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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Educational Equity and Justice</h1><div class="u-tcGrayDark">24,080 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Educational Equity and Justice</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Educational_Equity_and_Justice">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34255080" data-work_id="34255080" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34255080/Shaming_and_Shunning_The_People_Who_Do_It_and_Its_Likely_Effects_Part_I_">Shaming & Shunning: The People Who Do It, & Its Likely Effects (Part I)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized"><a href="http://www.legitgov.org/Shaming-Shunning-People-Who-Do-It-Its-Likely-Effects-Part-I" rel="nofollow">http://www.legitgov.org/Shaming-Shunning-People-Who-Do-It-Its-Likely-Effects-Part-I</a> I can tell you a little about shaming and shunning -- what types of people initiate it, the way it builds, and how it is maintained. I can also speak to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34255080" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden"><a href="http://www.legitgov.org/Shaming-Shunning-People-Who-Do-It-Its-Likely-Effects-Part-I" rel="nofollow">http://www.legitgov.org/Shaming-Shunning-People-Who-Do-It-Its-Likely-Effects-Part-I</a><br /><br />I can tell you a little about shaming and shunning -- what types of people initiate it, the way it builds, and how it is maintained. I can also speak to the the kinds of responses the shamed and shunned are liable to take in response.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34255080" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a87df3ed91c54ddbb0ecdb09884b2517" rel="nofollow" data-download="{"attachment_id":54355657,"asset_id":34255080,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54355657/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4959965" href="https://hillsdale.academia.edu/MichaelRectenwald">Michael Rectenwald</a><script data-card-contents-for-user="4959965" type="text/json">{"id":4959965,"first_name":"Michael","last_name":"Rectenwald","domain_name":"hillsdale","page_name":"MichaelRectenwald","display_name":"Michael Rectenwald","profile_url":"https://hillsdale.academia.edu/MichaelRectenwald?f_ri=15155","photo":"https://0.academia-photos.com/4959965/11433017/34521122/s65_michael.rectenwald.jpg"}</script></span></span></li><li class="js-paper-rank-work_34255080 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34255080"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34255080, container: ".js-paper-rank-work_34255080", }); });</script></li><li class="js-percentile-work_34255080 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34255080; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34255080"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34255080 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34255080"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34255080; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34255080]").text(description); $(".js-view-count-work_34255080").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34255080").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34255080"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13283" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice_in_Education">Social Justice in Education</a>, <script data-card-contents-for-ri="13283" type="text/json">{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a>, <script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="18004" rel="nofollow" href="https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education">Equity and Social Justice in Higher Education</a><script data-card-contents-for-ri="18004" type="text/json">{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34255080]'), work: {"id":34255080,"title":"Shaming \u0026 Shunning: The People Who Do It, \u0026 Its Likely Effects (Part I)","created_at":"2017-08-17T07:41:50.358-07:00","url":"https://www.academia.edu/34255080/Shaming_and_Shunning_The_People_Who_Do_It_and_Its_Likely_Effects_Part_I_?f_ri=15155","dom_id":"work_34255080","summary":"http://www.legitgov.org/Shaming-Shunning-People-Who-Do-It-Its-Likely-Effects-Part-I\n\nI can tell you a little about shaming and shunning -- what types of people initiate it, the way it builds, and how it is maintained. I can also speak to the the kinds of responses the shamed and shunned are liable to take in response.","downloadable_attachments":[{"id":54355657,"asset_id":34255080,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4959965,"first_name":"Michael","last_name":"Rectenwald","domain_name":"hillsdale","page_name":"MichaelRectenwald","display_name":"Michael Rectenwald","profile_url":"https://hillsdale.academia.edu/MichaelRectenwald?f_ri=15155","photo":"https://0.academia-photos.com/4959965/11433017/34521122/s65_michael.rectenwald.jpg"}],"research_interests":[{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=15155","nofollow":true},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=15155","nofollow":true},{"id":20129,"name":"Social Justice Education","url":"https://www.academia.edu/Documents/in/Social_Justice_Education?f_ri=15155"},{"id":56942,"name":"Cultural Revolution","url":"https://www.academia.edu/Documents/in/Cultural_Revolution?f_ri=15155"},{"id":100734,"name":"Collegiality in academia","url":"https://www.academia.edu/Documents/in/Collegiality_in_academia?f_ri=15155"},{"id":542093,"name":"Naming and Shaming","url":"https://www.academia.edu/Documents/in/Naming_and_Shaming?f_ri=15155"},{"id":593927,"name":"Self-criticism","url":"https://www.academia.edu/Documents/in/Self-criticism?f_ri=15155"},{"id":635119,"name":"Ideologues","url":"https://www.academia.edu/Documents/in/Ideologues?f_ri=15155"},{"id":1735586,"name":"Red Guards","url":"https://www.academia.edu/Documents/in/Red_Guards?f_ri=15155"},{"id":2229178,"name":"Shaming","url":"https://www.academia.edu/Documents/in/Shaming?f_ri=15155"},{"id":2768876,"name":"Shunning","url":"https://www.academia.edu/Documents/in/Shunning?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43764136" data-work_id="43764136" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43764136/SCHOOL_LEADERSHIP_FOR_A_DIVERSE_SOCIETY">SCHOOL LEADERSHIP FOR A DIVERSE SOCIETY</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Author Buonanno, Thomas Anthony Title School Leadership for a Diverse Society Year Degree Awarded 2020 Department Educational Leadership Degree Ed.D. Abstract Given the increase of language minority students in school districts across... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43764136" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Author<br />Buonanno, Thomas  Anthony<br />Title<br />School Leadership for a Diverse Society<br />Year Degree Awarded<br />2020<br />Department<br />Educational Leadership<br />Degree<br />Ed.D.<br />Abstract<br />Given the increase of language minority students in school districts across Pennsylvania, school leaders are faced with the demand to address the unique needs of students learning English. Previous research suggests that state initiatives to simply assimilate students may not have been successful in meeting their needs. Furthermore, research and theory also suggest that leaders demonstrating cultural proficiency may be more effective in meeting the needs of English learners who are also ethnic minorities. The approach leaders take may be a function of the ethical paradigm that informs their decision-making. In order to understand the extent to which elementary school principals in one school district display cultural proficiency and to investigate the ethical paradigms that inform their decision-making, I conducted interviews with five principals in one large diverse school district in Pennsylvania. Drawing on a framework of Cultural Proficiency, I found in general there to be an over-appreciation of diversity and under-appreciation of cultural proficiency at the conclusion of this study. Additionally, there was an observed tendency for these school principals to view their leadership role as one that functions primarily within the confines of executing district policies at the building-level. Though each participant expressed the importance of advocacy for their students, they did not pursue policy creation or change within a broader political context. Despite the similarities among participants, my analysis suggested variations in the participants’ concepts of their role as school leaders to support English Language Learners and language minority students.<br />Advisor<br />McGinley, Christopher W.<br /><br />Committee Members<br />Laurence, Janice H.<br />Haviland, Joseph<br />Smith, Michael W.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43764136" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2ee6f9b47060c4d650604fd4e06519ff" rel="nofollow" data-download="{"attachment_id":64076536,"asset_id":43764136,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64076536/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38140309" href="https://temple.academia.edu/thomasbuonanno">Thomas A Buonanno, Ed.D</a><script data-card-contents-for-user="38140309" type="text/json">{"id":38140309,"first_name":"Thomas","last_name":"Buonanno, Ed.D","domain_name":"temple","page_name":"thomasbuonanno","display_name":"Thomas A Buonanno, Ed.D","profile_url":"https://temple.academia.edu/thomasbuonanno?f_ri=15155","photo":"https://0.academia-photos.com/38140309/10655412/35856192/s65_thomas.buonanno.jpeg"}</script></span></span></li><li class="js-paper-rank-work_43764136 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43764136"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43764136, container: ".js-paper-rank-work_43764136", }); });</script></li><li class="js-percentile-work_43764136 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43764136; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43764136"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43764136 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43764136"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43764136; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43764136]").text(description); $(".js-view-count-work_43764136").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43764136").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43764136"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="240" rel="nofollow" href="https://www.academia.edu/Documents/in/Organizational_Psychology">Organizational Psychology</a>, <script data-card-contents-for-ri="240" type="text/json">{"id":240,"name":"Organizational Psychology","url":"https://www.academia.edu/Documents/in/Organizational_Psychology?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="814" rel="nofollow" href="https://www.academia.edu/Documents/in/Ethics">Ethics</a>, <script data-card-contents-for-ri="814" type="text/json">{"id":814,"name":"Ethics","url":"https://www.academia.edu/Documents/in/Ethics?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="898" rel="nofollow" href="https://www.academia.edu/Documents/in/Multiculturalism">Multiculturalism</a>, <script data-card-contents-for-ri="898" type="text/json">{"id":898,"name":"Multiculturalism","url":"https://www.academia.edu/Documents/in/Multiculturalism?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a><script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43764136]'), work: {"id":43764136,"title":"SCHOOL LEADERSHIP FOR A DIVERSE SOCIETY","created_at":"2020-08-02T02:46:28.206-07:00","url":"https://www.academia.edu/43764136/SCHOOL_LEADERSHIP_FOR_A_DIVERSE_SOCIETY?f_ri=15155","dom_id":"work_43764136","summary":"Author\nBuonanno, Thomas Anthony\nTitle\nSchool Leadership for a Diverse Society\nYear Degree Awarded\n2020\nDepartment\nEducational Leadership\nDegree\nEd.D.\nAbstract\nGiven the increase of language minority students in school districts across Pennsylvania, school leaders are faced with the demand to address the unique needs of students learning English. Previous research suggests that state initiatives to simply assimilate students may not have been successful in meeting their needs. Furthermore, research and theory also suggest that leaders demonstrating cultural proficiency may be more effective in meeting the needs of English learners who are also ethnic minorities. The approach leaders take may be a function of the ethical paradigm that informs their decision-making. In order to understand the extent to which elementary school principals in one school district display cultural proficiency and to investigate the ethical paradigms that inform their decision-making, I conducted interviews with five principals in one large diverse school district in Pennsylvania. Drawing on a framework of Cultural Proficiency, I found in general there to be an over-appreciation of diversity and under-appreciation of cultural proficiency at the conclusion of this study. Additionally, there was an observed tendency for these school principals to view their leadership role as one that functions primarily within the confines of executing district policies at the building-level. Though each participant expressed the importance of advocacy for their students, they did not pursue policy creation or change within a broader political context. Despite the similarities among participants, my analysis suggested variations in the participants’ concepts of their role as school leaders to support English Language Learners and language minority students.\nAdvisor\nMcGinley, Christopher W.\n\nCommittee Members\nLaurence, Janice H.\nHaviland, Joseph\nSmith, Michael W.","downloadable_attachments":[{"id":64076536,"asset_id":43764136,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38140309,"first_name":"Thomas","last_name":"Buonanno, Ed.D","domain_name":"temple","page_name":"thomasbuonanno","display_name":"Thomas A Buonanno, Ed.D","profile_url":"https://temple.academia.edu/thomasbuonanno?f_ri=15155","photo":"https://0.academia-photos.com/38140309/10655412/35856192/s65_thomas.buonanno.jpeg"}],"research_interests":[{"id":240,"name":"Organizational Psychology","url":"https://www.academia.edu/Documents/in/Organizational_Psychology?f_ri=15155","nofollow":true},{"id":814,"name":"Ethics","url":"https://www.academia.edu/Documents/in/Ethics?f_ri=15155","nofollow":true},{"id":898,"name":"Multiculturalism","url":"https://www.academia.edu/Documents/in/Multiculturalism?f_ri=15155","nofollow":true},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=15155","nofollow":true},{"id":2802,"name":"Turbulence","url":"https://www.academia.edu/Documents/in/Turbulence?f_ri=15155"},{"id":7273,"name":"Cultural Competency","url":"https://www.academia.edu/Documents/in/Cultural_Competency?f_ri=15155"},{"id":7466,"name":"Human Development","url":"https://www.academia.edu/Documents/in/Human_Development?f_ri=15155"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=15155"},{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=15155"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"},{"id":53391,"name":"School culture","url":"https://www.academia.edu/Documents/in/School_culture?f_ri=15155"},{"id":77802,"name":"School Leadership","url":"https://www.academia.edu/Documents/in/School_Leadership?f_ri=15155"},{"id":740739,"name":"Cultural Proficiency","url":"https://www.academia.edu/Documents/in/Cultural_Proficiency?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18167806 coauthored" data-work_id="18167806" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18167806/When_Aspirations_Exceed_Actions_Educational_Leaders_Descriptions_of_Educational_Equity">When Aspirations Exceed Actions: Educational Leaders' Descriptions of Educational Equity</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Research has begun to articulate actions of social justice leaders, but as a field we still know little about how a broad range of leaders view and enact equitable practice. In this study, we use a set of “leadership for equity" rubrics... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18167806" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Research has begun to articulate actions of social justice leaders, but as a field we still know little about how a broad range of leaders view and enact equitable practice. In this study, we use a set of “leadership for equity" rubrics to examine how 114 school and district leaders rated and provided evidence of<br />equitable or inequitable practices related to visionary leadership and instructional improvement (two core responsibilities of leadership as identified by the Interstate School Leaders Licensure Consortium’s standards). The rubrics define<br />equitable leadership along a continuum from unsatisfactory to exemplary, with a rating of proficient requiring evidence of action and change in policies and practices designed to produce equitable outcomes. Although leaders tended to rate<br />themselves as proficient or above on the rubrics, their ratings were more favorable than what their supporting evidence warranted. We use this misalignment between participants’ espoused and enacted behaviors to (a) discuss the need<br />to better define key concepts in social justice leadership theory and practice and (b) highlight how leadership development and professional growth tools can counter rather than maintain status quo leadership practice.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18167806" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="590d37788f99d14bdfd67d3e76498c59" rel="nofollow" data-download="{"attachment_id":39911925,"asset_id":18167806,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39911925/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32142534" href="https://independent.academia.edu/MollieGalloway">Mollie Galloway</a><script data-card-contents-for-user="32142534" type="text/json">{"id":32142534,"first_name":"Mollie","last_name":"Galloway","domain_name":"independent","page_name":"MollieGalloway","display_name":"Mollie Galloway","profile_url":"https://independent.academia.edu/MollieGalloway?f_ri=15155","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-18167806">+1</span><div class="hidden js-additional-users-18167806"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://washington.academia.edu/AnnIshimaru">Ann Ishimaru</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-18167806'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-18167806').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_18167806 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18167806"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18167806, container: ".js-paper-rank-work_18167806", }); });</script></li><li class="js-percentile-work_18167806 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 18167806; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_18167806"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_18167806 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="18167806"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18167806; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18167806]").text(description); $(".js-view-count-work_18167806").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_18167806").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="18167806"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1077" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Leadership">Educational Leadership</a>, <script data-card-contents-for-ri="1077" type="text/json">{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a><script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=18167806]'), work: {"id":18167806,"title":"When Aspirations Exceed Actions: Educational Leaders' Descriptions of Educational Equity","created_at":"2015-11-11T14:14:03.441-08:00","url":"https://www.academia.edu/18167806/When_Aspirations_Exceed_Actions_Educational_Leaders_Descriptions_of_Educational_Equity?f_ri=15155","dom_id":"work_18167806","summary":"Research has begun to articulate actions of social justice leaders, but as a field we still know little about how a broad range of leaders view and enact equitable practice. In this study, we use a set of “leadership for equity\" rubrics to examine how 114 school and district leaders rated and provided evidence of\nequitable or inequitable practices related to visionary leadership and instructional improvement (two core responsibilities of leadership as identified by the Interstate School Leaders Licensure Consortium’s standards). The rubrics define\nequitable leadership along a continuum from unsatisfactory to exemplary, with a rating of proficient requiring evidence of action and change in policies and practices designed to produce equitable outcomes. Although leaders tended to rate\nthemselves as proficient or above on the rubrics, their ratings were more favorable than what their supporting evidence warranted. We use this misalignment between participants’ espoused and enacted behaviors to (a) discuss the need\nto better define key concepts in social justice leadership theory and practice and (b) highlight how leadership development and professional growth tools can counter rather than maintain status quo leadership practice.","downloadable_attachments":[{"id":39911925,"asset_id":18167806,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32142534,"first_name":"Mollie","last_name":"Galloway","domain_name":"independent","page_name":"MollieGalloway","display_name":"Mollie Galloway","profile_url":"https://independent.academia.edu/MollieGalloway?f_ri=15155","photo":"/images/s65_no_pic.png"},{"id":6792748,"first_name":"Ann","last_name":"Ishimaru","domain_name":"washington","page_name":"AnnIshimaru","display_name":"Ann Ishimaru","profile_url":"https://washington.academia.edu/AnnIshimaru?f_ri=15155","photo":"https://0.academia-photos.com/6792748/2647235/3080904/s65_ann.ishimaru.jpg"}],"research_interests":[{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49877636" data-work_id="49877636" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49877636/Advancing_the_Science_of_Teaching_Reading_Equitably">Advancing the Science of Teaching Reading Equitably</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Teaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49877636" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Teaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to learn to read, and everyday sociocultural practices and identities of readers. In this article, I examine what research has found across methodological traditions regarding teaching reading equitably, as well as what still needs to be explored. For the “science of reading” community, I frame equitable teaching as effective in assisting student reading performance and meaningful in terms of integrating values and practices from minoritized students’ everyday lives. Drawing largely on interpretive research, I identify sociocultural processes in teaching reading that connect with minoritized students’ everyday identities and experiences, support student initiative and expression, and foster collaborative relationships in the classroom to assist student participation and performance in reading. To advance the science of teaching reading equitably, I recommend that pluralistic research build generalizable evidence regarding effects of equitable teaching on reading and language gains for minoritized students, mechanisms in teaching reading equitably, and processes and materials to support teacher learning to sustain implementation of equitable practices to teach reading.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49877636" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1bd300f3964ce8b462e9f0fff50345f0" rel="nofollow" data-download="{"attachment_id":68071807,"asset_id":49877636,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68071807/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33862159" href="https://byu.academia.edu/BJensen">Bryant Jensen</a><script data-card-contents-for-user="33862159" type="text/json">{"id":33862159,"first_name":"Bryant","last_name":"Jensen","domain_name":"byu","page_name":"BJensen","display_name":"Bryant Jensen","profile_url":"https://byu.academia.edu/BJensen?f_ri=15155","photo":"https://0.academia-photos.com/33862159/9969091/11117200/s65_bryant.jensen.jpg"}</script></span></span></li><li class="js-paper-rank-work_49877636 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49877636"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49877636, container: ".js-paper-rank-work_49877636", }); });</script></li><li class="js-percentile-work_49877636 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49877636; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49877636"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49877636 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49877636"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49877636; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49877636]").text(description); $(".js-view-count-work_49877636").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49877636").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49877636"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a>, <script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3457" rel="nofollow" href="https://www.academia.edu/Documents/in/Learning_and_Teaching">Learning and Teaching</a>, <script data-card-contents-for-ri="3457" type="text/json">{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a><script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49877636]'), work: {"id":49877636,"title":"Advancing the Science of Teaching Reading Equitably","created_at":"2021-07-13T14:24:56.172-07:00","url":"https://www.academia.edu/49877636/Advancing_the_Science_of_Teaching_Reading_Equitably?f_ri=15155","dom_id":"work_49877636","summary":"Teaching reading is more complex than reading, especially when teaching students from minoritized communities. Teaching reading equitably requires educators to integrate their knowledge of skills involved in reading, assisting students to learn to read, and everyday sociocultural practices and identities of readers. In this article, I examine what research has found across methodological traditions regarding teaching reading equitably, as well as what still needs to be explored. For the “science of reading” community, I frame equitable teaching as effective in assisting student reading performance and meaningful in terms of integrating values and practices from minoritized students’ everyday lives. Drawing largely on interpretive research, I identify sociocultural processes in teaching reading that connect with minoritized students’ everyday identities and experiences, support student initiative and expression, and foster collaborative relationships in the classroom to assist student participation and performance in reading. To advance the science of teaching reading equitably, I recommend that pluralistic research build generalizable evidence regarding effects of equitable teaching on reading and language gains for minoritized students, mechanisms in teaching reading equitably, and processes and materials to support teacher learning to sustain implementation of equitable practices to teach reading.","downloadable_attachments":[{"id":68071807,"asset_id":49877636,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33862159,"first_name":"Bryant","last_name":"Jensen","domain_name":"byu","page_name":"BJensen","display_name":"Bryant Jensen","profile_url":"https://byu.academia.edu/BJensen?f_ri=15155","photo":"https://0.academia-photos.com/33862159/9969091/11117200/s65_bryant.jensen.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15155","nofollow":true},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=15155","nofollow":true},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":110333,"name":"Teacher Learning","url":"https://www.academia.edu/Documents/in/Teacher_Learning?f_ri=15155"},{"id":115681,"name":"Teaching Reading and Writing Skills","url":"https://www.academia.edu/Documents/in/Teaching_Reading_and_Writing_Skills?f_ri=15155"},{"id":192536,"name":"Reading Instruction","url":"https://www.academia.edu/Documents/in/Reading_Instruction?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_79600652 coauthored" data-work_id="79600652" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/79600652/The_Annual_Review_of_Interdisciplinary_Justice_Research_Volume_11_2022">The Annual Review of Interdisciplinary Justice Research Volume 11, 2022</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Annual Review of Interdisciplinary Justice Research, Volume 11, 2022 Edited by Steven Kohm, Kevin Walby, Kelly Gorkoff, Katharina Maier and Alex Tepperman, The University of Winnipeg, Centre for Interdisciplinary Justice Studies... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_79600652" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Annual Review of Interdisciplinary Justice Research, Volume 11, 2022 Edited by Steven Kohm, Kevin Walby, Kelly Gorkoff, Katharina Maier and Alex Tepperman, The University of Winnipeg, Centre for Interdisciplinary Justice Studies (CIJS), ISSN 1925-2420 (Print), ISSN 2816-4253 (Online)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79600652" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="89b4ab503dbab9e490a1b3d2b8e6c6b1" rel="nofollow" data-download="{"attachment_id":86840185,"asset_id":79600652,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86840185/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="575519" href="https://uwinnipeg.academia.edu/CentreforInterdiciplinaryJusticeStudies">Centre for Interdisciplinary Justice Studies</a><script data-card-contents-for-user="575519" type="text/json">{"id":575519,"first_name":"Centre for Interdisciplinary Justice","last_name":"Studies","domain_name":"uwinnipeg","page_name":"CentreforInterdiciplinaryJusticeStudies","display_name":"Centre for Interdisciplinary Justice Studies","profile_url":"https://uwinnipeg.academia.edu/CentreforInterdiciplinaryJusticeStudies?f_ri=15155","photo":"https://0.academia-photos.com/575519/204912/326437/s65_centre_for.interdisciplinary_justice_studies.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-79600652">+1</span><div class="hidden js-additional-users-79600652"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://ubishops.academia.edu/SheyannFoshay">Sheyann Foshay</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-79600652'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return 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container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_79600652 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="79600652"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 79600652; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=79600652]").text(description); $(".js-view-count-work_79600652").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_79600652").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div 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data-has-card-for-ri="7229" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Criminology">Critical Criminology</a>, <script data-card-contents-for-ri="7229" type="text/json">{"id":7229,"name":"Critical Criminology","url":"https://www.academia.edu/Documents/in/Critical_Criminology?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9488" rel="nofollow" href="https://www.academia.edu/Documents/in/Restorative_Justice">Restorative Justice</a><script data-card-contents-for-ri="9488" type="text/json">{"id":9488,"name":"Restorative Justice","url":"https://www.academia.edu/Documents/in/Restorative_Justice?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=79600652]'), work: {"id":79600652,"title":"The Annual Review of Interdisciplinary Justice Research Volume 11, 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Justice","url":"https://www.academia.edu/Documents/in/Law_and_Social_Justice?f_ri=15155"},{"id":447231,"name":"Criminologie","url":"https://www.academia.edu/Documents/in/Criminologie?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_45596988" data-work_id="45596988" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/45596988/Reimagining_global_citizenship_education_for_a_volatile_uncertain_complex_and_ambiguous_VUCA_world_2021_">Reimagining global citizenship education for a volatile, uncertain, complex, and ambiguous (VUCA) world (2021)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. In this context, it remains unclear what kind of GCE could adequately prepare young people for... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_45596988" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. In this context, it remains unclear what kind of GCE could adequately prepare young people for numerous overlapping global challenges. Most responses to this conjuncture suggest that we revise our descriptions of the problems we face, and cohere around a single prescription for how to proceed in order to either reform or replace our existing system. Drawing on a diagnosis of the present offered by Zygmunt Bauman, and a decolonial analysis of how we arrived here, I ask how we might reimagine GCE in ways that are strategically responsive to current systemic crises, and ethically responsive to the ongoing colonial conditions that are at the root of these crises. I propose an approach to GCE that moves beyond the transmission of static competencies or content, and instead fosters learners' capacities for ongoing self-reflexivity, accountability, and discernment. Toward this end, I suggest balancing concrete policy and open-ended pedagogy, critical and affective literacy, and intellectual and relational rigour. I also suggest the need to identify and interrupt harmful circularities that commonly emerge in efforts to imagine GCE otherwise.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/45596988" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="000632c8de15228a987b907a3b425c20" rel="nofollow" data-download="{"attachment_id":66079571,"asset_id":45596988,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66079571/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4998721" href="https://ubc.academia.edu/SharonStein">Sharon Stein</a><script data-card-contents-for-user="4998721" type="text/json">{"id":4998721,"first_name":"Sharon","last_name":"Stein","domain_name":"ubc","page_name":"SharonStein","display_name":"Sharon Stein","profile_url":"https://ubc.academia.edu/SharonStein?f_ri=15155","photo":"https://0.academia-photos.com/4998721/7952124/88091571/s65_sharon.stein.jpeg"}</script></span></span></li><li class="js-paper-rank-work_45596988 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="45596988"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 45596988, container: ".js-paper-rank-work_45596988", }); 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$(".js-view-count[data-work-id=45596988]").text(description); $(".js-view-count-work_45596988").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_45596988").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="45596988"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="4976" rel="nofollow" href="https://www.academia.edu/Documents/in/International_Education">International Education</a>, <script data-card-contents-for-ri="4976" type="text/json">{"id":4976,"name":"International Education","url":"https://www.academia.edu/Documents/in/International_Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4992" rel="nofollow" href="https://www.academia.edu/Documents/in/Global_Citizenship">Global Citizenship</a>, <script data-card-contents-for-ri="4992" type="text/json">{"id":4992,"name":"Global Citizenship","url":"https://www.academia.edu/Documents/in/Global_Citizenship?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5035" rel="nofollow" href="https://www.academia.edu/Documents/in/Comparative_and_International_Education">Comparative & International Education</a>, <script data-card-contents-for-ri="5035" type="text/json">{"id":5035,"name":"Comparative \u0026 International Education","url":"https://www.academia.edu/Documents/in/Comparative_and_International_Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13283" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice_in_Education">Social Justice in Education</a><script data-card-contents-for-ri="13283" type="text/json">{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=45596988]'), work: {"id":45596988,"title":"Reimagining global citizenship education for a volatile, uncertain, complex, and ambiguous (VUCA) world (2021)","created_at":"2021-03-22T15:51:17.773-07:00","url":"https://www.academia.edu/45596988/Reimagining_global_citizenship_education_for_a_volatile_uncertain_complex_and_ambiguous_VUCA_world_2021_?f_ri=15155","dom_id":"work_45596988","summary":"In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. 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Toward this end, I suggest balancing concrete policy and open-ended pedagogy, critical and affective literacy, and intellectual and relational rigour. I also suggest the need to identify and interrupt harmful circularities that commonly emerge in efforts to imagine GCE otherwise.","downloadable_attachments":[{"id":66079571,"asset_id":45596988,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4998721,"first_name":"Sharon","last_name":"Stein","domain_name":"ubc","page_name":"SharonStein","display_name":"Sharon Stein","profile_url":"https://ubc.academia.edu/SharonStein?f_ri=15155","photo":"https://0.academia-photos.com/4998721/7952124/88091571/s65_sharon.stein.jpeg"}],"research_interests":[{"id":4976,"name":"International Education","url":"https://www.academia.edu/Documents/in/International_Education?f_ri=15155","nofollow":true},{"id":4992,"name":"Global Citizenship","url":"https://www.academia.edu/Documents/in/Global_Citizenship?f_ri=15155","nofollow":true},{"id":5035,"name":"Comparative \u0026 International Education","url":"https://www.academia.edu/Documents/in/Comparative_and_International_Education?f_ri=15155","nofollow":true},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"},{"id":16997,"name":"Globalization And Higher Education","url":"https://www.academia.edu/Documents/in/Globalization_And_Higher_Education?f_ri=15155"},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=15155"},{"id":29257,"name":"Globalization and education","url":"https://www.academia.edu/Documents/in/Globalization_and_education?f_ri=15155"},{"id":38141,"name":"Global education","url":"https://www.academia.edu/Documents/in/Global_education?f_ri=15155"},{"id":51184,"name":"Internationalisation of Higher Education","url":"https://www.academia.edu/Documents/in/Internationalisation_of_Higher_Education?f_ri=15155"},{"id":57253,"name":"Internationalization of higher education","url":"https://www.academia.edu/Documents/in/Internationalization_of_higher_education?f_ri=15155"},{"id":84773,"name":"Global Citizenship Education","url":"https://www.academia.edu/Documents/in/Global_Citizenship_Education?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1259107" data-work_id="1259107" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1259107/Maladjusted_Schooling_Revisited_a_time_to_re_imagine_21st_Century_Education">Maladjusted Schooling Revisited - a time to re-imagine 21st Century Education?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"Re-imagining 21st century education is ambitious, an ambition born of a sadness as I reflect on a book written 30 years ago. And I shall of course fall far short of the ambition. Just to reiterate again the question raised in the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1259107" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"Re-imagining 21st century education is ambitious, an ambition born of a sadness as I reflect on a book written 30 years ago.  And I shall of course fall far short of the ambition.  Just to reiterate again the question raised in the invitation to this talk. <br /> <br />What sort of educational vision and practice may be fostered to underpin a new world where people matter? <br /> <br />This is an age-old question.  Its origins is in the idea of the good society that has long been the object of philosophical and political debate. So, specifically we can ask, what sort of education does a vision of the good society demand?  And how should schools be organised to lay a foundation for the realisation of this vision? <br />"</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1259107" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="be073925041ab6ac24dd5fa938fd9612" rel="nofollow" data-download="{"attachment_id":20881532,"asset_id":1259107,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/20881532/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1172933" href="https://mmu.academia.edu/JohnSchostak">John Schostak</a><script data-card-contents-for-user="1172933" type="text/json">{"id":1172933,"first_name":"John","last_name":"Schostak","domain_name":"mmu","page_name":"JohnSchostak","display_name":"John Schostak","profile_url":"https://mmu.academia.edu/JohnSchostak?f_ri=15155","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1259107 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1259107"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1259107, container: ".js-paper-rank-work_1259107", }); 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$(".js-view-count[data-work-id=1259107]").text(description); $(".js-view-count-work_1259107").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1259107").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1259107"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">46</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="8" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="188" rel="nofollow" href="https://www.academia.edu/Documents/in/Cultural_Studies">Cultural Studies</a>, <script data-card-contents-for-ri="188" type="text/json">{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="201" rel="nofollow" href="https://www.academia.edu/Documents/in/Political_Sociology">Political Sociology</a>, <script data-card-contents-for-ri="201" type="text/json">{"id":201,"name":"Political Sociology","url":"https://www.academia.edu/Documents/in/Political_Sociology?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="206" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Change">Social Change</a><script data-card-contents-for-ri="206" type="text/json">{"id":206,"name":"Social Change","url":"https://www.academia.edu/Documents/in/Social_Change?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1259107]'), work: {"id":1259107,"title":"Maladjusted Schooling Revisited - a time to re-imagine 21st Century Education?","created_at":"2012-06-26T05:32:14.253-07:00","url":"https://www.academia.edu/1259107/Maladjusted_Schooling_Revisited_a_time_to_re_imagine_21st_Century_Education?f_ri=15155","dom_id":"work_1259107","summary":"\"Re-imagining 21st century education is ambitious, an ambition born of a sadness as I reflect on a book written 30 years ago. And I shall of course fall far short of the ambition. Just to reiterate again the question raised in the invitation to this talk.\r\n\r\nWhat sort of educational vision and practice may be fostered to underpin a new world where people matter?\r\n \r\nThis is an age-old question. Its origins is in the idea of the good society that has long been the object of philosophical and political debate. So, specifically we can ask, what sort of education does a vision of the good society demand? And how should schools be organised to lay a foundation for the realisation of this vision?\r\n\"","downloadable_attachments":[{"id":20881532,"asset_id":1259107,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1172933,"first_name":"John","last_name":"Schostak","domain_name":"mmu","page_name":"JohnSchostak","display_name":"John Schostak","profile_url":"https://mmu.academia.edu/JohnSchostak?f_ri=15155","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=15155","nofollow":true},{"id":188,"name":"Cultural Studies","url":"https://www.academia.edu/Documents/in/Cultural_Studies?f_ri=15155","nofollow":true},{"id":201,"name":"Political Sociology","url":"https://www.academia.edu/Documents/in/Political_Sociology?f_ri=15155","nofollow":true},{"id":206,"name":"Social Change","url":"https://www.academia.edu/Documents/in/Social_Change?f_ri=15155","nofollow":true},{"id":208,"name":"Social Movements","url":"https://www.academia.edu/Documents/in/Social_Movements?f_ri=15155"},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=15155"},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15155"},{"id":938,"name":"Critical Discourse Studies","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Studies?f_ri=15155"},{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=15155"},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=15155"},{"id":1297,"name":"Democratic Education","url":"https://www.academia.edu/Documents/in/Democratic_Education?f_ri=15155"},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15155"},{"id":2170,"name":"Ethnography","url":"https://www.academia.edu/Documents/in/Ethnography?f_ri=15155"},{"id":2212,"name":"Qualitative studies (Psychology)","url":"https://www.academia.edu/Documents/in/Qualitative_studies_Psychology_?f_ri=15155"},{"id":2965,"name":"Sociology of Crime and Deviance","url":"https://www.academia.edu/Documents/in/Sociology_of_Crime_and_Deviance?f_ri=15155"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=15155"},{"id":3398,"name":"Educational Psychology","url":"https://www.academia.edu/Documents/in/Educational_Psychology?f_ri=15155"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=15155"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=15155"},{"id":3512,"name":"Educational Inequalities (class; race; gender etc)","url":"https://www.academia.edu/Documents/in/Educational_Inequalities_class_race_gender_etc_?f_ri=15155"},{"id":5709,"name":"Politics","url":"https://www.academia.edu/Documents/in/Politics?f_ri=15155"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=15155"},{"id":6749,"name":"Cultural Politics","url":"https://www.academia.edu/Documents/in/Cultural_Politics?f_ri=15155"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=15155"},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=15155"},{"id":10633,"name":"Critical Discourse Analysis","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Analysis?f_ri=15155"},{"id":12135,"name":"Qualitative Research","url":"https://www.academia.edu/Documents/in/Qualitative_Research?f_ri=15155"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education?f_ri=15155"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"},{"id":15163,"name":"Qualitative Research (Education)","url":"https://www.academia.edu/Documents/in/Qualitative_Research_Education_?f_ri=15155"},{"id":17612,"name":"Educational Philosophy","url":"https://www.academia.edu/Documents/in/Educational_Philosophy?f_ri=15155"},{"id":19707,"name":"Social Inclusion","url":"https://www.academia.edu/Documents/in/Social_Inclusion?f_ri=15155"},{"id":19870,"name":"Research","url":"https://www.academia.edu/Documents/in/Research?f_ri=15155"},{"id":19966,"name":"Educational Leadership and Policy Analysis","url":"https://www.academia.edu/Documents/in/Educational_Leadership_and_Policy_Analysis?f_ri=15155"},{"id":23631,"name":"Critical and Cultural Theory","url":"https://www.academia.edu/Documents/in/Critical_and_Cultural_Theory?f_ri=15155"},{"id":30088,"name":"Radical Educational Philosophy","url":"https://www.academia.edu/Documents/in/Radical_Educational_Philosophy?f_ri=15155"},{"id":31886,"name":"Radical Democracy","url":"https://www.academia.edu/Documents/in/Radical_Democracy?f_ri=15155"},{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=15155"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=15155"},{"id":195695,"name":"Radical Education, Radical Pedagogy","url":"https://www.academia.edu/Documents/in/Radical_Education_Radical_Pedagogy?f_ri=15155"},{"id":325304,"name":"Social Equity","url":"https://www.academia.edu/Documents/in/Social_Equity?f_ri=15155"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=15155"},{"id":1019154,"name":"Practice Based Approaches to the Study of Knowing","url":"https://www.academia.edu/Documents/in/Practice_Based_Approaches_to_the_Study_of_Knowing?f_ri=15155"},{"id":1019155,"name":"Learning and Change In Organisations","url":"https://www.academia.edu/Documents/in/Learning_and_Change_In_Organisations?f_ri=15155"},{"id":1019156,"name":"Higher Education Feminist Studies of Science and Technology","url":"https://www.academia.edu/Documents/in/Higher_Education_Feminist_Studies_of_Science_and_Technology?f_ri=15155"},{"id":1019157,"name":"Collaborative Action Research Methodologies","url":"https://www.academia.edu/Documents/in/Collaborative_Action_Research_Methodologies?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3745626" data-work_id="3745626" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3745626/What_every_principal_needs_to_know_to_create_equitable_and_excellent_schools_Teachers_College_Press_">What every principal needs to know to create equitable and excellent schools (Teachers College Press)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Theoharis, G. & Brooks, J. S. (Eds.) (2012). What every principal needs to know to create equitable and excellent schools. Teachers College Press: New York, NY.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3745626" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e036e6f0eefb3b840e8504259b496271" rel="nofollow" data-download="{"attachment_id":31419688,"asset_id":3745626,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31419688/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4261419" href="https://curtinedu.academia.edu/JeffreyBrooks">Jeffrey S Brooks</a><script data-card-contents-for-user="4261419" type="text/json">{"id":4261419,"first_name":"Jeffrey","last_name":"Brooks","domain_name":"curtinedu","page_name":"JeffreyBrooks","display_name":"Jeffrey S Brooks","profile_url":"https://curtinedu.academia.edu/JeffreyBrooks?f_ri=15155","photo":"https://0.academia-photos.com/4261419/1690965/2268594/s65_jeffrey_s..brooks.jpg"}</script></span></span></li><li class="js-paper-rank-work_3745626 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3745626"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3745626, container: ".js-paper-rank-work_3745626", }); });</script></li><li class="js-percentile-work_3745626 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3745626; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_3745626"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_3745626 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="3745626"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3745626; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3745626]").text(description); $(".js-view-count-work_3745626").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_3745626").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="3745626"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1062" rel="nofollow" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1077" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Leadership">Educational Leadership</a>, <script data-card-contents-for-ri="1077" type="text/json">{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1736" rel="nofollow" href="https://www.academia.edu/Documents/in/Science_Education">Science Education</a>, <script data-card-contents-for-ri="1736" type="text/json">{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2731" rel="nofollow" href="https://www.academia.edu/Documents/in/Mathematics_Education">Mathematics Education</a><script data-card-contents-for-ri="2731" type="text/json">{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=3745626]'), work: {"id":3745626,"title":"What every principal needs to know to create equitable and excellent schools (Teachers College Press)","created_at":"2013-06-19T10:13:09.928-07:00","url":"https://www.academia.edu/3745626/What_every_principal_needs_to_know_to_create_equitable_and_excellent_schools_Teachers_College_Press_?f_ri=15155","dom_id":"work_3745626","summary":"Theoharis, G. \u0026 Brooks, J. S. (Eds.) (2012). What every principal needs to know to create equitable and excellent schools. Teachers College Press: New York, NY.\r\n","downloadable_attachments":[{"id":31419688,"asset_id":3745626,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4261419,"first_name":"Jeffrey","last_name":"Brooks","domain_name":"curtinedu","page_name":"JeffreyBrooks","display_name":"Jeffrey S Brooks","profile_url":"https://curtinedu.academia.edu/JeffreyBrooks?f_ri=15155","photo":"https://0.academia-photos.com/4261419/1690965/2268594/s65_jeffrey_s..brooks.jpg"}],"research_interests":[{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=15155","nofollow":true},{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=15155","nofollow":true},{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=15155","nofollow":true},{"id":2731,"name":"Mathematics Education","url":"https://www.academia.edu/Documents/in/Mathematics_Education?f_ri=15155","nofollow":true},{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=15155"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=15155"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=15155"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=15155"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"},{"id":20471,"name":"Leadership Development","url":"https://www.academia.edu/Documents/in/Leadership_Development?f_ri=15155"},{"id":54958,"name":"INSTRUCTIONAL LEADERSHIP","url":"https://www.academia.edu/Documents/in/INSTRUCTIONAL_LEADERSHIP?f_ri=15155"},{"id":65733,"name":"Educational management and leadership","url":"https://www.academia.edu/Documents/in/Educational_management_and_leadership?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_80010366" data-work_id="80010366" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/80010366/Combating_Racial_Inequity_Through_Local_Historical_Analysis_A_Community_Informed_Social_Studies_Unit">Combating Racial Inequity Through Local Historical Analysis: A Community-Informed Social Studies Unit</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">One way for teachers to use engaging and relevant social studies curriculum is by delving into local history to help students understand the influence that community activists have had on national policies and events. In this article, we... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_80010366" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">One way for teachers to use engaging and relevant social studies curriculum is by delving into local history to help students understand the influence that community activists have had on national policies and events. In this article, we provide teachers an approach to incorporate topics of racial inequity in their classrooms by showcasing a dynamic social studies unit that reveals the role of local history and community activists during the national Civil Rights Movement. As an example within the unit, we present a local, historical narrative that describes the activism of three local Black teachers in Palm Beach County, Florida, whose efforts in the 1940s significantly impacted the foundations of what was to become the Civil Rights Movement. We then present a multicultural social studies unit developed from this local history and guidelines for teachers to enact their own locally informed social studies unit. This content will help teachers expose students to the rich history of their community's past by sharing ways that teachers can incorporate culturally relevant instruction of racially charged topics into the classroom.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/80010366" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2edf74a4161dbaa3bc1570cf4d11e5c6" rel="nofollow" data-download="{"attachment_id":86534232,"asset_id":80010366,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/86534232/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13502569" href="https://fau.academia.edu/SabrinaSembiante">Sabrina F Sembiante</a><script data-card-contents-for-user="13502569" type="text/json">{"id":13502569,"first_name":"Sabrina","last_name":"Sembiante","domain_name":"fau","page_name":"SabrinaSembiante","display_name":"Sabrina F Sembiante","profile_url":"https://fau.academia.edu/SabrinaSembiante?f_ri=15155","photo":"https://0.academia-photos.com/13502569/9708139/10813160/s65_sabrina.sembiante.jpg"}</script></span></span></li><li class="js-paper-rank-work_80010366 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="80010366"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 80010366, container: ".js-paper-rank-work_80010366", }); 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$(".js-view-count[data-work-id=80010366]").text(description); $(".js-view-count-work_80010366").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_80010366").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="80010366"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3488" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Studies_Education">Social Studies Education</a>, <script data-card-contents-for-ri="3488" type="text/json">{"id":3488,"name":"Social Studies Education","url":"https://www.academia.edu/Documents/in/Social_Studies_Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4156" rel="nofollow" href="https://www.academia.edu/Documents/in/Local_History">Local History</a>, <script data-card-contents-for-ri="4156" type="text/json">{"id":4156,"name":"Local History","url":"https://www.academia.edu/Documents/in/Local_History?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9823" rel="nofollow" href="https://www.academia.edu/Documents/in/Multicultural_Education">Multicultural Education</a><script data-card-contents-for-ri="9823" type="text/json">{"id":9823,"name":"Multicultural Education","url":"https://www.academia.edu/Documents/in/Multicultural_Education?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=80010366]'), work: {"id":80010366,"title":"Combating Racial Inequity Through Local Historical Analysis: A Community-Informed Social Studies Unit","created_at":"2022-05-26T21:38:18.657-07:00","url":"https://www.academia.edu/80010366/Combating_Racial_Inequity_Through_Local_Historical_Analysis_A_Community_Informed_Social_Studies_Unit?f_ri=15155","dom_id":"work_80010366","summary":"One way for teachers to use engaging and relevant social studies curriculum is by delving into local history to help students understand the influence that community activists have had on national policies and events. In this article, we provide teachers an approach to incorporate topics of racial inequity in their classrooms by showcasing a dynamic social studies unit that reveals the role of local history and community activists during the national Civil Rights Movement. As an example within the unit, we present a local, historical narrative that describes the activism of three local Black teachers in Palm Beach County, Florida, whose efforts in the 1940s significantly impacted the foundations of what was to become the Civil Rights Movement. We then present a multicultural social studies unit developed from this local history and guidelines for teachers to enact their own locally informed social studies unit. This content will help teachers expose students to the rich history of their community's past by sharing ways that teachers can incorporate culturally relevant instruction of racially charged topics into the classroom.","downloadable_attachments":[{"id":86534232,"asset_id":80010366,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13502569,"first_name":"Sabrina","last_name":"Sembiante","domain_name":"fau","page_name":"SabrinaSembiante","display_name":"Sabrina F Sembiante","profile_url":"https://fau.academia.edu/SabrinaSembiante?f_ri=15155","photo":"https://0.academia-photos.com/13502569/9708139/10813160/s65_sabrina.sembiante.jpg"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=15155","nofollow":true},{"id":3488,"name":"Social Studies Education","url":"https://www.academia.edu/Documents/in/Social_Studies_Education?f_ri=15155","nofollow":true},{"id":4156,"name":"Local History","url":"https://www.academia.edu/Documents/in/Local_History?f_ri=15155","nofollow":true},{"id":9823,"name":"Multicultural Education","url":"https://www.academia.edu/Documents/in/Multicultural_Education?f_ri=15155","nofollow":true},{"id":14437,"name":"Civil Rights Movement","url":"https://www.academia.edu/Documents/in/Civil_Rights_Movement?f_ri=15155"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"},{"id":27208,"name":"Social Studies","url":"https://www.academia.edu/Documents/in/Social_Studies?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_77178837" data-work_id="77178837" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/77178837/Resisting_Assimilation_to_the_Melting_Pot">Resisting Assimilation to the Melting Pot</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The melting pot metaphor suggest that people from different backgrounds come to the United States and through the process of assimilation adapt to a new lifestyle integrating smoothly into the dominant culture. This article argues that... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_77178837" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The melting pot metaphor suggest that people from different backgrounds come to the United States and through the process of assimilation adapt to a new lifestyle integrating smoothly into the dominant culture. This article argues that immigrants from diverse cultural and ethnic groups that try to keep some of their cultural traditions may encounter conflict when trying to adapt to their life in the new context. The author contends for a cultural curriculum of the home endorsing family cultural values and traditions tha is overlooked by schools and educators, disregarding its potential for enhancing children’s learning process and academic achievement.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/77178837" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3265735472956d8ded6515c8a7bd3c03" rel="nofollow" data-download="{"attachment_id":84618363,"asset_id":77178837,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84618363/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5626128" href="https://altoona-psu.academia.edu/FCalderon">Freyca Calderon</a><script data-card-contents-for-user="5626128" type="text/json">{"id":5626128,"first_name":"Freyca","last_name":"Calderon","domain_name":"altoona-psu","page_name":"FCalderon","display_name":"Freyca Calderon","profile_url":"https://altoona-psu.academia.edu/FCalderon?f_ri=15155","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_77178837 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="77178837"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 77178837, container: ".js-paper-rank-work_77178837", }); 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This article argues that immigrants from diverse cultural and ethnic groups that try to keep some of their cultural traditions may encounter conflict when trying to adapt to their life in the new context. The author contends for a cultural curriculum of the home endorsing family cultural values and traditions tha is overlooked by schools and educators, disregarding its potential for enhancing children’s learning process and academic achievement.","downloadable_attachments":[{"id":84618363,"asset_id":77178837,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5626128,"first_name":"Freyca","last_name":"Calderon","domain_name":"altoona-psu","page_name":"FCalderon","display_name":"Freyca Calderon","profile_url":"https://altoona-psu.academia.edu/FCalderon?f_ri=15155","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=15155","nofollow":true},{"id":9823,"name":"Multicultural Education","url":"https://www.academia.edu/Documents/in/Multicultural_Education?f_ri=15155","nofollow":true},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72346429" data-work_id="72346429" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72346429/On_Equal_Footing_Comparing_School_Grades_and_National_Evaluation_Results_in_Finland">On Equal Footing? : Comparing School Grades and National Evaluation Results in Finland</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">All material supplied via JYX is protected by copyright and other intellectual property rights, and duplication or sale of all or part of any of the repository collections is not permitted, except that material may be duplicated by you... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72346429" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">All material supplied via JYX is protected by copyright and other intellectual property rights, and duplication or sale of all or part of any of the repository collections is not permitted, except that material may be duplicated by you for your research use or educational purposes in electronic or print form. You must obtain permission for any other use. Electronic or print copies may not be offered, whether for sale or otherwise to anyone who is not an authorised user. On Equal Footing? : Comparing School Grades and National Evaluation Results in Finland Hildén, Raili; Rautopuro, Juhani</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72346429" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c7d2225d1d3aedd6a336c937f0df9bb9" rel="nofollow" data-download="{"attachment_id":81308632,"asset_id":72346429,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81308632/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="89710739" href="https://helsinki.academia.edu/RHilden">Raili Hilden</a><script data-card-contents-for-user="89710739" type="text/json">{"id":89710739,"first_name":"Raili","last_name":"Hilden","domain_name":"helsinki","page_name":"RHilden","display_name":"Raili Hilden","profile_url":"https://helsinki.academia.edu/RHilden?f_ri=15155","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_72346429 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72346429"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72346429, container: ".js-paper-rank-work_72346429", }); 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$(".js-view-count[data-work-id=72346429]").text(description); $(".js-view-count-work_72346429").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72346429").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72346429"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a>, <script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="48358" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_Testing_and_Assessment">Language Testing and Assessment</a>, <script data-card-contents-for-ri="48358" type="text/json">{"id":48358,"name":"Language Testing and Assessment","url":"https://www.academia.edu/Documents/in/Language_Testing_and_Assessment?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="108962" rel="nofollow" href="https://www.academia.edu/Documents/in/Basic_Education">Basic Education</a><script data-card-contents-for-ri="108962" type="text/json">{"id":108962,"name":"Basic Education","url":"https://www.academia.edu/Documents/in/Basic_Education?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72346429]'), work: {"id":72346429,"title":"On Equal Footing? : Comparing School Grades and National Evaluation Results in Finland","created_at":"2022-02-23T12:39:18.941-08:00","url":"https://www.academia.edu/72346429/On_Equal_Footing_Comparing_School_Grades_and_National_Evaluation_Results_in_Finland?f_ri=15155","dom_id":"work_72346429","summary":"All material supplied via JYX is protected by copyright and other intellectual property rights, and duplication or sale of all or part of any of the repository collections is not permitted, except that material may be duplicated by you for your research use or educational purposes in electronic or print form. You must obtain permission for any other use. Electronic or print copies may not be offered, whether for sale or otherwise to anyone who is not an authorised user. On Equal Footing? : Comparing School Grades and National Evaluation Results in Finland Hildén, Raili; Rautopuro, Juhani","downloadable_attachments":[{"id":81308632,"asset_id":72346429,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":89710739,"first_name":"Raili","last_name":"Hilden","domain_name":"helsinki","page_name":"RHilden","display_name":"Raili Hilden","profile_url":"https://helsinki.academia.edu/RHilden?f_ri=15155","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":48358,"name":"Language Testing and Assessment","url":"https://www.academia.edu/Documents/in/Language_Testing_and_Assessment?f_ri=15155","nofollow":true},{"id":108962,"name":"Basic Education","url":"https://www.academia.edu/Documents/in/Basic_Education?f_ri=15155","nofollow":true},{"id":601232,"name":"School Grades","url":"https://www.academia.edu/Documents/in/School_Grades?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42702675" data-work_id="42702675" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42702675/_Nie_przewidziane_konsekwencje_Reforma_edukacji_oraz_reforma_nauki_i_szkolnictwa_wyz_szego_realizowane_przez_rza_d_PiS_wobec_obietnicy_realizacji_pan_stwa_dobrobytu">(Nie)przewidziane konsekwencje? Reforma edukacji oraz reforma nauki i szkolnictwa wyższego realizowane przez rząd PiS wobec obietnicy realizacji państwa dobrobytu</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The main aim of the text is to discuss the expected consequences of the reform of education and of higher education from the perspective of implementing the welfare state. The welfare state is the main promise of the Law and Justice... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42702675" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The main aim of the text is to discuss the expected consequences of the reform of education and of higher education from the perspective of implementing the welfare state.  The welfare state is the main promise of the Law and Justice political agenda. Its fulfillment determines the support of the voters for this party. By analysing the possible effects of each reform, the author considers whether the Law and Justice party is building a welfare state. He argues that, in spite of promises and the voters’ expectations, the consequences of these key public policies for the shaping of a welfare state will not be egalitarian. The analysis is based on specialists’ discourse on the two reforms in reference to the idea of social equality. It is a critical study in the sociology of knowledge. <br /><br />Głównym celem tekstu jest omówienie przewidywanych skutków reformy edukacji i szkolnictwa wyższego z punktu widzenia realizacji państwa dobrobytu. Państwo dobrobytu jest głównym postulatem programowym Prawa i Sprawiedliwości. Obietnica jego realizacji przesądza o poparciu wyborców dla tej formacji. Analizując możliwe efekty każdej z reform, autor zastanawia się, czy PiS buduje państwo dobrobytu. Argumentuje, że wbrew zapowiedziom i oczekiwaniom wyborców skutki tych kluczowych w perspektywie kształtowania państwa dobrobytu polityk publicznych nie będą miały egalitarnego charakteru. Podstawą analizy jest dyskurs specjalistów na temat obydwu reform w odniesieniu do idei równości społecznej. Jest to krytyczne studium z socjologii wiedzy.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42702675" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="283933844807f39f47f370fd6ea4f32c" rel="nofollow" data-download="{"attachment_id":95156123,"asset_id":42702675,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/95156123/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="15407805" href="https://uw.academia.edu/PiotrKulas">Piotr Kulas</a><script data-card-contents-for-user="15407805" type="text/json">{"id":15407805,"first_name":"Piotr","last_name":"Kulas","domain_name":"uw","page_name":"PiotrKulas","display_name":"Piotr Kulas","profile_url":"https://uw.academia.edu/PiotrKulas?f_ri=15155","photo":"https://0.academia-photos.com/15407805/6603136/36624834/s65_piotr.kulas.jpg"}</script></span></span></li><li class="js-paper-rank-work_42702675 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42702675"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42702675, container: ".js-paper-rank-work_42702675", }); 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Reforma edukacji oraz reforma nauki i szkolnictwa wyższego realizowane przez rząd PiS wobec obietnicy realizacji państwa dobrobytu","created_at":"2020-04-11T08:25:05.922-07:00","url":"https://www.academia.edu/42702675/_Nie_przewidziane_konsekwencje_Reforma_edukacji_oraz_reforma_nauki_i_szkolnictwa_wyz_szego_realizowane_przez_rza_d_PiS_wobec_obietnicy_realizacji_pan_stwa_dobrobytu?f_ri=15155","dom_id":"work_42702675","summary":"The main aim of the text is to discuss the expected consequences of the reform of education and of higher education from the perspective of implementing the welfare state. The welfare state is the main promise of the Law and Justice political agenda. Its fulfillment determines the support of the voters for this party. By analysing the possible effects of each reform, the author considers whether the Law and Justice party is building a welfare state. He argues that, in spite of promises and the voters’ expectations, the consequences of these key public policies for the shaping of a welfare state will not be egalitarian. The analysis is based on specialists’ discourse on the two reforms in reference to the idea of social equality. It is a critical study in the sociology of knowledge. \n\nGłównym celem tekstu jest omówienie przewidywanych skutków reformy edukacji i szkolnictwa wyższego z punktu widzenia realizacji państwa dobrobytu. Państwo dobrobytu jest głównym postulatem programowym Prawa i Sprawiedliwości. Obietnica jego realizacji przesądza o poparciu wyborców dla tej formacji. Analizując możliwe efekty każdej z reform, autor zastanawia się, czy PiS buduje państwo dobrobytu. Argumentuje, że wbrew zapowiedziom i oczekiwaniom wyborców skutki tych kluczowych w perspektywie kształtowania państwa dobrobytu polityk publicznych nie będą miały egalitarnego charakteru. Podstawą analizy jest dyskurs specjalistów na temat obydwu reform w odniesieniu do idei równości społecznej. Jest to krytyczne studium z socjologii wiedzy. ","downloadable_attachments":[{"id":95156123,"asset_id":42702675,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":15407805,"first_name":"Piotr","last_name":"Kulas","domain_name":"uw","page_name":"PiotrKulas","display_name":"Piotr Kulas","profile_url":"https://uw.academia.edu/PiotrKulas?f_ri=15155","photo":"https://0.academia-photos.com/15407805/6603136/36624834/s65_piotr.kulas.jpg"}],"research_interests":[{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=15155","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=15155","nofollow":true},{"id":2727,"name":"Welfare State","url":"https://www.academia.edu/Documents/in/Welfare_State?f_ri=15155","nofollow":true},{"id":2993,"name":"Sociology of Knowledge","url":"https://www.academia.edu/Documents/in/Sociology_of_Knowledge?f_ri=15155","nofollow":true},{"id":14314,"name":"Sociology of Professions","url":"https://www.academia.edu/Documents/in/Sociology_of_Professions?f_ri=15155"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=15155"},{"id":20179,"name":"Higher Education Management","url":"https://www.academia.edu/Documents/in/Higher_Education_Management?f_ri=15155"},{"id":21289,"name":"Educational reform","url":"https://www.academia.edu/Documents/in/Educational_reform?f_ri=15155"},{"id":25212,"name":"Higher Education Policy","url":"https://www.academia.edu/Documents/in/Higher_Education_Policy?f_ri=15155"},{"id":29841,"name":"Public Policy Analysis","url":"https://www.academia.edu/Documents/in/Public_Policy_Analysis?f_ri=15155"},{"id":37318,"name":"Public Policy - Social Welfare Policy","url":"https://www.academia.edu/Documents/in/Public_Policy_-_Social_Welfare_Policy?f_ri=15155"},{"id":84668,"name":"Educational Reforms","url":"https://www.academia.edu/Documents/in/Educational_Reforms?f_ri=15155"},{"id":134472,"name":"Unintended Consequences","url":"https://www.academia.edu/Documents/in/Unintended_Consequences?f_ri=15155"},{"id":161696,"name":"Law and Justice","url":"https://www.academia.edu/Documents/in/Law_and_Justice?f_ri=15155"},{"id":1723635,"name":"Public Policy","url":"https://www.academia.edu/Documents/in/Public_Policy?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_16857132" data-work_id="16857132" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/16857132/Uticaj_socio_ekonomskog_statusa_u%C4%8Denika_na_obrazovna_postignu%C4%87a_direktni_i_indirektni_uticaji_Socio_economic_status_and_its_impact_on_educational_achievements_direct_and_indirect_impact_">Uticaj socio-ekonomskog statusa učenika na obrazovna postignuća: direktni i indirektni uticaji (Socio-economic status and its impact on educational achievements: direct and indirect impact)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of this work is to test the hypothesis about the influence of students’ socio-economic status (SES) on their school achievement. Many studies, including PISA results, reveal positive correlation bet-ween students’ SES and their... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16857132" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of this work is to test the hypothesis about the influence of students’ socio-economic status (SES) on their school achievement. Many studies, including PISA results, reveal positive correlation bet-ween students’ SES and their educational outcomes meaning that students with higher SES in average have higher school achievements as well. This paper is based on the assumption that the influence of students’ SES on their educational outcomes is mediated by school anxiety and intrinsic motivation, and by formative assessment done by teacher. This hypothesis implies that the influence of SES would be annulled by introducing mediating variables in the structural model. Data analysis has been done on PISA 2009 data, which is collected on representative sample of Serbian students in the secondary education, counting 4843 students in total. The results show that three mediating variables explain small part of SES effect. Among these mediating variables, the most influential mediator is school anxiety – students with lower SES, in average have higher level of school anxiety, which consequently lowers their educational outcomes. Apart from that, students’ SES does not influence significantly intrinsic motivation for school learning, which means that all students, no matter of their SES, can be motivated for school learning. Finally, the analysis revel that there is a positive correlation between SES and formative assessment done by teacher, but this correlation is very low, which means that high school teachers manage to apply encouraging practices toward all the students, no matter of their SES. Observed results suggest that, apart from the factors studied in this paper, there are some other which mediate educational outcomes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16857132" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="53c5faf258f9b233a0a8e349ba776434" rel="nofollow" data-download="{"attachment_id":40201918,"asset_id":16857132,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40201918/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="16777031" href="https://bg.academia.edu/AleksandarBaucal">Aleksandar Baucal</a><script data-card-contents-for-user="16777031" type="text/json">{"id":16777031,"first_name":"Aleksandar","last_name":"Baucal","domain_name":"bg","page_name":"AleksandarBaucal","display_name":"Aleksandar Baucal","profile_url":"https://bg.academia.edu/AleksandarBaucal?f_ri=15155","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_16857132 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16857132"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16857132, container: ".js-paper-rank-work_16857132", }); 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Many studies, including PISA results, reveal positive correlation bet-ween students’ SES and their educational outcomes meaning that students with higher SES in average have higher school achievements as well. This paper is based on the assumption that the influence of students’ SES on their educational outcomes is mediated by school anxiety and intrinsic motivation, and by formative assessment done by teacher. This hypothesis implies that the influence of SES would be annulled by introducing mediating variables in the structural model. Data analysis has been done on PISA 2009 data, which is collected on representative sample of Serbian students in the secondary education, counting 4843 students in total. The results show that three mediating variables explain small part of SES effect. Among these mediating variables, the most influential mediator is school anxiety – students with lower SES, in average have higher level of school anxiety, which consequently lowers their educational outcomes. Apart from that, students’ SES does not influence significantly intrinsic motivation for school learning, which means that all students, no matter of their SES, can be motivated for school learning. Finally, the analysis revel that there is a positive correlation between SES and formative assessment done by teacher, but this correlation is very low, which means that high school teachers manage to apply encouraging practices toward all the students, no matter of their SES. Observed results suggest that, apart from the factors studied in this paper, there are some other which mediate educational outcomes.","downloadable_attachments":[{"id":40201918,"asset_id":16857132,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16777031,"first_name":"Aleksandar","last_name":"Baucal","domain_name":"bg","page_name":"AleksandarBaucal","display_name":"Aleksandar Baucal","profile_url":"https://bg.academia.edu/AleksandarBaucal?f_ri=15155","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":45610,"name":"Programme for International Students Assessment (PISA)","url":"https://www.academia.edu/Documents/in/Programme_for_International_Students_Assessment_PISA_?f_ri=15155","nofollow":true},{"id":59641,"name":"PISA and TIMSS Result","url":"https://www.academia.edu/Documents/in/PISA_and_TIMSS_Result?f_ri=15155","nofollow":true},{"id":96580,"name":"Educational Equity","url":"https://www.academia.edu/Documents/in/Educational_Equity?f_ri=15155","nofollow":true},{"id":116248,"name":"Parents Socio-Economic Status and Pupils Educational Attainment","url":"https://www.academia.edu/Documents/in/Parents_Socio-Economic_Status_and_Pupils_Educational_Attainment?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44566475 coauthored" data-work_id="44566475" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44566475/Love_as_a_Qualifier_Building_Literacy_Culture_Across_a_School">Love as a Qualifier: Building Literacy Culture Across a School</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Literacy without love is just words on a page, but educators can create real, actionable, and sustainable classroom practices rooted in love, in a time when we need it the most. O ur purpose in this commentary is to describe how school... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44566475" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Literacy without love is just words on a page, but educators can create real, actionable, and sustainable classroom practices rooted in love, in a time when we need it the most. O ur purpose in this commentary is to describe how school communities work together to build relationships and develop inquiry teams through loveful practices. Through this examination, possibilities for shaping literacy culture through love-ful pedagogies within and across schools are elevated. This commentary is a dialogue between the two of us to explain how loveful pedagogy is deeply connected to learners' motivation in school and, especially, learners' love of literacy. Our ideational partner, Cornelius Minor, is included in the dialogue, particularly when we describe our work with adolescents in school spaces. In the first section, Kass explains the emotive work that underscores becoming literate, beginning with developmental learning stages. She delineates how the relational trust that adolescents both crave and need begins during early childhood and is often compromised as they experience more schooling. Marcus identifies that the work of building relational trust starts with self-assessment of both youth and their educators, capitalizing on an adapted form of Chapman's (2010) love languages. Marcus interrogates the idea of imperfect love, calling on educators to present a more vulnerable version of themselves to their learners. Kass then connects the inner work to the outer, posing a framework for intraschool collegial discourse that she and her partner, Cornelius, model in schools, while also providing a critical "shapes of love" relational continuum for educators to more critically examine interactions that take place between teachers and students within a school. Kass: Developmental Consideration Becoming literate is emotional work. From the time human beings are born, they engage in multiple literacies, constructing new knowledge and powerful ideas that, together, bridge new understandings. With those new understandings, humans are constantly being challenged and provoked with new information. Imagine a baby. The sound of the door opening, she had learned, means that her grown-up has arrived home! Whoops, it's the grocery delivery person. Disappointment ensues. Anger and sadness build, the baby's fists clench, tears well up, and crying commences. There's no need to worry, though, because another grown-up, different from the one expected than the delivery person, comforts the baby, reassuring her with "Shhhh" sounds and telling her that the caregiver she expected will be home before too long. Then, the baby begins to relax, because even though she doesn't understand the caregiver's words, this person is soothing, smiling, and the baby can feel a vibe, something that she will later know to be called love. The International Literacy Association (n.d.) defines literacies as the distinct written and oral language practices evident across varying social circumstances, domains, and classes. As such, literacies are plural, with multiple manifestations, that cover various aspects of human life and social organization (e.g., school literacy, workplace literacy, science literacy).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44566475" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="785f8c391b6a388fea32836c9682613b" rel="nofollow" data-download="{"attachment_id":65021232,"asset_id":44566475,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65021232/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="79008573" href="https://independent.academia.edu/KassandraMinor">Kassandra Minor</a><script data-card-contents-for-user="79008573" type="text/json">{"id":79008573,"first_name":"Kassandra","last_name":"Minor","domain_name":"independent","page_name":"KassandraMinor","display_name":"Kassandra Minor","profile_url":"https://independent.academia.edu/KassandraMinor?f_ri=15155","photo":"https://0.academia-photos.com/79008573/31954267/29102930/s65_kassandra.minor.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-44566475">+1</span><div class="hidden js-additional-users-44566475"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://washington.academia.edu/MarcusHarden">Marcus Harden</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-44566475'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-44566475').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44566475 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44566475"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44566475; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44566475]").text(description); $(".js-view-count-work_44566475").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44566475").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44566475"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="858" rel="nofollow" href="https://www.academia.edu/Documents/in/Literacy">Literacy</a>, <script data-card-contents-for-ri="858" type="text/json">{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3486" rel="nofollow" href="https://www.academia.edu/Documents/in/Coaching_Education_">Coaching (Education)</a>, <script data-card-contents-for-ri="3486" type="text/json">{"id":3486,"name":"Coaching (Education)","url":"https://www.academia.edu/Documents/in/Coaching_Education_?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14321" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Literacy_Studies">Critical Literacy Studies</a><script data-card-contents-for-ri="14321" type="text/json">{"id":14321,"name":"Critical Literacy Studies","url":"https://www.academia.edu/Documents/in/Critical_Literacy_Studies?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44566475]'), work: {"id":44566475,"title":"Love as a Qualifier: Building Literacy Culture Across a School","created_at":"2020-11-24T07:06:18.237-08:00","url":"https://www.academia.edu/44566475/Love_as_a_Qualifier_Building_Literacy_Culture_Across_a_School?f_ri=15155","dom_id":"work_44566475","summary":"Literacy without love is just words on a page, but educators can create real, actionable, and sustainable classroom practices rooted in love, in a time when we need it the most. O ur purpose in this commentary is to describe how school communities work together to build relationships and develop inquiry teams through loveful practices. Through this examination, possibilities for shaping literacy culture through love-ful pedagogies within and across schools are elevated. This commentary is a dialogue between the two of us to explain how loveful pedagogy is deeply connected to learners' motivation in school and, especially, learners' love of literacy. Our ideational partner, Cornelius Minor, is included in the dialogue, particularly when we describe our work with adolescents in school spaces. In the first section, Kass explains the emotive work that underscores becoming literate, beginning with developmental learning stages. She delineates how the relational trust that adolescents both crave and need begins during early childhood and is often compromised as they experience more schooling. Marcus identifies that the work of building relational trust starts with self-assessment of both youth and their educators, capitalizing on an adapted form of Chapman's (2010) love languages. Marcus interrogates the idea of imperfect love, calling on educators to present a more vulnerable version of themselves to their learners. Kass then connects the inner work to the outer, posing a framework for intraschool collegial discourse that she and her partner, Cornelius, model in schools, while also providing a critical \"shapes of love\" relational continuum for educators to more critically examine interactions that take place between teachers and students within a school. Kass: Developmental Consideration Becoming literate is emotional work. From the time human beings are born, they engage in multiple literacies, constructing new knowledge and powerful ideas that, together, bridge new understandings. With those new understandings, humans are constantly being challenged and provoked with new information. Imagine a baby. The sound of the door opening, she had learned, means that her grown-up has arrived home! Whoops, it's the grocery delivery person. Disappointment ensues. Anger and sadness build, the baby's fists clench, tears well up, and crying commences. There's no need to worry, though, because another grown-up, different from the one expected than the delivery person, comforts the baby, reassuring her with \"Shhhh\" sounds and telling her that the caregiver she expected will be home before too long. Then, the baby begins to relax, because even though she doesn't understand the caregiver's words, this person is soothing, smiling, and the baby can feel a vibe, something that she will later know to be called love. The International Literacy Association (n.d.) defines literacies as the distinct written and oral language practices evident across varying social circumstances, domains, and classes. As such, literacies are plural, with multiple manifestations, that cover various aspects of human life and social organization (e.g., school literacy, workplace literacy, science literacy).","downloadable_attachments":[{"id":65021232,"asset_id":44566475,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":79008573,"first_name":"Kassandra","last_name":"Minor","domain_name":"independent","page_name":"KassandraMinor","display_name":"Kassandra Minor","profile_url":"https://independent.academia.edu/KassandraMinor?f_ri=15155","photo":"https://0.academia-photos.com/79008573/31954267/29102930/s65_kassandra.minor.jpg"},{"id":81658512,"first_name":"Marcus","last_name":"Harden","domain_name":"washington","page_name":"MarcusHarden","display_name":"Marcus 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equity audit of the University of Alberta. The equity audit assessed the status of equity-seeking 'designated groups'–women, Aboriginal peoples, visible minorities and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26161611" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Diversity Gap in Representation: An independent and comprehensive equity audit of the University of Alberta. The equity audit assessed the status of equity-seeking 'designated groups'–women, Aboriginal peoples, visible minorities and persons with disabilities–in general and the status of women and gender equity in particular. In our first report and infographic released on June 1, 2016 we presented our findings on the diversity gaps among Canada Research Chairs and Canada Excellence Research Chairs. <br /><br />In this second report, and the three accompanying infographics, we present findings from the AWA's in-depth analysis of primary research and various authoritative data sources on the status of equity groups at the university. The AWA's findings suggest that thirty years since the final report of the Royal Commission on Equality in Employment, and twenty-two years since the adoption of "Opening Doors: A Plan for Employment Equity at the University of Alberta, " gender parity remains elusive and significant diversity gaps persist in the university. These diversity gaps present a significant challenge to the idea of an equitable, diverse and inclusive academy as it is unlikely that the gaps will disappear without significant and sustained intervention. Led by Dr. Malinda S. Smith (AWA President) and Dr. Kisha Supernant (AWA Vice-President), the research team examined three areas of representational diversity: first, the status of women in the 'academic pipeline'; second, the overall diversity of the professoriate; and, third, an intersectional analysis of the diversity within the categories male and female professors. While the equity audit showed some areas of progress, the overall diversity gaps identified 22 years ago persist. In 2016 neither the composition of the professoriate, university leadership, nor the Board of Governors reflect the diversity of the Canadian population or the diversity of the student body. Without a different approach it is unlikely the expressed goal of equity will be achieved at the University of Alberta in the near future. <br /><br />Research Team Leaders: Dr.  Malinda S. Smith and Dr. Kisha Supernant. Research Team: Nancy Bray, Catherine Anley<br />Link: <a href="https://uofaawa.wordpress.com/awa-diversity-gap-campaign/the-diversity-gap-in-representation/" rel="nofollow">https://uofaawa.wordpress.com/awa-diversity-gap-campaign/the-diversity-gap-in-representation/</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26161611" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="22707e5a14ca68362620276116c832ed" rel="nofollow" data-download="{"attachment_id":46489588,"asset_id":26161611,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46489588/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4549309" href="https://ucalgary.academia.edu/MalindaSSmith">Malinda S Smith</a><script data-card-contents-for-user="4549309" type="text/json">{"id":4549309,"first_name":"Malinda","last_name":"Smith","domain_name":"ucalgary","page_name":"MalindaSSmith","display_name":"Malinda S Smith","profile_url":"https://ucalgary.academia.edu/MalindaSSmith?f_ri=15155","photo":"https://0.academia-photos.com/4549309/1884517/107129668/s65_malinda.smith.jpeg"}</script></span></span></li><li class="js-paper-rank-work_26161611 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26161611"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26161611, container: ".js-paper-rank-work_26161611", }); 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These diversity gaps present a significant challenge to the idea of an equitable, diverse and inclusive academy as it is unlikely that the gaps will disappear without significant and sustained intervention. Led by Dr. Malinda S. Smith (AWA President) and Dr. Kisha Supernant (AWA Vice-President), the research team examined three areas of representational diversity: first, the status of women in the 'academic pipeline'; second, the overall diversity of the professoriate; and, third, an intersectional analysis of the diversity within the categories male and female professors. While the equity audit showed some areas of progress, the overall diversity gaps identified 22 years ago persist. In 2016 neither the composition of the professoriate, university leadership, nor the Board of Governors reflect the diversity of the Canadian population or the diversity of the student body. Without a different approach it is unlikely the expressed goal of equity will be achieved at the University of Alberta in the near future. \n\nResearch Team Leaders: Dr. Malinda S. Smith and Dr. Kisha Supernant. 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class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36378224/Decolonizing_School_Systems_VUE_48_Chatmon_Watson_2018_pdf">Decolonizing School Systems_VUE_48_Chatmon_Watson 2018.pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A deep district-wide commitment to racial equity for African American male students, based on the framework of targeted universalism, has laid the foundation for expanding the focus to include African American girls, Latino/a students,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36378224" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A deep district-wide commitment to racial equity for African American male students, based on the framework of targeted universalism, has laid the foundation for expanding the focus to include African American girls, Latino/a students, and Asian and Pacific Islander students.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36378224" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7efd63b8f2eb4a5743ff701d5dbed493" rel="nofollow" data-download="{"attachment_id":56288004,"asset_id":36378224,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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Racism","url":"https://www.academia.edu/Documents/in/Race_and_Racism?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a><script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36378224]'), work: {"id":36378224,"title":"Decolonizing School Systems_VUE_48_Chatmon_Watson 2018.pdf","created_at":"2018-04-10T11:57:21.189-07:00","url":"https://www.academia.edu/36378224/Decolonizing_School_Systems_VUE_48_Chatmon_Watson_2018_pdf?f_ri=15155","dom_id":"work_36378224","summary":"A deep district-wide commitment to racial equity for African American male students, based on the framework of targeted universalism, has laid the foundation for expanding the focus to include African American girls, Latino/a students, and Asian and Pacific Islander students.","downloadable_attachments":[{"id":56288004,"asset_id":36378224,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13364930,"first_name":"Vajra","last_name":"Watson","domain_name":"independent","page_name":"VajraWatson","display_name":"Vajra 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})();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39485061" data-work_id="39485061" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39485061/Bienestar_infantil_y_equidad_educativa_en_Castilla_y_Le%C3%B3n">Bienestar infantil y equidad educativa en Castilla y León</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Este segundo informe sobre la situación de la infancia en Castilla y León pretende conocer mejor cómo viven las niñas, niños y adolescentes, así como los principales desafíos que enfrentan para los próximos años, especialmente en el... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39485061" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Este segundo informe sobre la situación de la infancia en Castilla y León pretende conocer mejor cómo viven las niñas, niños y adolescentes, así como los principales desafíos que enfrentan para los próximos años, especialmente en el ámbito educativo.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39485061" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4b1bed00686be518723c34e30b79c717" rel="nofollow" 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infancia en Castilla y León pretende conocer mejor cómo viven las niñas, niños y adolescentes, así como los principales desafíos que enfrentan para los próximos años, especialmente en el ámbito educativo.","downloadable_attachments":[{"id":59632295,"asset_id":39485061,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8313982,"first_name":"Antonia","last_name":"Picornell-Lucas","domain_name":"usal","page_name":"AntoniaPicornellLucas","display_name":"Antonia Picornell-Lucas","profile_url":"https://usal.academia.edu/AntoniaPicornellLucas?f_ri=15155","photo":"https://0.academia-photos.com/8313982/2844678/8347922/s65_antonia.picornell-lucas.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":54533,"name":"Children","url":"https://www.academia.edu/Documents/in/Children?f_ri=15155","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_2050592" data-work_id="2050592" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/2050592/2010_Education_meritocracy_and_redistribution_Journal_of_Education_Policy_25_3_pp_397_413">2010. Education, meritocracy and redistribution. Journal of Education Policy, 25 (3), pp. 397-413.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This paper analyses the relationship between education, meritocracy and redistribution. It first questions the meritocratic ideal highlighting how it relates to normative expectations that do not hold fully neither in their logic nor in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_2050592" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper analyses the relationship between education, meritocracy and redistribution. It first questions the meritocratic ideal highlighting how it relates to normative expectations that do not hold fully neither in their logic nor in practice. It then complements the literature on persistent inequalities by focusing on the opportunities for change created by current trends in the economy and in social aspirations. As the meritocratic argument that education is strongly linked to certain rewards in the labour market comes under pressure, increasing social dissatisfaction with education and skills wastage could be expected, as already noted in part of the political economy literature. This literature, however, has tended to conclude from such observations that educational expansion cannot deliver equality. The paper contributes to the debate by focusing on the opportunities created by current trends for the reorganization of the relationship between education, the economy and society.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/2050592" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f824066ed4b19bd58421b20d569e564d" rel="nofollow" data-download="{"attachment_id":30266257,"asset_id":2050592,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/30266257/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1766534" href="https://cardiff.academia.edu/ManuelSoutoOtero">Manuel Souto-Otero</a><script data-card-contents-for-user="1766534" type="text/json">{"id":1766534,"first_name":"Manuel","last_name":"Souto-Otero","domain_name":"cardiff","page_name":"ManuelSoutoOtero","display_name":"Manuel Souto-Otero","profile_url":"https://cardiff.academia.edu/ManuelSoutoOtero?f_ri=15155","photo":"https://0.academia-photos.com/1766534/952260/51685562/s65_manuel.souto-otero.jpeg"}</script></span></span></li><li class="js-paper-rank-work_2050592 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="2050592"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 2050592, container: ".js-paper-rank-work_2050592", }); });</script></li><li class="js-percentile-work_2050592 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 2050592; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_2050592"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_2050592 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="2050592"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 2050592; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=2050592]").text(description); $(".js-view-count-work_2050592").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_2050592").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="2050592"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9822" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Policy">Education Policy</a>, <script data-card-contents-for-ri="9822" type="text/json">{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a>, <script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="256979" rel="nofollow" href="https://www.academia.edu/Documents/in/Meritocracy">Meritocracy</a><script data-card-contents-for-ri="256979" type="text/json">{"id":256979,"name":"Meritocracy","url":"https://www.academia.edu/Documents/in/Meritocracy?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=2050592]'), work: {"id":2050592,"title":"2010. Education, meritocracy and redistribution. Journal of Education Policy, 25 (3), pp. 397-413.","created_at":"2012-10-22T21:49:47.345-07:00","url":"https://www.academia.edu/2050592/2010_Education_meritocracy_and_redistribution_Journal_of_Education_Policy_25_3_pp_397_413?f_ri=15155","dom_id":"work_2050592","summary":"This paper analyses the relationship between education, meritocracy and redistribution. It first questions the meritocratic ideal highlighting how it relates to normative expectations that do not hold fully neither in their logic nor in practice. It then complements the literature on persistent inequalities by focusing on the opportunities for change created by current trends in the economy and in social aspirations. As the meritocratic argument that education is strongly linked to certain rewards in the labour market comes under pressure, increasing social dissatisfaction with education and skills wastage could be expected, as already noted in part of the political economy literature. This literature, however, has tended to conclude from such observations that educational expansion cannot deliver equality. The paper contributes to the debate by focusing on the opportunities created by current trends for the reorganization of the relationship between education, the economy and society.","downloadable_attachments":[{"id":30266257,"asset_id":2050592,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1766534,"first_name":"Manuel","last_name":"Souto-Otero","domain_name":"cardiff","page_name":"ManuelSoutoOtero","display_name":"Manuel Souto-Otero","profile_url":"https://cardiff.academia.edu/ManuelSoutoOtero?f_ri=15155","photo":"https://0.academia-photos.com/1766534/952260/51685562/s65_manuel.souto-otero.jpeg"}],"research_interests":[{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":256979,"name":"Meritocracy","url":"https://www.academia.edu/Documents/in/Meritocracy?f_ri=15155","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19302805 coauthored" data-work_id="19302805" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19302805/A_Bigger_Rock_A_Steeper_Hill_Race_PLA_and_the_Color_of_Learning">A Bigger Rock, A Steeper Hill: Race, PLA and the Color of Learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Educational settings are "racialized." The experiences of students in educational settings and their opportunities to be successful differ by race. We cannot begin to address racial inequities without acknowledging that. (Dowd & Bensimon,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19302805" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Educational settings are "racialized." The experiences of students in educational settings and their opportunities to be successful differ by race. We cannot begin to address racial inequities without acknowledging that. (Dowd & Bensimon, 2015, p. 181) We have to tell some different stories and repeat those stories more often.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19302805" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="90aab41d952a6a5a9b870f21ba906e7f" rel="nofollow" data-download="{"attachment_id":40545154,"asset_id":19302805,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40545154/download_file?st=MTc0MTM0MDAzMCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2681577" href="https://esc.academia.edu/CathyLeaker">Cathy Leaker</a><script data-card-contents-for-user="2681577" type="text/json">{"id":2681577,"first_name":"Cathy","last_name":"Leaker","domain_name":"esc","page_name":"CathyLeaker","display_name":"Cathy Leaker","profile_url":"https://esc.academia.edu/CathyLeaker?f_ri=15155","photo":"https://0.academia-photos.com/2681577/855915/12144905/s65_cathy.leaker.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-19302805">+1</span><div class="hidden js-additional-users-19302805"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://esc.academia.edu/FrancesBoyce">Frances Boyce</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-19302805'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-19302805').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_19302805 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19302805"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19302805, container: ".js-paper-rank-work_19302805", }); });</script></li><li class="js-percentile-work_19302805 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 19302805; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_19302805"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_19302805 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="19302805"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 19302805; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=19302805]").text(description); $(".js-view-count-work_19302805").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_19302805").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="19302805"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5247" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Race_Theory">Critical Race Theory</a>, <script data-card-contents-for-ri="5247" type="text/json">{"id":5247,"name":"Critical Race Theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a>, <script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25212" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education_Policy">Higher Education Policy</a>, <script data-card-contents-for-ri="25212" type="text/json">{"id":25212,"name":"Higher Education Policy","url":"https://www.academia.edu/Documents/in/Higher_Education_Policy?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="170039" rel="nofollow" href="https://www.academia.edu/Documents/in/Degree_Completion">Degree Completion</a><script data-card-contents-for-ri="170039" type="text/json">{"id":170039,"name":"Degree Completion","url":"https://www.academia.edu/Documents/in/Degree_Completion?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=19302805]'), work: {"id":19302805,"title":"A Bigger Rock, A Steeper Hill: Race, PLA and the Color of Learning","created_at":"2015-12-01T08:59:15.976-08:00","url":"https://www.academia.edu/19302805/A_Bigger_Rock_A_Steeper_Hill_Race_PLA_and_the_Color_of_Learning?f_ri=15155","dom_id":"work_19302805","summary":"Educational settings are \"racialized.\" The experiences of students in educational settings and their opportunities to be successful differ by race. We cannot begin to address racial inequities without acknowledging that. (Dowd \u0026 Bensimon, 2015, p. 181) We have to tell some different stories and repeat those stories more often.","downloadable_attachments":[{"id":40545154,"asset_id":19302805,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2681577,"first_name":"Cathy","last_name":"Leaker","domain_name":"esc","page_name":"CathyLeaker","display_name":"Cathy Leaker","profile_url":"https://esc.academia.edu/CathyLeaker?f_ri=15155","photo":"https://0.academia-photos.com/2681577/855915/12144905/s65_cathy.leaker.jpg"},{"id":296320256,"first_name":"Frances","last_name":"Boyce","domain_name":"esc","page_name":"FrancesBoyce","display_name":"Frances Boyce","profile_url":"https://esc.academia.edu/FrancesBoyce?f_ri=15155","photo":"https://0.academia-photos.com/296320256/142494691/131997621/s65_frances.boyce.png"}],"research_interests":[{"id":5247,"name":"Critical Race Theory","url":"https://www.academia.edu/Documents/in/Critical_Race_Theory?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":25212,"name":"Higher Education Policy","url":"https://www.academia.edu/Documents/in/Higher_Education_Policy?f_ri=15155","nofollow":true},{"id":170039,"name":"Degree Completion","url":"https://www.academia.edu/Documents/in/Degree_Completion?f_ri=15155","nofollow":true},{"id":198084,"name":"Prior Learning Assessment","url":"https://www.academia.edu/Documents/in/Prior_Learning_Assessment?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_72469783" data-work_id="72469783" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/72469783/Addressing_the_Social_Determinants_of_Learning_The_Community_School_Initiative_Closing_the_Achievement_Gap_for_Racialized_Under_Resourced_Communities">Addressing the Social Determinants of Learning: The Community School Initiative Closing the Achievement Gap for Racialized Under-Resourced Communities</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This research project was funded by the Social Sciences and Humanities Research Council in Canada. With a focus on examining the impact of COVID-19 on learning loss and extracurricular programs, the research explored how community-based... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_72469783" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This research project was funded by the Social Sciences and Humanities Research Council in Canada. With a focus on examining the impact of COVID-19 on learning loss and extracurricular programs, the research explored how community-based programming can be adapted and mobilized to close the achievement and opportunity gaps for Black, Indigenous, people of colour (BIPOC), and people from lower socioeconomic backgrounds. Specifically, the project as a case study examined an afternoon and weekend supplementary academic program called the Community School Initiative (CSI), which was offered from September 2020 to May 2021 to members of the Jane and Finch community in Toronto, Canada. The CSI is a partnership between the non-profit organization Youth Association for Academics, Athletics, and Character Education (YAAACE) and for-profit enterprise Spirit of Math. It delivers a structured math curriculum to students in grades two to eight aged 8 to 14 years old supported by a team of caring adults including parents, coaches, and Ontario certified teachers. The efficacy and outcomes of the CSI was assessed through surveys with parents (n=33), students (n=33), and teachers (n=4), and a focus group with seven teachers delivering the curriculum in the CSI. Data was collected between June to July 2021 and responses were examined using thematic analysis as a methodology from a Critical Race Theory paradigm. The themes identified and discussed are holistic and culturally relevant programming, structured programming, communication and parental engagement, digital divide and inequality, and effective pedagogies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/72469783" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9a655ff3fdb977cf81d0e6d418e476b7" rel="nofollow" data-download="{"attachment_id":81384298,"asset_id":72469783,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81384298/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="98224761" href="https://wlu-ca.academia.edu/ArdavanEizadirad">Ardavan Eizadirad</a><script data-card-contents-for-user="98224761" type="text/json">{"id":98224761,"first_name":"Ardavan","last_name":"Eizadirad","domain_name":"wlu-ca","page_name":"ArdavanEizadirad","display_name":"Ardavan Eizadirad","profile_url":"https://wlu-ca.academia.edu/ArdavanEizadirad?f_ri=15155","photo":"https://0.academia-photos.com/98224761/21415933/113687539/s65_ardavan.eizadirad.jpg"}</script></span></span></li><li class="js-paper-rank-work_72469783 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="72469783"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 72469783, container: ".js-paper-rank-work_72469783", }); });</script></li><li class="js-percentile-work_72469783 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 72469783; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_72469783"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_72469783 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="72469783"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 72469783; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=72469783]").text(description); $(".js-view-count-work_72469783").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_72469783").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="72469783"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a>, <script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="20129" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice_Education">Social Justice Education</a>, <script data-card-contents-for-ri="20129" type="text/json">{"id":20129,"name":"Social Justice Education","url":"https://www.academia.edu/Documents/in/Social_Justice_Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="27991" rel="nofollow" href="https://www.academia.edu/Documents/in/Equity">Equity</a><script data-card-contents-for-ri="27991" type="text/json">{"id":27991,"name":"Equity","url":"https://www.academia.edu/Documents/in/Equity?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=72469783]'), work: {"id":72469783,"title":"Addressing the Social Determinants of Learning: The Community School Initiative Closing the Achievement Gap for Racialized Under-Resourced Communities","created_at":"2022-02-25T10:30:11.628-08:00","url":"https://www.academia.edu/72469783/Addressing_the_Social_Determinants_of_Learning_The_Community_School_Initiative_Closing_the_Achievement_Gap_for_Racialized_Under_Resourced_Communities?f_ri=15155","dom_id":"work_72469783","summary":"This research project was funded by the Social Sciences and Humanities Research Council in Canada. With a focus on examining the impact of COVID-19 on learning loss and extracurricular programs, the research explored how community-based programming can be adapted and mobilized to close the achievement and opportunity gaps for Black, Indigenous, people of colour (BIPOC), and people from lower socioeconomic backgrounds. Specifically, the project as a case study examined an afternoon and weekend supplementary academic program called the Community School Initiative (CSI), which was offered from September 2020 to May 2021 to members of the Jane and Finch community in Toronto, Canada. The CSI is a partnership between the non-profit organization Youth Association for Academics, Athletics, and Character Education (YAAACE) and for-profit enterprise Spirit of Math. It delivers a structured math curriculum to students in grades two to eight aged 8 to 14 years old supported by a team of caring adults including parents, coaches, and Ontario certified teachers. The efficacy and outcomes of the CSI was assessed through surveys with parents (n=33), students (n=33), and teachers (n=4), and a focus group with seven teachers delivering the curriculum in the CSI. Data was collected between June to July 2021 and responses were examined using thematic analysis as a methodology from a Critical Race Theory paradigm. The themes identified and discussed are holistic and culturally relevant programming, structured programming, communication and parental engagement, digital divide and inequality, and effective pedagogies.","downloadable_attachments":[{"id":81384298,"asset_id":72469783,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":98224761,"first_name":"Ardavan","last_name":"Eizadirad","domain_name":"wlu-ca","page_name":"ArdavanEizadirad","display_name":"Ardavan Eizadirad","profile_url":"https://wlu-ca.academia.edu/ArdavanEizadirad?f_ri=15155","photo":"https://0.academia-photos.com/98224761/21415933/113687539/s65_ardavan.eizadirad.jpg"}],"research_interests":[{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":20129,"name":"Social Justice Education","url":"https://www.academia.edu/Documents/in/Social_Justice_Education?f_ri=15155","nofollow":true},{"id":27991,"name":"Equity","url":"https://www.academia.edu/Documents/in/Equity?f_ri=15155","nofollow":true},{"id":30086,"name":"Critical sociology and politics of education","url":"https://www.academia.edu/Documents/in/Critical_sociology_and_politics_of_education?f_ri=15155"},{"id":33206,"name":"Early Years (Education)","url":"https://www.academia.edu/Documents/in/Early_Years_Education_?f_ri=15155"},{"id":96580,"name":"Educational Equity","url":"https://www.academia.edu/Documents/in/Educational_Equity?f_ri=15155"},{"id":182440,"name":"Equity in Education","url":"https://www.academia.edu/Documents/in/Equity_in_Education?f_ri=15155"},{"id":185503,"name":"Early Years Education","url":"https://www.academia.edu/Documents/in/Early_Years_Education?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44600748" data-work_id="44600748" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44600748/INTERCULTURALITY_AGAINST_THE_MIRROR_A_CRITIQUE_FROM_THE_PERUVIAN_EXPERIENCE">INTERCULTURALITY AGAINST THE MIRROR: A CRITIQUE FROM THE PERUVIAN EXPERIENCE</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Global initiatives promoting cultural pluralism and education access for Indigenous and minoritized populations in the world have helped define education policy in countries like Peru for decades. Intercultural bilingual education (IBE)... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44600748" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Global initiatives promoting cultural pluralism and education access for Indigenous and minoritized populations in the world have helped define education policy in countries like Peru for decades. Intercultural bilingual education (IBE) constitutes part of national policy in different Andean countries with diverse implementation experiences. IBE defines cultural pluralism and education for Indigenous populations as a response to the need of furthering access to quality education using Indigenous languages, knowledges and cultural practices. This chapter builds on the experiences of intercultural education in Peru as interculturality becomes defined in Peruvian law and its subsequent implementation in Indigenous schools. The aim of this chapter is on analyzing IBE not only as pedagogic alternative for Indigenous communities, but also as an approach that considers the pedagogical and political implications of intercultural education beyond the Indigenous setting. The discussion centers on the critique of top down initiatives that attempt to tend to Indigenous sectors but leave major inequity issues still unaddressed in Peruvian society.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44600748" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="674a9251a1cb1b8b6f3cb070ad3076bc" rel="nofollow" data-download="{"attachment_id":65062133,"asset_id":44600748,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65062133/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31596960" href="https://umass.academia.edu/LauraValdiviezo">Laura Valdiviezo</a><script data-card-contents-for-user="31596960" type="text/json">{"id":31596960,"first_name":"Laura","last_name":"Valdiviezo","domain_name":"umass","page_name":"LauraValdiviezo","display_name":"Laura Valdiviezo","profile_url":"https://umass.academia.edu/LauraValdiviezo?f_ri=15155","photo":"https://0.academia-photos.com/31596960/9351923/110457032/s65_laura.valdiviezo.jpeg"}</script></span></span></li><li class="js-paper-rank-work_44600748 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44600748"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44600748, container: ".js-paper-rank-work_44600748", }); });</script></li><li class="js-percentile-work_44600748 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44600748; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44600748"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44600748 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44600748"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44600748; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44600748]").text(description); $(".js-view-count-work_44600748").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44600748").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44600748"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3392" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Pedagogy">Critical Pedagogy</a>, <script data-card-contents-for-ri="3392" type="text/json">{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="11658" rel="nofollow" href="https://www.academia.edu/Documents/in/Bilingual_Education">Bilingual Education</a>, <script data-card-contents-for-ri="11658" type="text/json">{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14389" rel="nofollow" href="https://www.academia.edu/Documents/in/Intercultural_Education_Education_">Intercultural Education (Education)</a>, <script data-card-contents-for-ri="14389" type="text/json">{"id":14389,"name":"Intercultural Education (Education)","url":"https://www.academia.edu/Documents/in/Intercultural_Education_Education_?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a><script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44600748]'), work: {"id":44600748,"title":"INTERCULTURALITY AGAINST THE MIRROR: A CRITIQUE FROM THE PERUVIAN EXPERIENCE","created_at":"2020-11-29T12:24:57.480-08:00","url":"https://www.academia.edu/44600748/INTERCULTURALITY_AGAINST_THE_MIRROR_A_CRITIQUE_FROM_THE_PERUVIAN_EXPERIENCE?f_ri=15155","dom_id":"work_44600748","summary":"Global initiatives promoting cultural pluralism and education access for Indigenous and minoritized populations in the world have helped define education policy in countries like Peru for decades. Intercultural bilingual education (IBE) constitutes part of national policy in different Andean countries with diverse implementation experiences. IBE defines cultural pluralism and education for Indigenous populations as a response to the need of furthering access to quality education using Indigenous languages, knowledges and cultural practices. This chapter builds on the experiences of intercultural education in Peru as interculturality becomes defined in Peruvian law and its subsequent implementation in Indigenous schools. The aim of this chapter is on analyzing IBE not only as pedagogic alternative for Indigenous communities, but also as an approach that considers the pedagogical and political implications of intercultural education beyond the Indigenous setting. The discussion centers on the critique of top down initiatives that attempt to tend to Indigenous sectors but leave major inequity issues still unaddressed in Peruvian society.","downloadable_attachments":[{"id":65062133,"asset_id":44600748,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":31596960,"first_name":"Laura","last_name":"Valdiviezo","domain_name":"umass","page_name":"LauraValdiviezo","display_name":"Laura Valdiviezo","profile_url":"https://umass.academia.edu/LauraValdiviezo?f_ri=15155","photo":"https://0.academia-photos.com/31596960/9351923/110457032/s65_laura.valdiviezo.jpeg"}],"research_interests":[{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=15155","nofollow":true},{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=15155","nofollow":true},{"id":14389,"name":"Intercultural Education (Education)","url":"https://www.academia.edu/Documents/in/Intercultural_Education_Education_?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33910629 coauthored" data-work_id="33910629" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33910629/The_allure_of_simplicity_Scripted_curricula_and_equity">The allure of simplicity: Scripted curricula and equity</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Scripted curricula appealed to teachers' belief in fairness but obscured diversity. Equity was perceived as the same standards and content for all learners. Equity as sameness dismisses structural barriers of poverty, disability and race.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33910629" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Scripted curricula appealed to teachers' belief in fairness but obscured diversity. Equity was perceived as the same standards and content for all learners. Equity as sameness dismisses structural barriers of poverty, disability and race. Concerned about loss of teacher autonomy, knowledge and expertise. New York State offered schools scripted curricular modules to assist in meeting the Common Core State Standards. Reports of teacher concerns about rushed and rigid implementation led to qualitative in-depth interviews with general and special educators utilizing the EngageNY modules. While participants expressed appreciation for aspects of the modules, they articulated an alarming ideology that inequities (including disability and poverty) could be remedied by holding students to high standards. As scripted curricula gain popularity within and outside of the U.S. our findings suggest an urgency to interrogate simplified notions of equity and the resulting loss of teacher knowledge and expertise.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33910629" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3a6a71890adda111cf6df47011fed351" rel="nofollow" data-download="{"attachment_id":53881526,"asset_id":33910629,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53881526/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="49813903" href="https://cortland.academia.edu/AnneBurnsThomas">Anne Burns Thomas</a><script data-card-contents-for-user="49813903" type="text/json">{"id":49813903,"first_name":"Anne","last_name":"Burns Thomas","domain_name":"cortland","page_name":"AnneBurnsThomas","display_name":"Anne Burns Thomas","profile_url":"https://cortland.academia.edu/AnneBurnsThomas?f_ri=15155","photo":"https://0.academia-photos.com/49813903/14540110/15413363/s65_anne.burns_thomas.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-33910629">+2</span><div class="hidden js-additional-users-33910629"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/MariaTimberlake">Maria Timberlake</a></span></div><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://cortland.academia.edu/BrianBarrett">Brian Barrett</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-33910629'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-33910629').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_33910629 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33910629"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33910629, container: ".js-paper-rank-work_33910629", }); });</script></li><li class="js-percentile-work_33910629 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33910629; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_33910629"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_33910629 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="33910629"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33910629; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33910629]").text(description); $(".js-view-count-work_33910629").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33910629").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33910629"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1752" rel="nofollow" href="https://www.academia.edu/Documents/in/Curriculum_Design">Curriculum Design</a>, <script data-card-contents-for-ri="1752" type="text/json">{"id":1752,"name":"Curriculum Design","url":"https://www.academia.edu/Documents/in/Curriculum_Design?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a>, <script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17773" rel="nofollow" href="https://www.academia.edu/Documents/in/Teachers_professional_development-1">Teachers' professional development</a><script data-card-contents-for-ri="17773" type="text/json">{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33910629]'), work: {"id":33910629,"title":"The allure of simplicity: Scripted curricula and equity","created_at":"2017-07-17T12:03:02.272-07:00","url":"https://www.academia.edu/33910629/The_allure_of_simplicity_Scripted_curricula_and_equity?f_ri=15155","dom_id":"work_33910629","summary":"Scripted curricula appealed to teachers' belief in fairness but obscured diversity. Equity was perceived as the same standards and content for all learners. Equity as sameness dismisses structural barriers of poverty, disability and race. Concerned about loss of teacher autonomy, knowledge and expertise. New York State offered schools scripted curricular modules to assist in meeting the Common Core State Standards. Reports of teacher concerns about rushed and rigid implementation led to qualitative in-depth interviews with general and special educators utilizing the EngageNY modules. While participants expressed appreciation for aspects of the modules, they articulated an alarming ideology that inequities (including disability and poverty) could be remedied by holding students to high standards. As scripted curricula gain popularity within and outside of the U.S. our findings suggest an urgency to interrogate simplified notions of equity and the resulting loss of teacher knowledge and expertise.","downloadable_attachments":[{"id":53881526,"asset_id":33910629,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":49813903,"first_name":"Anne","last_name":"Burns Thomas","domain_name":"cortland","page_name":"AnneBurnsThomas","display_name":"Anne Burns Thomas","profile_url":"https://cortland.academia.edu/AnneBurnsThomas?f_ri=15155","photo":"https://0.academia-photos.com/49813903/14540110/15413363/s65_anne.burns_thomas.jpg"},{"id":49738163,"first_name":"Maria","last_name":"Timberlake","domain_name":"independent","page_name":"MariaTimberlake","display_name":"Maria Timberlake","profile_url":"https://independent.academia.edu/MariaTimberlake?f_ri=15155","photo":"/images/s65_no_pic.png"},{"id":66719607,"first_name":"Brian","last_name":"Barrett","domain_name":"cortland","page_name":"BrianBarrett","display_name":"Brian Barrett","profile_url":"https://cortland.academia.edu/BrianBarrett?f_ri=15155","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1752,"name":"Curriculum Design","url":"https://www.academia.edu/Documents/in/Curriculum_Design?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=15155","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_50095372" data-work_id="50095372" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/50095372/Self_Reflections_on_Masculinity_A_campus_toolkit">Self Reflections on Masculinity: A campus toolkit</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This toolkit will give you all of the materials that you need to plan, run, and reflect on your own male allies program. It will also provide you some resources that will help you reflect and build on the successes of that program to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_50095372" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This toolkit will give you all of the materials that you need to plan, run, and<br />reflect on your own male allies program. It will also provide you some resources<br />that will help you reflect and build on the successes of that program to bring<br />these materials to even more students.<br />The material in this toolkit has been developed through our own experiences<br />planning and implementing male allies workshops at a major Canadian<br />university, along with a large research project that sought input on male<br />allies programs from students, faculty, staff, and administration. A growing<br />body of literature has called attention to the need for universities to develop<br />evidence-based intervention strategies to address sexual violence (Benn-John<br />& Wane, 2016; Francis et al., 2016; Godderis & Root, 2017; Lalonde, 2014; Ontario<br />Women’s Directorate, 2013; Quinlan, Clarke & Miller, 2013; Quinlan et al., 2017;<br />Wandio, 2014). Harrison and Lafrenière (2015) emphasised the need to focus<br />prevention efforts on men and masculinities, so that rather than positioning men<br />as potential perpetrators, we understand men as potential leaders in gender<br />equity and consent culture (Flood, 2006; Foubert & Cremedy, 2007). Through<br />emphasizing accountability, these programs operate from a framework of<br />role and responsibility rather than blame and shame (i.e. “you are not guilty<br />because you are a man, but you have a responsibility to be part of a solution”).<br />Our research demonstrates that male allies workshops are effective ways to<br />interrogate masculinity on campuses, and work toward gender equity, and we<br />want you to be able to run these programs on your own campus.<br />In the following pages you will find an outline and timeline for a 2-3 hour<br />voluntary workshop that will help male-identified students on your campus<br />think about masculinity, their place as men, and how they can foster more<br />positive spaces on your campus. This outline is a basic structure that includes<br />all the needed parts, but you may need to make small changes so that it works<br />best in your institutional/cultural/social setting. We will give you information<br />about finding the best facilitator for your program, how to recruit participants,<br />how to actually run the program for the first time, and topics for discussion,<br />as well as how to manage difficult topics, evaluating your program, debriefing<br />your program with participants and facilitators, and what next steps you can<br />take on your campus to keep the program going. At the very end of the toolkit,<br />you will also find a collection of other resources that might be useful to you as<br />you expand your program or are looking for additional scholarly support while<br />planning or running your workshop.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/50095372" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="316c4d5f5bb68696e83ba5bb7611bc04" rel="nofollow" data-download="{"attachment_id":68210840,"asset_id":50095372,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68210840/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4503103" href="https://ncsu.academia.edu/CoreyJohnson">Corey W Johnson</a><script data-card-contents-for-user="4503103" type="text/json">{"id":4503103,"first_name":"Corey","last_name":"Johnson","domain_name":"ncsu","page_name":"CoreyJohnson","display_name":"Corey W Johnson","profile_url":"https://ncsu.academia.edu/CoreyJohnson?f_ri=15155","photo":"https://0.academia-photos.com/4503103/1853727/133252277/s65_corey.johnson.jpeg"}</script></span></span></li><li class="js-paper-rank-work_50095372 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="50095372"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 50095372, container: ".js-paper-rank-work_50095372", }); 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$(".js-view-count[data-work-id=50095372]").text(description); $(".js-view-count-work_50095372").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_50095372").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="50095372"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="696" rel="nofollow" href="https://www.academia.edu/Documents/in/Gender_Studies">Gender Studies</a>, <script data-card-contents-for-ri="696" type="text/json">{"id":696,"name":"Gender Studies","url":"https://www.academia.edu/Documents/in/Gender_Studies?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2621" rel="nofollow" href="https://www.academia.edu/Documents/in/Higher_Education">Higher Education</a>, <script data-card-contents-for-ri="2621" type="text/json">{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2865" rel="nofollow" href="https://www.academia.edu/Documents/in/Masculinity_Studies">Masculinity Studies</a>, <script data-card-contents-for-ri="2865" type="text/json">{"id":2865,"name":"Masculinity Studies","url":"https://www.academia.edu/Documents/in/Masculinity_Studies?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4017" rel="nofollow" href="https://www.academia.edu/Documents/in/Recreation_and_Leisure_Studies">Recreation & Leisure Studies</a><script data-card-contents-for-ri="4017" type="text/json">{"id":4017,"name":"Recreation \u0026 Leisure Studies","url":"https://www.academia.edu/Documents/in/Recreation_and_Leisure_Studies?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=50095372]'), work: {"id":50095372,"title":"Self Reflections on Masculinity: A campus toolkit","created_at":"2021-07-20T05:28:42.135-07:00","url":"https://www.academia.edu/50095372/Self_Reflections_on_Masculinity_A_campus_toolkit?f_ri=15155","dom_id":"work_50095372","summary":"This toolkit will give you all of the materials that you need to plan, run, and\nreflect on your own male allies program. It will also provide you some resources\nthat will help you reflect and build on the successes of that program to bring\nthese materials to even more students.\nThe material in this toolkit has been developed through our own experiences\nplanning and implementing male allies workshops at a major Canadian\nuniversity, along with a large research project that sought input on male\nallies programs from students, faculty, staff, and administration. A growing\nbody of literature has called attention to the need for universities to develop\nevidence-based intervention strategies to address sexual violence (Benn-John\n\u0026 Wane, 2016; Francis et al., 2016; Godderis \u0026 Root, 2017; Lalonde, 2014; Ontario\nWomen’s Directorate, 2013; Quinlan, Clarke \u0026 Miller, 2013; Quinlan et al., 2017;\nWandio, 2014). Harrison and Lafrenière (2015) emphasised the need to focus\nprevention efforts on men and masculinities, so that rather than positioning men\nas potential perpetrators, we understand men as potential leaders in gender\nequity and consent culture (Flood, 2006; Foubert \u0026 Cremedy, 2007). Through\nemphasizing accountability, these programs operate from a framework of\nrole and responsibility rather than blame and shame (i.e. “you are not guilty\nbecause you are a man, but you have a responsibility to be part of a solution”).\nOur research demonstrates that male allies workshops are effective ways to\ninterrogate masculinity on campuses, and work toward gender equity, and we\nwant you to be able to run these programs on your own campus.\nIn the following pages you will find an outline and timeline for a 2-3 hour\nvoluntary workshop that will help male-identified students on your campus\nthink about masculinity, their place as men, and how they can foster more\npositive spaces on your campus. This outline is a basic structure that includes\nall the needed parts, but you may need to make small changes so that it works\nbest in your institutional/cultural/social setting. We will give you information\nabout finding the best facilitator for your program, how to recruit participants,\nhow to actually run the program for the first time, and topics for discussion,\nas well as how to manage difficult topics, evaluating your program, debriefing\nyour program with participants and facilitators, and what next steps you can\ntake on your campus to keep the program going. At the very end of the toolkit,\nyou will also find a collection of other resources that might be useful to you as\nyou expand your program or are looking for additional scholarly support while\nplanning or running your workshop.","downloadable_attachments":[{"id":68210840,"asset_id":50095372,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4503103,"first_name":"Corey","last_name":"Johnson","domain_name":"ncsu","page_name":"CoreyJohnson","display_name":"Corey W Johnson","profile_url":"https://ncsu.academia.edu/CoreyJohnson?f_ri=15155","photo":"https://0.academia-photos.com/4503103/1853727/133252277/s65_corey.johnson.jpeg"}],"research_interests":[{"id":696,"name":"Gender Studies","url":"https://www.academia.edu/Documents/in/Gender_Studies?f_ri=15155","nofollow":true},{"id":2621,"name":"Higher Education","url":"https://www.academia.edu/Documents/in/Higher_Education?f_ri=15155","nofollow":true},{"id":2865,"name":"Masculinity Studies","url":"https://www.academia.edu/Documents/in/Masculinity_Studies?f_ri=15155","nofollow":true},{"id":4017,"name":"Recreation \u0026 Leisure Studies","url":"https://www.academia.edu/Documents/in/Recreation_and_Leisure_Studies?f_ri=15155","nofollow":true},{"id":4917,"name":"Gender and Sexuality","url":"https://www.academia.edu/Documents/in/Gender_and_Sexuality?f_ri=15155"},{"id":7024,"name":"Gender","url":"https://www.academia.edu/Documents/in/Gender?f_ri=15155"},{"id":8734,"name":"Masculinity","url":"https://www.academia.edu/Documents/in/Masculinity?f_ri=15155"},{"id":13274,"name":"Masculinities","url":"https://www.academia.edu/Documents/in/Masculinities?f_ri=15155"},{"id":14302,"name":"Leisure Studies","url":"https://www.academia.edu/Documents/in/Leisure_Studies?f_ri=15155"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"},{"id":17236,"name":"Studies On Men And Masculinity","url":"https://www.academia.edu/Documents/in/Studies_On_Men_And_Masculinity?f_ri=15155"},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=15155"},{"id":18555,"name":"Leisure","url":"https://www.academia.edu/Documents/in/Leisure?f_ri=15155"},{"id":37906,"name":"Student Affairs","url":"https://www.academia.edu/Documents/in/Student_Affairs?f_ri=15155"},{"id":204153,"name":"Campus","url":"https://www.academia.edu/Documents/in/Campus?f_ri=15155"},{"id":1019470,"name":"Critical Education and Student Affairs Issues In Higher Education","url":"https://www.academia.edu/Documents/in/Critical_Education_and_Student_Affairs_Issues_In_Higher_Education?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18450229 coauthored" data-work_id="18450229" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18450229/Making_the_American_Dream_a_Reality_for_All_Youth_Introduction_to_the_First_Issue_of_the_National_Youth_At_Risk_Journal">Making the American Dream a Reality for All Youth: Introduction to the First Issue of the National Youth-At-Risk Journal</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This editorial provides an introduction to the first issue of the National Youth-At-Risk Journal. Information highlighted regarding the journal includes its mission, historical background and inspiration, and holistic aims and scope.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_18450229" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This editorial provides an introduction to the first issue of the National Youth-At-Risk Journal. Information highlighted regarding the journal includes its mission, historical background and inspiration, and holistic aims and scope. Biased and realistic uses of the phrase “at risk” are also addressed. The editorial also introduces the journal editors and presents a preview of issue content.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18450229" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="87d62612d1bc35fef68e0e459aec729f" rel="nofollow" data-download="{"attachment_id":40069741,"asset_id":18450229,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40069741/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38561781" href="https://georgiasouthern.academia.edu/CordeliaDZinskie">Cordelia D Zinskie</a><script data-card-contents-for-user="38561781" type="text/json">{"id":38561781,"first_name":"Cordelia","last_name":"Zinskie","domain_name":"georgiasouthern","page_name":"CordeliaDZinskie","display_name":"Cordelia D Zinskie","profile_url":"https://georgiasouthern.academia.edu/CordeliaDZinskie?f_ri=15155","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-18450229">+1</span><div class="hidden js-additional-users-18450229"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://georgiasouthern.academia.edu/DanRea">Dan Rea</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-18450229'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-18450229').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_18450229 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="18450229"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 18450229; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=18450229]").text(description); $(".js-view-count-work_18450229").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_18450229").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="18450229"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2808" rel="nofollow" href="https://www.academia.edu/Documents/in/Poverty">Poverty</a>, <script data-card-contents-for-ri="2808" type="text/json">{"id":2808,"name":"Poverty","url":"https://www.academia.edu/Documents/in/Poverty?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9964" rel="nofollow" href="https://www.academia.edu/Documents/in/Well-Being">Well-Being</a>, <script data-card-contents-for-ri="9964" type="text/json">{"id":9964,"name":"Well-Being","url":"https://www.academia.edu/Documents/in/Well-Being?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14832" rel="nofollow" href="https://www.academia.edu/Documents/in/Positive_Youth_Development">Positive Youth Development</a>, <script data-card-contents-for-ri="14832" type="text/json">{"id":14832,"name":"Positive Youth Development","url":"https://www.academia.edu/Documents/in/Positive_Youth_Development?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14924" rel="nofollow" href="https://www.academia.edu/Documents/in/Holistic_Education">Holistic Education</a><script data-card-contents-for-ri="14924" type="text/json">{"id":14924,"name":"Holistic Education","url":"https://www.academia.edu/Documents/in/Holistic_Education?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=18450229]'), work: {"id":18450229,"title":"Making the American Dream a Reality for All Youth: Introduction to the First Issue of the National Youth-At-Risk Journal","created_at":"2015-11-16T08:25:04.841-08:00","url":"https://www.academia.edu/18450229/Making_the_American_Dream_a_Reality_for_All_Youth_Introduction_to_the_First_Issue_of_the_National_Youth_At_Risk_Journal?f_ri=15155","dom_id":"work_18450229","summary":"This editorial provides an introduction to the first issue of the National Youth-At-Risk Journal. Information highlighted regarding the journal includes its mission, historical background and inspiration, and holistic aims and scope. Biased and realistic uses of the phrase “at risk” are also addressed. The editorial also introduces the journal editors and presents a preview of issue content.\n","downloadable_attachments":[{"id":40069741,"asset_id":18450229,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38561781,"first_name":"Cordelia","last_name":"Zinskie","domain_name":"georgiasouthern","page_name":"CordeliaDZinskie","display_name":"Cordelia D Zinskie","profile_url":"https://georgiasouthern.academia.edu/CordeliaDZinskie?f_ri=15155","photo":"/images/s65_no_pic.png"},{"id":8195612,"first_name":"Dan","last_name":"Rea","domain_name":"georgiasouthern","page_name":"DanRea","display_name":"Dan Rea","profile_url":"https://georgiasouthern.academia.edu/DanRea?f_ri=15155","photo":"https://0.academia-photos.com/8195612/10695060/11939564/s65_dan.rea.jpg"}],"research_interests":[{"id":2808,"name":"Poverty","url":"https://www.academia.edu/Documents/in/Poverty?f_ri=15155","nofollow":true},{"id":9964,"name":"Well-Being","url":"https://www.academia.edu/Documents/in/Well-Being?f_ri=15155","nofollow":true},{"id":14832,"name":"Positive Youth Development","url":"https://www.academia.edu/Documents/in/Positive_Youth_Development?f_ri=15155","nofollow":true},{"id":14924,"name":"Holistic Education","url":"https://www.academia.edu/Documents/in/Holistic_Education?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"},{"id":68672,"name":"Achievement Gaps","url":"https://www.academia.edu/Documents/in/Achievement_Gaps?f_ri=15155"},{"id":226548,"name":"Opportunity Gap","url":"https://www.academia.edu/Documents/in/Opportunity_Gap?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35309901" data-work_id="35309901" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35309901/Educational_Practices_to_Support_the_Academic_and_Social_Emotional_Needs_of_Somali_Immigrant_and_Refugee_Students">Educational Practices to Support the Academic and Social-Emotional Needs of Somali Immigrant and Refugee Students</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This brief provides a concise overview of the American Somali population; summarizes these students’ academic and social-emotional challenges along with related school supports; and describes practices to foster family and community... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35309901" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This brief provides a concise overview of the American Somali population; summarizes these students’ academic and social-emotional challenges along with related school supports; and describes practices to foster family and community engagement.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35309901" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="05b79c254b4f7cc63db71b762e300cba" rel="nofollow" data-download="{"attachment_id":55170169,"asset_id":35309901,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55170169/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="72104654" href="https://iu-indianapolis.academia.edu/GreatLakesEquityCenter">Great Lakes Equity Center</a><script data-card-contents-for-user="72104654" type="text/json">{"id":72104654,"first_name":"Great Lakes","last_name":"Equity Center","domain_name":"iu-indianapolis","page_name":"GreatLakesEquityCenter","display_name":"Great Lakes Equity Center","profile_url":"https://iu-indianapolis.academia.edu/GreatLakesEquityCenter?f_ri=15155","photo":"https://0.academia-photos.com/72104654/111060508/100312772/s65_great_lakes.equity_center.jpg"}</script></span></span></li><li class="js-paper-rank-work_35309901 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35309901"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35309901, container: ".js-paper-rank-work_35309901", }); 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$(".js-view-count[data-work-id=35309901]").text(description); $(".js-view-count-work_35309901").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35309901").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35309901"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a>, <script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="27991" rel="nofollow" href="https://www.academia.edu/Documents/in/Equity">Equity</a><script data-card-contents-for-ri="27991" type="text/json">{"id":27991,"name":"Equity","url":"https://www.academia.edu/Documents/in/Equity?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35309901]'), work: {"id":35309901,"title":"Educational Practices to Support the Academic and Social-Emotional Needs of Somali Immigrant and Refugee Students","created_at":"2017-12-01T07:21:20.998-08:00","url":"https://www.academia.edu/35309901/Educational_Practices_to_Support_the_Academic_and_Social_Emotional_Needs_of_Somali_Immigrant_and_Refugee_Students?f_ri=15155","dom_id":"work_35309901","summary":"This brief provides a concise overview of the American Somali population; summarizes these students’ academic and social-emotional challenges along with related school supports; and describes practices to foster family and community engagement.\n ","downloadable_attachments":[{"id":55170169,"asset_id":35309901,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":72104654,"first_name":"Great Lakes","last_name":"Equity Center","domain_name":"iu-indianapolis","page_name":"GreatLakesEquityCenter","display_name":"Great Lakes Equity Center","profile_url":"https://iu-indianapolis.academia.edu/GreatLakesEquityCenter?f_ri=15155","photo":"https://0.academia-photos.com/72104654/111060508/100312772/s65_great_lakes.equity_center.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15155","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":27991,"name":"Equity","url":"https://www.academia.edu/Documents/in/Equity?f_ri=15155","nofollow":true},{"id":130961,"name":"Educational policy and reform; equity in education;","url":"https://www.academia.edu/Documents/in/Educational_policy_and_reform_equity_in_education_?f_ri=15155"},{"id":187354,"name":"Social and Emotional Wellbeing","url":"https://www.academia.edu/Documents/in/Social_and_Emotional_Wellbeing?f_ri=15155"},{"id":481233,"name":"Equity and Social Justice","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice?f_ri=15155"},{"id":561884,"name":"Public Schools","url":"https://www.academia.edu/Documents/in/Public_Schools?f_ri=15155"},{"id":706632,"name":"Children's Social and Emotional Wellbeing","url":"https://www.academia.edu/Documents/in/Childrens_Social_and_Emotional_Wellbeing?f_ri=15155"},{"id":1275727,"name":"Educational Policy","url":"https://www.academia.edu/Documents/in/Educational_Policy?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24185175" data-work_id="24185175" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24185175/Using_Technology_to_Support_At_Risk_Students_Learning">Using Technology to Support At-Risk Students' Learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Based on a review of more than seventy recent studies, this brief describes these approaches, particularly as they apply to high school students who have been at risk of failing courses and exit examinations or dropping out due to a range... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24185175" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Based on a review of more than seventy recent studies, this brief describes these approaches, particularly as they apply to high school students who have been at risk of failing courses and exit examinations or dropping out due to a range of personal factors (such as pregnancy, necessary employment, mobility, and homelessness) and academic factors (special education needs, credit deficiencies, and lack of supports for learning English). The brief then outlines policy strategies that could expand the uses of technology for at-risk high school youth.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24185175" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="11e89b816977fa61fa3888a305cfac33" rel="nofollow" data-download="{"attachment_id":44519145,"asset_id":24185175,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44519145/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7986338" href="https://stanford.academia.edu/MollyBullockZielezinski">Molly Bullock Zielezinski</a><script data-card-contents-for-user="7986338" type="text/json">{"id":7986338,"first_name":"Molly","last_name":"Bullock Zielezinski","domain_name":"stanford","page_name":"MollyBullockZielezinski","display_name":"Molly Bullock Zielezinski","profile_url":"https://stanford.academia.edu/MollyBullockZielezinski?f_ri=15155","photo":"https://0.academia-photos.com/7986338/12324911/13830362/s65_molly.bullock_zielezinski.jpeg"}</script></span></span></li><li class="js-paper-rank-work_24185175 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24185175"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24185175, container: ".js-paper-rank-work_24185175", }); 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$(".js-view-count[data-work-id=24185175]").text(description); $(".js-view-count-work_24185175").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24185175").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24185175"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="887" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1003" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a>, <script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="26619" rel="nofollow" href="https://www.academia.edu/Documents/in/Digital_Literacies">Digital Literacies</a><script data-card-contents-for-ri="26619" type="text/json">{"id":26619,"name":"Digital Literacies","url":"https://www.academia.edu/Documents/in/Digital_Literacies?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24185175]'), work: {"id":24185175,"title":"Using Technology to Support At-Risk Students' Learning","created_at":"2016-04-07T15:50:08.965-07:00","url":"https://www.academia.edu/24185175/Using_Technology_to_Support_At_Risk_Students_Learning?f_ri=15155","dom_id":"work_24185175","summary":"Based on a review of more than seventy recent studies, this brief describes these approaches, particularly as they apply to high school students who have been at risk of failing courses and exit examinations or dropping out due to a range of personal factors (such as pregnancy, necessary employment, mobility, and homelessness) and academic factors (special education needs, credit deficiencies, and lack of supports for learning English). The brief then outlines policy strategies that could expand the uses of technology for at-risk high school youth.\n","downloadable_attachments":[{"id":44519145,"asset_id":24185175,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7986338,"first_name":"Molly","last_name":"Bullock Zielezinski","domain_name":"stanford","page_name":"MollyBullockZielezinski","display_name":"Molly Bullock Zielezinski","profile_url":"https://stanford.academia.edu/MollyBullockZielezinski?f_ri=15155","photo":"https://0.academia-photos.com/7986338/12324911/13830362/s65_molly.bullock_zielezinski.jpeg"}],"research_interests":[{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=15155","nofollow":true},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":26619,"name":"Digital Literacies","url":"https://www.academia.edu/Documents/in/Digital_Literacies?f_ri=15155","nofollow":true},{"id":31686,"name":"Curriculum and Instruction","url":"https://www.academia.edu/Documents/in/Curriculum_and_Instruction?f_ri=15155"},{"id":44934,"name":"Technological literacy","url":"https://www.academia.edu/Documents/in/Technological_literacy?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_302988 coauthored" data-work_id="302988" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/302988/Divergent_Trends_In_Higher_Education_In_the_Post_Socialist_Transition">Divergent Trends In Higher Education In the Post-Socialist Transition</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/302988" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fdf4a9529c89273d9a3f16c97045c836" rel="nofollow" data-download="{"attachment_id":26378317,"asset_id":302988,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/26378317/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="221307" href="https://asu.academia.edu/IvetaSilova">Iveta Silova</a><script data-card-contents-for-user="221307" type="text/json">{"id":221307,"first_name":"Iveta","last_name":"Silova","domain_name":"asu","page_name":"IvetaSilova","display_name":"Iveta Silova","profile_url":"https://asu.academia.edu/IvetaSilova?f_ri=15155","photo":"https://0.academia-photos.com/221307/49997/41085228/s65_iveta.silova.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-302988">+1</span><div class="hidden js-additional-users-302988"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://tc.academia.edu/CathrynMagno">Cathryn Magno</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-302988'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-302988').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_302988 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" 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hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="302988"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 302988; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=302988]").text(description); $(".js-view-count-work_302988").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_302988").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="302988"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="383" rel="nofollow" href="https://www.academia.edu/Documents/in/European_Studies">European Studies</a>, <script data-card-contents-for-ri="383" type="text/json">{"id":383,"name":"European Studies","url":"https://www.academia.edu/Documents/in/European_Studies?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6032" rel="nofollow" href="https://www.academia.edu/Documents/in/Central_Asian_Studies">Central Asian Studies</a>, <script data-card-contents-for-ri="6032" type="text/json">{"id":6032,"name":"Central Asian Studies","url":"https://www.academia.edu/Documents/in/Central_Asian_Studies?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7024" rel="nofollow" href="https://www.academia.edu/Documents/in/Gender">Gender</a>, <script data-card-contents-for-ri="7024" type="text/json">{"id":7024,"name":"Gender","url":"https://www.academia.edu/Documents/in/Gender?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="7490" rel="nofollow" href="https://www.academia.edu/Documents/in/Gender_Equality">Gender Equality</a><script data-card-contents-for-ri="7490" type="text/json">{"id":7490,"name":"Gender Equality","url":"https://www.academia.edu/Documents/in/Gender_Equality?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=302988]'), work: {"id":302988,"title":"Divergent Trends In Higher Education In the Post-Socialist Transition","created_at":"2010-08-20T05:58:33.415-07:00","url":"https://www.academia.edu/302988/Divergent_Trends_In_Higher_Education_In_the_Post_Socialist_Transition?f_ri=15155","dom_id":"work_302988","summary":null,"downloadable_attachments":[{"id":26378317,"asset_id":302988,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":221307,"first_name":"Iveta","last_name":"Silova","domain_name":"asu","page_name":"IvetaSilova","display_name":"Iveta Silova","profile_url":"https://asu.academia.edu/IvetaSilova?f_ri=15155","photo":"https://0.academia-photos.com/221307/49997/41085228/s65_iveta.silova.jpg"},{"id":31806508,"first_name":"Cathryn","last_name":"Magno","domain_name":"tc","page_name":"CathrynMagno","display_name":"Cathryn Magno","profile_url":"https://tc.academia.edu/CathrynMagno?f_ri=15155","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":383,"name":"European Studies","url":"https://www.academia.edu/Documents/in/European_Studies?f_ri=15155","nofollow":true},{"id":6032,"name":"Central Asian Studies","url":"https://www.academia.edu/Documents/in/Central_Asian_Studies?f_ri=15155","nofollow":true},{"id":7024,"name":"Gender","url":"https://www.academia.edu/Documents/in/Gender?f_ri=15155","nofollow":true},{"id":7490,"name":"Gender Equality","url":"https://www.academia.edu/Documents/in/Gender_Equality?f_ri=15155","nofollow":true},{"id":10347,"name":"European Union","url":"https://www.academia.edu/Documents/in/European_Union?f_ri=15155"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"},{"id":18004,"name":"Equity and Social Justice in Higher Education","url":"https://www.academia.edu/Documents/in/Equity_and_Social_Justice_in_Higher_Education?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76140372 coauthored" data-work_id="76140372" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/76140372/An_exploration_of_the_relationship_between_school_poverty_rates_and_students_perceptions_of_empowerment_student_staff_relationships_equitable_roles_and_classroom_sense_of_community">An exploration of the relationship between school poverty rates and students' perceptions of empowerment: student-staff relationships, equitable roles, & classroom sense of community</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study explores the association between school-level poverty rates and young peoples' perceptions of student empowerment, drawing on survey and administrative data from a large urban district. Participants included 29,318 diverse... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_76140372" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study explores the association between school-level poverty rates and young peoples' perceptions of student empowerment, drawing on survey and administrative data from a large urban district. Participants included 29,318 diverse youth in grades 6-12 from 211 schools. We used multilevel linear regression models to estimate the relationships between school poverty rates and students' reports of positive relationships, equitable roles, and a sense of community. Results indicated that youth attending schools with higher poverty rates were less likely to report empowering school climates than their peers from schools serving more affluent students. We also found a strong correlation between school-level poverty rates and student racial composition. Findings suggest that young people who attend racially segregated schools with concentrated poverty would likely benefit from greater opportunities for relationship building, power-sharing, and community building. Such efforts may also strengthen other domains of youth development, including academic achievement and positive identity.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76140372" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6f4a6a58195e81aab060bdbdb6b64b72" rel="nofollow" data-download="{"attachment_id":83806738,"asset_id":76140372,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/83806738/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="222560671" href="https://udenver.academia.edu/StephanieNisle">Stephanie Nisle</a><script data-card-contents-for-user="222560671" type="text/json">{"id":222560671,"first_name":"Stephanie","last_name":"Nisle","domain_name":"udenver","page_name":"StephanieNisle","display_name":"Stephanie Nisle","profile_url":"https://udenver.academia.edu/StephanieNisle?f_ri=15155","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-76140372">+1</span><div class="hidden js-additional-users-76140372"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://udenver.academia.edu/YoliAnyon">Yolanda (Yoli) Anyon</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-76140372'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-76140372').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_76140372 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76140372"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76140372, container: ".js-paper-rank-work_76140372", }); });</script></li><li class="js-percentile-work_76140372 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 76140372; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_76140372"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_76140372 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="76140372"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 76140372; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=76140372]").text(description); $(".js-view-count-work_76140372").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76140372").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="76140372"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8470" rel="nofollow" href="https://www.academia.edu/Documents/in/Empowerment">Empowerment</a>, <script data-card-contents-for-ri="8470" type="text/json">{"id":8470,"name":"Empowerment","url":"https://www.academia.edu/Documents/in/Empowerment?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a><script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76140372]'), work: {"id":76140372,"title":"An exploration of the relationship between school poverty rates and students' perceptions of empowerment: student-staff relationships, equitable roles, \u0026 classroom sense of community","created_at":"2022-04-11T10:25:06.406-07:00","url":"https://www.academia.edu/76140372/An_exploration_of_the_relationship_between_school_poverty_rates_and_students_perceptions_of_empowerment_student_staff_relationships_equitable_roles_and_classroom_sense_of_community?f_ri=15155","dom_id":"work_76140372","summary":"This study explores the association between school-level poverty rates and young peoples' perceptions of student empowerment, drawing on survey and administrative data from a large urban district. Participants included 29,318 diverse youth in grades 6-12 from 211 schools. We used multilevel linear regression models to estimate the relationships between school poverty rates and students' reports of positive relationships, equitable roles, and a sense of community. Results indicated that youth attending schools with higher poverty rates were less likely to report empowering school climates than their peers from schools serving more affluent students. We also found a strong correlation between school-level poverty rates and student racial composition. Findings suggest that young people who attend racially segregated schools with concentrated poverty would likely benefit from greater opportunities for relationship building, power-sharing, and community building. Such efforts may also strengthen other domains of youth development, including academic achievement and positive identity.","downloadable_attachments":[{"id":83806738,"asset_id":76140372,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":222560671,"first_name":"Stephanie","last_name":"Nisle","domain_name":"udenver","page_name":"StephanieNisle","display_name":"Stephanie Nisle","profile_url":"https://udenver.academia.edu/StephanieNisle?f_ri=15155","photo":"/images/s65_no_pic.png"},{"id":35282648,"first_name":"Yolanda (Yoli)","last_name":"Anyon","domain_name":"udenver","page_name":"YoliAnyon","display_name":"Yolanda (Yoli) Anyon","profile_url":"https://udenver.academia.edu/YoliAnyon?f_ri=15155","photo":"https://0.academia-photos.com/35282648/10340379/11539055/s65_yoli.anyon.jpg"}],"research_interests":[{"id":8470,"name":"Empowerment","url":"https://www.academia.edu/Documents/in/Empowerment?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71284272" data-work_id="71284272" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71284272/Validity_for_the_Assessing_Classroom_Sociocultural_Equity_Scale_ACSES_in_Early_Childhood_Classrooms">Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Research Findings: The purpose of this study was to refine and validate the Assessing Classroom Sociocultural Equity Scale (ACSES), an observation tool for measuring equitable sociocultural interactions in early childhood classrooms... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71284272" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Research Findings: The purpose of this study was to refine and validate the Assessing Classroom Sociocultural Equity Scale (ACSES), an observation tool for measuring equitable sociocultural interactions in early childhood classrooms (pre-K to Grade 3) with racially minoritized learners (RMLs). Preliminary psychometric information from 142 observations across 52 teachers (average of 2 videos per teacher) provided internal consistency and validity information. Our analyses resulted in a significant and highly reliable 5-factor solution comprising 33 items. These five factors are: Challenging Status Quo Knowledge, Equitable Learning Opportunities for RMLs, Equitable Discipline, Connections to Home Life, and Personalized Learning Opportunities. Concurrent and divergent validity between ACSES and the Classroom Assessment Scoring System (CLASS) indicated these factors are associated with distinct aspects of classroom interactions. Lastly, correlations between teacher socio-demographic (age and race/ethnicity) and professional (years teaching, education, and major) characteristics and ACSES factor scores were considered. Practice or Policy: Results are discussed in relation to research contributions of the measure as well as pre-service education and in-service professional development for teachers. Schools have consistently failed to provide racially minoritized learners (RMLs) with an equitable and high-quality education, and this problem spans from the college level (Stewart, 2013), to K-12 (Crosnoe & Turley, 2011; Robinson, 2010), and even to early childhood (Han, 2008; Wright, 2011). According to Stewart (2013), racially minoritized students include Black, Latinx, 1 Asian/Pacific Islanders, and Native Americans. Informed by the work of Benitez (2010), who is credited with defining the term minoritized, we use the term to refer to the United States' active and intentional process of using geographic markers (e.g., nationality) and/or phenotypic characteristics to socially construct biologically artificial racial categories that have formed the basis of our country's caste system. The disparities in education equity and quality between White children and RMLs are evident in academic engagement and achievement, as well as in higher discipline referral rates and harsher severity. For instance, the education outcomes of RMLs, on average, are consistently worse compared to the outcomes of their White peers (</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71284272" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="445039df820024a17a65cf5805a5c948" rel="nofollow" data-download="{"attachment_id":80695067,"asset_id":71284272,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80695067/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33862159" href="https://byu.academia.edu/BJensen">Bryant Jensen</a><script data-card-contents-for-user="33862159" type="text/json">{"id":33862159,"first_name":"Bryant","last_name":"Jensen","domain_name":"byu","page_name":"BJensen","display_name":"Bryant Jensen","profile_url":"https://byu.academia.edu/BJensen?f_ri=15155","photo":"https://0.academia-photos.com/33862159/9969091/11117200/s65_bryant.jensen.jpg"}</script></span></span></li><li class="js-paper-rank-work_71284272 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71284272"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71284272, container: ".js-paper-rank-work_71284272", }); });</script></li><li class="js-percentile-work_71284272 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 71284272; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_71284272"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_71284272 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="71284272"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 71284272; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=71284272]").text(description); $(".js-view-count-work_71284272").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_71284272").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="71284272"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="887" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3753" rel="nofollow" href="https://www.academia.edu/Documents/in/Early_Childhood_Education">Early Childhood Education</a><script data-card-contents-for-ri="3753" type="text/json">{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71284272]'), work: {"id":71284272,"title":"Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms","created_at":"2022-02-12T21:53:51.043-08:00","url":"https://www.academia.edu/71284272/Validity_for_the_Assessing_Classroom_Sociocultural_Equity_Scale_ACSES_in_Early_Childhood_Classrooms?f_ri=15155","dom_id":"work_71284272","summary":"Research Findings: The purpose of this study was to refine and validate the Assessing Classroom Sociocultural Equity Scale (ACSES), an observation tool for measuring equitable sociocultural interactions in early childhood classrooms (pre-K to Grade 3) with racially minoritized learners (RMLs). Preliminary psychometric information from 142 observations across 52 teachers (average of 2 videos per teacher) provided internal consistency and validity information. Our analyses resulted in a significant and highly reliable 5-factor solution comprising 33 items. These five factors are: Challenging Status Quo Knowledge, Equitable Learning Opportunities for RMLs, Equitable Discipline, Connections to Home Life, and Personalized Learning Opportunities. Concurrent and divergent validity between ACSES and the Classroom Assessment Scoring System (CLASS) indicated these factors are associated with distinct aspects of classroom interactions. Lastly, correlations between teacher socio-demographic (age and race/ethnicity) and professional (years teaching, education, and major) characteristics and ACSES factor scores were considered. Practice or Policy: Results are discussed in relation to research contributions of the measure as well as pre-service education and in-service professional development for teachers. Schools have consistently failed to provide racially minoritized learners (RMLs) with an equitable and high-quality education, and this problem spans from the college level (Stewart, 2013), to K-12 (Crosnoe \u0026 Turley, 2011; Robinson, 2010), and even to early childhood (Han, 2008; Wright, 2011). According to Stewart (2013), racially minoritized students include Black, Latinx, 1 Asian/Pacific Islanders, and Native Americans. Informed by the work of Benitez (2010), who is credited with defining the term minoritized, we use the term to refer to the United States' active and intentional process of using geographic markers (e.g., nationality) and/or phenotypic characteristics to socially construct biologically artificial racial categories that have formed the basis of our country's caste system. The disparities in education equity and quality between White children and RMLs are evident in academic engagement and achievement, as well as in higher discipline referral rates and harsher severity. For instance, the education outcomes of RMLs, on average, are consistently worse compared to the outcomes of their White peers (","downloadable_attachments":[{"id":80695067,"asset_id":71284272,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33862159,"first_name":"Bryant","last_name":"Jensen","domain_name":"byu","page_name":"BJensen","display_name":"Bryant Jensen","profile_url":"https://byu.academia.edu/BJensen?f_ri=15155","photo":"https://0.academia-photos.com/33862159/9969091/11117200/s65_bryant.jensen.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=15155","nofollow":true},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=15155","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15155","nofollow":true},{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=15155","nofollow":true},{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement?f_ri=15155"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"},{"id":124971,"name":"Education Systems","url":"https://www.academia.edu/Documents/in/Education_Systems?f_ri=15155"},{"id":245102,"name":"Classroom Observation","url":"https://www.academia.edu/Documents/in/Classroom_Observation?f_ri=15155"},{"id":1123518,"name":"Early Childhood Development and Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Development_and_Education?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43631012" data-work_id="43631012" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43631012/Professional_learning_networks_Facilitating_transformation_in_diverse_contexts_with_equity_seeking_communities">Professional learning networks: Facilitating transformation in diverse contexts with equity-seeking communities</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In a time of rapid policy and curriculum change, teachers must be knowledge workers who continue to develop professionally. Professional learning networks (PLNs) offer teachers the opportunity to develop professionally by positioning them... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43631012" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In a time of rapid policy and curriculum change, teachers must be knowledge workers who continue to develop professionally. Professional learning networks (PLNs) offer teachers the opportunity to develop professionally by positioning them as inquirers into their own practice and authors and agents of situated innovation. Six examples of PLNs are introduced in this book to illustrate key attributes of PLNs that build educators’ ownership, practice, and expertise. Also highlighted is the potential of PLNs to address questions of equity, both for educators working in remote and rural communities who have limited access to professional development and other resources, and diverse learners and equity-seeking communities (e.g., Indigenous communities, non-dominant cultural groups). Scholar, practitioner, and policy audiences can benefit greatly from the PLNs described here and draw from these case studies to inform equity-oriented PLNs centering the importance of teachers, students, engagement, collaboration, and rural place in educational transformation efforts.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43631012" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="40ce9f51b2f75e0ae0efa5eb71b3e351" rel="nofollow" data-download="{"attachment_id":63931051,"asset_id":43631012,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63931051/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="27320866" href="https://ubc.academia.edu/LeytonSchnellert">Leyton Schnellert</a><script data-card-contents-for-user="27320866" type="text/json">{"id":27320866,"first_name":"Leyton","last_name":"Schnellert","domain_name":"ubc","page_name":"LeytonSchnellert","display_name":"Leyton Schnellert","profile_url":"https://ubc.academia.edu/LeytonSchnellert?f_ri=15155","photo":"https://0.academia-photos.com/27320866/8263471/19872962/s65_leyton.schnellert.jpg"}</script></span></span></li><li class="js-paper-rank-work_43631012 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43631012"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43631012, container: ".js-paper-rank-work_43631012", }); });</script></li><li class="js-percentile-work_43631012 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43631012; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43631012"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43631012 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43631012"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43631012; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43631012]").text(description); $(".js-view-count-work_43631012").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43631012").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43631012"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a>, <script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="17773" rel="nofollow" href="https://www.academia.edu/Documents/in/Teachers_professional_development-1">Teachers' professional development</a>, <script data-card-contents-for-ri="17773" type="text/json">{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="20603" rel="nofollow" href="https://www.academia.edu/Documents/in/Rural_education">Rural education</a>, <script data-card-contents-for-ri="20603" type="text/json">{"id":20603,"name":"Rural education","url":"https://www.academia.edu/Documents/in/Rural_education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="27991" rel="nofollow" href="https://www.academia.edu/Documents/in/Equity">Equity</a><script data-card-contents-for-ri="27991" type="text/json">{"id":27991,"name":"Equity","url":"https://www.academia.edu/Documents/in/Equity?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43631012]'), work: {"id":43631012,"title":"Professional learning networks: Facilitating transformation in diverse contexts with equity-seeking communities","created_at":"2020-07-15T13:27:22.598-07:00","url":"https://www.academia.edu/43631012/Professional_learning_networks_Facilitating_transformation_in_diverse_contexts_with_equity_seeking_communities?f_ri=15155","dom_id":"work_43631012","summary":"In a time of rapid policy and curriculum change, teachers must be knowledge workers who continue to develop professionally. Professional learning networks (PLNs) offer teachers the opportunity to develop professionally by positioning them as inquirers into their own practice and authors and agents of situated innovation. Six examples of PLNs are introduced in this book to illustrate key attributes of PLNs that build educators’ ownership, practice, and expertise. Also highlighted is the potential of PLNs to address questions of equity, both for educators working in remote and rural communities who have limited access to professional development and other resources, and diverse learners and equity-seeking communities (e.g., Indigenous communities, non-dominant cultural groups). Scholar, practitioner, and policy audiences can benefit greatly from the PLNs described here and draw from these case studies to inform equity-oriented PLNs centering the importance of teachers, students, engagement, collaboration, and rural place in educational transformation efforts.","downloadable_attachments":[{"id":63931051,"asset_id":43631012,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":27320866,"first_name":"Leyton","last_name":"Schnellert","domain_name":"ubc","page_name":"LeytonSchnellert","display_name":"Leyton Schnellert","profile_url":"https://ubc.academia.edu/LeytonSchnellert?f_ri=15155","photo":"https://0.academia-photos.com/27320866/8263471/19872962/s65_leyton.schnellert.jpg"}],"research_interests":[{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=15155","nofollow":true},{"id":20603,"name":"Rural education","url":"https://www.academia.edu/Documents/in/Rural_education?f_ri=15155","nofollow":true},{"id":27991,"name":"Equity","url":"https://www.academia.edu/Documents/in/Equity?f_ri=15155","nofollow":true},{"id":28470,"name":"Professional Learning Community","url":"https://www.academia.edu/Documents/in/Professional_Learning_Community?f_ri=15155"},{"id":34229,"name":"Teacher professional development","url":"https://www.academia.edu/Documents/in/Teacher_professional_development?f_ri=15155"},{"id":75387,"name":"Professional Learning","url":"https://www.academia.edu/Documents/in/Professional_Learning?f_ri=15155"},{"id":117710,"name":"Educational Change","url":"https://www.academia.edu/Documents/in/Educational_Change?f_ri=15155"},{"id":406904,"name":"Educational Transformation","url":"https://www.academia.edu/Documents/in/Educational_Transformation?f_ri=15155"},{"id":720717,"name":"Professional Learning Networks","url":"https://www.academia.edu/Documents/in/Professional_Learning_Networks?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1933504" data-work_id="1933504" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1933504/Meritocracy_elitism_and_egalitarianism_A_preliminary_and_provisional_assessment_of_Singapores_primary_education_review_Asia_Pacific_Journal_of_Education_2013_">Meritocracy, elitism, and egalitarianism: A preliminary and provisional assessment of Singapore's primary education review (Asia Pacific Journal of Education, 2013)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Meritocracy functions in Singapore as the key principle of governance and educational distribution. However, the concept of meritocracy itself contains a number of inherent contradictions, most evidently witnessed in the tension between... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1933504" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Meritocracy functions in Singapore as the key principle of governance and educational distribution. However, the concept of meritocracy itself contains a number of inherent contradictions, most evidently witnessed in the tension between its egalitarian and elitist strands. This tension is documented in the recommendations of Singapore’s recent primary education review, already accepted by the Ministry of Education and to be implemented in the coming years. This article considers these recommendations against the backdrop of a tentative movement towards egalitarianism in educational distribution. Specifically, it provides a preliminary and provisional assessment of how far they would go towards providing for greater educational equity and, therefore, in recovering the ideology of meritocracy in the nation-state.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1933504" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a4a18b0c45ccc7e25410bcb7a3c1b3c4" rel="nofollow" data-download="{"attachment_id":46823077,"asset_id":1933504,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46823077/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2496018" href="https://nie-sg.academia.edu/LeonelLim">Leonel Lim</a><script data-card-contents-for-user="2496018" type="text/json">{"id":2496018,"first_name":"Leonel","last_name":"Lim","domain_name":"nie-sg","page_name":"LeonelLim","display_name":"Leonel Lim","profile_url":"https://nie-sg.academia.edu/LeonelLim?f_ri=15155","photo":"https://0.academia-photos.com/2496018/882811/1102474/s65_leonel.lim.jpg"}</script></span></span></li><li class="js-paper-rank-work_1933504 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1933504"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1933504, container: ".js-paper-rank-work_1933504", }); });</script></li><li class="js-percentile-work_1933504 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 1933504; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_1933504"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_1933504 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="1933504"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 1933504; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=1933504]").text(description); $(".js-view-count-work_1933504").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_1933504").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="1933504"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="7694" rel="nofollow" href="https://www.academia.edu/Documents/in/Egalitarianism">Egalitarianism</a>, <script data-card-contents-for-ri="7694" type="text/json">{"id":7694,"name":"Egalitarianism","url":"https://www.academia.edu/Documents/in/Egalitarianism?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9822" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Policy">Education Policy</a>, <script data-card-contents-for-ri="9822" type="text/json">{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a>, <script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="21289" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_reform">Educational reform</a><script data-card-contents-for-ri="21289" type="text/json">{"id":21289,"name":"Educational reform","url":"https://www.academia.edu/Documents/in/Educational_reform?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=1933504]'), work: {"id":1933504,"title":"Meritocracy, elitism, and egalitarianism: A preliminary and provisional assessment of Singapore's primary education review (Asia Pacific Journal of Education, 2013)","created_at":"2012-09-13T07:48:10.887-07:00","url":"https://www.academia.edu/1933504/Meritocracy_elitism_and_egalitarianism_A_preliminary_and_provisional_assessment_of_Singapores_primary_education_review_Asia_Pacific_Journal_of_Education_2013_?f_ri=15155","dom_id":"work_1933504","summary":"Meritocracy functions in Singapore as the key principle of governance and educational distribution. However, the concept of meritocracy itself contains a number of inherent contradictions, most evidently witnessed in the tension between its egalitarian and elitist strands. This tension is documented in the recommendations of Singapore’s recent primary education review, already accepted by the Ministry of Education and to be implemented in the coming years. This article considers these recommendations against the backdrop of a tentative movement towards egalitarianism in educational distribution. Specifically, it provides a preliminary and provisional assessment of how far they would go towards providing for greater educational equity and, therefore, in recovering the ideology of meritocracy in the nation-state.","downloadable_attachments":[{"id":46823077,"asset_id":1933504,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2496018,"first_name":"Leonel","last_name":"Lim","domain_name":"nie-sg","page_name":"LeonelLim","display_name":"Leonel Lim","profile_url":"https://nie-sg.academia.edu/LeonelLim?f_ri=15155","photo":"https://0.academia-photos.com/2496018/882811/1102474/s65_leonel.lim.jpg"}],"research_interests":[{"id":7694,"name":"Egalitarianism","url":"https://www.academia.edu/Documents/in/Egalitarianism?f_ri=15155","nofollow":true},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":21289,"name":"Educational reform","url":"https://www.academia.edu/Documents/in/Educational_reform?f_ri=15155","nofollow":true},{"id":41585,"name":"Educational Governance","url":"https://www.academia.edu/Documents/in/Educational_Governance?f_ri=15155"},{"id":47767,"name":"Singapore Politics","url":"https://www.academia.edu/Documents/in/Singapore_Politics?f_ri=15155"},{"id":75649,"name":"Elitism","url":"https://www.academia.edu/Documents/in/Elitism?f_ri=15155"},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=15155"},{"id":256979,"name":"Meritocracy","url":"https://www.academia.edu/Documents/in/Meritocracy?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28876055" data-work_id="28876055" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28876055/Competing_Priorities_and_Challenges_Principal_Leadership_for_Social_Justice_Along_the_U_S_Mexico_Border">Competing Priorities and Challenges: Principal Leadership for Social Justice Along the U.S.–Mexico Border</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Background/Context: Previous research has focused on the importance of a social justice leadership approach to improve schools that serve marginalized students, but less attention has been focused on potential dilemmas associated with... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28876055" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Background/Context: Previous research has focused on the importance of a social justice leadership approach to improve schools that serve marginalized students, but less attention has been focused on potential dilemmas associated with social justice leadership and the ways in which principals prioritize when dilemmas or challenges arise. Principals may be frequently confronting challenges and dilemmas when they lead for social justice, especially considering the pressures and unintended consequences of high-stakes accountability, dwindling school budgets, and increased teacher turnover rates. By examining the nature of social justice leadership in a high-poverty elementary school located along the U.S./Texas–Mexico border, this study explores how certain facets of social justice generate contradictions, tradeoffs, and dilemmas that have implications for marginalized student groups and communities.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28876055" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="383ed5776fcba91b8e05b00760900a7e" rel="nofollow" data-download="{"attachment_id":49306270,"asset_id":28876055,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49306270/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7633874" href="https://utexas.academia.edu/DavidDeMatthews">David DeMatthews</a><script data-card-contents-for-user="7633874" type="text/json">{"id":7633874,"first_name":"David","last_name":"DeMatthews","domain_name":"utexas","page_name":"DavidDeMatthews","display_name":"David DeMatthews","profile_url":"https://utexas.academia.edu/DavidDeMatthews?f_ri=15155","photo":"https://0.academia-photos.com/7633874/2749258/3203661/s65_david.dematthews.jpg"}</script></span></span></li><li class="js-paper-rank-work_28876055 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28876055"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28876055, container: ".js-paper-rank-work_28876055", }); });</script></li><li class="js-percentile-work_28876055 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28876055; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_28876055"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_28876055 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="28876055"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28876055; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28876055]").text(description); $(".js-view-count-work_28876055").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_28876055").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="28876055"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1077" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Leadership">Educational Leadership</a>, <script data-card-contents-for-ri="1077" type="text/json">{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2817" rel="nofollow" href="https://www.academia.edu/Documents/in/Border_Studies">Border Studies</a>, <script data-card-contents-for-ri="2817" type="text/json">{"id":2817,"name":"Border Studies","url":"https://www.academia.edu/Documents/in/Border_Studies?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2940" rel="nofollow" href="https://www.academia.edu/Documents/in/Latina_o_Studies">Latina/o Studies</a><script data-card-contents-for-ri="2940" type="text/json">{"id":2940,"name":"Latina/o Studies","url":"https://www.academia.edu/Documents/in/Latina_o_Studies?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=28876055]'), work: {"id":28876055,"title":"Competing Priorities and Challenges: Principal Leadership for Social Justice Along the U.S.–Mexico Border","created_at":"2016-10-02T21:54:03.205-07:00","url":"https://www.academia.edu/28876055/Competing_Priorities_and_Challenges_Principal_Leadership_for_Social_Justice_Along_the_U_S_Mexico_Border?f_ri=15155","dom_id":"work_28876055","summary":"Background/Context: Previous research has focused on the importance of a social justice leadership approach to improve schools that serve marginalized students, but less attention has been focused on potential dilemmas associated with social justice leadership and the ways in which principals prioritize when dilemmas or challenges arise. Principals may be frequently confronting challenges and dilemmas when they lead for social justice, especially considering the pressures and unintended consequences of high-stakes accountability, dwindling school budgets, and increased teacher turnover rates. By examining the nature of social justice leadership in a high-poverty elementary school located along the U.S./Texas–Mexico border, this study explores how certain facets of social justice generate contradictions, tradeoffs, and dilemmas that have implications for marginalized student groups and communities.","downloadable_attachments":[{"id":49306270,"asset_id":28876055,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7633874,"first_name":"David","last_name":"DeMatthews","domain_name":"utexas","page_name":"DavidDeMatthews","display_name":"David DeMatthews","profile_url":"https://utexas.academia.edu/DavidDeMatthews?f_ri=15155","photo":"https://0.academia-photos.com/7633874/2749258/3203661/s65_david.dematthews.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15155","nofollow":true},{"id":1077,"name":"Educational Leadership","url":"https://www.academia.edu/Documents/in/Educational_Leadership?f_ri=15155","nofollow":true},{"id":2817,"name":"Border Studies","url":"https://www.academia.edu/Documents/in/Border_Studies?f_ri=15155","nofollow":true},{"id":2940,"name":"Latina/o Studies","url":"https://www.academia.edu/Documents/in/Latina_o_Studies?f_ri=15155","nofollow":true},{"id":2969,"name":"Leadership","url":"https://www.academia.edu/Documents/in/Leadership?f_ri=15155"},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=15155"},{"id":4702,"name":"Case Study Research","url":"https://www.academia.edu/Documents/in/Case_Study_Research?f_ri=15155"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=15155"},{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education?f_ri=15155"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education?f_ri=15155"},{"id":14347,"name":"Women Leadership","url":"https://www.academia.edu/Documents/in/Women_Leadership?f_ri=15155"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30280080" data-work_id="30280080" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30280080/Jafnr%C3%A9tti_sem_%C3%A1rangursvi%C3%B0mi%C3%B0_%C3%AD_sk%C3%B3lastarfi_Umfj%C3%B6llun_um_matskerfi_me%C3%B0_jafnr%C3%A9tti_og_n%C3%A1ms%C3%A1rangur_a%C3%B0_lei%C3%B0arlj%C3%B3si">Jafnrétti sem árangursviðmið í skólastarfi: Umfjöllun um matskerfi með jafnrétti og námsárangur að leiðarljósi</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Í ljósi PISA-niðurstaðna sem birtar voru í dag (6. desember 2016) taldi ég vert að rifja upp þessa grein sem skrifuð var fyrir 10 árum. Annars vegar er gerð grein fyrir evrópsku jafnréttismatskerfi sem lagði grunninn að PISA (European... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30280080" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Í ljósi PISA-niðurstaðna sem birtar voru í dag (6. desember 2016) taldi ég vert að rifja upp þessa grein sem skrifuð var fyrir 10 árum.  Annars vegar er gerð grein fyrir evrópsku jafnréttismatskerfi sem lagði grunninn að PISA (European group for research on equity in educational systems, 2005). Hins vegar er fjallað um bandarísku menntalögin No Child Left Behind (NCLB) (U.S. Department of Education, 2006) sem samþykkt voru í janúar 2002 sem byggðu á útfærslu Texas og árangri þeirra í að bæta árangur sinn í læsi. Margt af því sem Reykjanesbær hefur gert minnir á Texas-tilraunina en Reykjanes kemur einna verst allra landshluta út á PISA nú. Reykjanesmódelið hefur nú verið útfærð á landsvísu af Menntamálastofnun. Á þessum tíma stundaði ég nám í Bandaríkjunum og stúderaði afleiðingarnar af eitruðu samblandi af aukinni misskiptingu, markaðsvæðingu og stöðlun/miðstýringu kennslu og náms. Umfjöllun um NCLB byrjar á bls 733 (bls. 5 í skjalinu).</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30280080" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="396c6635a2e283215204389411c98ee1" rel="nofollow" data-download="{"attachment_id":50744296,"asset_id":30280080,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50744296/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="806466" href="https://hi.academia.edu/BerglindRosMagnusdottir">Berglind Rós Magnúsdóttir</a><script data-card-contents-for-user="806466" type="text/json">{"id":806466,"first_name":"Berglind Rós","last_name":"Magnúsdóttir","domain_name":"hi","page_name":"BerglindRosMagnusdottir","display_name":"Berglind Rós Magnúsdóttir","profile_url":"https://hi.academia.edu/BerglindRosMagnusdottir?f_ri=15155","photo":"https://0.academia-photos.com/806466/277183/64367163/s65_berglind_r_s.magn_sd_ttir.jpg"}</script></span></span></li><li class="js-paper-rank-work_30280080 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30280080"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30280080, container: ".js-paper-rank-work_30280080", }); 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Annars vegar er gerð grein fyrir evrópsku jafnréttismatskerfi sem lagði grunninn að PISA (European group for research on equity in educational systems, 2005). Hins vegar er fjallað um bandarísku menntalögin No Child Left Behind (NCLB) (U.S. Department of Education, 2006) sem samþykkt voru í janúar 2002 sem byggðu á útfærslu Texas og árangri þeirra í að bæta árangur sinn í læsi. Margt af því sem Reykjanesbær hefur gert minnir á Texas-tilraunina en Reykjanes kemur einna verst allra landshluta út á PISA nú. Reykjanesmódelið hefur nú verið útfærð á landsvísu af Menntamálastofnun. Á þessum tíma stundaði ég nám í Bandaríkjunum og stúderaði afleiðingarnar af eitruðu samblandi af aukinni misskiptingu, markaðsvæðingu og stöðlun/miðstýringu kennslu og náms. Umfjöllun um NCLB byrjar á bls 733 (bls. 5 í skjalinu).","downloadable_attachments":[{"id":50744296,"asset_id":30280080,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":806466,"first_name":"Berglind Rós","last_name":"Magnúsdóttir","domain_name":"hi","page_name":"BerglindRosMagnusdottir","display_name":"Berglind Rós Magnúsdóttir","profile_url":"https://hi.academia.edu/BerglindRosMagnusdottir?f_ri=15155","photo":"https://0.academia-photos.com/806466/277183/64367163/s65_berglind_r_s.magn_sd_ttir.jpg"}],"research_interests":[{"id":3885,"name":"Accountability","url":"https://www.academia.edu/Documents/in/Accountability?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":331563,"name":"NCLB - impact upon various aspects of education in U.S.","url":"https://www.academia.edu/Documents/in/NCLB_-_impact_upon_various_aspects_of_education_in_U.S?f_ri=15155","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12952312" data-work_id="12952312" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12952312/Leadership_Transition_Plan">Leadership Transition Plan</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">My plan for first months as new principal assigned to design the turnaround of a Syracuse, NY elementary school.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12952312" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5dfe7d42ead733cedae4ca1c2ed7b9bb" rel="nofollow" data-download="{"attachment_id":37894933,"asset_id":12952312,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37894933/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="197396" href="https://fdu.academia.edu/JoshBornstein">Josh Bornstein</a><script data-card-contents-for-user="197396" type="text/json">{"id":197396,"first_name":"Josh","last_name":"Bornstein","domain_name":"fdu","page_name":"JoshBornstein","display_name":"Josh Bornstein","profile_url":"https://fdu.academia.edu/JoshBornstein?f_ri=15155","photo":"https://0.academia-photos.com/197396/91040/9792744/s65_josh.bornstein.jpg"}</script></span></span></li><li class="js-paper-rank-work_12952312 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="12952312"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 12952312, container: ".js-paper-rank-work_12952312", }); 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Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.","downloadable_attachments":[{"id":75366825,"asset_id":62685807,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":69135800,"first_name":"Susanne","last_name":"Gannon","domain_name":"westernsydney","page_name":"SGannon","display_name":"Susanne Gannon","profile_url":"https://westernsydney.academia.edu/SGannon?f_ri=15155","photo":"https://0.academia-photos.com/69135800/17944711/57598879/s65_susanne.gannon.jpeg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15155","nofollow":true},{"id":2852,"name":"Narrative","url":"https://www.academia.edu/Documents/in/Narrative?f_ri=15155","nofollow":true},{"id":6426,"name":"Content Analysis","url":"https://www.academia.edu/Documents/in/Content_Analysis?f_ri=15155","nofollow":true},{"id":12420,"name":"Neoliberalism","url":"https://www.academia.edu/Documents/in/Neoliberalism?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"},{"id":27991,"name":"Equity","url":"https://www.academia.edu/Documents/in/Equity?f_ri=15155"},{"id":118474,"name":"NAPLAN","url":"https://www.academia.edu/Documents/in/NAPLAN?f_ri=15155"},{"id":285437,"name":"Audit Culture","url":"https://www.academia.edu/Documents/in/Audit_Culture?f_ri=15155"},{"id":423532,"name":"Secondary School","url":"https://www.academia.edu/Documents/in/Secondary_School?f_ri=15155"},{"id":892890,"name":"Point of View","url":"https://www.academia.edu/Documents/in/Point_of_View?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47331483" data-work_id="47331483" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/47331483/Evaluation_and_Leveling_of_Educational_Justice_of_Rural_Disabled_People_in_the_Provinces_of_the_Country_Based_on_Promethee_Model">Evaluation and Leveling of Educational Justice of Rural Disabled People in the Provinces of the Country Based on Promethee Model</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The aim of this study was to identify and analyze the indicators of educational inequality of rural disabled people in the provinces of the country, and what is the position of these students in education. Obviously, educational planning... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_47331483" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The aim of this study was to identify and analyze the indicators of educational inequality of rural disabled people in the provinces of the country, and what is the position of these students in education. Obviously, educational planning has a great impact on improving the status of these students. Therefore, in this study, using 21 indicators, which are divided into two parts, the input criteria of the educational system and the output of the educational system, to identify and analyze the indicators of educational inequality of rural disabled people in the provinces. For this purpose, Prometheus model is used, which is one of the multi-criteria decision making methods. Using this model, the functions, pairwise comparisons and priority determination are selected based on the desired indicators. In order to evaluate the desired indicators, these indicators have been weighted by entropy method. In the next step, the rankings obtained are adapted to the educational status of the exceptional students. The results show that the ranking of provinces in terms of the status of education of exceptional students is such that the provinces of Yazd, Tehran and Alborz are among the top rankings and Hormozgan, Sistan and Baluchestan and South Khorasan are among the low rankings of this ranking. However, the highest number of literate disabled people are in Alborz, Semnan, Isfahan and Tehran provinces.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47331483" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d826956c6b9a9d4d0fb0d6649dae0fd4" rel="nofollow" data-download="{"attachment_id":66472539,"asset_id":47331483,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66472539/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="149684329" href="https://u-bourgogne.academia.edu/SimaSaadi">Sima Saadi</a><script data-card-contents-for-user="149684329" type="text/json">{"id":149684329,"first_name":"Sima","last_name":"Saadi","domain_name":"u-bourgogne","page_name":"SimaSaadi","display_name":"Sima Saadi","profile_url":"https://u-bourgogne.academia.edu/SimaSaadi?f_ri=15155","photo":"https://0.academia-photos.com/149684329/54087328/159113892/s65_sima.saadi.jpg"}</script></span></span></li><li class="js-paper-rank-work_47331483 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47331483"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47331483, container: ".js-paper-rank-work_47331483", }); 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$(".js-view-count[data-work-id=47331483]").text(description); $(".js-view-count-work_47331483").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_47331483").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="47331483"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a><script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47331483]'), work: {"id":47331483,"title":"Evaluation and Leveling of Educational Justice of Rural Disabled People in the Provinces of the Country Based on Promethee Model","created_at":"2021-04-21T13:24:38.826-07:00","url":"https://www.academia.edu/47331483/Evaluation_and_Leveling_of_Educational_Justice_of_Rural_Disabled_People_in_the_Provinces_of_the_Country_Based_on_Promethee_Model?f_ri=15155","dom_id":"work_47331483","summary":"The aim of this study was to identify and analyze the indicators of educational inequality of rural disabled people in the provinces of the country, and what is the position of these students in education. Obviously, educational planning has a great impact on improving the status of these students. Therefore, in this study, using 21 indicators, which are divided into two parts, the input criteria of the educational system and the output of the educational system, to identify and analyze the indicators of educational inequality of rural disabled people in the provinces. For this purpose, Prometheus model is used, which is one of the multi-criteria decision making methods. Using this model, the functions, pairwise comparisons and priority determination are selected based on the desired indicators. In order to evaluate the desired indicators, these indicators have been weighted by entropy method. In the next step, the rankings obtained are adapted to the educational status of the exceptional students. The results show that the ranking of provinces in terms of the status of education of exceptional students is such that the provinces of Yazd, Tehran and Alborz are among the top rankings and Hormozgan, Sistan and Baluchestan and South Khorasan are among the low rankings of this ranking. However, the highest number of literate disabled people are in Alborz, Semnan, Isfahan and Tehran provinces.","downloadable_attachments":[{"id":66472539,"asset_id":47331483,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":149684329,"first_name":"Sima","last_name":"Saadi","domain_name":"u-bourgogne","page_name":"SimaSaadi","display_name":"Sima Saadi","profile_url":"https://u-bourgogne.academia.edu/SimaSaadi?f_ri=15155","photo":"https://0.academia-photos.com/149684329/54087328/159113892/s65_sima.saadi.jpg"}],"research_interests":[{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71142122" data-work_id="71142122" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71142122/BEYOND_THE_BORDERS_A_teacher_s_introspection_on_transformative_pedagogy_using_critical_theory_and_drama">BEYOND THE BORDERS: A teacher’s introspection on transformative pedagogy using critical theory and drama</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This thesis explores a pedagogical enquiry that has transformed the way I think and the way I teach. I used a variety of critical and theatre theories to frame my enquiry and for four years consecutively, visited a non-government... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71142122" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This thesis explores a pedagogical enquiry that has transformed the way I think and the way I teach. I used a variety of critical and theatre theories to frame my enquiry and for four years consecutively, visited a non-government organization (NGO) in India that uses theatre as an alternate pedagogical tool. I reflected upon the methodological differences between the theatre practices of the NGO and my practices. I then turned my enquiry inward to consider how my learning informed my teaching practices. I then created an alternate theatre project for some students in the American Midwest with Ashok, an artist from India. Ashok spent twelve days training the students in what I refer to as action theatre, while I coordinated, observed and reflected. This theatre is a form of social activism; it is designed to provide a forum for the students to express their sociopolitical views and raise individual and collective social awareness in the process. After the training period, the student...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71142122" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8ed9fd807eefc93e33f515e9c42f2444" rel="nofollow" data-download="{"attachment_id":80618237,"asset_id":71142122,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80618237/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="61812396" href="https://queensu.academia.edu/RebeccaStroudStasel">Rebecca Stroud</a><script data-card-contents-for-user="61812396" type="text/json">{"id":61812396,"first_name":"Rebecca","last_name":"Stroud","domain_name":"queensu","page_name":"RebeccaStroudStasel","display_name":"Rebecca Stroud","profile_url":"https://queensu.academia.edu/RebeccaStroudStasel?f_ri=15155","photo":"https://0.academia-photos.com/61812396/16053545/16524315/s65_rebecca.stroud.jpg"}</script></span></span></li><li class="js-paper-rank-work_71142122 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71142122"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71142122, container: ".js-paper-rank-work_71142122", }); });</script></li><li class="js-percentile-work_71142122 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 71142122; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_71142122"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_71142122 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="71142122"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 71142122; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=71142122]").text(description); $(".js-view-count-work_71142122").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_71142122").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="71142122"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8" rel="nofollow" href="https://www.academia.edu/Documents/in/Critical_Theory">Critical Theory</a>, <script data-card-contents-for-ri="8" type="text/json">{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1599" rel="nofollow" href="https://www.academia.edu/Documents/in/Reflective_Practice">Reflective Practice</a>, <script data-card-contents-for-ri="1599" type="text/json">{"id":1599,"name":"Reflective Practice","url":"https://www.academia.edu/Documents/in/Reflective_Practice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a><script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71142122]'), work: {"id":71142122,"title":"BEYOND THE BORDERS: A teacher’s introspection on transformative pedagogy using critical theory and drama","created_at":"2022-02-11T18:46:50.273-08:00","url":"https://www.academia.edu/71142122/BEYOND_THE_BORDERS_A_teacher_s_introspection_on_transformative_pedagogy_using_critical_theory_and_drama?f_ri=15155","dom_id":"work_71142122","summary":"This thesis explores a pedagogical enquiry that has transformed the way I think and the way I teach. I used a variety of critical and theatre theories to frame my enquiry and for four years consecutively, visited a non-government organization (NGO) in India that uses theatre as an alternate pedagogical tool. I reflected upon the methodological differences between the theatre practices of the NGO and my practices. I then turned my enquiry inward to consider how my learning informed my teaching practices. I then created an alternate theatre project for some students in the American Midwest with Ashok, an artist from India. Ashok spent twelve days training the students in what I refer to as action theatre, while I coordinated, observed and reflected. This theatre is a form of social activism; it is designed to provide a forum for the students to express their sociopolitical views and raise individual and collective social awareness in the process. After the training period, the student...","downloadable_attachments":[{"id":80618237,"asset_id":71142122,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":61812396,"first_name":"Rebecca","last_name":"Stroud","domain_name":"queensu","page_name":"RebeccaStroudStasel","display_name":"Rebecca Stroud","profile_url":"https://queensu.academia.edu/RebeccaStroudStasel?f_ri=15155","photo":"https://0.academia-photos.com/61812396/16053545/16524315/s65_rebecca.stroud.jpg"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=15155","nofollow":true},{"id":1599,"name":"Reflective Practice","url":"https://www.academia.edu/Documents/in/Reflective_Practice?f_ri=15155","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":22478,"name":"Civic Engagement","url":"https://www.academia.edu/Documents/in/Civic_Engagement?f_ri=15155"},{"id":28099,"name":"Street Theatre","url":"https://www.academia.edu/Documents/in/Street_Theatre?f_ri=15155"},{"id":60843,"name":"Reflective Teaching","url":"https://www.academia.edu/Documents/in/Reflective_Teaching?f_ri=15155"},{"id":159457,"name":"Theatre Arts","url":"https://www.academia.edu/Documents/in/Theatre_Arts?f_ri=15155"},{"id":881920,"name":"Arts and Activism","url":"https://www.academia.edu/Documents/in/Arts_and_Activism?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_77066353" data-work_id="77066353" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/77066353/Multicultural_competence_and_factors_influencing_its_development_the_case_of_Greek_pre_service_teachers">Multicultural competence and factors influencing its development : the case of Greek pre-service teachers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This thesis examines pre-service teachers’ multicultural competence and the factors influencing its development, taking Greece as a case study. Multicultural competence is a concept used frequently to describe teachers’ knowledge,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_77066353" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This thesis examines pre-service teachers’ multicultural competence and the factors influencing its development, taking Greece as a case study. Multicultural competence is a concept used frequently to describe teachers’ knowledge, attitudes and skills related to making educational experiences relevant to all students while also taking into consideration their diverse backgrounds. Despite featuring highly in academic literature and policy agendas worldwide, pre-service teachers’ multicultural competence and the factors influencing it are to-date rarely examined. Bringing together literature from multicultural competence, multicultural teacher training and geographies of education and learning, this thesis contributes to an increased understanding of the concept and its main drivers.This study uses an innovative mixed-methods approach to capture more holistically the complex concept of multicultural competence and the factors influencing it, utilising the construction of a statistical...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/77066353" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ce1337f2c0ceb1bbedd2ad8e8925610e" rel="nofollow" data-download="{"attachment_id":84564090,"asset_id":77066353,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84564090/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6364011" href="https://afribary.academia.edu/penysotiropoulou">peny sotiropoulou</a><script data-card-contents-for-user="6364011" type="text/json">{"id":6364011,"first_name":"peny","last_name":"sotiropoulou","domain_name":"afribary","page_name":"penysotiropoulou","display_name":"peny sotiropoulou","profile_url":"https://afribary.academia.edu/penysotiropoulou?f_ri=15155","photo":"https://0.academia-photos.com/6364011/3230256/3801635/s65_peny.sotiropoulou.jpg"}</script></span></span></li><li class="js-paper-rank-work_77066353 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="77066353"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 77066353, container: ".js-paper-rank-work_77066353", }); });</script></li><li class="js-percentile-work_77066353 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 77066353; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_77066353"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_77066353 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="77066353"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 77066353; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=77066353]").text(description); $(".js-view-count-work_77066353").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_77066353").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="77066353"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="898" rel="nofollow" href="https://www.academia.edu/Documents/in/Multiculturalism">Multiculturalism</a>, <script data-card-contents-for-ri="898" type="text/json">{"id":898,"name":"Multiculturalism","url":"https://www.academia.edu/Documents/in/Multiculturalism?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5792" rel="nofollow" href="https://www.academia.edu/Documents/in/Social_Justice">Social Justice</a>, <script data-card-contents-for-ri="5792" type="text/json">{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9823" rel="nofollow" href="https://www.academia.edu/Documents/in/Multicultural_Education">Multicultural Education</a><script data-card-contents-for-ri="9823" type="text/json">{"id":9823,"name":"Multicultural Education","url":"https://www.academia.edu/Documents/in/Multicultural_Education?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=77066353]'), work: {"id":77066353,"title":"Multicultural competence and factors influencing its development : the case of Greek pre-service teachers","created_at":"2022-04-20T05:31:25.941-07:00","url":"https://www.academia.edu/77066353/Multicultural_competence_and_factors_influencing_its_development_the_case_of_Greek_pre_service_teachers?f_ri=15155","dom_id":"work_77066353","summary":"This thesis examines pre-service teachers’ multicultural competence and the factors influencing its development, taking Greece as a case study. Multicultural competence is a concept used frequently to describe teachers’ knowledge, attitudes and skills related to making educational experiences relevant to all students while also taking into consideration their diverse backgrounds. Despite featuring highly in academic literature and policy agendas worldwide, pre-service teachers’ multicultural competence and the factors influencing it are to-date rarely examined. Bringing together literature from multicultural competence, multicultural teacher training and geographies of education and learning, this thesis contributes to an increased understanding of the concept and its main drivers.This study uses an innovative mixed-methods approach to capture more holistically the complex concept of multicultural competence and the factors influencing it, utilising the construction of a statistical...","downloadable_attachments":[{"id":84564090,"asset_id":77066353,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6364011,"first_name":"peny","last_name":"sotiropoulou","domain_name":"afribary","page_name":"penysotiropoulou","display_name":"peny sotiropoulou","profile_url":"https://afribary.academia.edu/penysotiropoulou?f_ri=15155","photo":"https://0.academia-photos.com/6364011/3230256/3801635/s65_peny.sotiropoulou.jpg"}],"research_interests":[{"id":898,"name":"Multiculturalism","url":"https://www.academia.edu/Documents/in/Multiculturalism?f_ri=15155","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15155","nofollow":true},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=15155","nofollow":true},{"id":9823,"name":"Multicultural Education","url":"https://www.academia.edu/Documents/in/Multicultural_Education?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"},{"id":48044,"name":"Greece","url":"https://www.academia.edu/Documents/in/Greece?f_ri=15155"},{"id":134161,"name":"Multicultural Teacher Education","url":"https://www.academia.edu/Documents/in/Multicultural_Teacher_Education?f_ri=15155"},{"id":1154003,"name":"Preparing Teachers to Work With Culturally and Linguistically Diverse Students","url":"https://www.academia.edu/Documents/in/Preparing_Teachers_to_Work_With_Culturally_and_Linguistically_Diverse_Students?f_ri=15155"},{"id":1394839,"name":"Multicultural Competence","url":"https://www.academia.edu/Documents/in/Multicultural_Competence?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_53289802" data-work_id="53289802" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/53289802/How_African_Nova_Scotians_envision_culturally_relevant_and_sustaining_pedagogy_as_civic_repair">How African Nova Scotians envision culturally relevant and sustaining pedagogy as civic repair</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">African Nova Scotians constitute the largest multigenerational Black Canadian community, with 400 years of presence in Atlantic Canada. Despite the end of de jure school segregation in 1954, African Nova Scotians' social and cultural... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_53289802" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">African Nova Scotians constitute the largest multigenerational Black Canadian community, with 400 years of presence in Atlantic Canada. Despite the end of de jure school segregation in 1954, African Nova Scotians' social and cultural capital were not incorporated in curricular and pedagogical practices. Using the theoretical framework of cultural trauma, this article draws from a qualitative study conducted using semi-structured interviews and focus groups with sixty participants. A cultural trauma process takes place after a traumatic event and involves a cycle of meaning-making and interpretation that can result in demands for reparation or civic repair. This study illustrates how through the cultural trauma process grounded in their collective memory, African Nova Scotians articulate an aspiration for culturally relevant and sustaining pedagogy as a form of civic repair. This transformative pedagogy would facilitate a reconnection with their heritage and a fulfilment of the democratic goals of public education.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/53289802" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="83fefec5486a1ebb89d995e7009d7d09" rel="nofollow" data-download="{"attachment_id":75679179,"asset_id":53289802,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/75679179/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="140777342" href="https://yorku.academia.edu/JohanneJeanPierre">Johanne Jean-Pierre</a><script data-card-contents-for-user="140777342" type="text/json">{"id":140777342,"first_name":"Johanne","last_name":"Jean-Pierre","domain_name":"yorku","page_name":"JohanneJeanPierre","display_name":"Johanne Jean-Pierre","profile_url":"https://yorku.academia.edu/JohanneJeanPierre?f_ri=15155","photo":"https://0.academia-photos.com/140777342/66118526/54465418/s65_johanne.jean-pierre.jpg"}</script></span></span></li><li class="js-paper-rank-work_53289802 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="53289802"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 53289802, container: ".js-paper-rank-work_53289802", }); });</script></li><li class="js-percentile-work_53289802 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 53289802; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_53289802"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_53289802 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="53289802"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 53289802; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=53289802]").text(description); $(".js-view-count-work_53289802").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_53289802").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="53289802"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">20</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="296" rel="nofollow" href="https://www.academia.edu/Documents/in/Black_Studies_Or_African_American_Studies">Black Studies Or African American Studies</a>, <script data-card-contents-for-ri="296" type="text/json">{"id":296,"name":"Black Studies Or African American Studies","url":"https://www.academia.edu/Documents/in/Black_Studies_Or_African_American_Studies?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="381" rel="nofollow" href="https://www.academia.edu/Documents/in/Canadian_Studies">Canadian Studies</a>, <script data-card-contents-for-ri="381" type="text/json">{"id":381,"name":"Canadian Studies","url":"https://www.academia.edu/Documents/in/Canadian_Studies?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="974" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology_of_Education">Sociology of Education</a><script data-card-contents-for-ri="974" type="text/json">{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=53289802]'), work: {"id":53289802,"title":"How African Nova Scotians envision culturally relevant and sustaining pedagogy as civic repair","created_at":"2021-09-24T10:55:35.845-07:00","url":"https://www.academia.edu/53289802/How_African_Nova_Scotians_envision_culturally_relevant_and_sustaining_pedagogy_as_civic_repair?f_ri=15155","dom_id":"work_53289802","summary":"African Nova Scotians constitute the largest multigenerational Black Canadian community, with 400 years of presence in Atlantic Canada. Despite the end of de jure school segregation in 1954, African Nova Scotians' social and cultural capital were not incorporated in curricular and pedagogical practices. Using the theoretical framework of cultural trauma, this article draws from a qualitative study conducted using semi-structured interviews and focus groups with sixty participants. A cultural trauma process takes place after a traumatic event and involves a cycle of meaning-making and interpretation that can result in demands for reparation or civic repair. This study illustrates how through the cultural trauma process grounded in their collective memory, African Nova Scotians articulate an aspiration for culturally relevant and sustaining pedagogy as a form of civic repair. This transformative pedagogy would facilitate a reconnection with their heritage and a fulfilment of the democratic goals of public education.","downloadable_attachments":[{"id":75679179,"asset_id":53289802,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":140777342,"first_name":"Johanne","last_name":"Jean-Pierre","domain_name":"yorku","page_name":"JohanneJeanPierre","display_name":"Johanne Jean-Pierre","profile_url":"https://yorku.academia.edu/JohanneJeanPierre?f_ri=15155","photo":"https://0.academia-photos.com/140777342/66118526/54465418/s65_johanne.jean-pierre.jpg"}],"research_interests":[{"id":296,"name":"Black Studies Or African American Studies","url":"https://www.academia.edu/Documents/in/Black_Studies_Or_African_American_Studies?f_ri=15155","nofollow":true},{"id":381,"name":"Canadian Studies","url":"https://www.academia.edu/Documents/in/Canadian_Studies?f_ri=15155","nofollow":true},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=15155","nofollow":true},{"id":974,"name":"Sociology of Education","url":"https://www.academia.edu/Documents/in/Sociology_of_Education?f_ri=15155","nofollow":true},{"id":1231,"name":"Sociology of Children and Childhood","url":"https://www.academia.edu/Documents/in/Sociology_of_Children_and_Childhood?f_ri=15155"},{"id":2938,"name":"Black/African Diaspora","url":"https://www.academia.edu/Documents/in/Black_African_Diaspora?f_ri=15155"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=15155"},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=15155"},{"id":12402,"name":"Ethnic minorities","url":"https://www.academia.edu/Documents/in/Ethnic_minorities?f_ri=15155"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"},{"id":15642,"name":"Black Canadian History","url":"https://www.academia.edu/Documents/in/Black_Canadian_History?f_ri=15155"},{"id":18644,"name":"Culturally relevant pedagogy","url":"https://www.academia.edu/Documents/in/Culturally_relevant_pedagogy?f_ri=15155"},{"id":37607,"name":"Culturally Responsive Teaching and Learning","url":"https://www.academia.edu/Documents/in/Culturally_Responsive_Teaching_and_Learning?f_ri=15155"},{"id":39494,"name":"Cultural Trauma","url":"https://www.academia.edu/Documents/in/Cultural_Trauma?f_ri=15155"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum?f_ri=15155"},{"id":89459,"name":"Reparations","url":"https://www.academia.edu/Documents/in/Reparations?f_ri=15155"},{"id":479617,"name":"Sociology of Race and Racism","url":"https://www.academia.edu/Documents/in/Sociology_of_Race_and_Racism?f_ri=15155"},{"id":894947,"name":"Sociology of Childhood and Youth","url":"https://www.academia.edu/Documents/in/Sociology_of_Childhood_and_Youth?f_ri=15155"},{"id":1203468,"name":"Culturally Sustaining Pedagogy","url":"https://www.academia.edu/Documents/in/Culturally_Sustaining_Pedagogy?f_ri=15155"},{"id":1681403,"name":"African Canadians","url":"https://www.academia.edu/Documents/in/African_Canadians?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49986339" data-work_id="49986339" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49986339/Streaming_in_Education_Thinking_beyond_Grade_9">Streaming in Education: Thinking beyond Grade 9</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As school boards across Ontario begin to implement de-streaming in high schools, it is an important time to examine information about students’ trajectories. This report offers an in-depth examination of students’ trajectories between... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49986339" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As school boards across Ontario begin to implement de-streaming in high schools, it is an important time to examine information about students’ trajectories. This report offers an in-depth examination of students’ trajectories between Grades 9–10 and Grades 11–12 as they relate to students’ Program of Study and access to university or college.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49986339" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8a2c11c28e9c17e9dc92a62489da618d" rel="nofollow" data-download="{"attachment_id":68139897,"asset_id":49986339,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68139897/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="10594786" href="https://yorku.academia.edu/RBrown">Robert S. Brown</a><script data-card-contents-for-user="10594786" type="text/json">{"id":10594786,"first_name":"Robert S.","last_name":"Brown","domain_name":"yorku","page_name":"RBrown","display_name":"Robert S. Brown","profile_url":"https://yorku.academia.edu/RBrown?f_ri=15155","photo":"https://0.academia-photos.com/10594786/3198769/53038756/s65_robert_s..brown.jpg"}</script></span></span></li><li class="js-paper-rank-work_49986339 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49986339"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49986339, container: ".js-paper-rank-work_49986339", }); });</script></li><li class="js-percentile-work_49986339 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49986339; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_49986339"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_49986339 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="49986339"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49986339; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49986339]").text(description); $(".js-view-count-work_49986339").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_49986339").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="49986339"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="15155" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Equity_and_Justice">Educational Equity and Justice</a>, <script data-card-contents-for-ri="15155" type="text/json">{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1679730" rel="nofollow" href="https://www.academia.edu/Documents/in/PROGRAM_OF_STUDY">PROGRAM OF STUDY</a><script data-card-contents-for-ri="1679730" type="text/json">{"id":1679730,"name":"PROGRAM OF STUDY","url":"https://www.academia.edu/Documents/in/PROGRAM_OF_STUDY?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=49986339]'), work: {"id":49986339,"title":"Streaming in Education: Thinking beyond Grade 9","created_at":"2021-07-16T09:08:05.298-07:00","url":"https://www.academia.edu/49986339/Streaming_in_Education_Thinking_beyond_Grade_9?f_ri=15155","dom_id":"work_49986339","summary":"As school boards across Ontario begin to implement de-streaming in high schools, it is an important time to examine information about students’ trajectories. This report offers an in-depth examination of students’ trajectories between Grades 9–10 and Grades 11–12 as they relate to students’ Program of Study and access to university or college.\n","downloadable_attachments":[{"id":68139897,"asset_id":49986339,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":10594786,"first_name":"Robert S.","last_name":"Brown","domain_name":"yorku","page_name":"RBrown","display_name":"Robert S. Brown","profile_url":"https://yorku.academia.edu/RBrown?f_ri=15155","photo":"https://0.academia-photos.com/10594786/3198769/53038756/s65_robert_s..brown.jpg"}],"research_interests":[{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":1679730,"name":"PROGRAM OF STUDY","url":"https://www.academia.edu/Documents/in/PROGRAM_OF_STUDY?f_ri=15155","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22660781" data-work_id="22660781" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22660781/Statement_On_Flint_Water_Crisis_Michigan_Environmental_Justice_Coalition">Statement On Flint Water Crisis: Michigan Environmental Justice Coalition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Flint water crisis was a preventable tragedy that has decimated an entire community. This crisis is particularly appalling because Flint is an Environmental Justice community –a community in which the majority of its residents are... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_22660781" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Flint water crisis was a preventable tragedy that has decimated an entire community. This crisis is particularly appalling because Flint is an Environmental Justice community –a community in which the majority of its residents are racial minorities, many of whom live below the poverty level, and bear the disproportionate burdens of environmental risks. As this vulnerable community continues to suffer, we at the Michigan Environmental Justice Coalition are reminded of the Michigan Environmental Justice Plan, and how its implementation may have helped to prevent this catastrophe from happening.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22660781" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3d22099686f6603d80e5f8ae2c53078c" rel="nofollow" data-download="{"attachment_id":43249610,"asset_id":22660781,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43249610/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="449110" href="https://umich.academia.edu/KyleWhyte">Kyle Whyte</a><script data-card-contents-for-user="449110" type="text/json">{"id":449110,"first_name":"Kyle","last_name":"Whyte","domain_name":"umich","page_name":"KyleWhyte","display_name":"Kyle Whyte","profile_url":"https://umich.academia.edu/KyleWhyte?f_ri=15155","photo":"https://0.academia-photos.com/449110/145868/11059711/s65_kyle.whyte.jpg"}</script></span></span></li><li class="js-paper-rank-work_22660781 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22660781"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22660781, container: ".js-paper-rank-work_22660781", }); 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$(".js-view-count[data-work-id=22660781]").text(description); $(".js-view-count-work_22660781").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_22660781").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="22660781"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">27</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="537" rel="nofollow" href="https://www.academia.edu/Documents/in/Criminal_Justice">Criminal Justice</a>, <script data-card-contents-for-ri="537" type="text/json">{"id":537,"name":"Criminal Justice","url":"https://www.academia.edu/Documents/in/Criminal_Justice?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="814" rel="nofollow" href="https://www.academia.edu/Documents/in/Ethics">Ethics</a>, <script data-card-contents-for-ri="814" type="text/json">{"id":814,"name":"Ethics","url":"https://www.academia.edu/Documents/in/Ethics?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1307" rel="nofollow" href="https://www.academia.edu/Documents/in/Environmental_Law">Environmental Law</a>, <script data-card-contents-for-ri="1307" type="text/json">{"id":1307,"name":"Environmental Law","url":"https://www.academia.edu/Documents/in/Environmental_Law?f_ri=15155","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2142" rel="nofollow" href="https://www.academia.edu/Documents/in/Access_to_Justice">Access to Justice</a><script data-card-contents-for-ri="2142" type="text/json">{"id":2142,"name":"Access to Justice","url":"https://www.academia.edu/Documents/in/Access_to_Justice?f_ri=15155","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=22660781]'), work: {"id":22660781,"title":"Statement On Flint Water Crisis: Michigan Environmental Justice Coalition","created_at":"2016-03-01T11:18:01.045-08:00","url":"https://www.academia.edu/22660781/Statement_On_Flint_Water_Crisis_Michigan_Environmental_Justice_Coalition?f_ri=15155","dom_id":"work_22660781","summary":"The Flint water crisis was a preventable tragedy that has decimated an entire community. This crisis is particularly appalling because Flint is an Environmental Justice community –a community in which the majority of its residents are racial minorities, many of whom live below the poverty level, and bear the disproportionate burdens of environmental risks. As this vulnerable community continues to suffer, we at the Michigan Environmental Justice Coalition are reminded of the Michigan Environmental Justice Plan, and how its implementation may have helped to prevent this catastrophe from happening.","downloadable_attachments":[{"id":43249610,"asset_id":22660781,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":449110,"first_name":"Kyle","last_name":"Whyte","domain_name":"umich","page_name":"KyleWhyte","display_name":"Kyle Whyte","profile_url":"https://umich.academia.edu/KyleWhyte?f_ri=15155","photo":"https://0.academia-photos.com/449110/145868/11059711/s65_kyle.whyte.jpg"}],"research_interests":[{"id":537,"name":"Criminal Justice","url":"https://www.academia.edu/Documents/in/Criminal_Justice?f_ri=15155","nofollow":true},{"id":814,"name":"Ethics","url":"https://www.academia.edu/Documents/in/Ethics?f_ri=15155","nofollow":true},{"id":1307,"name":"Environmental Law","url":"https://www.academia.edu/Documents/in/Environmental_Law?f_ri=15155","nofollow":true},{"id":2142,"name":"Access to Justice","url":"https://www.academia.edu/Documents/in/Access_to_Justice?f_ri=15155","nofollow":true},{"id":2215,"name":"Water","url":"https://www.academia.edu/Documents/in/Water?f_ri=15155"},{"id":4523,"name":"Water quality","url":"https://www.academia.edu/Documents/in/Water_quality?f_ri=15155"},{"id":4526,"name":"Water resources","url":"https://www.academia.edu/Documents/in/Water_resources?f_ri=15155"},{"id":5792,"name":"Social Justice","url":"https://www.academia.edu/Documents/in/Social_Justice?f_ri=15155"},{"id":6284,"name":"Water and wastewater treatment","url":"https://www.academia.edu/Documents/in/Water_and_wastewater_treatment?f_ri=15155"},{"id":6580,"name":"Global Justice","url":"https://www.academia.edu/Documents/in/Global_Justice?f_ri=15155"},{"id":7695,"name":"Environmental Ethics","url":"https://www.academia.edu/Documents/in/Environmental_Ethics?f_ri=15155"},{"id":9990,"name":"Water Treatment","url":"https://www.academia.edu/Documents/in/Water_Treatment?f_ri=15155"},{"id":10191,"name":"Justice","url":"https://www.academia.edu/Documents/in/Justice?f_ri=15155"},{"id":12859,"name":"Theories of Justice","url":"https://www.academia.edu/Documents/in/Theories_of_Justice?f_ri=15155"},{"id":13283,"name":"Social Justice in Education","url":"https://www.academia.edu/Documents/in/Social_Justice_in_Education?f_ri=15155"},{"id":14469,"name":"Sustainable Water Resources Management","url":"https://www.academia.edu/Documents/in/Sustainable_Water_Resources_Management?f_ri=15155"},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155"},{"id":18590,"name":"Environmental Justice","url":"https://www.academia.edu/Documents/in/Environmental_Justice?f_ri=15155"},{"id":18845,"name":"Environmental Sustainability","url":"https://www.academia.edu/Documents/in/Environmental_Sustainability?f_ri=15155"},{"id":21685,"name":"Watershed Hydrology","url":"https://www.academia.edu/Documents/in/Watershed_Hydrology?f_ri=15155"},{"id":21724,"name":"Water Pollution","url":"https://www.academia.edu/Documents/in/Water_Pollution?f_ri=15155"},{"id":22038,"name":"Environmental ethics (Philosophy) (Philosophy)","url":"https://www.academia.edu/Documents/in/Environmental_ethics_Philosophy_Philosophy_?f_ri=15155"},{"id":25400,"name":"International Environmental Law","url":"https://www.academia.edu/Documents/in/International_Environmental_Law?f_ri=15155"},{"id":29985,"name":"Environmental Justice (Sustainability)","url":"https://www.academia.edu/Documents/in/Environmental_Justice_Sustainability_?f_ri=15155"},{"id":39673,"name":"Feminism and Social Justice","url":"https://www.academia.edu/Documents/in/Feminism_and_Social_Justice?f_ri=15155"},{"id":209810,"name":"Environmental justice, global sustainability, Environmental Politics and Governance, Indigenous Knowledge Systems, Education for Sustainable Development, Environmental Sustainability. Global Development and Environmental Protection","url":"https://www.academia.edu/Documents/in/Environmental_justice_global_sustainability_Environmental_Politics_and_Governance_Indigenous_Know?f_ri=15155"},{"id":525848,"name":"Michigan History","url":"https://www.academia.edu/Documents/in/Michigan_History?f_ri=15155"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7505408 coauthored" data-work_id="7505408" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7505408/Educating_the_new_Norwegian_we_an_examination_of_national_and_cosmopolitan_education_policy_discourses_in_the_context_of_extremism_and_Islamophobia">Educating 'the new Norwegian we': an examination of national and cosmopolitan education policy discourses in the context of extremism and Islamophobia </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">"Across Europe there are growing concerns about Islamophobia and far-right and anti-democratic movements. Until Anders Behring Breivik’s July 2011 attacks in which 77 died, Norway’s vulnerability was not perceived as great as that of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7505408" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">"Across Europe there are growing concerns about Islamophobia and far-right and anti-democratic movements. Until Anders Behring Breivik’s July 2011 attacks in which 77 <br />died, Norway’s vulnerability was not perceived as great as that of other jurisdictions. Breivik declared his abhorrence of multiculturalism but also drew the world’s attention to intolerance and xenophobia in Europe, increasingly directed towards Muslims. In response, Prime Minister Stoltenberg spoke widely of ‘the new Norwegian we’, cautioning against exclusionary discourses and underlining that minorities are an equal part of Norwegian society. This paper examines education policy in the context both of extreme right political activity and national and international debates about nationalism and cosmopolitanism, considering ways in which policy supports an inclusive notion of nationhood, and ways in which it promotes an exclusive model of national identity. Drawing on framing questions from the International Association for the Educational Achievement’s 1995 civic education study, relating to national identity and social cohesion, it examines how programmes address social cohesion, human rights, cultural diversity, and conceptualise minorities. It assesses the effectiveness of cross-curricular approaches to contribute to justice and equality and challenge racism in a multicultural society, proposing an inclusive model of education for cosmopolitan citizenship, which incorporates diversity.  <br /> <br />Keywords: Islam, national identity, social cohesion, extremism, education for democratic citizenship <br />"</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7505408" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b6dd3abb9a262bda5de1b3e345fa3c18" rel="nofollow" data-download="{"attachment_id":34073289,"asset_id":7505408,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34073289/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37987" href="https://independent.academia.edu/AudreyOsler">Audrey Osler</a><script data-card-contents-for-user="37987" type="text/json">{"id":37987,"first_name":"Audrey","last_name":"Osler","domain_name":"independent","page_name":"AudreyOsler","display_name":"Audrey Osler","profile_url":"https://independent.academia.edu/AudreyOsler?f_ri=15155","photo":"https://0.academia-photos.com/37987/12625/11844/s65_audrey.osler.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-7505408">+1</span><div class="hidden js-additional-users-7505408"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://usn-no.academia.edu/LenaLyb%C3%A6k">Lena Lybæk</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-7505408'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-7505408').html(); 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Until Anders Behring Breivik’s July 2011 attacks in which 77\r\ndied, Norway’s vulnerability was not perceived as great as that of other jurisdictions. Breivik declared his abhorrence of multiculturalism but also drew the world’s attention to intolerance and xenophobia in Europe, increasingly directed towards Muslims. In response, Prime Minister Stoltenberg spoke widely of ‘the new Norwegian we’, cautioning against exclusionary discourses and underlining that minorities are an equal part of Norwegian society. This paper examines education policy in the context both of extreme right political activity and national and international debates about nationalism and cosmopolitanism, considering ways in which policy supports an inclusive notion of nationhood, and ways in which it promotes an exclusive model of national identity. Drawing on framing questions from the International Association for the Educational Achievement’s 1995 civic education study, relating to national identity and social cohesion, it examines how programmes address social cohesion, human rights, cultural diversity, and conceptualise minorities. It assesses the effectiveness of cross-curricular approaches to contribute to justice and equality and challenge racism in a multicultural society, proposing an inclusive model of education for cosmopolitan citizenship, which incorporates diversity. \r\n\r\nKeywords: Islam, national identity, social cohesion, extremism, education for democratic citizenship \r\n\"","downloadable_attachments":[{"id":34073289,"asset_id":7505408,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":37987,"first_name":"Audrey","last_name":"Osler","domain_name":"independent","page_name":"AudreyOsler","display_name":"Audrey Osler","profile_url":"https://independent.academia.edu/AudreyOsler?f_ri=15155","photo":"https://0.academia-photos.com/37987/12625/11844/s65_audrey.osler.jpg"},{"id":238222,"first_name":"Lena","last_name":"Lybæk","domain_name":"usn-no","page_name":"LenaLybæk","display_name":"Lena 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Area Coalition for Equitable Schools (BayCES, now the National Equity Project) to suggest a framework for teacher-researchers and leaders conducting inquiry for... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_16176396" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Tom Malarkey draws from his experience as an inquiry coach for the Bay Area Coalition for Equitable Schools (BayCES, now the National Equity Project) to suggest a framework for teacher-researchers and leaders conducting inquiry for equity. Noting that “inquiry does not necessarily lead to equity-oriented learning and results for students,” Malarkey first proposes some meanings and characteristics of equity and then explains some of the ways inquiry can contribute to equity. He then offers several specific suggestions for inquiry leaders working to support an equity focus in their school or professional development context. This essay introduces some of the key concepts that inform the work presented in this guide. (This is excerpted from "Working Towards Equity: Resources and Writings from the Teacher Research Collaborative", a joint project of the National Writing Project and BayCES. <a href="http://www.nwp.org/cs/public/print/books/workingtoward" rel="nofollow">http://www.nwp.org/cs/public/print/books/workingtoward</a>)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/16176396" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5e1b33e6d961f87d3d46a7c6a31834e7" rel="nofollow" data-download="{"attachment_id":38893004,"asset_id":16176396,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38893004/download_file?st=MTc0MTM0MDAzMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1789357" href="https://berkeley.academia.edu/TomMalarkey">Tom Malarkey</a><script data-card-contents-for-user="1789357" type="text/json">{"id":1789357,"first_name":"Tom","last_name":"Malarkey","domain_name":"berkeley","page_name":"TomMalarkey","display_name":"Tom Malarkey","profile_url":"https://berkeley.academia.edu/TomMalarkey?f_ri=15155","photo":"https://0.academia-photos.com/1789357/612157/11836961/s65_tom.malarkey.jpg"}</script></span></span></li><li class="js-paper-rank-work_16176396 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="16176396"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 16176396, container: ".js-paper-rank-work_16176396", }); 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Noting that “inquiry does not necessarily lead to equity-oriented learning and results for students,” Malarkey first proposes some meanings and characteristics of equity and then explains some of the ways inquiry can contribute to equity. He then offers several specific suggestions for inquiry leaders working to support an equity focus in their school or professional development context. This essay introduces some of the key concepts that inform the work presented in this guide. (This is excerpted from \"Working Towards Equity: Resources and Writings from the Teacher Research Collaborative\", a joint project of the National Writing Project and BayCES. http://www.nwp.org/cs/public/print/books/workingtoward)\n","downloadable_attachments":[{"id":38893004,"asset_id":16176396,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1789357,"first_name":"Tom","last_name":"Malarkey","domain_name":"berkeley","page_name":"TomMalarkey","display_name":"Tom Malarkey","profile_url":"https://berkeley.academia.edu/TomMalarkey?f_ri=15155","photo":"https://0.academia-photos.com/1789357/612157/11836961/s65_tom.malarkey.jpg"}],"research_interests":[{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and 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Mexico.","downloadable_attachments":[{"id":59341825,"asset_id":39212852,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33862159,"first_name":"Bryant","last_name":"Jensen","domain_name":"byu","page_name":"BJensen","display_name":"Bryant Jensen","profile_url":"https://byu.academia.edu/BJensen?f_ri=15155","photo":"https://0.academia-photos.com/33862159/9969091/11117200/s65_bryant.jensen.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=15155","nofollow":true},{"id":15155,"name":"Educational Equity and Justice","url":"https://www.academia.edu/Documents/in/Educational_Equity_and_Justice?f_ri=15155","nofollow":true},{"id":20004,"name":"Immigrant children","url":"https://www.academia.edu/Documents/in/Immigrant_children?f_ri=15155","nofollow":true},{"id":25101,"name":"US-Mexico 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