Pub Date : 2023-11-29DOI: 10.1080/00405841.2023.2287762
Ian P. Levy, Natalie Edirmanasinghe, Kara Ieva
bell hooks (1990) described homeplace as a space for love, belonging and connection that actively resists the dominant narratives within white supremacy. This article highlights how Hip Hop culture...
Bell hooks(1990)将家描述为爱、归属和联系的空间，积极抵制白人至上主义的主导叙事。这篇文章强调了嘻哈文化如何……
{"title":"The Intersection of Hip Hop and Youth Participatory Action Research (YPAR) in School Counseling to Create and Sustain Homeplace","authors":"Ian P. Levy, Natalie Edirmanasinghe, Kara Ieva","doi":"10.1080/00405841.2023.2287762","DOIUrl":"https://doi.org/10.1080/00405841.2023.2287762","url":null,"abstract":"bell hooks (1990) described homeplace as a space for love, belonging and connection that actively resists the dominant narratives within white supremacy. This article highlights how Hip Hop culture...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"75 4 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-28DOI: 10.1080/00405841.2023.2287760
Renae D. Mayes, Benjamin S. Kearl, Kara Ieva
Published in Theory Into Practice (Just accepted, 2023)
发表于《从理论到实践》(2023年刚刚接受)
{"title":"Introduction to the Special Issue","authors":"Renae D. Mayes, Benjamin S. Kearl, Kara Ieva","doi":"10.1080/00405841.2023.2287760","DOIUrl":"https://doi.org/10.1080/00405841.2023.2287760","url":null,"abstract":"Published in Theory Into Practice (Just accepted, 2023)","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"164 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-28DOI: 10.1080/00405841.2023.2287662
Tamara K. Lawson
Cultivating Black joy is critical, given censorship placed in schools, on Black bodies, and in the curriculum. This article conceptualizes how the dimensions of culturally responsive teaching pract...
{"title":"Teaching homeplace: How Teachers can Cultivate Black joy through culturally responsive practices in the classroom","authors":"Tamara K. Lawson","doi":"10.1080/00405841.2023.2287662","DOIUrl":"https://doi.org/10.1080/00405841.2023.2287662","url":null,"abstract":"Cultivating Black joy is critical, given censorship placed in schools, on Black bodies, and in the curriculum. This article conceptualizes how the dimensions of culturally responsive teaching pract...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"31 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-28DOI: 10.1080/00405841.2023.2287676
Benjamin S. Kearl, Renae D. Mayes, Riley Drake
Despite growing discussions of antiracist practices and policies in PK-20 schools, education tends to critique racist structures without providing solutions that bring into the conversation the liv...
{"title":"Affirming Black Joy & Homeplace: A Call to Action for Practitioner Preparation Programs","authors":"Benjamin S. Kearl, Renae D. Mayes, Riley Drake","doi":"10.1080/00405841.2023.2287676","DOIUrl":"https://doi.org/10.1080/00405841.2023.2287676","url":null,"abstract":"Despite growing discussions of antiracist practices and policies in PK-20 schools, education tends to critique racist structures without providing solutions that bring into the conversation the liv...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"75 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Published in Theory Into Practice (Just accepted, 2023)
发表于《从理论到实践》(2023年刚刚接受)
{"title":"“Black Girl Magic is everything:” Recommendations for cultivating supportive spaces for Black girls","authors":"Lauren Mims, Marketa Burnett, Raquel Martin, Seanna Leath, Brooke Harris-Thomas","doi":"10.1080/00405841.2023.2287721","DOIUrl":"https://doi.org/10.1080/00405841.2023.2287721","url":null,"abstract":"Published in Theory Into Practice (Just accepted, 2023)","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"45 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.1080/00405841.2023.2287648
E. C. M. Mason, Daniel Dosal-Terminel, Hannah Carter, Sarah York Streitmatter
Every school counselor must be fully prepared to build homeplace (hooks, 1990) and Black Joy (Love, 2019) in K-12 education. For white school counselors, this requires an ongoing personal and profe...
每个学校的辅导员必须充分准备在K-12教育中建立家园(hooks, 1990)和Black Joy (Love, 2019)。对于白人学校的辅导员来说，这需要持续的个人和职业……
{"title":"Affinity groups to build homeplace and cultural humility practices of white school counselors","authors":"E. C. M. Mason, Daniel Dosal-Terminel, Hannah Carter, Sarah York Streitmatter","doi":"10.1080/00405841.2023.2287648","DOIUrl":"https://doi.org/10.1080/00405841.2023.2287648","url":null,"abstract":"Every school counselor must be fully prepared to build homeplace (hooks, 1990) and Black Joy (Love, 2019) in K-12 education. For white school counselors, this requires an ongoing personal and profe...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"9 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.1080/00405841.2023.2287661
Shamari Reid
Many scholars have documented the critical importance of youth having access to spaces of joy and homeplaces in which they learn to matter. Research has shown that Black LGBTQ+ youth often struggle...
{"title":"Beyond single-identity spaces of Black mattering: Homeplaces for Black LGBTQ+ identities in K-12 schools","authors":"Shamari Reid","doi":"10.1080/00405841.2023.2287661","DOIUrl":"https://doi.org/10.1080/00405841.2023.2287661","url":null,"abstract":"Many scholars have documented the critical importance of youth having access to spaces of joy and homeplaces in which they learn to matter. Research has shown that Black LGBTQ+ youth often struggle...","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"24 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-10DOI: 10.1080/00405841.2023.2278972
Liane I. Hypolite, Kirk D. Rogers
ABSTRACTThis article builds upon prior work by suggesting how public, K-12 education systems across the United States can address longstanding opportunity gaps in STEM education. More specifically, we bring together the work of critical perspectives in education, STEM pathway research, as well as best practices from teaching and learning scholarship. We suggest that through critical, interconnected, and aligned approaches to pedagogy, curricula, and instruction, educators can effectively advance the holistic success of Black youth. We begin by summarizing some of the systemic barriers to STEM pathways for Black students. We then highlight how extant studies have pointed to 3 essential teaching and learning strategies that empower Black youth toward academic, social, and civic engagement. We suggest that through: (1) culturally responsive, relevant, and sustaining pedagogies, (2) problem- and project-based, participatory curricula, and (3) a commitment to civic action and civic engagement, we can reduce and one day remove STEM opportunity gaps. When this collection of practices is offered to students in holistic ways through in and out-of-school opportunities, studies have shown the positive impact that these teaching and learning approaches can have on Black students’ experiences, engagement, and academic success outcomes throughout the K-12 pathway.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also.
{"title":"Closing STEM opportunity gaps through critical approaches to teaching and learning for Black youth","authors":"Liane I. Hypolite, Kirk D. Rogers","doi":"10.1080/00405841.2023.2278972","DOIUrl":"https://doi.org/10.1080/00405841.2023.2278972","url":null,"abstract":"ABSTRACTThis article builds upon prior work by suggesting how public, K-12 education systems across the United States can address longstanding opportunity gaps in STEM education. More specifically, we bring together the work of critical perspectives in education, STEM pathway research, as well as best practices from teaching and learning scholarship. We suggest that through critical, interconnected, and aligned approaches to pedagogy, curricula, and instruction, educators can effectively advance the holistic success of Black youth. We begin by summarizing some of the systemic barriers to STEM pathways for Black students. We then highlight how extant studies have pointed to 3 essential teaching and learning strategies that empower Black youth toward academic, social, and civic engagement. We suggest that through: (1) culturally responsive, relevant, and sustaining pedagogies, (2) problem- and project-based, participatory curricula, and (3) a commitment to civic action and civic engagement, we can reduce and one day remove STEM opportunity gaps. When this collection of practices is offered to students in holistic ways through in and out-of-school opportunities, studies have shown the positive impact that these teaching and learning approaches can have on Black students’ experiences, engagement, and academic success outcomes throughout the K-12 pathway.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"111 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135136786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTWhile there are low percentages of Black males as educators, psychologists, pediatricians, and psychiatrists, Black students are more likely to have a Black male athletic coach. Previous research on the role of Black male coaches has demonstrated that there are several positive outcomes (i.e. academics, social skills, and reducing misbehaviors to deter criminalization) when the racial identity of Black students is matched with a Black coach. Black male coaches are an understudied cultural asset to the Black community. Therefore, this article explores how Black male coaches can be used to accelerate the closure of the opportunity gap by promoting community wellness, health, and academic success for Black youth. The recommendations for policymakers, educators, and school mental health professionals were written in collaboration with a Black male teacher-coach who works in a predominately Black high school setting.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also.
{"title":"Coaching Wellness, health, and success: Leveraging the Potential of Black male coaches to Promote Positive Outcomes for Black K-12 students","authors":"Isaac Woods, Jarrett Murphy, Lauryn Miller, Zarria Tolbert, Larraine Graham, Trimaine Sligh","doi":"10.1080/00405841.2023.2273571","DOIUrl":"https://doi.org/10.1080/00405841.2023.2273571","url":null,"abstract":"ABSTRACTWhile there are low percentages of Black males as educators, psychologists, pediatricians, and psychiatrists, Black students are more likely to have a Black male athletic coach. Previous research on the role of Black male coaches has demonstrated that there are several positive outcomes (i.e. academics, social skills, and reducing misbehaviors to deter criminalization) when the racial identity of Black students is matched with a Black coach. Black male coaches are an understudied cultural asset to the Black community. Therefore, this article explores how Black male coaches can be used to accelerate the closure of the opportunity gap by promoting community wellness, health, and academic success for Black youth. The recommendations for policymakers, educators, and school mental health professionals were written in collaboration with a Black male teacher-coach who works in a predominately Black high school setting.DisclaimerAs a service to authors and researchers we are providing this version of an accepted manuscript (AM). Copyediting, typesetting, and review of the resulting proofs will be undertaken on this manuscript before final publication of the Version of Record (VoR). During production and pre-press, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal relate to these versions also.","PeriodicalId":48177,"journal":{"name":"Theory Into Practice","volume":"1 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":"135569512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-05DOI: 10.1080/00405841.2023.2267396
Isaac L. Woods, Scott L. Graves
This issue of Theory Into Practice is devoted to the closure of opportunity gaps for Black youth. Why is it important to close opportunity gaps for Black youth? First, the opportunity gap was previously called the achievement gap. This change in terminology was needed to reflect more accurately that disparities in student outcomes are more accurately described by the inequitable opportunities to achieve rather than deficit-thinking that placed the blame on the Black youth. Therefore, in this special issue, we describe the opportunity gap as the manifestation of the way external factors can contribute to lower rates of success in educational achievement, career prospects, and other life aspirations (McNamara et al. 2020). This gap is sustained and exacerbated by inequitable distribution of resources such as under-resourced schools (Kitchens, 2021), lack of Black professionals in child-serving professions (e.g. Farinde-Wu et al. 2020), lack of quality teachers as more Black students enroll in a school (Jackson, 2009), the intersection of health disparities and education(Fiscella & Kitzman, 2009), and lastly recent publications have related to Black children are lacking access to appropriate social-emotional learning experiences that humanize them and prepare them for a world of anti-Black racism (i.g. Miller et al, 2022; Rogers et al. 2022). Therefore, this gap cannot be attributed solely to academic instruction nor can it be measured solely through academic achievement. Outcomes of this gap include lower graduation rates, a lack of Black students enrolled in gifted and talented programs, and an overrepresentation of Black children in special education. An example of the punishment gap (Morris et al. 2021), the disproportionate number of Black children in restrictive special education placement (U.S. Department of Education, 2021), and the percentage of Black students in the juvenile justice system (Padgaonkar et al. 2021) collectively provide oppressive conditions that lead to the exclusion of Black children from mainstream educational placements and society. These cataclysmic contributors remove Black children from learning and support a hegemonic relationship that is efficacious to all life-sustaining outcomes. In this issue, we provide nine contributions to eradicate the opportunity gaps for Black children.
本期《从理论到实践》致力于消除黑人青年的机会差距。为什么缩小黑人青年的机会差距很重要?首先，机会差距以前被称为成就差距。这种术语上的改变需要更准确地反映出，学生成绩的差异更准确地描述为实现目标的机会不平等，而不是把责任归咎于黑人青年的赤字思维。因此，在本期特刊中，我们将机会差距描述为外部因素可能导致教育成就、职业前景和其他生活抱负成功率降低的表现形式(McNamara et al. 2020)。由于资源分配不公平，如资源不足的学校(Kitchens, 2021)、儿童服务专业中缺乏黑人专业人员(例如farind - wu等人，2020)、随着更多黑人学生入学而缺乏优质教师(Jackson, 2009)、健康差距和教育的交集(fisscella & Kitzman, 2009)、最后，最近的出版物与黑人儿童缺乏适当的社会情感学习经验有关，这些经验使他们人性化，并为反黑人种族主义的世界做好准备(例如Miller等人，2022;Rogers et al. 2022)。因此，这种差距不能仅仅归因于学术指导，也不能仅仅通过学术成就来衡量。这种差距的结果包括毕业率较低，缺乏黑人学生参加天才项目，以及特殊教育中黑人儿童的比例过高。惩罚差距的一个例子(Morris et al. 2021)，限制性特殊教育安置中不成比例的黑人儿童(美国教育部，2021)，以及少年司法系统中黑人学生的比例(Padgaonkar et al. 2021)共同提供了压迫性条件，导致黑人儿童被主流教育安置和社会排斥。这些灾难性的贡献者剥夺了黑人儿童的学习机会，并支持了一种对所有维持生命的结果都有效的霸权关系。在本期中，我们为消除黑人儿童的机会差距提供了九项贡献。
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