Pub Date : 2022-02-08DOI: 10.1080/10665684.2021.2021667
Diana Wandix-White, Vicki G. Mokuria
ABSTRACT This is the creative narrative of two mature social justice-oriented educators’ stories to live by, stories to leave by, and stories to return by as we attempt to navigate the newly hooded academic’s life in the midst of COVID-19 and Black Lives Matter. The purpose of sharing our stories is not just for our own narrative therapy. When stories inform us of the struggle, persistence, and resilience of others, we not only gain knowledge but also strength and resolve to move forward through our own adversities. Thus, our hope is that this creative nonfiction will encourage others with similar personal and professional experiences to press on. As lovers of poetry and all things creative, we share our stories in alternating sestinas that describe our trials, triumphs, and trepidations of the now.
{"title":"The Time of Our Lives: Sick, Sordid, Cyclical","authors":"Diana Wandix-White, Vicki G. Mokuria","doi":"10.1080/10665684.2021.2021667","DOIUrl":"https://doi.org/10.1080/10665684.2021.2021667","url":null,"abstract":"ABSTRACT This is the creative narrative of two mature social justice-oriented educators’ stories to live by, stories to leave by, and stories to return by as we attempt to navigate the newly hooded academic’s life in the midst of COVID-19 and Black Lives Matter. The purpose of sharing our stories is not just for our own narrative therapy. When stories inform us of the struggle, persistence, and resilience of others, we not only gain knowledge but also strength and resolve to move forward through our own adversities. Thus, our hope is that this creative nonfiction will encourage others with similar personal and professional experiences to press on. As lovers of poetry and all things creative, we share our stories in alternating sestinas that describe our trials, triumphs, and trepidations of the now.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"386 - 394"},"PeriodicalIF":2.6,"publicationDate":"2022-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42560336","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 : 2022-01-21DOI: 10.1080/10665684.2021.1997363
Janet Rocha
ABSTRACT There is limited understanding of how women of Mexican heritage transform cultural and familial protective factors into strategies to help navigate their education. This study helps bridge the gap between students’ cultural wealth and the ways they utilize this protective factor in college. I analyzed the strategies used by seven first-generation college women of Mexican heritage and captured them through participant-produced photographs. Specifically, visual snapshots of the ways they chose to deploy their cultural wealth or asset-based resources were provided. The display of family photographs, collages, and religious statues reflected, accommodated, and validated their precollege assets and resources to incorporate their cultural wealth while navigating the first year in college. The women stayed connected with their precollege protective factors that include their family history, familial-cultural assets, and family resilience as they transitioned to college life. This study supports efforts to support educational excellence, equity, and justice for first-generation college women of Mexican heritage.
{"title":"Snapshots of Everyday Affirmations Captured Through Critical Race Photovoice: Seven Women’s Strategies to Deploy Asset-Based Resources During Their College Transition","authors":"Janet Rocha","doi":"10.1080/10665684.2021.1997363","DOIUrl":"https://doi.org/10.1080/10665684.2021.1997363","url":null,"abstract":"ABSTRACT There is limited understanding of how women of Mexican heritage transform cultural and familial protective factors into strategies to help navigate their education. This study helps bridge the gap between students’ cultural wealth and the ways they utilize this protective factor in college. I analyzed the strategies used by seven first-generation college women of Mexican heritage and captured them through participant-produced photographs. Specifically, visual snapshots of the ways they chose to deploy their cultural wealth or asset-based resources were provided. The display of family photographs, collages, and religious statues reflected, accommodated, and validated their precollege assets and resources to incorporate their cultural wealth while navigating the first year in college. The women stayed connected with their precollege protective factors that include their family history, familial-cultural assets, and family resilience as they transitioned to college life. This study supports efforts to support educational excellence, equity, and justice for first-generation college women of Mexican heritage.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"221 - 239"},"PeriodicalIF":2.6,"publicationDate":"2022-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47381055","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 : 2022-01-20DOI: 10.1080/10665684.2021.1993112
Daniela Bascuñán, Shawna M. Carroll, Mark Sinke, Jean-Paul Restoule
ABSTRACT Teachers in Canadian public school contexts are attempting to teach about Indigenous knowledges and epistemologies. Given the present state of asymmetrical Indigenous-settler relations, the complexity of this work requires a large breadth of consideration. Our study provides insight into the nuances of teaching Indigenous perspectives and worldviews, and the barriers and motivations for its inclusion in elementary and secondary classrooms. We conceptualize that teachers are “always-already” trespassing on Indigenous Lands and illuminate the enactment of “trespass” by settler teachers as they move their settler teacher identities to a place of “innocence.” Teachers enacted trespass through acts of return, absorption, erasure, and the eliding of settler experiences. We offer important starting points for continued introspection about the roles and responsibilities of teachers working within settler-colonial education structures and ensuing complicity in the historic marginalization of Others. We highlight the possibilities of a curriculum that is treaty-based and enacted with Indigenous collaboration and consultation.
{"title":"Teaching as Trespass: Avoiding Places of Innocence","authors":"Daniela Bascuñán, Shawna M. Carroll, Mark Sinke, Jean-Paul Restoule","doi":"10.1080/10665684.2021.1993112","DOIUrl":"https://doi.org/10.1080/10665684.2021.1993112","url":null,"abstract":"ABSTRACT Teachers in Canadian public school contexts are attempting to teach about Indigenous knowledges and epistemologies. Given the present state of asymmetrical Indigenous-settler relations, the complexity of this work requires a large breadth of consideration. Our study provides insight into the nuances of teaching Indigenous perspectives and worldviews, and the barriers and motivations for its inclusion in elementary and secondary classrooms. We conceptualize that teachers are “always-already” trespassing on Indigenous Lands and illuminate the enactment of “trespass” by settler teachers as they move their settler teacher identities to a place of “innocence.” Teachers enacted trespass through acts of return, absorption, erasure, and the eliding of settler experiences. We offer important starting points for continued introspection about the roles and responsibilities of teachers working within settler-colonial education structures and ensuing complicity in the historic marginalization of Others. We highlight the possibilities of a curriculum that is treaty-based and enacted with Indigenous collaboration and consultation.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"337 - 351"},"PeriodicalIF":2.6,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42662700","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 : 2022-01-18DOI: 10.1080/10665684.2021.2021669
M. Bertrand, Carrie Sampson
{"title":"Exposing the White Innocence Playbook of School District Leaders","authors":"M. Bertrand, Carrie Sampson","doi":"10.1080/10665684.2021.2021669","DOIUrl":"https://doi.org/10.1080/10665684.2021.2021669","url":null,"abstract":"","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":" ","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44960794","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 : 2022-01-12DOI: 10.1080/10665684.2021.2021652
A. Goodwin, R. Stanton
ABSTRACT With approximately 40 million foreign-born people in the United States, US classrooms are witnessing an intense concentration of newcomer students and a persistent achievement gap between immigrant students and their English-speaking, US-born peers. Yet, some teachers are consistently successful with “those” children typically marginalized by schools. In this article, we describe, analyze, and theorize the practice of a master teacher who has spent over 20 years working with newcomer immigrant youth in the United States. Daphne invites her students to co-create the curriculum with her around their pressing questions, driven by her strong belief that her students are full of capacity, woke to the world around them, and thinking deeply about issues that affect them. Daphne’s practice demonstrates the power of critical pedagogy, funds of knowledge, and learning communities when they are enacted consistently as an ongoing and regular practice. Her students become agentic learners who thrive in ways we would wish for all students.
{"title":"Lessons from an Expert Teacher of Immigrant Youth: A Portrait of Social Justice Teaching","authors":"A. Goodwin, R. Stanton","doi":"10.1080/10665684.2021.2021652","DOIUrl":"https://doi.org/10.1080/10665684.2021.2021652","url":null,"abstract":"ABSTRACT With approximately 40 million foreign-born people in the United States, US classrooms are witnessing an intense concentration of newcomer students and a persistent achievement gap between immigrant students and their English-speaking, US-born peers. Yet, some teachers are consistently successful with “those” children typically marginalized by schools. In this article, we describe, analyze, and theorize the practice of a master teacher who has spent over 20 years working with newcomer immigrant youth in the United States. Daphne invites her students to co-create the curriculum with her around their pressing questions, driven by her strong belief that her students are full of capacity, woke to the world around them, and thinking deeply about issues that affect them. Daphne’s practice demonstrates the power of critical pedagogy, funds of knowledge, and learning communities when they are enacted consistently as an ongoing and regular practice. Her students become agentic learners who thrive in ways we would wish for all students.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"23 - 36"},"PeriodicalIF":2.6,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49325425","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 : 2022-01-12DOI: 10.1080/10665684.2021.2021632
LaWanda W. M. Ward
ABSTRACT US college and university administrators are reluctant to regulate racialized assaultive speech by members of their campus communities, even when the effect and objective of such speech is to demean, degrade, ostracize, and threaten Black, Indigenous, and other people of color. My critical race theory analysis reveals how two US Supreme Court cases commonly used to defend assaultive speech in campus communities, have been misapplied. Both cases were about students expressing political speech—a different legal realm from hate speech that has no educational value and, in my view, merits regulation because of its harmful effect. In this theoretical article, I urge institutional leaders and researchers who are committed to equity in education to challenge the white legal logic that for too long has protected assaultive speech in educational settings at the expense of marginalized communities. I recommend that institutions of higher education establish robust, unapologetic standards and policies for incidents of assaultive speech to compellingly affirm the dignity and inclusion of all campus members.
{"title":"A Critical Race Theory Perspective on Assaultive Speech in U.S. Campus Communities","authors":"LaWanda W. M. Ward","doi":"10.1080/10665684.2021.2021632","DOIUrl":"https://doi.org/10.1080/10665684.2021.2021632","url":null,"abstract":"ABSTRACT US college and university administrators are reluctant to regulate racialized assaultive speech by members of their campus communities, even when the effect and objective of such speech is to demean, degrade, ostracize, and threaten Black, Indigenous, and other people of color. My critical race theory analysis reveals how two US Supreme Court cases commonly used to defend assaultive speech in campus communities, have been misapplied. Both cases were about students expressing political speech—a different legal realm from hate speech that has no educational value and, in my view, merits regulation because of its harmful effect. In this theoretical article, I urge institutional leaders and researchers who are committed to equity in education to challenge the white legal logic that for too long has protected assaultive speech in educational settings at the expense of marginalized communities. I recommend that institutions of higher education establish robust, unapologetic standards and policies for incidents of assaultive speech to compellingly affirm the dignity and inclusion of all campus members.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"244 - 256"},"PeriodicalIF":2.6,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42673291","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 : 2022-01-11DOI: 10.1080/10665684.2021.2007177
S. Toliver
ABSTRACT Constructing school spaces where Black girls feel comfortable enough to be their full selves is essential in a system that consistently shows them that they do not matter. Cultivating these spaces, however, requires educators to understand that Black girls’ identities are multiple and varied, that Black girls can be anything. Still, some identity positions, such as nerdiness, are often only attributed to white youth, forcing nerdy Black girls to hide themselves in fear that their interests confirm that something within them is wrong. In this article, I use womanist discourse analysis to examine the unstructured talk of six Black girl nerds who participated in a writing workshop. In analyzing these conversations, I emphasize how the girls engaged in womanist practices of community building that honor the full spectra of their identities. Further, I argue for the cultivation of safe spaces for Black girl nerds to exist.
{"title":"“Weird Is Normal”: A Womanist Discourse Analysis of Black Girl Nerds’ Community Building","authors":"S. Toliver","doi":"10.1080/10665684.2021.2007177","DOIUrl":"https://doi.org/10.1080/10665684.2021.2007177","url":null,"abstract":"ABSTRACT Constructing school spaces where Black girls feel comfortable enough to be their full selves is essential in a system that consistently shows them that they do not matter. Cultivating these spaces, however, requires educators to understand that Black girls’ identities are multiple and varied, that Black girls can be anything. Still, some identity positions, such as nerdiness, are often only attributed to white youth, forcing nerdy Black girls to hide themselves in fear that their interests confirm that something within them is wrong. In this article, I use womanist discourse analysis to examine the unstructured talk of six Black girl nerds who participated in a writing workshop. In analyzing these conversations, I emphasize how the girls engaged in womanist practices of community building that honor the full spectra of their identities. Further, I argue for the cultivation of safe spaces for Black girl nerds to exist.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"56 1","pages":"206 - 220"},"PeriodicalIF":2.6,"publicationDate":"2022-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45701706","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 : 2022-01-08DOI: 10.1080/10665684.2021.2021633
Kristina F. Brezicha, C. Miranda
ABSTRACT A quarter of all US students are immigrants, children of immigrants, or immigrant-origin youth. In this article, we examine how school practices can either support or hinder these students’ feelings of belonging. Given the important relation between students’ feelings of belonging and a range of academic, motivational, and socioemotional outcomes, in this study, we specifically asked: How do students’ experiences in two very different schools shape their feelings of belonging? To answer this question, we drew from studies of two high schools serving recently arrived immigrant students in communities with distinct immigration histories. Using the nested context of reception as our theoretical lens, our analysis reveals that the symbols, subtle acts, and overt actions students encountered in schools influenced their feelings of belonging. These findings show that belonging operates on multiple levels and have several implications for school leaders, educators, and educational policymakers.
{"title":"Actions Speak Louder Than Words: Examining School Practices That Support Immigrant Students’ Feelings of Belonging","authors":"Kristina F. Brezicha, C. Miranda","doi":"10.1080/10665684.2021.2021633","DOIUrl":"https://doi.org/10.1080/10665684.2021.2021633","url":null,"abstract":"ABSTRACT A quarter of all US students are immigrants, children of immigrants, or immigrant-origin youth. In this article, we examine how school practices can either support or hinder these students’ feelings of belonging. Given the important relation between students’ feelings of belonging and a range of academic, motivational, and socioemotional outcomes, in this study, we specifically asked: How do students’ experiences in two very different schools shape their feelings of belonging? To answer this question, we drew from studies of two high schools serving recently arrived immigrant students in communities with distinct immigration histories. Using the nested context of reception as our theoretical lens, our analysis reveals that the symbols, subtle acts, and overt actions students encountered in schools influenced their feelings of belonging. These findings show that belonging operates on multiple levels and have several implications for school leaders, educators, and educational policymakers.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"133 - 147"},"PeriodicalIF":2.6,"publicationDate":"2022-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42380398","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 : 2022-01-05DOI: 10.1080/10665684.2021.2010013
Gudrun Nyunt, KerryAnn O’Meara, L. Bach, Allison J. LaFave
{"title":"Tenure Undone: Faculty Experiences of Organizational Justice When Tenure Seems or Becomes Unattainable","authors":"Gudrun Nyunt, KerryAnn O’Meara, L. Bach, Allison J. LaFave","doi":"10.1080/10665684.2021.2010013","DOIUrl":"https://doi.org/10.1080/10665684.2021.2010013","url":null,"abstract":"","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"1 1","pages":""},"PeriodicalIF":2.6,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44802365","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 : 2021-12-23DOI: 10.1080/10665684.2021.1997364
Liv T. Dávila, Noor Doukmak
ABSTRACT For the past several decades, public attitudes toward immigrants in the United States have centered on questions of legality and documentation, as well as economic and social impacts of immigration, whether real or imagined, such as employment and criminality. How immigrants, writ large, perceive of and contribute to these debates is insufficiently understood and has been underexplored in research. In this article, we analyze the responses of Central African newcomer immigrant and refugee adolescents in the United States to anti-immigrant political discourse in the year and a half after the 2016 Trump presidential election. Through critical discourse analysis of focus group interviews with these youth, findings are interpreted through an integrated Western and postcolonial philosophical framework of fairness as it relates to legality, race, and inclusion. We conclude by offering implications for schools and their constituents, including civic education that occurs across the curriculum and affords students opportunities to grapple with global challenges related to distribution of power and resources, rights and responsibilities, and justice and injustice.
{"title":"Immigration Debated: Central African Immigrant Youth’s Discourses of Fairness and Civic Belonging in the United States","authors":"Liv T. Dávila, Noor Doukmak","doi":"10.1080/10665684.2021.1997364","DOIUrl":"https://doi.org/10.1080/10665684.2021.1997364","url":null,"abstract":"ABSTRACT For the past several decades, public attitudes toward immigrants in the United States have centered on questions of legality and documentation, as well as economic and social impacts of immigration, whether real or imagined, such as employment and criminality. How immigrants, writ large, perceive of and contribute to these debates is insufficiently understood and has been underexplored in research. In this article, we analyze the responses of Central African newcomer immigrant and refugee adolescents in the United States to anti-immigrant political discourse in the year and a half after the 2016 Trump presidential election. Through critical discourse analysis of focus group interviews with these youth, findings are interpreted through an integrated Western and postcolonial philosophical framework of fairness as it relates to legality, race, and inclusion. We conclude by offering implications for schools and their constituents, including civic education that occurs across the curriculum and affords students opportunities to grapple with global challenges related to distribution of power and resources, rights and responsibilities, and justice and injustice.","PeriodicalId":47334,"journal":{"name":"Equity & Excellence in Education","volume":"55 1","pages":"118 - 132"},"PeriodicalIF":2.6,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46414436","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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