Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity

2016 ◽  
Vol 86 (2) ◽  
pp. 206-232 ◽  
Author(s):  
Shirin Vossoughi ◽  
Paula K. Hooper ◽  
Meg Escudé
Keyword(s):  
Students Of Color ◽  
Educational Equity ◽  
Cross Cultural ◽  
Maker Movement ◽  
Research And Teaching ◽  
Working Class Students ◽  
Sociopolitical Values ◽  
Pedagogical Philosophies ◽  
Research And Design ◽  
Oriented Research

In this essay, Shirin Vossoughi, Paula Hooper, and Meg Escudé advance a critique of branded, culturally normative definitions of making and caution against their uncritical adoption into the educational sphere. The authors argue that the ways making and equity are conceptualized can either restrict or expand the possibility that the growing maker movement will contribute to intellectually generative and liberatory educational experiences for working-class students and students of color. After reviewing various perspectives on making as educative practice, they present a framework that treats the following principles as starting points for equity-oriented research and design: critical analyses of educational injustice; historicized approaches to making as cross-cultural activity; explicit attention to pedagogical philosophies and practices; and ongoing inquiry into the sociopolitical values and purposes of making. These principles are grounded in their own research and teaching in the Tinkering Afterschool Program as well as in the insights and questions raised by critical voices both inside and outside the maker movement.

scholarly journals Equity-Minded Faculty Development: An Intersectional Identity-Conscious Community of Practice Model for Faculty Learning

2018 ◽  
Vol 29 (1) ◽  
Author(s):  
Kimberly Costino
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Students Of Color ◽  
Female Students ◽  
Institutional Transformation ◽  
Practice Model ◽  
Faculty Interaction ◽  
Inclusive Learning ◽  
Faculty Learning ◽  
Working Class Students

Equity-minded institutional transformation requires robust faculty learning.  Research has shown that the single most important factor in student success is faculty interaction.  Positive, supportive, and empowering faculty interaction is particularly important to the success of female students, poor and working class students, and students of color, but most faculty are not prepared to offer the kind of support that has been shown to be most effective for marginalized students.  If institutions are serious about equity and about transformation, then they are obligated to provide professional development that will support the learning necessary for faculty to fulfill these important roles and to support faculty financially or by buying their time to participate in it.  An effective way to do this is to align such professional development with the urgent needs of the campus and their related campus-wide initiatives.  This article describes a community of practice model of identity-conscious professional development that engages faculty in a scholarly approach to the science of learning and evidence-based teaching and curriculum development while at the same time insistently and consistently incorporating critical reflection on and exploration of how systems of power and oppression impact learning. We believe this faculty engagement is key to transforming our institution into a more equitable and inclusive learning environment for students and faculty alike.

Being “Loud”: Identities-in-Practice in a Figured World of Achievement

2019 ◽  
Vol 56 (4) ◽  
pp. 1281-1317 ◽  
Author(s):  
Limarys Caraballo
Keyword(s):  
Academic Achievement ◽  
Narrative Analysis ◽  
Students Of Color ◽  
Educational Equity ◽  
Lower Income ◽  
Urban Middle School ◽  
Gendered Identities ◽  
High Achieving Students ◽  
White Middle Class ◽  
High Achieving

Discourses of achievement often overlook the interdependence of classroom contexts, students’ identities, and academic performance. This narrative analysis explores how high-achieving students of color construct identities-in-practice in a diverse urban middle school. By documenting explicit moments in which students construct identities-in-practice such as being “loud,” which are positioned as incompatible with “being smart,” I argue that high-achieving lower income students of color are disproportionately regulated by achievement discourses that position White middle-class norms as neutral. This article documents tensions between what it takes to achieve academically and students’ raced, classed, and gendered identities in order to reframe educational equity based on a theoretical framing of identities and academic achievement as interrelated and highly contextual.

CORD Awards Panel 2014: “Celebrating the Scholarship of Deidre Sklar—Can Sklar-Lore Be Brought to Its Senses?”

2015 ◽  
Vol 2015 ◽  
pp. 13-18
Author(s):  
Miriam Phillips
Keyword(s):  
San Francisco ◽  
Modern Dance ◽  
Cross Cultural ◽  
Black Sheep ◽  
Research And Teaching ◽  
Global Movement ◽  
Intensive Program ◽  
Dance Ethnology ◽  
The University ◽  
The Impact

I am both honored and humbled to comment about the impact of Deidre Sklar's work on my research and teaching. More than anything, I consider Dr. Deidre Sklar a kind of dance ethnology big sister. I first learned of her when I was a student at the University of California Los Angeles's (UCLA) internationally recognized former dance ethnology program, where Deidre had attended nearly a decade before me. Those of us who went through this unique and intensive program often felt as if we knew each other, even if we had never met. The program was a kind of nation of black sheep; we were kindred spirits in our love and participation of different kinds of global movement practices at a time when ballet and modern dance were exclusively the norm. Also, our mentors, Allegra Fuller Snyder and Elsie Ivancich Dunin, made it a point to share the distinctive investigations of our predecessors. So I think it was in this context that I first learned of Deidre. Over the years, I recall short but poignant conversations with her which left me pondering for months afterwards. Some of our fleeting encounters occurred in the bustling dark hallway of an American Anthropology Association (AAA) conference hotel in San Francisco, taking in the arid air outside of the Cross-Cultural Dance Resources (CCDR) meeting space in Flagstaff, or smelling fire-baked tortillas and hearing cocoon rattles as we stood observing the awe-inspiring Yaqui Easter ceremony in Tucson. As a newbie dance ethnologist in those years, I found Deidre's strong, direct ways, her laser sharp insights, thought provoking questions, and bold comments somewhat intimidating—all features I have grown to admire and value now.

The Limits of Justice-Informed Research and Teaching in the Presence of Antiblackness and Black Suffering: Surplus of Transformation or (Un)Just Traumatic Returns?

2021 ◽  
pp. 107780042110269
Author(s):  
Keffrelyn D. Brown
Keyword(s):  
Social Justice ◽  
Multicultural Education ◽  
Visual Studies ◽  
Literary Studies ◽  
Ethnographic Research ◽  
Eastern Philosophy ◽  
Research And Teaching ◽  
Critical Multicultural Education ◽  
Black Intellectual ◽  
Oriented Research

In this conceptual article, I examine the turn of justice-oriented research and teaching from transformative to traumatic and its relationship to antiblackness. I consider the affordances and limits of research and teaching that makes antiblackness visible while simultaneously citing potentially traumatizing portraits of Black suffering. Drawing from critical multicultural education and social justice scholarship, alongside Black intellectual thought in literary studies, visual studies, Eastern philosophy, and participatory and ethnographic research, I ask whether and how researchers should engage justice-informed research and teaching. I offer insights to consider when seeking either to capture antiblack injustice or to share it as curriculum.

Same-Race Student–Teacher: Comparing Outcomes for Kindergartners With and Without Disabilities

2019 ◽  
Vol 40 (4) ◽  
pp. 225-235 ◽  
Author(s):  
Michael A. Gottfried ◽  
J. Jacob Kirksey ◽  
Adam Wright
Keyword(s):  
Students With Disabilities ◽  
Students Of Color ◽  
Educational Equity ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Data Set ◽  
Emotional Outcomes ◽  
Race Ethnicity ◽  
Nationally Representative ◽  
Social Emotional Outcomes

Although numerous studies have examined if students of color benefit from having a teacher of the same race/ethnicity, all attention has been paid to students without disabilities. We examine whether the same benefits hold for students with disabilities (SWDs). Using a nationally representative data set of kindergartners, we explored whether SWDs of color had different academic and social–emotional outcomes when with a teacher of the same race/ethnicity. We compared students of color with and without disabilities in the same classroom with regard to a same-race teacher match. Unlike students without disabilities, we do not find evidence in the data set that SWDs of color benefit from a same-race teacher match in terms of achievement and social–emotional development. Implications with regard to educational equity are discussed.

Afterword

2019 ◽  
pp. 339-342
Keyword(s):  
Students Of Color ◽  
Turning Point ◽  
Educational Equity ◽  
The State ◽  
State Responsibility ◽  
Board Of Education ◽  
Right To Education ◽  
National Priority ◽  
Warren Court ◽  
It Education

More than sixty years have passed since the promise of educational equity for students of color was enshrined in the seminal 1954 ruling in Brown v. Board of Education. While the ruling marked a turning point, the Supreme Court’s holding stopped short of creating a federal right to education—rendering the decision a dream deferred for too many Americans. The Warren Court challenged a legally segregated nation to make educational equity a national priority but affirmed realization of such equity to be a state responsibility by noting in dicta “where the state has undertaken to provide it, [education] is a right which must be made available to all on equal terms.”...

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