Equity & Excellence in Education最新文献

{"title":"We are transformers: on being black, women, and pedagogues","authors":"Eghosa Obaizamomwan-Hamilton","doi":"10.1080/10665684.2023.2280831","DOIUrl":"https://doi.org/10.1080/10665684.2023.2280831","url":null,"abstract":"Through subversive teaching and learning methods, Black women educators have always been trailblazers and pioneers, creating space for Black students to thrive. This article provides a critical ana...","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"16 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140070238","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":"Hip Hop Language Pedagogies for Liberation: A Critical Cultural Cypher on Language, Race, and Education","authors":"Brian Mooney, Joniesha Hickson, Aaleah Oliver, Jahvel Pierce, April Baker-Bell","doi":"10.1080/10665684.2023.2297188","DOIUrl":"https://doi.org/10.1080/10665684.2023.2297188","url":null,"abstract":"In this article, co-authors Brian Mooney, Joniesha Hickson, Aaleah Oliver, and Jahvel Pierce discuss language, race, and education with author April Baker-Bell. Speaking from their perspectives as ...","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"37 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140074360","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":"“Each day I find ways to fight for my students”: Black Science Teachers as Advocates and Abolitionists","authors":"Vanessa N. Louis, Natalie S. King","doi":"10.1080/10665684.2023.2286555","DOIUrl":"https://doi.org/10.1080/10665684.2023.2286555","url":null,"abstract":"In this article, we highlight the experiences of two Black early-career science teachers who transitioned from their STEM professions into the classroom. This study explored factors that influenced...","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"38 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140076722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Black Liberatory Educational Policy: A Systematic and Unapologetic Literature Review on the Advancement of Black Teachers’ Pedagogies and Practices","authors":"Nathaniel D Stewart, Ellisha L. Dunnigan, Ashley A. Purry, Charles C. Borom","doi":"10.1080/10665684.2023.2282595","DOIUrl":"https://doi.org/10.1080/10665684.2023.2282595","url":null,"abstract":"Our systematic, unapologetic, and Black education-focused literature review sought to examine how educational researchers, Black teachers, and Black students describe and co-imagine educational pol...","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"21 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140074278","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":"We Will Not Walk Through Rotten Orchards: Abolition and (Re)nourishing the Soil of Black Communities Through Insulated Praxis in Education","authors":"Eghosa Obaizamomwan-Hamilton","doi":"10.1080/10665684.2023.2297211","DOIUrl":"https://doi.org/10.1080/10665684.2023.2297211","url":null,"abstract":"During a time of racial unrest and attention to social justice, Black communities are developing a deeper understanding of prevailing systemic flaws in policing, policies, and education. There are ...","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"21 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139507148","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":"Getting Black Men to the Blackboard: Factors That Promote Black Men Teachers’ Entry into the Teaching Profession","authors":"Sarah Manchanda, Travis Bristol, Phelton Moss","doi":"10.1080/10665684.2023.2265385","DOIUrl":"https://doi.org/10.1080/10665684.2023.2265385","url":null,"abstract":"ABSTRACTDespite existing recruitment and retention efforts, there has been a persistent underrepresentation of Black men teachers in the U.S. educator workforce. The present study employed a phenomenological approach to examine what motivated Black men (n = 27) to enter the teaching profession. We drew on the social-cognitive career theory (SCCT) framework to analyze the most salient factors that Black men teachers referenced in their career decision-making processes. The results pointed to various factors contributing to Black men entering this profession including early experiences in education, role models, and exposure to ineffective classroom teachers. Our findings have implications for future research and policies related to the creation of teacher recruitment efforts and pipelines into the profession for Black men. Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsSarah ManchandaSarah Manchanda is a Ph.D. Candidate in the School Psychology program in the School of Education at the University of California, Berkeley. Sarah’s prior work experience includes serving as a special education teacher, a curriculum developer, and an instructional coach. Her current research interests include promoting the social inclusion of students from racial/ethnic minority backgrounds with disabilities and supporting the professional development and retention of diverse teachers.Travis BristolDr. Travis J. Bristol is an associate professor of education at the University of California, Berkeley. His research is situated at the intersection of policy and practice and is centered on three interrelated strands: (1) district- and school-based practices that support educators of color; (2) national, state, and local education policies that enable and constrain the workplace experiences and retention for educators of color; (3) the intersection of race and gender in schools.Phelton MossDr. Phelton C. Moss is a Senior Professorial Lecturer of Education Policy & Leadership at American University. His research focuses on building school and district leaders capacity to diversify the educator workforce and improve efforts to increase teacher recruitment and retention. He has provided strategic and policy advice across a range of national education issues including early childhood, K-12, postsecondary, career, and technical education, teacher diversity, and workforce development.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"50 26","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134902805","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":"Toward What Justice and Justice for Whom? A BlackCrit Meditation on and against Miami University’s Department of Teaching, Curriculum, and Educational Inquiry’s Threshold Concepts","authors":"Nathaniel Bryan","doi":"10.1080/10665684.2023.2262481","DOIUrl":"https://doi.org/10.1080/10665684.2023.2262481","url":null,"abstract":"ABSTRACTThis article is my personal and decidedly unapologetic Black meditation on and against the threshold concepts the Department of Teaching, Curriculum, and Educational Inquiry, where I formerly taught has embraced as a means of addressing issues of social justice. Threshold concepts are a set of guide posts to enact change. Drawing on Black critical theory, this article argues that the concepts ignore Black suffering in and beyond K-12 schools and, thus, are anti-Black in nature. In so doing, I ask, When anti-Blackness is deafeningly silent and visibly missing from the threshold concepts, toward what justice and justice for whom is the department aiming? If threshold concepts are irreversible, transformative, integrative, troublesome, and bounded, what do they mean when the theorization of anti-Blackness is foregrounded within them? Recommendations are provided for teacher education broadly and the Department of Teaching, Curriculum, and Educational Inquiry in the College of Education, Health, and Society at Miami University (Ohio). Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsNathaniel BryanNathaniel Bryan, PhD is formerly an associate professor at Miami University (Ohio) and is currently an associate professor of early childhood education in the Department of Curriculum and Instruction at The University of Texas at Austin. His research addresses the teaching styles of Black male teachers in early childhood education and the lived schooling and play experiences of Black boys in early childhood education.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135569510","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":"Sanctuary as Praxis: Engaging Families at the Crossroads of Disability, Education, and Migration","authors":"Chelsea Stinson","doi":"10.1080/10665684.2023.2265373","DOIUrl":"https://doi.org/10.1080/10665684.2023.2265373","url":null,"abstract":"ABSTRACTThis qualitative study is focused on the political and social connections among disability, race, language, and migration that affect how emergent bilingual students are labeled as disabled and marginalized in schools despite—or, perhaps, through—educational and migration policies. Specifically, this study is concerned with the connections between educational policies at the school-level and the sanctuary policies at the community-level which purport inclusion, belonging, and care without authentically and critically engaging and responding to the diverse needs and perspectives of the stakeholders these policies are intended to serve. Based on the findings of a qualitative study in a mid-sized sanctuary city in Upstate New York, the author offers a reconceptualization of sanctuary as a critical reflexive process, rather than stand-alone policy or political boundary, and what this means for the education and engagement of emergent bilingual students labeled as disabled (EB/LAD) and these students’ families and communities. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The term “migrant” is used internationally to generally refer to displaced people but is used differently in different regions and communities of the U.S. In this study, which takes place in the U.S., I use the word “migrant” to signify the floating significance of labels for individuals who move between and across different political and social borders for different reasons.2. All names of participants and places in this study are pseudonyms.Additional informationNotes on contributorsChelsea StinsonChelsea Stinson, PhD, is Assistant Professor of Inclusive Education in the Foundations and Social Advocacy Department at SUNY Cortland. Her research focuses on the experiences of emergent bilingual youth labeled as disabled and their families across migration and education contexts, as well as the knowledge, emotions, and policy contexts of teachers who support multiply marginalized students.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136114207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Call to Action: Exploring Intersectional Analyses of Black Fathers and Daughters in STEM Learning","authors":"Tisha Lewis Ellison, Nicole Joseph, Jakita O. Thomas","doi":"10.1080/10665684.2023.2262484","DOIUrl":"https://doi.org/10.1080/10665684.2023.2262484","url":null,"abstract":"ABSTRACTBlack fathers and daughters are the least explored relationship within parent-child and STEM research. This article serves as an examination of the literature around their relationships and STEM learning and as a call to action. Intersectionality, as an analytic lens, examines Black fathers’ familial and STEM relationships over time and Black women’s and girls’ (BWG’s) interest and competence in STEM, as well as how systemic factors of gendered racism, classism, and oppression impacted BWG’s aspirations in STEM, computing, and mathematics fields. Data yielded 29 publications addressing Black fathers and daughters in STEM, their relationships, and BWG’s interest and competence in STEM, computing, and mathematics learning. Findings reveal that Black fathers’ roles in their daughter’s STEM lives helps develop positive representations of themselves and their cultural backgrounds. This acknowledgement produces a new level of understanding of Black fathers and girls’ engagement in informal and formal STEM learning environments. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. While research on STEM, computing, and mathematics are core fields of representation among Black fathers and daughters in this article, we use them interchangeably and specifically state how each term is used within its context.2. This collaboration, via the SEC Faculty Travel Grant (awarded to Lewis Ellison and Thomas) and the Sarah Moss Award (awarded to Lewis Ellison), afforded us the opportunity to visit Joseph’s university to participate in consortium meetings about the origin and analysis of this work.3. U.S. welfare policies implemented the “Man-in-the-House Rule” to discriminate against Black families. This rule was struck down by the Supreme Court in 1968.4. Graduate research assistants/interns, Tairan Qiu, Rose Agyekum, and Bemsi Wallang, assisted with the data collection phases as part of Lewis Ellison’s Dig-A-Dyads studies.Additional informationFundingThis work was supported by the University of Georgia, Office of Research, Internal Grants & Awards, Paul D. Coverdell Center for Biomedical & Health Sciences, Junior Faculty Seed Grant in STEM Program.Notes on contributorsTisha Lewis EllisonTisha Lewis Ellison is an associate professor in the Department of Language and Literacy Education at The University of Georgia. Her research explores the intersections of family literacy, multimodality, and digital and STEAM literacy practices among Black/Latinx families and youth.Nicole JosephNicole M. Joseph is an associate professor of Mathematics Education at Vanderbilt University. She directs the Joseph Mathematics Education Research Lab (JMEL), an intergenerational lab that focuses on training its members on intersectional epistemological orientations. Her research explores two lines of inquiry, (a) Black women and girls, their identity development, and their experiences in mathematics and (b) Whiteness, White Supremacy and how ","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136013870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Black Feminist (Re)Constructions of Education in the Afterlife of Abolition: An Invitation","authors":"Amber M. Neal-Stanley","doi":"10.1080/10665684.2023.2262489","DOIUrl":"https://doi.org/10.1080/10665684.2023.2262489","url":null,"abstract":"ABSTRACTScholars have utilized the allegory of Reconstruction to trace threads between the historical and contemporary struggles for freedom. In this article, I highlight the ways that abolition has always been a dual project and remains as such in our present time. It calls for the complete destruction of oppressive structures while simultaneously demanding that we consider our world once those structures are ameliorated. Using (Re)construction as a framework, I examine how historical Black women teachers built and created alternatives and struggled for an abolition democracy in the afterlife of abolition. (Re)construction also invites us to explore these alternatives in our current time, with the aim of constructing a New World full of radical (im)possibilities.KEYWORDS: abolitionBlack women teachersBlack reconstructionspiritualityafterlife of slavery Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThis work was supported by the American Educational Research Association [Minority Dissertation Fellowship].Notes on contributorsAmber M. Neal-StanleyAmber M. Neal-Stanley, Ph.D., is an assistant professor of curriculum studies in the department of Curriculum and Instruction at Purdue University. Her research agenda converges at the intersections of critical Black studies in education, Black feminist qualitative inquiry, and spirituality as a vehicle for educational transformation. Dr. Neal-Stanley is committed to preparing diverse students to address structural inequity, (re)member Black radical traditions, and employ humanizing pedagogical and research approaches.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135198130","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}