Pub Date : 2023-04-27DOI: 10.1080/10665684.2023.2205179
Autumn A. Griffin, Angela R. Crawford, Bonnee Breese Bentum, Samuel Aka Reed, Geoffrey Winikur, A. Stornaiuolo, Barrett Rosser, Bethany Monea, E. E. Thomas
ABSTRACT Throughout this article we argue that collectivity and soul inform the work of the expert teachers who we refer to as Jazz Pedagogues. Jazz’s complicated history, like teaching, calls for a consideration of the painful, the messy, the beautiful, and the healing. We, a team of university researchers and classroom teachers, examine the ways jazz can serve as one way to understand how Black-centric, anti-racist English teachers draw on their pedagogical prowess to skillfully engage with students with love, care, and a clear focus on justice. Informed by Black Feminist and Black Studies theories, we analyze a jam session/kitchen table talk between Jazz Pedagogues and theorize towards a framework for Jazz Pedagogy.
{"title":"Towards a Jazz Pedagogy: Learning with and from Jazz Greats and Great Educators","authors":"Autumn A. Griffin, Angela R. Crawford, Bonnee Breese Bentum, Samuel Aka Reed, Geoffrey Winikur, A. Stornaiuolo, Barrett Rosser, Bethany Monea, E. E. Thomas","doi":"10.1080/10665684.2023.2205179","DOIUrl":"https://doi.org/10.1080/10665684.2023.2205179","url":null,"abstract":"ABSTRACT Throughout this article we argue that collectivity and soul inform the work of the expert teachers who we refer to as Jazz Pedagogues. Jazz’s complicated history, like teaching, calls for a consideration of the painful, the messy, the beautiful, and the healing. We, a team of university researchers and classroom teachers, examine the ways jazz can serve as one way to understand how Black-centric, anti-racist English teachers draw on their pedagogical prowess to skillfully engage with students with love, care, and a clear focus on justice. Informed by Black Feminist and Black Studies theories, we analyze a jam session/kitchen table talk between Jazz Pedagogues and theorize towards a framework for Jazz Pedagogy.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"409 - 422"},"PeriodicalIF":2.6,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45909365","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 : 2023-04-19DOI: 10.1080/10665684.2023.2200207
Anthony R. Keith
ABSTRACT Advocating for the advancement of hip-hop based education, critical qualitative research, and leadership for educational equity, I explain a theory of hip-hop educational leadership and discuss findings from my hip-hopography of hip-hop educational leaders who are spoken word artists, poets, rappers, or emcees and serve as community partners inside urban high schools across the United States. Using blackout poetic transcription to analyze data, I suggest that these individuals can be called educational emcees, who invoke love as a condition for learning and engagement in their schools through a series of meaningful practices. These individuals also embody poetry and spoken word as an organic hip-hop pedagogy. Opportunities for additional qualitative research about hip-hop educational leadership and educational emcees are presented, along with implications for education leadership preparation, recruitment, and development.
{"title":"On Being Ed Emcees: Toward Hip-Hop Educational Leadership Theory, Research, and Praxis","authors":"Anthony R. Keith","doi":"10.1080/10665684.2023.2200207","DOIUrl":"https://doi.org/10.1080/10665684.2023.2200207","url":null,"abstract":"ABSTRACT Advocating for the advancement of hip-hop based education, critical qualitative research, and leadership for educational equity, I explain a theory of hip-hop educational leadership and discuss findings from my hip-hopography of hip-hop educational leaders who are spoken word artists, poets, rappers, or emcees and serve as community partners inside urban high schools across the United States. Using blackout poetic transcription to analyze data, I suggest that these individuals can be called educational emcees, who invoke love as a condition for learning and engagement in their schools through a series of meaningful practices. These individuals also embody poetry and spoken word as an organic hip-hop pedagogy. Opportunities for additional qualitative research about hip-hop educational leadership and educational emcees are presented, along with implications for education leadership preparation, recruitment, and development.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"372 - 394"},"PeriodicalIF":2.6,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47745457","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 : 2023-04-03DOI: 10.1080/10665684.2023.2178361
Esther O. Ohito, Keisha L. Green, Justin A. Coles
{"title":"Some Thoughts and Questions on (Self-)Authorship in Justice-Centered Education Research: A Poetic Polyvocal Editorial","authors":"Esther O. Ohito, Keisha L. Green, Justin A. Coles","doi":"10.1080/10665684.2023.2178361","DOIUrl":"https://doi.org/10.1080/10665684.2023.2178361","url":null,"abstract":"","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"1 - 7"},"PeriodicalIF":2.6,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49363549","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 : 2023-03-30DOI: 10.1080/10665684.2023.2192982
Ethan Chang, Uriel Serrano, Julie Kasper
ABSTRACT Increasingly fraught disputes over education have elevated local school boards as key sites of inquiry. In this critical ethnography, we examine how ostensibly neutral school board rules, routines, and relations play out in practice. We asked, How do (queer) youth of color proponents, white opponents, and white allies of an anti-oppressive educational program exercise their agency within the organizational contexts of one suburban California school board? Drawing on our field notes and 146 school board testimonies, we argue that white allies leveraged their social positioning (e.g. “As a white male …”) to counteract white opponents’ reactionary grassroots campaign. These allied attestations expressed progressive goodwill and yet reified violent hierarchies of human being that naturalized (queer) youth of color as illegitimate knowers. We discuss how an ethic of co-witnessing might interrupt hierarchies of truth and being encoded in school board organizational settings.
{"title":"Allied Attestations: Troubling a Progressive Goodwill and ‘Duty to Speak Out’","authors":"Ethan Chang, Uriel Serrano, Julie Kasper","doi":"10.1080/10665684.2023.2192982","DOIUrl":"https://doi.org/10.1080/10665684.2023.2192982","url":null,"abstract":"ABSTRACT Increasingly fraught disputes over education have elevated local school boards as key sites of inquiry. In this critical ethnography, we examine how ostensibly neutral school board rules, routines, and relations play out in practice. We asked, How do (queer) youth of color proponents, white opponents, and white allies of an anti-oppressive educational program exercise their agency within the organizational contexts of one suburban California school board? Drawing on our field notes and 146 school board testimonies, we argue that white allies leveraged their social positioning (e.g. “As a white male …”) to counteract white opponents’ reactionary grassroots campaign. These allied attestations expressed progressive goodwill and yet reified violent hierarchies of human being that naturalized (queer) youth of color as illegitimate knowers. We discuss how an ethic of co-witnessing might interrupt hierarchies of truth and being encoded in school board organizational settings.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"129 - 143"},"PeriodicalIF":2.6,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44888627","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 : 2023-03-20DOI: 10.1080/10665684.2023.2187897
L. Kelly
ABSTRACT This article discusses how activist-oriented BIPOC youth designed an annual conference rooted in youth culture and social justice. As a participant-observer, I analyze how these youth co-constructed a teaching and learning curriculum centered on young people’s identities, epistemologies, and radical imaginings. The process of the youth leaders developing criteria for evaluating proposal submissions for this conference reveals how young people understand and co-construct pedagogical ideas that are socially, culturally, and critically relevant for their daily lives and futures. By examining youth-developed approaches to community-based learning, this study expands on theories of youth voice and youth civic literacies by revealing how young people engage in and disrupt educational practices and how authentic, critical approaches to youth-centered learning are developed in a collective third space.
{"title":"“It’s What We’re About”: Youth Epistemologies in the Design of Social and Educational Futures","authors":"L. Kelly","doi":"10.1080/10665684.2023.2187897","DOIUrl":"https://doi.org/10.1080/10665684.2023.2187897","url":null,"abstract":"ABSTRACT This article discusses how activist-oriented BIPOC youth designed an annual conference rooted in youth culture and social justice. As a participant-observer, I analyze how these youth co-constructed a teaching and learning curriculum centered on young people’s identities, epistemologies, and radical imaginings. The process of the youth leaders developing criteria for evaluating proposal submissions for this conference reveals how young people understand and co-construct pedagogical ideas that are socially, culturally, and critically relevant for their daily lives and futures. By examining youth-developed approaches to community-based learning, this study expands on theories of youth voice and youth civic literacies by revealing how young people engage in and disrupt educational practices and how authentic, critical approaches to youth-centered learning are developed in a collective third space.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"323 - 336"},"PeriodicalIF":2.6,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43570103","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 : 2023-02-22DOI: 10.1080/10665684.2023.2174921
Aisha R. Shaibu
ABSTRACT Time Will Tell (Trust the Process) is a composition of literary art that challenges the idea of faith being enough to serve as the strongest tool in someone’s possession when hard work and effort fall short of their ability to carry an individual through trying times. The expression, “working twice as hard to get half as far” is a Black proverb, a cultural colloquialism that emphasizes the necessity for People of Color, women of Color, and Black women, especially, to outwork their White counterparts in order to reap the benefits of seeing the fruits of their labor. Time Will Tell (Trust the Process) seeks to disprove the idea of outworking others to validate one’s purpose, but rather trusting the process of how things are unfolding in life respective of your intentions.
{"title":"Time will tell (trust the process)","authors":"Aisha R. Shaibu","doi":"10.1080/10665684.2023.2174921","DOIUrl":"https://doi.org/10.1080/10665684.2023.2174921","url":null,"abstract":"ABSTRACT Time Will Tell (Trust the Process) is a composition of literary art that challenges the idea of faith being enough to serve as the strongest tool in someone’s possession when hard work and effort fall short of their ability to carry an individual through trying times. The expression, “working twice as hard to get half as far” is a Black proverb, a cultural colloquialism that emphasizes the necessity for People of Color, women of Color, and Black women, especially, to outwork their White counterparts in order to reap the benefits of seeing the fruits of their labor. Time Will Tell (Trust the Process) seeks to disprove the idea of outworking others to validate one’s purpose, but rather trusting the process of how things are unfolding in life respective of your intentions.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"26 - 27"},"PeriodicalIF":2.6,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49259261","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 : 2023-02-16DOI: 10.1080/10665684.2023.2174211
Tairan Qiu, Shuang Fu, E. Yeom, Ji Hyun Hong
ABSTRACT As an extension of the personal and intellectual conversations that took place in the sister-scholar group consisting of four East Asian international doctoral students from China and South Korea, in this article, we narrate and examine our (counter)stories traversing between different spaces and across time. These narratives center our racial, linguistic, social, and academic experiences and illustrate our processes of awakening, resistance, and collective healing. We used transnationalism and Asian Critical Theory as our theoretical guide, and collaborative autoethnography as our methodology. Through the canvas of (counter)stories, we (a) refuse dominant views and definitions of what it means to be Asian in the United States, (b) resist the simplistic and monolithic ways of understanding our existence and experiences as international students, and (c) challenge the academic community and broader society to develop more complex and critical social praxis regarding race, culture, and relations of power.
{"title":"“I Feel Your Fear”: (Counter)stories of East Asian International Doctoral Students About Awakening, Resistance, and Healing","authors":"Tairan Qiu, Shuang Fu, E. Yeom, Ji Hyun Hong","doi":"10.1080/10665684.2023.2174211","DOIUrl":"https://doi.org/10.1080/10665684.2023.2174211","url":null,"abstract":"ABSTRACT As an extension of the personal and intellectual conversations that took place in the sister-scholar group consisting of four East Asian international doctoral students from China and South Korea, in this article, we narrate and examine our (counter)stories traversing between different spaces and across time. These narratives center our racial, linguistic, social, and academic experiences and illustrate our processes of awakening, resistance, and collective healing. We used transnationalism and Asian Critical Theory as our theoretical guide, and collaborative autoethnography as our methodology. Through the canvas of (counter)stories, we (a) refuse dominant views and definitions of what it means to be Asian in the United States, (b) resist the simplistic and monolithic ways of understanding our existence and experiences as international students, and (c) challenge the academic community and broader society to develop more complex and critical social praxis regarding race, culture, and relations of power.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"240 - 254"},"PeriodicalIF":2.6,"publicationDate":"2023-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46885799","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 : 2023-02-07DOI: 10.1080/10665684.2023.2174922
T. Butler
ABSTRACT Since I often incorporate collage making into my teaching, I offer ”BGL Rooted” as an artifact of my own approaches to teaching, writing and being.
{"title":"BGL Rooted","authors":"T. Butler","doi":"10.1080/10665684.2023.2174922","DOIUrl":"https://doi.org/10.1080/10665684.2023.2174922","url":null,"abstract":"ABSTRACT Since I often incorporate collage making into my teaching, I offer ”BGL Rooted” as an artifact of my own approaches to teaching, writing and being.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"24 - 25"},"PeriodicalIF":2.6,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46083984","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 : 2023-02-06DOI: 10.1080/10665684.2023.2166446
B. Hinnant-Crawford, Liz Bergeron, Emily E. Virtue, Shamella Cromartie, Shanice Harrington
ABSTRACT Educational researchers have offered a number of different measures to explore the use of equity pedagogies. Such measures traditionally use teacher self-report as the primary metric and few investigate from the student perspective. This exploratory psychometric article details the use of a new instrument, the Asset-Based Equity Pedagogy Scale (ABEPSc), that captures the student perceptions of three constructs, one of which is criticality, which is overlooked in the existing survey instruments. The initial validation process is outlined. Using QuantCrit as a guide, we argue that this scale offers a new way to understand approaches to instruction, teacher expectations, care, and the pursuit of criticality in the classroom.
{"title":"Good teaching, warm and demanding classrooms, and critically conscious students: Measuring student perceptions of asset-based equity pedagogy in the classroom","authors":"B. Hinnant-Crawford, Liz Bergeron, Emily E. Virtue, Shamella Cromartie, Shanice Harrington","doi":"10.1080/10665684.2023.2166446","DOIUrl":"https://doi.org/10.1080/10665684.2023.2166446","url":null,"abstract":"ABSTRACT Educational researchers have offered a number of different measures to explore the use of equity pedagogies. Such measures traditionally use teacher self-report as the primary metric and few investigate from the student perspective. This exploratory psychometric article details the use of a new instrument, the Asset-Based Equity Pedagogy Scale (ABEPSc), that captures the student perceptions of three constructs, one of which is criticality, which is overlooked in the existing survey instruments. The initial validation process is outlined. Using QuantCrit as a guide, we argue that this scale offers a new way to understand approaches to instruction, teacher expectations, care, and the pursuit of criticality in the classroom.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"306 - 322"},"PeriodicalIF":2.6,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47747805","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 : 2023-01-30DOI: 10.1080/10665684.2023.2170301
S. McShane, M. Farren
ABSTRACT In this study, we focused on teachers’ knowledge and awareness of LGBT+ issues in a Catholic secondary school in Ireland. We explored the barriers teachers encounter that prevent them from being openly supportive of LGBT+ students. For this study, 40 teachers completed an online questionnaire, which was followed by a smaller focus group interview comprising 6 teachers. The findings demonstrate a lack of knowledge about LGBT+ issues among teachers, and the majority have not received any training related to this topic. This can be linked with their lack of awareness of policies, supports, and resources available to help LGBT+ students. The findings suggest a lack of self-awareness because some teachers were not supportive of issues that affect LGBT+ students but believed otherwise. It also is clear from the results that there are mixed perceptions of what is acceptable to discuss and support due to the Catholic ethos of the school. These findings reflect several barriers to supporting LGBT+ students and issues.
{"title":"An Exploration of Teachers’ Knowledge and Awareness of Issues and Barriers Encountered in Supporting LGBT+ Students: A Study in a Catholic Secondary School in Ireland","authors":"S. McShane, M. Farren","doi":"10.1080/10665684.2023.2170301","DOIUrl":"https://doi.org/10.1080/10665684.2023.2170301","url":null,"abstract":"ABSTRACT In this study, we focused on teachers’ knowledge and awareness of LGBT+ issues in a Catholic secondary school in Ireland. We explored the barriers teachers encounter that prevent them from being openly supportive of LGBT+ students. For this study, 40 teachers completed an online questionnaire, which was followed by a smaller focus group interview comprising 6 teachers. The findings demonstrate a lack of knowledge about LGBT+ issues among teachers, and the majority have not received any training related to this topic. This can be linked with their lack of awareness of policies, supports, and resources available to help LGBT+ students. The findings suggest a lack of self-awareness because some teachers were not supportive of issues that affect LGBT+ students but believed otherwise. It also is clear from the results that there are mixed perceptions of what is acceptable to discuss and support due to the Catholic ethos of the school. These findings reflect several barriers to supporting LGBT+ students and issues.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"114 - 128"},"PeriodicalIF":2.6,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44641634","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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