Willful Defiance

Author(s):  
Mark R. Warren

Willful Defiance documents how Black and Brown parents, students and members of low-income communities of color organized to dismantle the school-to-prison pipeline in their local schools and built a movement that spread across the country. The book begins in the Mississippi Delta where African American families were some of the first to name and speak out against the school-to-prison pipeline and challenge anti-Black racism, exclusionary discipline policies that suspend and expel students of color at disproportionate rates and policing practices that lead students into the juvenile and criminal justice systems. The book examines organizing processes in Mississippi, Los Angeles, Chicago, and other localities, showing how groups led by parents and students of color built the power to win policy changes to reduce suspensions and expulsions by centering the participation of people most impacted by injustice and combining deep local organizing with resources from the national movement. It shows how an intersectional movement emerged as girls of color and gender nonconforming students asserted their voice, the movement won victories to remove or defund school police and sought to establish restorative justice alternatives to transform deep-seated racism in public schools. The book documents the struggle organizers waged to build a movement led by community groups accountable to people most impacted by injustice rather than Washington-based professional advocates. It offers a new model for federated movements that operate simultaneously at local, state, and national levels, while primarily oriented to support local organizing and reconceptualizes national movements as interconnected local struggles whose victories are lifted up and “nationalized” to transform racially inequitable policies at multiple levels.

2010 ◽  
Vol 3 (3) ◽  
pp. 355-375 ◽  
Author(s):  
Michelle Billies

The work of the Welfare Warriors Research Collaborative (WWRC), a participatory action research (PAR) project that looks at how low income lesbian, gay, bisexual, transgender, and gender nonconforming (LG-BTGNC) people survive and resist violence and discrimination in New York City, raises the question of what it means to make conscientization, or critical consciousness, a core feature of PAR. Guishard's (2009) reconceptualization of conscientization as “moments of consciousness” provides a new way of looking at what seemed to be missing from WWRC's process and analysis. According to Guishard, rather than a singular awakening, critical consciousness emerges continually through interactions with others and the social context. Analysis of the WWRC's process demonstrates that PAR researchers doing “PAR deep” (Fine, 2008)—research in which community members share in all aspects of design, method, analysis and product development—should have an agenda for developing critical consciousness, just as they would have agendas for participation, for action, and for research.


2019 ◽  
Vol 121 (11) ◽  
pp. 1-42
Author(s):  
Melissa A. Martinez ◽  
Isaac Torres ◽  
Katherine Lewis

Context It has been argued that high schools with a majority of students of color and from low-income backgrounds must be purposeful in fostering a college-going culture in order to address the challenges and inequities historically underserved students face in preparing for and accessing a higher education. However, what this looks and sounds like in practice is not always clear, leaving schools seeking common ground on how to create a college-going environment. Purpose Through a symbolic and ecological model of college readiness framework, the messaging associated with the college-going culture at three racially and economically diverse Texas high schools that had consistently high college ready graduate rates was examined. The research questions that guided the study included: What types of college-going culture messages are conveyed at the schools, and how? How might such messaging impact students, school staff and leaders? Research Design This study drew on data from a three-year, multi-site descriptive case study of three public high schools in different regions of Texas that all served approximately 50% or more of students with financial need and 72% to 97% students of color, specifically Latina/o and Black students. Data Collection and Analysis Data was collected during week-long, yearly visits to the three schools and included: school and district documents; individual and group semi-structured interviews with 194 individuals including administrators, teachers, support staff, students, parents, and community members; observations of common areas and classrooms; archival data; and researcher-derived documents including field notes, memos, and photographs of the school grounds and school activities. This paper primarily drew on the pictures taken of the schools (in hallways, classrooms, and shared spaces like cafeterias and libraries), field notes, memos, and interview data that specifically spoke to the visual and verbal messaging associated with the college-going culture. Analysis of data revealed six themes: college is a revered goal with many options; varying degrees of integration; support and resources are at your reach; think college and career; finding funding for college is vital; college is an individual and shared success. Conclusions This study's findings suggest the need to: reconsider what a strong college-going culture entails, re-envision college-going cultures as dynamic, multi-layered, and responsive, reframe postsecondary opportunities so they are more expansive and varied, and re-evaluate inequities in college-going messaging and academic rigor.


2021 ◽  
pp. 212-236
Author(s):  
Mark R. Warren

Chapter 8 examines the expansion of the movement to new issues and newly forceful constituents. It charts the rise of the police-free schools movement and discusses the influence of the Movement for Black Lives. It documents the assertion of voice and leadership by Black girls; girls of color; and gender nonconforming students in the movement, highlighting the intersectional ways that they experience the school-to-prison pipeline. Finally, it examines the role of teachers as allies to the movement and highlights efforts to implement restorative justice as an alternative to zero tolerance. It emphasizes the need to connect restorative justice to school-site organizing that connects teachers with students and parents in ways that transform relationships and create liberatory education.


2020 ◽  
Vol 44 (2-3) ◽  
pp. 111-144
Author(s):  
Caitlin Kearns ◽  
Douglas Lee Lauen ◽  
Bruce Fuller

Charter schools place competitive pressure on school districts to retain students and public funding. Many districts also have moved to decentralize control of budgets and teacher hiring down to school principals, independent of competitive pressures. But almost no evaluation evidence gauges the effectiveness of charter-like schools, relative to traditional public schools. We find that autonomous pilot schools in Los Angeles enroll more low-income and Spanish-speaking students, compared with traditional schools. Pilot pupils are significantly less likely to exit the school district. But pilot pupils displayed lower test scores in mathematics and fell slightly below traditional students in English-language arts, taking into account prior performance and their propensity to enter pilot schools. We tracked 6,732 students entering pilot high schools between 2008 and 2012, statistically matched in multiple ways with traditional peers from identical sending middle schools. We discuss the advantages of our evaluation strategy and the implications of our findings for education leaders and policy makers.


2017 ◽  
Vol 46 (3) ◽  
pp. 143-146 ◽  
Author(s):  
Karen Hunter Quartz ◽  
Rhona S. Weinstein ◽  
Gail Kaufman ◽  
Harold Levine ◽  
Hugh Mehan ◽  
...  

This commentary suggests that new school design is a fertile policy context for advancing research–practice partnerships. The authors represent four public universities that have created new school designs in partnership with urban school districts. Unlike the laboratory schools of previous generations, these university-partnered public schools were intentionally designed to disrupt persistent patterns of inequity and prepare low-income students of color to flourish in college. The authors argue that these schools provide a promising context for marrying research and practice to bring about fundamental change in schools, with potential for spread of innovation to districts and universities.


2021 ◽  
Vol 11 (3) ◽  
pp. 128-131
Author(s):  
Sana Farrukh Khan ◽  
Afshan Murad ◽  
Rozina Somani ◽  
Khairunnissa Hooda ◽  
Salma Rattani

School Health Services (SHS) are school health programs that promote health in school children. The value of SHS is recognized globally and practices around SHS vary with different regions. Its positive outcomes are already acknowledged by high-income countries, where education ministries are typically involved in cultivating comprehensive School Health Services. Low-income countries remain hesitant to implement SHS, due to various constraints. In Pakistan, SHS have been introduced and restructured several times, but never comprehensively executed. Private schools in Pakistan offer better health programs than public schools but none of the schools follow standardized school health guidelines. This paper aims to analyze the role of SHS in Pakistan and provide several recommendations regarding the establishment of SHS in local schools. The proposed suggestions revolve around establishing model clinics in schools, which would be central to subsequent school-based health programs in Pakistan. If properly designed and equipped, school clinics can support a wide range of health outcomes, from emergency first aid care, to immunizations, to health education. The involvement of ministries and national authorities is encouraged for smooth delivery of SHS and compliance with public health guidelines.


Author(s):  
Michelle Billies

Findings from a participatory action research project conducted by the Welfare Warriors Research Collaborative (WWRC) are used to explore the questions of whether and what kind of psychology can support racially and ethnically diverse, low-income lesbian, gay, bisexual, transgender, and gender nonconforming (LGBTGNC) liberation. Such issues cannot be understood through lenses of gender and sexuality alone and mainstream psychology—as well as the larger LGBT movement—has tended to ignore the formative ways oppressions are made to work together. Intersectionality and homonationalism are necessary concepts in a psychology of low-income, racially and ethnically diverse LGBTGNC liberation as well as an understanding of “resistance” that broadens to include building community among individuals as well as solidarity and coalition with sister social movements. Freedom of movement and the right to housing are explored as human rights relevant for a low-income LGBTGNC psychology of liberation.


Author(s):  
Dwayne Small

This chapter examines public schools in low income communities in the U.S. by example of two low income high schools in Chicago. It addresses how alliances between U.S. corporations and local government, and public-school officials do not work in the best interest of students of color in low income communities in their pursuit of higher education. The chapter posits that schools for low income communities do not prepare students for white collar corporate positions, putting them at risk of not qualifying for higher education. Considering the claimed school to prison pipeline, the author calls for closing the educational gap between low income and rich public schools in the U.S. by eradicating racism and classism that appears to prevail in U.S. institutions of education.


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