Sarah L. Alvarado Diaz is a third-year doctoral student in the Mary Lou Fulton Teachers’ College, Learning, Literacies and Technologies doctoral program at Arizona State University. Sarah has been awarded a fellowship from the Office of Special Education Programs titled, Evidence-Based interventions in High-Need Schools: An Interdisciplinary Program to Prepare Special Education Faculty. Sarah is working under the direction of Dr. Alfredo J. Artiles. Sarah is an Arizona native and obtained a Bachelor of Arts in Bilingual Elementary Education from ASU in 1998, and a Master’s degree in Early Childhood Education from Northern Arizona University in 2004. She worked as an elementary school teacher in a public elementary school in Phoenix for 16 years prior to returning to ASU to pursue a doctoral degree. Her research interests include understanding the precursors to placement in special education (high incident disabilities) of culturally and linguistically diverse learners; how they connect with learning and classroom interactions and teacher decisions; and the connections to educational reform efforts (e.g., standards, high-stakes testing, zero tolerance). She is also interested in understanding and improving educational opportunities for culturally and linguistically diverse learners with or at-risk for learning disabilities by using a dynamic conceptualization of the role of culture (as situated within cultural, historical, and social contexts).
Dr. David Hernández-Saca is an Assistant Professor in the Department of Special Education at the University of Northern Iowa. He received his PhD from Arizona State University and MA from UC Berkeley. He is a former multi-subject teacher and his teaching responsibilities at UNI include undergraduate teacher preparation courses in the areas of post-school transition programming and issues and applications in special education. His research nucleus of his research agenda is problematizing the common sense assumptions of learning disabilities (LD). His two lines of research include: 1) (a) the emotional impact of LD labeling on conceptions of self. This work has implications for the problematization of LD that takes into account the sociocultural contexts of students living with this condition and the social construction of emotions about LD. He engages in this line of inquiry by documenting the perspectives of historically marginalized youth and culturally and linguistically diverse students with LD and in collaborative autoethnographic projects. His second line of inquiry is (b) the role of emotion and affect in teacher learning about social justice issues. What ties both of his lines of inquiry together is his commitment to educational equity through an interdisciplinary research design and methodology.
This blog identifies rumors in the discourse used in educational research and spaces that have been accepted as truths and explanations for the conditions under which many students’ lives are determined, counted, or explained. Our use of rumors was influenced by our reading of McDermott, Goldman and Varenne’s (2006) proposal that as researchers, we have “encouraged oppression by explanation: some can, some cannot, and this is why some have and some have not,” or, “under which rumors of disability and disadvantaged backgrounds are attended to and their persons counted, theorized, explained, and remediated” (p. 16). As educational equity scholars, our use of the metaphor of rumors pushes for practices that take on both reflection and action (or praxis, as defined by scholars such as Hoffman-Kip, Artiles, & Lopez-Torres, 2003) while challenging researchers to engage in research activity which provides more accurate depictions of students’ lives. A more accurate description of students’ lives in one in which more of their context is accounted for. A more precise depiction is important since oftentimes, research findings impact stakeholders (i.e., school personnel), resulting in similar discourse within school communities. We define context as the circumstances that surround students’ lives, not restricted to what happens in isolation to other things. By taking into account the lived realities of those we intend to write about, we aim to disrupt the rumors. In this blog we 1) recognize rumors as a part of the discourse in educational research; 2) identify what is missing from this discourse; and 3) assert meaningful educational discourse must become a part of a new material and discursive praxis for truth and justice.
Stuart Rhoden, Ph.D. is originally from Chicago, IL. He has been in education for over 15 years. He worked in Washington D.C. and Chicago on education policy and advocacy. He also was a high school teacher in Chicago and Los Angeles for a number of years. For the past five years, he has been a lecturer teaching on issues of culture and diversity, education policy, education philosophy and youth cultures in colleges both in Philadelphia and Phoenix. He currently lives in Phoenix, where he is a full-time Instructor at Arizona State University Mary Lou Fulton Teachers College.
In the past three or four years, there has been a grassroots movement across the country created by some progressive educational groups surrounding students “Opting out” of mandatory high-stakes state test. My opinion of this is that it is a copout. Until we change the system at broader systemic levels, we are not adequately preparing our students to succeed if we tell them they can opt-out of assessments along the way. This goes well beyond the “work harder/smarter” or “bootstraps” mentality that is often cited as code for structural inequality, but rather my perspective stems from an insistence that students can shine in an inequitable system as it is currently constructed. What is equally important is that as the adults; including educators, policy makers and researchers, need to consider more appropriate ways to analyze positive academic achievement, as well as strive towards creating more accurate measures of student achievement. The student’s role, while important, should not focus on being change agents of systemic inequality (that should be left to the adults), but rather beacons of light who consistently overcome systemic inequality. Read more
Viewed by: 9706 people Comments (1) Category: Aydin Bal, Discussions Tags: culturally and lingiustically diverse, culturally responsive behavior interventions, disability, equity, positive behavioral interventions and supports
Aydin Bal is an assistant professor of special education at the University of Wisconsin—Madison. Professor Bal studies racial disproportionality and capacity building in local education agencies for systemic transformation. His recent research projects aims at developing culturally responsive intervention methodologies for ecologically valid, socially just, and sustainable transformations in schools. As a practitioner, Professor Bal has worked with youth from historically marginalized communities and refugees who experience behavioral difficulties. He is directing a statewide research project, Culturally Responsive Positive Behavioral Interventions and Supports.
Youth from nondominant cultural and linguistic backgrounds are disproportionately exposed to exclusionary and punitive school disciplinary actions (e.g., detention, suspension, and expulsion) and placed in special education for emotional disturbance (Donovan & Cross, 2002; Losen & Gillespie, 2012). The racialization of school discipline has a long history (Children’s Defense Fund, 1975). These disparities hold today, with African American, Latino, and Native American students disproportionally subjected to harsher punishments for less objective reasons such as disrespect, insubordination, or excessive noise (Skiba, Michael, Nardo, & Peterson, 2002; Losen & Orfield, 2012). Racial disproportionality in behavioral outcomes has been a major social justice problem that contributes to unacceptable and detrimental consequences in the lives of nondominant youth, their families and teachers and the society as a whole (Noguera, 2003).
Shirin Vossoughi is an assistant professor at Northwestern University’s School of Education and Social Policy, where she draws on ethnographic methods to study the social, cultural, historical, and political dimensions of learning and educational equity. As the daughter of Iranian immigrants, she is personally invested in the development of educational settings for youth from migrant, immigrant, and diasporic backgrounds. Building on her work as a postdoctoral fellow at Stanford University and the Exploratorium, Vossoughi is currently studying equity-oriented after-school programs that blend scientific inquiry, literacy, and the arts. She takes a collaborative approach to research, partnering with teachers and students to study the conditions that foster educational dignity and possibility.
Test scores. Accountability. Global economic competitiveness. Grit. These words dominate the current discourse of educational reform. They embody cultural assumptions and values about children’s needs and capacities, about what teaching and learning should look like, and about what they are for. The rigidities they impose on the everyday lives of teachers and students are often justified through the hollow appropriation of “equity” and “Civil Rights.”
But there are other words, those closer to the human experience of education and what it could be for: relationships, love, ideas, questions, social analysis, history, community, intellectual respect. Words that signal another set of values, dreams of another kind of world. Read more
Viewed by: 3491 people Comments (2) Category: Authors, Discussions, News, Rae Paris Tags: advocacy, collective responsibility, community, education, educational equity, equity, Power and privilege, social justice, systemic change
We obtained permission to reprint in our blog series a letter written by Rae Paris. The letter was originally published in blackspaceblog.com. Rae Paris addresses the historic and recent events of police brutality. It has been signed by over 1,000 Black professors around the world.
Photo caption: Black students and professors, Beaumont Tower, Michigan State University, December 6, 2014.
The citation for the original publication is:
Paris, Rae. (December 8, 2014). An Open Letter of Love to Black Students: #BlackLivesMatter. Retrieved from http://blackspaceblog.com/
Rae Paris is from Carson, California. Her writing appears or is forthcoming in The Common, Guernica, Dismantle, Solstice, and other journals. Her work has been supported by the NEA Literature Fellowship, and residencies from Helene Wurlitzer Foundation, the Hambidge Center, Atlantic Center for the Arts, Hedgebrook, and VONA. Her poem “The Forgetting Tree” was selected as Best of the Net 2013, and she has been nominated for a Pushcart. She teaches fiction at the Bread Loaf School of English, and lives and writes mostly in East Lansing, Michigan where she’s Assistant Professor of Creative Writing at Michigan State University.
We are Black professors.
We are daughters, sons, brothers, sisters, cousins, nieces, nephews, godchildren, grandfathers, grandmothers, fathers, and mothers.
We’re writing to tell you we see you and hear you. Read more
Nonie K. Lesaux is the Thompson Professor of Education and Society at the Harvard Graduate School of Education and leads a research program guided by the goal of increasing opportunities to learn for students from diverse linguistic, cultural, and economic backgrounds. Lesaux’s research and teaching focus primarily on the cognitive and linguistic factors that enable children and adolescents to read effectively. Her research has included longitudinal studies investigating reading and language development among English language learners as well as experimental evaluations of academic vocabulary instruction. She is currently a Principal Investigator of a longitudinal study investigating the interrelated dimensions of linguistically diverse children’s cognitive, socio-emotional, and literacy development. Her research on reading development and instruction, and her work focused on using data to prevent reading difficulties, informs setting-level interventions, as well as public policy at the national and state level. The practical applications of this work are featured in several publications written for education leaders and practitioners, including one book and one widely circulated state-level literacy report, the latter of which forms the basis for a Third Grade Reading Proficiency bill passed in the state’s House of Representatives. Lesaux’s scholarship has resulted in two prestigious early career awards—the William T. Grant Foundation Faculty Scholars Award and a Presidential Early Career Award for Scientists and Engineers from the U.S. Government.
It was inevitable that Janette and I would cross paths, as two scholars deeply committed to increasing opportunities-to-learn for children whose home language(s) include languages other than English–a population of children commonly referred to as English learners (ELs). But I was even luckier than that. I had the privilege of collaborating with Janette on some key projects. Most recently, our work together revolved around an instructional approach that holds great promise for improving outcomes for culturally and linguistically diverse students and reducing their disproportionate representation in special education: The Response to Intervention (RtI) model. Together, Janette and I designed guidance, resources, and professional development modules to support educators as they shifted their instruction and assessment practices to fit this approach, using RtI as a platform for increasing learning outcomes for ELs. We first tried this out with a large group of educator teams in the New York City schools and then wrote up some of this work for wider dissemination. I hold these memories dear, and am still engaged in initiatives to support the implementation of RtI in linguistically diverse settings, continuing to cultivate the progress toward equity that Janette championed.
Viewed by: 20709 people Comments (9) Category: Discussions, Rebeca Burciaga Tags: advocacy, collective responsibility, continuous improvement, culturally and lingiustically diverse, education, educational equity, English language learners, Power and privilege, professional learning, self-reflection, teacher education
Rebeca Burciaga is an Assistant Professor in the Department of Educational Leadership and a member of the Core Faculty for the Ed.D. in Educational Leadership in the Connie L. Lurie College of Education at San José State University. Dr. Burciaga’s research centers on understanding and challenging educational practices and structures that (re)produce social inequalities for historically marginalized communities, including/specifically Latino students. Her research in schools and communities spans over 20 years and includes mixed-methods research on pathways from preschool to the professoriate, the experiences of students who leave high school before graduation, and the ways in which geographic regions structure inequalities. She specializes the study of qualitative research methodologies including testimonio and ethnography. Her current research and teaching is focused on cultivating asset-based mindsets in teachers and administrators that work with youth of color. Dr. Burciaga is a co-founder and co-coordinator of the Institute for Teachers of Color Committed to Racial Justice. She has an undergraduate degree from the University of California at Santa Cruz, a master’s degree from the Harvard Graduate School of Education, and a Ph.D. in Education from the University of California at Los Angeles. Her research has been supported and recognized by the Spencer Foundation, the Ford Foundation, the National Institute of Health, and the American Association of University Women. Her most recent scholarship can be found in Equity & Excellence in Education, the Association of Mexican American Educators Journal, and the Educational Administration Quarterly.
Viewed by: 17583 people Comments (1) Category: Adai Tefera, Cueponcaxochitl Dianna Moreno Sandoval, Cueponcaxochitl Dianna Moreno Sandoval, Discussions, Sarah Alvarado Díaz, Taucia Gonzalez Tags: advocacy, culturally and lingiustically diverse, disability, English language learners, equity, immigration, intersectionality, language, Power and privilege, social justice, special education, teachers
Adai Tefera’s research focuses on improving educational policies for diverse learners with dis/abilities. She is particularly interested in understanding the socio-historical, political, and cultural dimensions that shape policies and impact learning. A second strand of her research focuses on knowledge mobilization, an emerging field that aims to increase the impact and use of research by utilizing interactive strategies that target wide audiences, including educators, policy makers, community organizers, parents, and students. She is specifically interested in knowledge mobilization efforts that advance equity in education.
Taucia Gonzalez is a doctoral candidate at Mary Lou Fulton Teachers College at Arizona State University in the Curriculum and Instruction program with a concentration in special education. She is interested in expanding literacy practices for language minority students with learning disabilities. More specifically, her work examines how Latina/o language minority students engage in literacy across in- and out-of-school contexts.
Cueponcaxochitl’s research draws on decolonial and socio-cultural theories to examine Ancestral Computing for environmental, economic and social sustainability. Ancestral Computing for sustainability is an ecosystems approach to solving complex problems by interweaving Ancestral Knowledge Systems and computer science. She is a Xicana scholar activist who applies the interdisciplinary frameworks, coloniality of power and figured worlds, to analyze identity formations and civic engagement across learning environments (formal and informal). Her research informs various areas of work such as foundations, teacher preparation programs, curriculum studies and policy in computer science education.
Sarah Alvarado Díaz is a research assistant for Equity Alliance and a first-year doctoral student in the Learning, Literacies and Technologies program, with a special interest in students who are labeled as English language learners, as students who receive special education services, and in particular, looking at disproportionate numbers of English language learners being referred for special education services or being placed in special education programs. Prior to coming to ASU as a full-time student she worked as an elementary school teacher in a South Phoenix school for sixteen years, where she worked with first through third grade students, and many years as a dual language teacher, in English and Spanish.
This blog is written from the perspective of our four voices combined. You will see that the lines between our stories are blurred. Our combined experiences in policy and teaching in diverse settings is weaved into the voice of one person with four intersectional paths of theory and practice. Read more
We obtained permission to reprint in our blog series an interview conducted by The American Educational Research Association’s Educational Change Special Interest Group (SIG). The interview was originally published in the SIG’s “Lead the Change Series: Q&A with Angela Valenzuela”. Angela Valenzuela speaks to our theme “Re(imagining) a Civil Rights Agenda in Educational Policy.” The citation for the original publication is:
American Educational Research Association Educational Change Special Interest Group. (2014, September 1). Lead The Change Series: Q&A with Angela Valenzuela. Issue 42. Retrieved September 16, 2014, from http://www.aera.net/Portals/38/docs/SIGs/SIG155/42_Angela Valenzuela.pdf
Angela Valenzuela is a professor in Educational Policy and Planning at the University of Texas and holds a courtesy appointment in the Cultural Studies in Education Program within the Department of Curriculum and Instruction. She serves as the director of the University of Texas Center for Education Policy and more recently as the new director of the National Latino Education Research Agenda Project. Her research and teaching interests are in the sociology of education, minority youth in schools, educational policy, and urban education reform. She is the author of Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring and Leaving Children Behind: How “Texas- style” Accountability Fails Latino Youth. Angela served as co-editor of the Journal of Qualitative Studies in Education, as well as the Anthropology and Education Quarterly. She also founded and operates an education blog titled “Educational Equity, Politics, and Policy in Texas.” She can be reached at (email@example.com).
The 2015 American Educational Research Association (AERA) theme is “Toward Justice: Culture, Language, and Heritage in Education Research and Praxis”. What are key accomplishments, limitations, and possibilities of education research to advance justice? Read more
Viewed by: 17283 people Comments (2) Category: Discussions, Richard Milner Tags: equity, Power and privilege, racial equity, Richard Milner, self-reflection, social justice, systemic change, teacher education, teachers
H. Richard Milner IV is the Helen Faison Endowed Chair of Urban Education, Professor of Education, Professor of Social Work (by courtesy), and Professor of Africana Studies (by courtesy) as well as Director of the Center for Urban Education at the University of Pittsburgh. He is a policy fellow of the National Education Policy Center. His research, teaching and policy interests concern urban education, teacher education, African American literature, and the sociology of education. In particular, Professor Milner’s research examines practices that support teachers for success in urban schools. Professor Milner’s work has appeared in numerous journals, and he has published five books. His book, published in 2010 by Harvard Education Press, is: Start where you are but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms http://hepg.org/hep/book/129/StartWhereYouAreButDonTStayThere, which represents years of research and development effort. Currently, he is Editor-in-chief of Urban Education and co-editor of the Handbook of Urban Education http://www.routledge.com/books/details/9780415634779/with Kofi Lomotey, published with Routledge Press in 2014. He can be reached at firstname.lastname@example.org.
Years ago, I provided a workshop with educators in an elementary school – educators, principals, and a small number of counselors. I was invited to focus – in particular – on the role of poverty in education and to provide instructional strategies for educators that would assist them in better meeting the needs of students whose needs are grossly under-met in schools. These students tend to be students of color (namely Black and Brown), those living in poverty, those whose first language is not English, and those whose first language is not English. Although analyses of achievement gap patterns, graduate rates, enrollment in gifted and advanced courses, office and special education referral, and participation in school-wide clubs and activities demonstrate how Black and Brown children’s needs, in particular, in too many instances are not being met, my attempt to shepherd the educators in the workshop into real conversations about race, the salience and persistence of racism, and inequity was resisted. Moreover, educators in the session wanted me to tell them exactly what to do with “those” children, who are very different than the children the educators taught in the past and “certainly” different from the times when the educators themselves were students. I quickly learned my job was to focus on poverty exclusively and to tell those in attendance exactly what to do to raise their students’ test scores.