Curricular Reorganization in the Third Space: A Case of Consequential Reasoning around Data
FLDC member Kris Gutiérrez is one of the authors of “Curricular Reorganization in the Third Space: A Case of Consequential Reasoning around Data”. The authors discuss “a social design-based research project to co-design and study data literacy units” which “encourages nondominant students to integrate everyday practices and scientific datasets by using storytelling and computational transformation […]
Creating Anti-Racist Childhood Spaces
Iheoma Iruka and other scholars co-authored, Creating Anti-Racist Childhood Spaces. They discuss the racial history of early childhood programs and the racism currently present and provide strategies for creating anti-racist early childhood spaces. Read Here
Confronting Structural Inequities in AI for Education
Ezekiel Dixon-Román and other scholars co-authored, Confronting Structural Inequities in AI for Education. The article discusses how educational AI technologies are situated in and reproduce inequities and offer alternative visions for more equitable educational AI research. Read Here
Inquiry and Learning in Literature
Carol D. Lee authored a chapter, Inquiry and Learning in Literature, in the International Handbook of Inquiry and Learning. This chapter discusses what comprehending and interpreting literature requires and the role that inquiry takes on in such learning. More Here
Pedagogical “Hands and Eyes”: Embodied Learning and the Genesis of Ethical Perception
Shirin Vossoughi, Meg Escude, Walter Kitundu and Manuel Luis Espinoza recently co-authored Pedagogical “Hands and Eyes”: Embodied Learning and the Genesis of Ethical Perception. They examine ethnographic data collected within a participatory design project on after-school learning and educational justice and discuss “new ways of seeing and relating.” More Here
Moscas, metiches, and methodologies: exploring power, subjectivity, and voice when researching the undocumented
Gerardo López and Alonso R. Reyna Rivarola co-authored, Moscas, metiches, and methodologies: exploring power, subjectivity, and voice when researching the undocumented. Rivarola and López examine the challenges when researching the self/other while exploring the larger purpose(s) of research in the academy. More Details
On the Abolition of Belonging as Property: Toward Justice for Immigrant Children of Color
Mariana Souto-Manning recently authored, On the Abolition of Belonging as Property: Toward Justice for Immigrant Children of Color. This article examines the racialized notions of belonging and calls for the abolishment of belonging as property and to work towards collective healing. Read Here
Agency and Resilience in the Face of Challenge as Civic Action: Lessons Learned from Across Ethnic Communities
Carol Lee and other scholars co-edited Educating for Civic Reason and Discourse, a report published by the National Academy of Education. Megan Bang, Bryan McKinley Jones Brayboy, Kris D. Gutiérrez, Carol D. Lee and other scholars co-authored a chapter, Agency and Resilience in the Face of Challenge as Civic Action: Lessons Learned from Across Ethnic […]
20 Years of Youth Power: the 2020 National Youth Organizing Field Scan
The Funders’ Collaborative on Youth Organizing released 20 Years of Youth Power: the 2020 National Youth Organizing Field Scan. This report was co-authored by Michelle Renée Valladares, Siomara Valladares, Matt Garcia, Kata Baca, Ben Kirshner and other scholars. It provides an in-depth review of the youth organizing field for the past 20 years. Read Here
In it Together: Community-Based Research Guidelines for Communities and Higher Education
FLDC member Paul Kuttner and other scholars recently co-authored: In it Together: Community-Based Research Guidelines for Communities and Higher Education. The report was published by the Community Research Collaborative — a collaborative that brings together researchers and community members to promote participatory and action-oriented research in Utah. It provides guidance for community members and researchers who […]
Interrogating Languaging Through Power, Race, and Space in the Schooling of Translingual Student Populations
Kris D. Gutiérrez and colleagues co-authored a chapter titled, Interrogating Languaging Through Power, Race, and Space in the Schooling of Translingual Student Populations, in the Handbook of Urban Education. The chapter discusses how language can be used as a tool to teach but also as a tool for harm. Learn More
The Interview as Pedagogical Encounter: Nurturing Knowledge and Relationships with Youth
The Interview as Pedagogical Encounter: Nurturing Knowledge and Relationships with Youth, a chapter co-authored by Shirin Vossoughi in the book, Critical Youth Research in Education, examines typical approaches to the interview “as an information extraction procedure” to reframing it as a “dialogical, joint activity.” Learn More
Educating for Civic Reasoning & Discourse
Carol Lee recently co-edited, Educating for Civic Reasoning and Discourse, a report published by the National Academy of Education that aims “to better prepare students to examine and discuss complex civic, political, and social issues by ensuring that the curricula, pedagogy, and learning environments that they experience are informed by the best available evidence and practice.” Read Here
Handbook of Cultural Foundations of Learning
Na’ilah Suad Nasir, Carol Lee, Maxine McKinney de Royston and Roy Pea were co-editors of Handbook of Cultural Foundations of Learning. This book highlights research that explores learning as an inherently cultural process. Ezekiel J. Dixon-Román, Maxine de Royston and other scholars co-authored a chapter titled, Reconceptualizing the Quantitative-Qualitative Divide: Toward a New Empiricism. In this chapter, they […]
Intersectional Organizing and Educational Justice Movements: Strategies for Cross-Movement Solidarities
Mark Warren recently co-authored, Intersectional Organizing and Educational Justice Movements: Strategies for Cross-Movement Solidarities. This article discusses intersectional organizing as a means towards building solidarity across issues, organizations and communities to advance a united educational justice movement. Read Here
Adult vs. Child-Centered Learning: Why We Need Another Path
Adult vs. Child-Centered Learning: Why We Need Another Path highlights an article by Shirin Vossoughi and colleagues. They examine intergenerational learning that attends to and is reflective of “embodied collaboration” as a path towards educational justice. Read Here
Dreams, Healing and Listening to Learn: Educational Movements in the Everyday
Timothy San Pedro recently co-authored, Dreams, Healing and Listening to Learn: Educational Movements in the Everyday. In this article they aim to answer: what does education look like when it is supported and directed by the dreams, hopes and the aspirations of community leadership? Read Here
Elevating the Objectives of Higher Education to Effectively Serve Students from Diverse Socioeconomic Backgrounds
Shirin Vossoughi recently co-authored, Elevating the Objectives of Higher Education to Effectively Serve Students from Diverse Socioeconomic Backgrounds. The authors provide evidence-based recommendations to colleges and universities to better support students from diverse socioeconomic backgrounds. Read Article
Gentrifying Neighborhoods, Gentrifying Schools? An Emerging Typology of School Changes in a Gentrifying Urban School
Terrance Green and others recently published, Gentrifying Neighborhoods, Gentrifying Schools? An Emerging Typology of School Changes in a Gentrifying Urban School District, providing a framework to explain the effects of gentrification on schools. Read Article
Enacting Relationships of Kinship and Care in Educational and Research Settings
Ananda Marin, Megan Bang and others co-authored a book chapter, Enacting Relationship of Kinship and Care in Educational and Research Settings. The authors share from their life experiences and stories from engaging in research with youth and communities to provide researchers with methods for self-care and protection. Learn More
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
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
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
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 […]
“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 […]
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 […]
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 […]
Learning-in-Relation: Implementing and Analyzing Assets Based Pedagogies in a Higher Education Classroom
FLDC member Timothy San Pedro is one of the authors, along with Kaitlyn Murray, Shannon C. Gonzales-Miller, Wendy Reed, Binta Bah, Crystal Gerrard, and Andrew Whalen, of an article, “Learning-in-Relation: Implementing and Analyzing Assets Based Pedagogies in a Higher Education Classroom” published in Equity and Excellence in Education. Abstract: This article discusses the assets-based pedagogical […]
