A call for a moratorium on damage-centered early childhood teacher education: envisioning just futures for our profession
Mariana Souto-Manning recently published “A call for a moratorium on damage-centered early childhood teacher education: envisioning just futures for our profession”, where she calls for a shift to desire-centered early childhood teacher education from a damage-centered perspective. Read More
Beyond the Binary of Adult Versus Child Centered Learning: Pedagogies of Joint Activity in the Context of Making
Shirin Vossoughi co-authored Beyond the Binary of Adult Versus Child Centered Learning: Pedagogies of Joint Activity in the Context of Making, where the authors make the argument that educator supports for their students are limited by the binary of adult vs child – so it’s time for a more “complex view” when considering how to […]
Fixating on Pandemic “Learning Loss” Undermines the Need to Transform
Maxine McKinney de Royston and Shirin Vossoughi co-authored an op-ed with Truthout, “Fixating on Pandemic ‘Learning Loss’ Undermines the Need to Transform Education”. The authors call for the need to redefine the purposes and the practices of education and the necessity to challenge the “learning loss” narrative along with other harmful educational myths that especially […]
What is TribalCrit?
Tribal Critical Race Theory (TribalCrit) was developed decades ago by Bryan McKinley Jones Brayboy. However, in a recent publication with the National Education Policy Center, TribalCrit is reentered as it is resonant today given the state of the nation. To read more about “What is TribalCrit?”, click here. Download
New Book: Don’t Look Away
Iheoma Iruka and her colleagues recently published Don’t Look Away: Embracing Anti-Bias Classrooms. This book “leads early childhood professionals to explore and address issues of bias, equity, low expectations, and family engagement to ensure culturally responsive experiences.” To read more and purchase, click here. Purchase
New Terrains for Familiar Places: Re-Conceptualizing Families Engaged in Educational Changemaking
Former FLDC research assistant Charlene Montaño Nolan recently completed her dissertation New Terrains for Familiar Places: Re-Conceptualizing Families Engaged in Educational Changemaking. Read Charlene’s dissertation here. Read More
Redefining High-Quality Early Learning – and Identifying Core Principles for Putting It into Practice
Mariana Souto-Manning has co-authored Redefining High-Quality Early Learning — and Identifying Core Principles for Putting It into Practice where they illustrate 7 principles of practice that encourage “high-quality early learning”, such as all children “are critical thinkers and inquirers” and “they learn best when they are in caring and reciprocal relationships.” Read more here. (Photo: […]
The Changing Terrains of Research in a Time of Pandemic
Ezekiel Dixon-Román co-authored The Changing Terrains of Research in a Time of Pandemic. The authors ask: “If the regularities in the social, cultural, and political spheres are what we characterize as certainties, then what do we make of and do about the uncertainties?” Read full article here. Read Article
Silencing Bicultural Parental Voices through Educational Satisfaction: What Do We Need to Know?
One of our FLDC members, Edward Olivos, recently published an article called Silencing Bicultural Parental Voices through Educational Satisfaction: What Do We Need to Know? Dr. Olivos questions face-value notions of minoritized “parental satisfaction” in schools, arguing for the importance of understanding “their educational beliefs and values about education and their knowledge about the US […]
Humanizing practices in online learning communities during pandemics in the USA
Muhammad Khalifa, along with other co-authors, recently published an article Humanizing practices in online learning communities during pandemics in the USA. They reflect on the importance of community-oriented practice of women of color educators to achieve a more “humanizing practice” within teaching and school leadership education. Read more here. Read More
Moving from “This is How It’s Always Been” to “This Is How It Must Be”: Lessons from Participatory Design Research
Vianna Alcantara and Joanna Geller co-authored this reflective piece on participatory design research and the lessons learned as FLDC members. Their hope is to “provide fellow researchers with an idea of how they may reimagine their relationships with one another and communities.” You can read more here. Read Article
Learning-in-Relation: Implementing and Analyzing Assets Based Pedagogies in a Higher Education Classroom
Timothy San Pedro is an author for Learning-in-Relation: Implementing and Analyzing Assets Based Pedagogies in a Higher Education Classroom. Here the authors examine the ways in which assets-based pedagogical theories in higher education classes play a role in identity and learning for instructors and students. Read more here. Read Article
Embodied Pathways and Ethical Trails: Studying Learning in and through Relational Histories
Shirin Vossoughi is an author in Embodied Pathways and Ethical Trails: Studying Learning in and through Relational Histories. Here the authors address how children’s physical interactions when they are learning together reflect histories, ethical stances and relationships over time, which can lead to acts of solidarity among children. To read more, click here. Read Article
Rethinking schools, rethinking learning
Carol Lee and Na’ilah Suad co-authored Rethinking schools, rethinking learning where they explore and rethink what we want from our schools and what we want them to offer and do for young people, especially now as inequitable schooling conditions have been amplified during the COVID-19 pandemic. Read more here. Read More
Family-School Relationships Are the Missing Link in COVID-19 Era Education
A variety of FLDC members authored a thoughtful article, Family-School Relationships Are the Missing Link in COVID-19 Era Education. The article touches upon the important value that is the collaboration between families, communities, and schools especially now as COVID-19 has further magnified the deeply rooted historical injustices found in our inequitable educational system. Read more […]
Restoring Indigenous Systems of Relationality
Megan Bang, along with several other Indigenous scholars, author Restoring Indigenous Systems Of Relationality, where they “imagine a world that fosters stronger human relationships with each other and with the land—the world that we need.” To read more click here! Read More
Teach-In on Critical Race Theory
FLDC member Gerardo López was one of the speakers at a powerful virtual teach-in on Critical Race Theory hosted by NOLAed: Education for Liberation. Watch a recording here. Watch Here
Just Schools virtual book launch with Ann Ishimaru, Muhammad Khalifa, and Megan Bang
FLDC members Ann Ishimaru, Megan Bang, and Muhammad Khalifa discussed Ann’s book Just Schools and the challenges and possibilities for building more equitable forms of collaboration among nondominant families, communities, and schools in a recent webinar. Watch the recording here! Purchase
How to Engage with Families During COVID-19 Stay-at-Home Schooling
Check out this blog post, How to Engage with Families During COVID-19 Stay-at-Home Schooling, about FLDC member, Southeast Seattle Education Coalition (SESEC). In the post by Riddhi Divanji and Ella Shahn, SESEC Executive Director Erin Okuno shares, “we need to slow down and take time to build relationships. Relationships are the glue that holds our […]
Codesigning With Indigenous Families and Educators: Creating Robotics Education That Contributes to Indigenous Resurgence
FLDC member Megan Bang, along with Carrie Tzou, Elizabeth Starks, Meixi, Amanda Rambayon, Sara Marie Ortiz, Shawn Peterson, Paradise Gladstone, Ellie Tail, Arianna Chang, Elise Andrew, Xochitl Nevarez, Ashley Braun, wrote Codesigning With Indigenous Families and Educators, which explores “how a complex and highly collaborative partnership worked to examine its biases and assumptions in an […]
Ambulatory Sequences: Ecologies of Learning by Attending and Observing on the Move
Ananda Marin, FLDC member, is the author of “Ambulatory Sequences: Ecologies of Learning by Attending and Observing on the Move” which was published in the Cognition and Instruction journal. Abstract: There is a growing corpus of research in the educational sciences that explores the multiple ways in which mobility, or people’s movement from place to […]
Dismantle the School-to-Prison Pipeline, Remove Officers from Schools
Mark Warren, FLDC member, was interviewed by Stephen Abbott with Organizing Engagement about the school-to-prison pipeline and why it must be dismantled. “Mark Warren is a professor of public policy and public affairs at the University of Massachusetts Boston’s McCormack Graduate School. Warren studies how broad-based alliances, grassroots organizing, and multiracial political action can advance […]
“Our Stories Are Powerful”: The Use of Youth Storytelling in Policy Advocacy to Combat the School-to-Prison Pipeline
FLDC member Mark Warren, along with Jeffrey S. Moyer and Andrew R. King, are the authors of, “‘Our Stories Are Powerful’: The Use of Youth Storytelling in Policy Advocacy to Combat the School-to-Prison Pipeline” in the Summer 2020 Harvard Educational Review. Abstract: The use of narratives and storytelling has become an increasingly common strategy in […]
Matters of participation: notes on the study of dignity and learning
FLDC member Shirin Vossoughi, along with Manuel Luis Espinoza, Mike Rose, and Luis E. Poza, are the authors of “Matters of participation: notes on the study of dignity and learning” in the Mind, Culture, and Activity journal. Abstract: Meaningful participation (i.e., substantive involvement in socially vital activities) and educational dignity (i.e., the multifaceted sense of […]
The Wall of Moms Got Your Attention, but Mothers Have Always Been Fighting for Change
Camille Wilson, FLDC member, was quoted in a recent Harper’s Bazaar article on the importance of Black mothers’ activism. Chelsey Sanchez writes, “Camille Wilson, a professor at the University of Michigan whose work explores community leadership and educational activism, says that the stain of slavery has always shaped the way Black women parent—and organize. ‘Black mothers have always […]
When Learning as Movement meets Learning on the Move
Kris Gutiérrez, FLDC member, is the author of “When Learning as Movement meets Learning on the Move” in the Cognition and Instruction journal. Abstract: Considering the special issue on learning-on-the move in light of earlier work on learning as movement, this commentary reflects on how the articles in the special issue expand the field’s theoretical […]
In an Era of Pandemic and Protest, STEM Education Can’t Pretend to Be Apolitical
FLDC members Shirin Vossoughi and Megan Bang, along with Daniel Morales-Doyle and Sepehr Vakil, are the authors of an op-ed in Truthout, “In an Era of Pandemic and Protest, STEM Education Can’t Pretend to Be Apolitical”. “Across the U.S., the push to reopen schools is predicated on troubling beliefs about schools and families. Time at […]
Organizing Engagement Interview with Keith Catone
Keith Catone, FLDC member, was interviewed by Organizing Engagement. “As the founding executive director of the Center for Youth and Community Leadership in Education (@CYCLE_RWU) at Roger Williams University, Keith Catone is committed to partnering with communities and schools seeking to build collective power to fight for and win education policies and practices that create equitable […]
Hearts and Minds First: Institutional Logics in Pursuit of Educational Equity
FLDC member Ann Ishimaru, along with Mollie Galloway, published an article, “Hearts and Minds First: Institutional Logics in Pursuit of Educational Equity” in the August 2020 Educational Administration Quarterly. Abstract: Purpose:Despite an explosion of professional development to help educators discuss issues of race and equity, expectations for addressing racial disparities outstrip current leadership practices, and […]
Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures
FLDC member Megan Bang is the author of “Learning on the Move Toward Just, Sustainable, and Culturally Thriving Futures”, which was published in the July-September 2020 edition of Cognition and Instruction. Abstract: This issue is particularly timely, in its plea to the field to understand that human learning and development have always been on the […]
