More than curriculum: the barriers to developing an anti-racist school culture at a middle school

Chikkatur, Anita

doi:10.1080/13613324.2021.1924134

Cited by 3 publications

(2 citation statements)

References 27 publications

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“…In our research, we seek to understand and illustrate the historical and contemporary roots of educational dispossession that result in unequal and often violent schooling experiences for Indigenous youth and youth of color (Chikkatur, 2021 ; Lozenski, 2022 ). Ironically, the communities we seek to build political solidarity with through our teaching, scholarship, and activism are often those who have been locked out of the very institutions we inhabit as faculty.…”

Section: Navigating the Contradictory Chronopolitics Of The Universit...mentioning

confidence: 99%

Bending time: lessons from critical, community-engaged, liberatory research

Lozenski,

Chikkatur

2023

Front. Res. Metr. Anal.

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In this article, we use the framework of chronopolitics and racialized time to explore our experiences as professors of color at predominantly white institutions who strive to do emancipatory, community-driven research. Our shared work as organizers for Education for Liberation Minnesota (EdLibMN), a grassroots organization working to bring together various constituencies in Minnesota to organize for educational justice, led us to think together about chronopolitics as a framework to understand how our scholarly commitments to social transformation and liberatory education impact our labor and teaching practices at our institutions. This framework allows us to examine our relationships with communities in our individual research and advocacy contexts as well as in our shared work as organizers for EdLibMN. In particular, we explore how the urgency and timeline of our community-based advocacy work and the rhythms and improvisation of participatory action research are juxtaposed with the surveillance and evaluation of our labor and the urgency of “tenure clocks” at our institutions. We end by discussing our own transformational learning through our collaborations with community researchers and organizers. We speculate about the possibilities of bending time–the chronopolitics of collective struggle and joy–that allows us to focus on building relationships as a central tenet of emancipatory research practices and to ensure our own health and wellbeing as scholar-activists of color.

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Section: Navigating the Contradictory Chronopolitics Of The Universit...mentioning

confidence: 99%

Bending time: lessons from critical, community-engaged, liberatory research

Lozenski,

Chikkatur

2023

Front. Res. Metr. Anal.

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“…For example, Kose (2007) finds that a principal facilitating social justice–oriented professional development for teachers created the leverage to implement equity-oriented policies that changed student educational outcomes. Policy processes at the school level can be open or closed to each of these groups of people, depending on the culture of the school and the ways that processes include or exclude various voices (Chikkatur, 2021). With respect to antiracist activism in education, policies pertain to various antiracism practices at the classroom and school levels.…”

Section: A Theoretical Framework For Exploring Antiracism Activism In...mentioning

confidence: 99%

Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity

2022

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Although antiracism activism has contributed to substantive progress under certain circumstances and in certain contexts, little research attempts to theorize how antiracism activism is manifest across contexts. In this article, we explore individual and collective antiracist actions within and outside schools. We introduce a theoretical framework that identifies four domains of activism—policy, community, leadership, and teaching and learning—in which activists operate to make a positive difference in promoting racial equity and antiracism in education. The framework offers a systemic way of thinking about antiracist activism in education and the importance of recognizing that several aspects of antiracist activism usually conceived as distinct are interrelated within and across domains. Indeed, antiracist education activism must be understood holistically and systemically if we seek to dismantle the racism that is woven into every piece of the education system.

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A Framework for Middle Level Curriculum: A Literature Review to Support the Middle Level Education Research Special Interest Group Research Agenda

Weiler,

Mertens,

Nagle

et al. 2024

Education Sciences

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This research synthesis, highlighting the middle level curriculum, was created as part of a working group within the American Education Research Association (AERA) Middle level Education Research Special Interest Group (MLER SIG) to advance middle level education research. The literature review that informed this research synthesis included middle level-focused, peer-reviewed journal articles from 2016 to the present. Synthesis of the literature and iterative analysis led to organizing a middle level curriculum framework to inform middle level researchers, which included five focused areas for inquiry: (a) the curriculum and equity of experience and opportunity; (b) stakeholder power and the curriculum (development, implementation, and accountability); (c) goals and purposes for the curriculum; (d) teacher learning, roles, and enactment related to the curriculum; and (e) young adolescent well-being and experiences with the curriculum. Twenty-six research questions were developed to support new research in middle level curriculum; each question was cross-referenced with the five categories in the middle level curriculum framework to create a robust starting point for research questions. Recommendations for middle level research include (a) the need for more longitudinal research studies focusing on varying aspects of middle level education, (b) the need for more large-scale research studies examining the same context (e.g., school) or multiple contexts (e.g., school districts) over time, and (c) the need for the MLER SIG to initiate and support research studies addressing one or more aspects of this research agenda and include large-scale data collection and potentially external funding.

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More than curriculum: the barriers to developing an anti-racist school culture at a middle school

Cited by 3 publications

References 27 publications

Bending time: lessons from critical, community-engaged, liberatory research

Bending time: lessons from critical, community-engaged, liberatory research

Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity

A Framework for Middle Level Curriculum: A Literature Review to Support the Middle Level Education Research Special Interest Group Research Agenda

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