Becoming activists for racial justice: A renewed purpose for learning about the past in K–12 education

2022 ◽  
pp. 1-4
Author(s):  
Erin V. Piedmont
Keyword(s):  
Racial Justice ◽  
The Past ◽  
K 12

scholarly journals Antidiscrimination Meets Integration Policies: Exploring New Diversity-Related Challenges in Europe

2021 ◽  
Vol 10 (6) ◽  
pp. 221
Author(s):  
Tina Magazzini
Keyword(s):  
Critical Race Studies ◽  
Racial Justice ◽  
Critical Race ◽  
Policy Makers ◽  
Race Studies ◽  
Managing Diversity ◽  
The Past ◽  
Migrant Integration ◽  
Multi Level ◽  
Racial Ethnic

Contemporary European societies are increasingly diverse. Migration both within and to Europe has contributed over the past decades to the rise of new religious, racial, ethnic, social, cultural and economic inequality. Such transformations have raised questions about the (multi-level) governance of diversity in Europe, thus determining new challenges for both scholars and policy-makers. Whilst the debate around diversity stemming from migration has become a major topic in urban studies, political science and sociology in Europe, Critical Race Studies and Intersectionality have become central in US approaches to understanding inequality and social injustice. Among the fields where ‘managing diversity’ has become particularly pressing, methodological issues on how to best approach minorities that suffer from multiple discrimination represent some of the hottest subjects of concern. Stemming from the interest in putting into dialogue the existing American scholarship on CRT and anti-discrimination with the European focus on migrant integration, this paper explores the issue of integration in relation to intersectionality by merging the two frames. In doing so, it provides some observations about the complementarity of a racial justice approach for facing the new diversity-related challenges in European polity. In particular, it illustrates how Critical Race Studies can contribute to the analysis of inequality in Europe while drawing on the integration literature.

scholarly journals Mapping the Landscape and Structure of Research on Education for Sustainable Development: A Bibliometric Review

2020 ◽  
Vol 12 (5) ◽  
pp. 1947 ◽  
Author(s):  
Philip Hallinger ◽  
Vien-Thong Nguyen
Keyword(s):  
Sustainable Development ◽  
Knowledge Base ◽  
English Language ◽  
Current Knowledge ◽  
Empirical Studies ◽  
Education For Sustainable Development ◽  
Intellectual Structure ◽  
Geographic Diversification ◽  
The Past ◽  
K 12

This systematic review of research used science mapping as a means of analyzing the knowledge base on education for sustainable development (ESD) in K-12 schooling. The review documented the size, growth trajectory and geographic distribution of this literature, identified high impact scholars and documents, and visualized the “intellectual structure” of the field. The database examined in this review consisted of 1842 English language, Scopus-indexed documents published between 1990 and 2018. The review found that the knowledge base on ESD has grown dramatically over the past 30 years, with a rapidly accelerating rate of publication in the past decade. Although the field has been dominated by scholarship from Anglo-American_European nations, there is evidence of increasing geographic diversification of the ESD knowledge base over the past 15 years. Citation analyses identified authors who have had a significant influence on the development of this literature. Author co-citation analysis revealed three “schools of thought” that comprise the “intellectual structure” of this knowledge base: Education for Sustainable Development, Developing a Sustainability Mindset, Teaching and Learning for Sustainability. Document content analyses led to the conclusion that the current knowledge base is heavily weighted towards critical, descriptive and prescriptive papers, with an insufficient body of analytical empirical studies. Several recommendations are offered for strengthening this literature.

scholarly journals Higher education after neoliberalism: Student activism as a guiding light

2018 ◽  
Vol 18 (1) ◽  
pp. 90-116 ◽  
Author(s):  
Rose M Cole ◽  
Walter F Heinecke
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Activism ◽  
Social Imaginary ◽  
Racial Justice ◽  
Creative Imagination ◽  
Student Activists ◽  
The Past ◽  
College Student Activism ◽  
Almost All

Contemporary college student activism has been particularly visible and effective in the past few years at US institutions of higher education and is projected only to grow in future years. Almost all of these protests and demands, while explicitly linked to social and racial justice, are sites of resistance to the neoliberalization of the academy. These activists are imagining a post-neoliberal society, and are building their demands around these potential new social imaginaries. Based on a discourse analysis of contemporary college student activist demands, to examine more closely the ways that student activists understand, resist, critique, and offer new alternatives to current (neoliberal) structures in higher education, it is suggested that student activists might be one key to understanding what’s next for higher education in a post-neoliberal context. The activists’ critiques of the structure of higher education reveal a sophisticated understanding of the current socio-political, cultural, and economic realities. Their demands show an optimistic, creative imagination that could serve educators well as we grapple with our first steps down a new road. Using their critiques and demands as a jumping-off point, this paper offers the blueprint for a new social imaginary in higher education, one that is focused on community and justice.

scholarly journals A Revaluation of Computational Thinking in K–12 Education: Moving Toward Computational Literacies

2021 ◽  
pp. 0013189X2110579
Author(s):  
Yasmin B. Kafai ◽  
Chris Proctor
Keyword(s):  
21St Century ◽  
Computational Thinking ◽  
Creative Expression ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Computing Education ◽  
The Past ◽  
College And Career ◽  
The World ◽  
K 12

Over the past decade, initiatives around the world have introduced computing into K–12 education under the umbrella of computational thinking. While initial implementations focused on skills and knowledge for college and career readiness, more recent framings include situated computational thinking (identity, participation, creative expression) and critical computational thinking (political and ethical impacts of computing, justice). This expansion reflects a revaluation of what it means for learners to be computationally-literate in the 21st century. We review the current landscape of K–12 computing education, discuss interactions between different framings of computational thinking, and consider how an encompassing framework of computational literacies clarifies the importance of computing for broader K–12 educational priorities as well as key unresolved issues.

History of Testing in the United States: PK–12 Education

2019 ◽  
Vol 683 (1) ◽  
pp. 22-37 ◽  
Author(s):  
Maris A. Vinovskis
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
No Child Left Behind ◽  
Federal Government ◽  
The United States ◽  
Late Nineteenth Century ◽  
National Education ◽  
The Past ◽  
History Of ◽  
K 12

This article provides a brief history of K–12 education testing in the United States from colonial America to the present. In early America, students were examined orally. After the mid-nineteenth century, written tests replaced oral presentations. In the late nineteenth century, graded schools gradually replaced the single-teacher, one-room schools. In the beginning of the twentieth century, standardized intelligence tests were increasingly used to categorize and promote students. State departments of education have played a larger role in local school funding and policies in the past hundred years. Since the 1960s, the federal government has expanded its involvement in national education while also promoting the role of states. During the past three decades, the federal government and states increased the use of high-stakes national testing with initiatives such as America 2000, Goals 2000, No Child Left Behind, and Every Student Succeeds.

“What We Do Crosses over to Activism”

2018 ◽  
Vol 40 (2) ◽  
pp. 69-95 ◽  
Author(s):  
Marika Cifor ◽  
Michelle Caswell ◽  
Alda Allina Migoni ◽  
Noah Geraci
Keyword(s):  
Social Justice ◽  
Public Engagement ◽  
Racial Justice ◽  
Community Based ◽  
Community Archives ◽  
The Past ◽  
Ethical Orientations ◽  
Semistructured Interviews ◽  
Community Organizers ◽  
Using Data

Using data gleaned from semistructured interviews with seventeen community archives founders, volunteers, and staff at twelve sites, this paper examines the relations and roles of community archives and archivists in social justice activism. Our research uncovered four findings on the politics of community archives. First, community-based archivists identify as activists, advocates, or community organizers, and this identification shapes their understandings of community archives work and the missions of community archives. Second, community-based archives offer substantial critiques of neutrality in their ethical orientations and thus present new ethical foundations for practice. Third, by activating their collections, community archives play significant roles within contemporary social movements including struggles for racial justice and against gentrification. Finally, community archives are at the forefront of the profession in their engagements with activists. Community archives have much to contribute to practice and scholarship on activism, outreach, and public engagement with the past.

Strengthening Partnerships through Family Math Nights

2018 ◽  
Vol 23 (5) ◽  
pp. 284-287 ◽  
Author(s):  
Lynn Liao Hodge ◽  
Michael Lawson
Keyword(s):  
Preservice Teachers ◽  
Mathematics Education ◽  
Best Practices ◽  
Teaching And Learning ◽  
High School Mathematics ◽  
University Mathematics ◽  
The Past ◽  
Mathematics Teaching And Learning ◽  
University Mathematics Education ◽  
K 12

Collaboration is central to impacting mathematics teaching and learning. As a university mathematics education professor (the first author) and a graduate student in mathematics education and former high school mathematics teacher (the second author), we have initiated partnerships with urban and rural middle schools, families, and preservice teachers during the past five years, using Family Math Nights (FMNs) as the vehicle for collaboration. FMNs are events that usually take place in school gyms, libraries, or cafeterias to promote awareness and inspire interest in K-12 mathematics education. The events are highly interactive, with stations that allow both adults and students to interact with teachers to better understand what inquiry and best practices in mathematics look like. The approach that we facilitated is quite different from the typical approach to designing and implementing FMNs.

Take Time for Action: Perimeter or Area? Which Measure Is It?

1999 ◽  
Vol 5 (1) ◽  
pp. 20-23
Author(s):  
Michaele F. Chappell ◽  
Denisse R. Thompson
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Conceptual Understanding ◽  
Physical Environment ◽  
Mathematics Curriculum ◽  
School Students ◽  
The Past ◽  
Fundamental Understanding ◽  
K 12

During the past twenty years, documents have recommended that the mathematics curriculum include measurement for all grades, K–12 (NCTM 1980, 1989). Indeed, students interact daily with measurement in their physical environment, for example, by finding the distance from home to school, their height and weight, and wall space for posters. Adolescents bring to the classroom varied conceptions of measurement, which may be in the form of basic applications or general formulas. All too often, a fundamental understanding of these ideas is sacrificed while students learn general formulas. This situation is particularly true for attributes of perimeter and area. To what extent do middle school students possess a conceptual understanding of these measurement concepts?

Strategies For Improving Academic Performance By Non-Native English Speakers In Graduate Programs

2011 ◽  
Vol 8 (12) ◽  
pp. 1 ◽  
Author(s):  
Tracye A. Todd ◽  
Terrye A. Stinson ◽  
Thillainatarajan Sivakumaran
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Graduate Programs ◽  
Native English Speakers ◽  
English Speakers ◽  
Academic Needs ◽  
The Past ◽  
English Speaking ◽  
Native English Speaking ◽  
K 12

Over the past decade, the number of non-native English speaking students in higher education has increased dramatically. Educators at all levels have experienced challenges in meeting the academic needs of these students and continue to seek strategies for addressing these challenges. This paper describes some of this research related to K-12 and suggests ways for applying the results to improve the academic performance of non-native English speaking students in U.S. graduate programs. Educators in higher education can benefit from the research focused on K-12 and should seek ways to replicate the successful strategies in the graduate classroom.

Adequacy, inequality, and cash for grades

2011 ◽  
Vol 9 (3) ◽  
pp. 209-232 ◽  
Author(s):  
Derrick Darby
Keyword(s):  
Social Justice ◽  
Racial Inequality ◽  
Racial Justice ◽  
Educational Adequacy ◽  
Racial Achievement Gap ◽  
Group I ◽  
Adequate Education ◽  
Inequality In Education ◽  
K 12 ◽  
Racial Achievement

Some political philosophers have recently argued that providing K–12 students with an adequate education suffices for social justice in education provided that the threshold of educational adequacy is properly understood. Others have argued that adequacy is insufficient for social justice. In this article I side with the latter group. I extend this debate to racial inequality in education by considering the controversial practice of paying students cash for grades to close the racial achievement gap. I then argue that framing the demand for racial justice in education solely in terms of educational adequacy leaves us unable to take issue with the cash for grades policy as a matter of principle. While this does not entail that educational adequacy is unimportant, it adds to the general case for why adequacy does not suffice for social justice.

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