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 […]
New Book: Just Schools by Dr. Ishimaru
Just Schools, by Dr. Ann Ishimaru, examines the challenges and possibilities for building more equitable forms of collaboration among nondominant families, communities, and schools. The text explores how equitable collaboration entails ongoing processes that begin with families and communities, transform power, build reciprocity and agency, and foster collective capacity through collective inquiry. These processes offer […]
Transforming the Field of Family Engagement
This booklet, originally created for the annual meeting of the Institute for Educational Leadership, lays out the background of FLDC, shares our co-design approach, and highlights four of our local site partners. Each case study includes specific co-design practices that can be translated across contexts. This booklet offers a concise and handy introduction to FLDC. […]
Recasting Families and Communities as Codesigners of Education in Tumultuous Times
In a national moment of political tumult and violence directed at people of color, immigrants and other marginalized groups, our education systems need new strategies for meaningfully engaging families and communities in ensuring equitable learning for our youth. Not only do families and communities bring historical and lived knowledge in how to persist through these […]
Federal Education Policy: A Promise Neighborhood Case Study
This dissertation by FLDC member Derrick Lopez offers a case study that explicates the construct of “policy implementation process tools” as integral to the work of implementing the Promise Neighborhood Initiative. Policy implementation process tools reify and fortify the relationships necessary for local implementation of federal policy among collaborative partners. This dissertation proposes three classes […]
