Authors:Smaller; Amina
,
Johnson, Shaunassey
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García, Eva
,
McCullough, Savannah
,
Chang, Nhia
,
García, Karla
,
Smaller, Yasmin
,
Suleiman, Leyla
,
Romblaski, Abigail Abstract: How do youth move in an uprising' Members of YoUthROC, a BIPOC-centered, youth-led research group with young people from both the university and the community, reflect on creating a youth-powered curriculum that processes years of activism and inspires young people to use teaching as a way to create change in their communities. To ensure the relevance of their curriculum to the current needs, strengths, and curiosities of young people, the YoUthROC team wrote and collected autoethnographies, cataloged historical artifacts, analyzed social media, and conducted public focus groups and Instagram spotlight interviews during a year of uprising and unrest in Minneapolis, Minnesota. Results from this research include the following themes: the centrality of collectivism, internal and collective self-determination, and young people’s already-existing commitment to analysis and change. Educators, adult activists, and youth need to see that young people are central to social movements... PubDate: Tue, 17 Oct 2023 00:00:00 +000
Authors:Caroleo; Sarah Ann Abstract: For decades, gifted education equity advocates have sought to ameliorate the field’s long-standing issue of under-representation of students from historically marginalized communities. Little improvement has been realized in schools over this time (Peters, 2022). Recently, Novak (2022b) presented a GTCrit framework in a textbook primarily centered on race and directed towards gifted education practitioners and advocates; however, since critical frameworks have been largely lacking from gifted education research (Goings & Ford, 2018), and additional issues beyond race are present in the field, a broadening of Novak’s initially proposed framework may be beneficial in moving critical theories into research pertaining to gifted education. In this piece, I highlight the equity areas most relevant to the field of gifted education and build upon Novak’s (2022b) ideas to present a revised conceptual framework that could be applied to both practical settings and research about gifted... PubDate: Sun, 12 Feb 2023 00:00:00 +000
Authors:Woulfin; Sarah
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Sadler, James Abstract: From Colorado and Connecticut to Florida and Texas, school shootings have struck the U.S. education system. In response, the fortification of schools has accelerated and deepened. Fortification entails prioritizing and instituting multiple types of infrastructure, technology, and routines that militarize schools while defining 'safety' as a function of the building and framing educators as responders to gun violence. Fortification asks educational administrators, teachers, and staff to work in new and different ways. It is vital to comprehend the structures, policies, conceptualizations, resources, and activities associated with fortification, as a taken for granted and costly response to gun violence in schools. We apply structure-agency theory to advance arguments on the fortification of schools. This article explicitly portrays how fortification occurs in racialized organizations. Our discussion of fortification sheds light on racist dimensions of school safety, operationalizes... PubDate: Mon, 6 Feb 2023 00:00:00 +0000
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