single correct understanding of power relations exists, as each student highlighted power’s interpersonal nature, resisting my structural interpretations. Despite the model’s intent toward multiple perspectives of text, the discussion remained teacher directed. This study opens possibilities for future research exploring critical literacy and disability.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"54 1","pages":"393 - 408"},"PeriodicalIF":2.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42922897","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 : 2021-10-02DOI: 10.1080/10665684.2021.2021656
Carrie E. Rood
ABSTRACT In this article, I highlight resistance methods that teachers who identified as having disability studies in education and social justice identities used to uphold ideological commitments to these identities. I specifically focus on the teachers’ leverage of the tactic of “working the cracks” to actively reframe disability outside of deficit-based frameworks with colleagues and in support of families. As Collins described, individuals working in bureaucratic systems (e.g., public schools) must use the cracks of the system, or insider knowledge, to find the spaces and fissures that they can work through and expand on. Educators used the cracks of the systems of special education to advocate alongside and for the inclusion of students with disabilities.
{"title":"“Working the Cracks”: Leveraging Educators’ Insider Knowledge to Advocate for Inclusive Practices","authors":"Carrie E. Rood","doi":"10.1080/10665684.2021.2021656","DOIUrl":"https://doi.org/10.1080/10665684.2021.2021656","url":null,"abstract":"ABSTRACT In this article, I highlight resistance methods that teachers who identified as having disability studies in education and social justice identities used to uphold ideological commitments to these identities. I specifically focus on the teachers’ leverage of the tactic of “working the cracks” to actively reframe disability outside of deficit-based frameworks with colleagues and in support of families. As Collins described, individuals working in bureaucratic systems (e.g., public schools) must use the cracks of the system, or insider knowledge, to find the spaces and fissures that they can work through and expand on. Educators used the cracks of the systems of special education to advocate alongside and for the inclusion of students with disabilities.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"54 1","pages":"426 - 439"},"PeriodicalIF":2.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48814795","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 : 2021-10-02DOI: 10.1080/10665684.2021.2076752
Esther O. Ohito, Keisha L. Green, Justin A. Coles, Jamila Lyiscott
{"title":"Disability Justice: A Brief Editorial Preface","authors":"Esther O. Ohito, Keisha L. Green, Justin A. Coles, Jamila Lyiscott","doi":"10.1080/10665684.2021.2076752","DOIUrl":"https://doi.org/10.1080/10665684.2021.2076752","url":null,"abstract":"","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"54 1","pages":"359 - 360"},"PeriodicalIF":2.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47730077","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 : 2021-10-02DOI: 10.1080/10665684.2021.2047418
Emily Green-Swinnich
{"title":"Artist Statement: Just Like Us","authors":"Emily Green-Swinnich","doi":"10.1080/10665684.2021.2047418","DOIUrl":"https://doi.org/10.1080/10665684.2021.2047418","url":null,"abstract":"","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"54 1","pages":"375 - 377"},"PeriodicalIF":2.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44200849","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 : 2021-10-02DOI: 10.1080/10665684.2021.2000519
Saili S. Kulkarni, Melanie M. Chong
ABSTRACT This article provides case studies of two elementary school teachers of color who enact restorative justice practices in their classrooms, which include students of color with disabilities. Although the positive effects of restorative justice practices has been well-documented for general education classrooms, less is known about how restorative justice interacts with disability justice and accounts for disability and difference. Additionally, there has been little research on the influences of restorative justice practices with young children, including those in early elementary grades. In this study, we explored these gaps and how two teachers of color envisioned and enacted restorative justice practices. Disability Studies and Critical Race Theory (DisCrit) illuminates how teachers of color navigate structural racism and ableism through restorative justice practices in their classrooms. The article concludes with recommendations for building networks and community to resist institutional barriers to implementation.
{"title":"Teachers of Color Implementing Restorative Justice Practices in Elementary Classrooms: A DisCrit Analysis","authors":"Saili S. Kulkarni, Melanie M. Chong","doi":"10.1080/10665684.2021.2000519","DOIUrl":"https://doi.org/10.1080/10665684.2021.2000519","url":null,"abstract":"ABSTRACT This article provides case studies of two elementary school teachers of color who enact restorative justice practices in their classrooms, which include students of color with disabilities. Although the positive effects of restorative justice practices has been well-documented for general education classrooms, less is known about how restorative justice interacts with disability justice and accounts for disability and difference. Additionally, there has been little research on the influences of restorative justice practices with young children, including those in early elementary grades. In this study, we explored these gaps and how two teachers of color envisioned and enacted restorative justice practices. Disability Studies and Critical Race Theory (DisCrit) illuminates how teachers of color navigate structural racism and ableism through restorative justice practices in their classrooms. The article concludes with recommendations for building networks and community to resist institutional barriers to implementation.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"54 1","pages":"378 - 392"},"PeriodicalIF":2.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46850585","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 : 2021-10-02DOI: 10.1080/10665684.2021.2047417
Lingyu Li, Helena Lourdes Donato-Sapp, Nirmala Erevelles, Lisette E. Torres, Federico R. Waitoller
ABSTRACT Residing in a fundamentally ableist society while disability justice tends to be rendered invisible in many movements for equity and collective liberation, we aim to challenge the existing knowledge of disability and discuss how these understandings play out in education, policy, and other public spaces. In this kitchen-table talk, we begin by reflecting on our own positionalities in relation to disability to re/imagine alternative definitions of disability justice. We explore the ways language is used to reclaim disability pride and radically disrupt normative stories about disability and other marginalized identities. Being an ally requires centering the voices and lived experiences of disabled people at the intersections of differences, particularly those who are politically and socially alienated and erased.
{"title":"A Kitchen-Table Talk Against Ableism: Disability Justice for Collective Liberation","authors":"Lingyu Li, Helena Lourdes Donato-Sapp, Nirmala Erevelles, Lisette E. Torres, Federico R. Waitoller","doi":"10.1080/10665684.2021.2047417","DOIUrl":"https://doi.org/10.1080/10665684.2021.2047417","url":null,"abstract":"ABSTRACT Residing in a fundamentally ableist society while disability justice tends to be rendered invisible in many movements for equity and collective liberation, we aim to challenge the existing knowledge of disability and discuss how these understandings play out in education, policy, and other public spaces. In this kitchen-table talk, we begin by reflecting on our own positionalities in relation to disability to re/imagine alternative definitions of disability justice. We explore the ways language is used to reclaim disability pride and radically disrupt normative stories about disability and other marginalized identities. Being an ally requires centering the voices and lived experiences of disabled people at the intersections of differences, particularly those who are politically and socially alienated and erased.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"54 1","pages":"361 - 374"},"PeriodicalIF":2.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41534501","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 : 2021-10-02DOI: 10.1080/10665684.2021.2047415
Valentina Migliarini, B. Elder, Simona D’Alessio
ABSTRACT In this article, we present DisCrit-informed person-centered strategies to reframe inclusive education in Italy through an equity lens. Our aim is to provide teachers in mainstream primary schools with practices that inform the design and implementation of Individualized Education Programs and Piano Didattico Personalizzato (Personalized Didactic Plans) through nondeficit, intersectional, and culturally relevant approaches. Drawing on an initial pilot case study carried out in a school in Rome, Italy, we analyze the challenges that teachers face in including students at the intersections of race, ability, language, and citizenship. In doing so, we intend to advance critical thinking about the use of inclusive tools, and the importance of reframing them through the DisCrit framework. Finally, we suggest that some of the existing inclusive practices exacerbate the exclusion of migrant students with and without disabilities, despite promises of equality for all students.
{"title":"A DisCrit-Informed Person-Centered Approach to Inclusive Education in Italy","authors":"Valentina Migliarini, B. Elder, Simona D’Alessio","doi":"10.1080/10665684.2021.2047415","DOIUrl":"https://doi.org/10.1080/10665684.2021.2047415","url":null,"abstract":"ABSTRACT In this article, we present DisCrit-informed person-centered strategies to reframe inclusive education in Italy through an equity lens. Our aim is to provide teachers in mainstream primary schools with practices that inform the design and implementation of Individualized Education Programs and Piano Didattico Personalizzato (Personalized Didactic Plans) through nondeficit, intersectional, and culturally relevant approaches. Drawing on an initial pilot case study carried out in a school in Rome, Italy, we analyze the challenges that teachers face in including students at the intersections of race, ability, language, and citizenship. In doing so, we intend to advance critical thinking about the use of inclusive tools, and the importance of reframing them through the DisCrit framework. Finally, we suggest that some of the existing inclusive practices exacerbate the exclusion of migrant students with and without disabilities, despite promises of equality for all students.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"54 1","pages":"409 - 425"},"PeriodicalIF":2.6,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46260140","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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