Pub Date : 2023-10-08DOI: 10.1080/10665684.2023.2245137
Jamila J. Lyiscott, Keisha L. Green, Justin A. Coles, Esther O. Ohito
Published in Equity & Excellence in Education (Vol. 56, No. 3, 2023)
发表于《教育公平与卓越》(第56卷第3期，2023年)
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Pub Date : 2023-10-08DOI: 10.1080/10665684.2023.2262477
Shaneé A. Washington, Kayla Mendoza Chui, Jessica I. Ramirez, Kaleb Germinaro
ABSTRACTThrough conceptual framing of “a vibe” and abolitionist teaching, our study explored the self-determining work of Black and other People of the Global Majority (PGM) who have curated “by us, for us” (BUFU) community spaces of belonging, healing, and liberation. We asked where PGM community members were finding refuge and what healing and abolition-centered work looked like in BUFU spaces during a spring and summer of viral and violent attacks and disproportionate deaths of Black folks and other PGM. Through engagement with two Black-led organizations, a community survey, and interviews, we identified three interrelated themes that characterized these community spaces. First, the spaces had soulful vibes cultivated through food, music, artwork, and the PGM folks who frequented them. Second, they offered healing vibes that allowed participants to exhale and find refuge from white supremacy and surveillance. Lastly, they were spaces that embodied abolitionist vibes evident in knowledge sharing, freedom dreaming, and calls for collective action. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. We use People of the Global Majority or PGM throughout this article as a more precise term to represent the people and community spaces that we studied and to decenter whiteness as normal and the default to terms like People of Color (POC) and Black, Indigenous, People of Color (BIPOC).2. Settler colonialism is a structure, not just an event, in which settler (mainly white) colonizers invade, settle, and claim ownership over Indigenous homelands, lands that are not their own (Tuck & Yang, Citation2014; Wolfe, Citation2006). Acquiring land to build empire is the ultimate pursuit, acquired through Indigenous erasure or elimination and maintained through stolen, imported, forced labor deemed as chattel (Patel, Citation2021; Tuck & Yang, Citation2014; Wolfe, Citation2006).3. The disproportionate effects of the COVID-19 pandemic in Black communities and the ongoing legacies of anti-Black racism contributed to our decision to center Black organizations and community members in this research while also paying homage to other PGM community members and their chosen community spaces that have provided (and continue to provide) refuge, racial healing, and sustenance for us Folks of the Global Majority.4. Despite community outcry/pushback, Nurturing Roots has been displaced from their 1/4-acre urban farm located in South Seattle due to predatory landlords. They have since cultivated a temporary plot in Woodinville, Washington, and continue to host their community farming program throughout the community.Additional informationFundingThis work was supported by the Washington Education Association [Grant Office ID: A149257].Notes on contributorsShaneé A. WashingtonShaneé A. Washington (she/her), PhD, is an assistant professor of Justice and Equity in Teacher Education at the University of Washington. Her research and teaching
摘要通过“氛围”和废奴主义教学的概念框架，我们的研究探索了黑人和其他全球多数人(PGM)的自我决定工作，他们策划了“由我们，为我们”(BUFU)的归属感，治愈和解放的社区空间。我们询问了PGM社区成员在哪里寻求庇护，以及在春夏两季病毒和暴力袭击以及黑人和其他PGM不成比例死亡的情况下，BUFU空间的治疗和废奴工作是什么样的。通过与两个黑人领导的组织、社区调查和访谈的接触，我们确定了这些社区空间的三个相互关联的主题。首先，这些空间通过食物、音乐、艺术品和经常光顾的PGM人培养出了灵魂的共鸣。其次，它们提供了治愈的氛围，让参与者能够吐气，从白人至上主义和监视中找到庇护。最后，这些空间体现了知识共享、自由梦想和呼吁集体行动的废奴主义氛围。披露声明作者未报告潜在的利益冲突。在本文中，我们使用“全球多数人”(People of the Global Majority，简称PGM)作为一个更精确的术语来代表我们所研究的人和社区空间，并将“白人”作为常态去中心化，将“有色人种”(POC)和“黑人、土著、有色人种”(BIPOC)等默认术语作为常态。定居者殖民主义是一种结构，而不仅仅是一个事件，在这种结构中，定居者(主要是白人)殖民者入侵、定居，并声称对土著家园(不属于他们自己的土地)拥有所有权(Tuck & Yang, Citation2014;沃尔夫,Citation2006)。获得土地以建立帝国是最终的追求，通过土著的抹去或消灭获得，并通过被视为动产的窃取，进口，强迫劳动来维持(Patel, Citation2021;Tuck & Yang, Citation2014;沃尔夫Citation2006)。3。2019冠状病毒病大流行对黑人社区的不成比例的影响以及持续的反黑人种族主义遗产促使我们决定在本研究中以黑人组织和社区成员为中心，同时也向其他PGM社区成员及其选择的社区空间表示敬意，这些社区成员已经(并将继续)为我们这些全球多数人提供庇护、种族治愈和生计。尽管社区的强烈抗议/反对，由于掠夺性的房东，养育根已经从他们位于西雅图南部的1/4英亩的城市农场搬走了。此后，他们在华盛顿州的伍德因维尔种植了一块临时土地，并继续在整个社区举办他们的社区农业项目。本研究由华盛顿教育协会(Washington Education Association)资助[Grant Office ID: A149257]。作者简介shane e A. Washington(她/她)，博士，华盛顿大学教师教育公正与公平助理教授。她的研究和教学探索土著和黑人社区的自我决定的努力，为他们的孩子更公平，人性化，和文化上可持续的教育经验。她致力于将黑人和土著人民的自决置于教育的中心，这源于她自己作为一名黑人妇女、母亲和被多重边缘化学生的前中学教师的经历。Kayla Mendoza Chui(她/她)，博士，是华盛顿大学教育、社区和组织本科专业的社区联络员。她是在Ramaytush Ohlone土地上长大的第二代亚裔美国移民。她的工作以亚洲批判种族理论为中心，通过与反帝国主义和废奴主义的亚洲组织者学习和学习，培养文化上可持续的学习空间。Jessica I. Ramirez(她/她)，博士，波特兰州立大学社会工作、墨西哥裔和拉丁裔研究助理教授。她是西卡那大学的第一代毕业生，也是加州奥克斯纳德的母亲。杰西卡的研究旨在强调黑人、棕色人种和土著青年在文化上可持续的心理健康实践和方法。Kaleb Germinaro(他/他)，博士，芝加哥伊利诺伊大学批判教育学与城市教育助理教授。他在华盛顿大学获得学习科学与人类发展博士学位。通过设计和实施学习环境，他的经历巩固了他对残疾、空间和环境正义的态度。他关注空间，残疾和黑人如何在空间中得到支持和/或压制，以及通过空间定向实现解放的途径。
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Pub Date : 2023-09-13DOI: 10.1080/10665684.2023.2248482
Dosun Ko, Yehyang Lee
Overrepresentation of students of color with and without dis/abilities in exclusionary practices (e.g., suspension, expulsion) is a historically accumulating educational debt that stems from the intersection of racism, ableism, and other forms of oppression. As a historical, sociopolitical, and geospatial situated issue, addressing racial disproportionality in exclusionary practices requires developing localized solutions in response to local racial politics and the school community’s needs and goals. In an effort to develop localized solutions to racial disproportionality in exclusionary practices, the Learning Lab was implemented at an urban Middle School in the 2021–2022 academic year. The Learning Lab is a community-driven systemic design process in which local stakeholders engage in systemic analysis of the existing system and collaboratively design a new schoolwide support system. This study investigated how school stakeholders designed a culturally sustaining and inclusive support system to address the overrepresentation of students of color with and without dis/abilities in exclusionary practices.
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Pub Date : 2023-07-03DOI: 10.1080/10665684.2023.2240339
Bretton A. Varga, Tommy Ender
ABSTRACT The work in this article (re)traces the nuances embedded within the aesthetics of the Wu-Tang Clan to draw attention to two theoretical, Wu-based concepts: Shaolin and swarming. This article leans into fugivity and critical race theory (CRT) to demonstrate how hip-hop music can be a capacious avenue for theorizing alternate ways to disrupt hegemonic, oppressive, and racist educational structures and master narratives. In particular, we use two Wu-Tang tracks (e.g. “Can it be all so simple,” “Triumph”) to demonstrate how static approaches to hip-hop—specifically the Wu-Tang—reduce and flatten engagements with hip-hop music in educational contexts. Central to our argument is that the aesthetics of the Wu-Tang Clan are more than economically damaged narratives that tether various culture entities together: Wu-Tang is theory.
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Pub Date : 2023-07-03DOI: 10.1080/10665684.2023.2246977
Juan F. Carrillo
ABSTRACT Drawing from Anzaldúa’s (1999) ideas on borderlands, this conceptual article addresses the potential of basketball as a space for developing critical subjectivities within minoritized communities. Further, working through relevant scholarship at the intersections of race, play, education, and sports, connections are made as to how basketball is linked to place/non-place and narrative. Finally, the concept of Borderlands Play (BP) is introduced. BP is made up of agency, imagination, improvisation, and refusal.
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Pub Date : 2023-07-03DOI: 10.1080/10665684.2023.2232632
Maya Phelps, Emille Taylor, M. Purdy
ABSTRACT Drawing on counter-storytelling and oral history methodology, we reflect on how the teaching and learning of the past, present, and future of Black education in the Spring of 2022 both renewed and inspired us as students and a professor. Using visuals to show how students made meaning of what they were learning, we explore the dynamics, content, and lasting meaning of this educational experience that followed a “winter” characterized by a global pandemic, continued killings of unarmed Black people and reckoning with systemic racism, and the insurrection at the nation’s Capital. In total, we delineate what it means to create space for and be a part of legacies and lineages of liberatory Black education.
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Pub Date : 2023-07-03DOI: 10.1080/10665684.2023.2248467
Hui-Ling S. Malone, Grace D. Player, Timothy San Pedro
ABSTRACT This article resulted from an American Education Research Association (AERA) conference presentation that consisted of a dialogue between three scholar-siblings of color who use methodological pathways that intentionally center relationality, mutuality, and care in educational research. The authors do this work understanding that familial ways of knowing and being are resources that contribute to the survival and thriving of BIPOC communities in the face of white supremacist structures. The authors’ conversation discusses how they disrupt the white western gaze by relying on the critical mass of Black, Indigenous, and other scholars of color who refuse exploitive methods and, instead, charted new methodological pathways that (re)center cultural, familial, and tribal ways of knowing. Given the authors’ positionalities, the communities and families that collectively raised them, and the extended scholarly family who have nurtured and supported them in their efforts to push against extractive research practices, the authors attend to the ways knowledge is shaped at the intersections of race and gender. This dialogue contends that there are sophisticated knowledges, ways of knowing, and ways of being rooted in the experience of marginalized families caring for one another and fighting for each other’s rights.
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Pub Date : 2023-07-03DOI: 10.1080/10665684.2023.2236115
Kisha Porcher, Shamaine K. Bertrand
ABSTRACT The purpose of this conceptual article is to illustrate how our awakening after Nipsey Hussle’s death, our visit to his memorial, his music and life, and our lived experiences influenced a redesign of our community-engaged courses. We realized we had bought into respectability politics and prioritized making our white colleagues and preservice teachers comfortable, leaving behind our hoods. Experiencing the outpouring of love for his work and life made us realize that we didn’t have to let go of our hoods to be a part of academia. Through a Self-Study in Teacher Education, a type of practitioner inquiry undertaken by teacher educators, we shared our stories growing up in our hoods, explored our Hip-Hop identities, and the awakening we experienced to redesign and inform our community-engaged curricular decisions. This article is a “Blackprint”. It’s an offering to teacher educators to explore and interrogate their identities and personal experiences as a springboard to centering Blackness in their courses. It stems from our childhoods in the hood, our careers as scholars, and the call to action inspired by Nipsey’s death. This is a call to elevate the hood in teacher education.
{"title":"The Marathon Continues: Black Faculty Awakened & Inspired by Neighborhood Nip to Redesign Community-Engaged Teacher Education Courses","authors":"Kisha Porcher, Shamaine K. Bertrand","doi":"10.1080/10665684.2023.2236115","DOIUrl":"https://doi.org/10.1080/10665684.2023.2236115","url":null,"abstract":"ABSTRACT The purpose of this conceptual article is to illustrate how our awakening after Nipsey Hussle’s death, our visit to his memorial, his music and life, and our lived experiences influenced a redesign of our community-engaged courses. We realized we had bought into respectability politics and prioritized making our white colleagues and preservice teachers comfortable, leaving behind our hoods. Experiencing the outpouring of love for his work and life made us realize that we didn’t have to let go of our hoods to be a part of academia. Through a Self-Study in Teacher Education, a type of practitioner inquiry undertaken by teacher educators, we shared our stories growing up in our hoods, explored our Hip-Hop identities, and the awakening we experienced to redesign and inform our community-engaged curricular decisions. This article is a “Blackprint”. It’s an offering to teacher educators to explore and interrogate their identities and personal experiences as a springboard to centering Blackness in their courses. It stems from our childhoods in the hood, our careers as scholars, and the call to action inspired by Nipsey’s death. This is a call to elevate the hood in teacher education.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"352 - 371"},"PeriodicalIF":2.6,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49169870","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 : 2023-06-21DOI: 10.1080/10665684.2023.2222241
Yvette M. Regalado, Jessica Martell, Farima Pour-Khorshid, Timothy San Pedro, Yolanda Sealey-Ruiz, Mariana Souto-Manning
Abstract This kitchen-table talk is grounded in Black and Chicana feminist traditions, with the facilitator, Yvette M. Regalado, senior scholar Drs. Farima Pour-Khorshid, Timothy San Pedro, Yolanda Sealey-Ruiz, Mariana Souto-Manning, and community member Jessica Martell sit down to have a critical and authentic conversation around the real work that is being done to disrupt and move beyond the harmful prescribed curriculum. These conversationalists begin with an ofrenda, an offering, that connects and inspires their work. Then the discussion moves into types of coalition work done in our communities, and finally, we discuss our hopes and dreams for the future of education. So, sit down and dream with us as we discuss the consciousness of (re)defining equity and excellence in education.
这次餐桌谈话以黑人和墨西哥裔女性主义传统为基础，由资深学者Yvette M. Regalado博士主持。Farima pourkhorshid, Timothy San Pedro, Yolanda Sealey-Ruiz, Mariana Souto-Manning和社区成员Jessica Martell坐下来，围绕正在做的真正工作进行了批判性和真实的对话，以破坏和超越有害的规定课程。这些健谈的人以一种联系和激励他们工作的方式开始。然后讨论到在我们的社区中所做的各种联合工作，最后，我们讨论了我们对未来教育的希望和梦想。所以，当我们讨论(重新)定义教育公平和卓越的意识时，坐下来和我们一起做梦吧。
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Pub Date : 2023-06-21DOI: 10.1080/10665684.2023.2222552
R. Roby, Angela Calabrese Barton, Edna Tan, D. Greenberg
ABSTRACT This article focuses on how Black girls counter the antiBlackness that pervades the culture of STEM/making through their STEM-rich, community-engaged co-making practices. As youth engage each other, their communities, and the world, they make in ways that respond to a critical awareness of the world as it is, and with a desire to agentically author a world that could be. Using participatory critical/relational ethnography and lensed through ideas on antiBlackness and Black feminist inquiry, we documented what, how, and why the girls co-make in their maker clubs. Findings explore how the girls negotiate antiBlackness in STEM and their social worlds through community-engaged co-making. We show how the girls’ co-making involves radically-open margin work stemming from their occupation of the liminal spaces between antiBlackness STEM/community margins, enacted in solidarity with each other and their communities towards desired futures. Implications for supporting justice-seeking cultures of STEM-rich making are offered.
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