Community Wellness, Educational Justice, & Next Practices
Please take some time to learn what FLDC members have to say about what community wellness and educational justice means in their context as well as a few next practices that are transforming the field of family engagement.
Maisie Chin, Co-Founder and Director
Community Asset Development Re-Defining Education (CADRE)
Samantha Cohen, Senior Managing Director
Anne Henderson, Senior Consultant
Annenberg Institute for School Reform
Iheoma Iruka, Director or Research and Evaluation
Buffett Early Childhood Institute – University of Nebraska
Mary Johnson, Director and Co-Founder
Parent U-Turn, Los Angeles
Muhammad Khalifa, Associate Professor of Org. Leadership, Policy, & Development
University of Minnesota
Paul Kuttner, Educational Pathways Partnership Manager
Alma Yanagui, Community Organizer & Assistant Partnership Manager
University Neighborhood Partners – University of Utah
Michelle Renee Valladares – Associate Director
National Education Policy Center – University of Colorado, Boulder
Mark Warren – Associate Professor of Public Policy and Public Affairs
University of Mass., Boston
Critical Race & Decolonizing Theories
Learn some important insights about Critical Race Theory and Decolonizing Theory in this video with Muhammad Khalifa. Articles referenced are shown below the video.
Brayboy, B. M. J. (2006). Toward a tribal critical race theory in education. The Urban Review. doi 10.1007/s11256-005-0018-y
Capper, C. A. (2015). The 20th-year anniversary of critical race theory in education: Implications for leading to eliminate racism. Educational Administration Quarterly, 5(5), 791-833.
Grinage, J. (2014). Reterritorializing locations of home: Examining the psychopolitical dimensions of race talk in the classroom. Journal of Curriculum Theorizing, 30(2), 88-102.
Grosfoguel, R., Mielants, E. (2006). The long-duree entaglement between islmophobia and racism in the modern/colonial/capitalist/patriarchal world-system: An introduction. Human Architecture: Journal of the Sociology of Self-Knowledge, 5(1), 1-12.