We explore how experienced informal educators worked towards equitable and consequential opportunities for learning in informal STEM settings through pedagogical practice. Drawing from a justice-centered social practice stance we argue that pedagogical practice that promotes social transformation towards more just futures must confront and respond…

There is growing recognition of the potential for student-faculty/staff partnerships to attend to and redress inequities within postsecondary education. As a result, there are an increasing number of partnership initiatives and programs that foreground principles of equity and justice in their design and delivery. This article reports findings…

This paper aims to understand the nature of classrooms, "power containers" in Gidden's words (Giddens, 1986, p.136), in terms of inequality and power share. Inequalities in education have been a by-passed subject in Turkey for a long time, and classroom practices remained "black boxes" (Mehan, 1979, p.4). Thus, after a brief…

As the reliance on part-time faculty members in community colleges increases, it is imperative to understand their contributions toward student success. This article analyzes a large body of existing literature that examines the use of part-time faculty and their impact on student academic outcomes. The article utilizes Foucault's three modes of…

This article reports on findings from an ethnographic and comparative study examining interactions between educational systems and mutual respect in classrooms. I define mutual respect as the work of intervening on power asymmetries typically found in classrooms--both between teachers and students, and among students--by way of according children…

Traditionally, preservice teachers (PSTs) have been introduced and socialized to a cartoon of three children attempting to watch a baseball game as the prevailing definition of equity. Yet, in our sociopolitical context where Black, Brown, and LGBTQ+ children are continuously marginalized, we critique whether this simple construction of equity is…

Students with disabilities are continuously challenged in the classroom by educators' lack of knowing and these moments can lead to academic trauma. Through restorative justice practices a hearing faculty member and a Deaf+ student find common ground to unpack a challenging semester together. Using scholarly personal narrative methodology and…

This single-case case study explores the experiences of eight public school educators in the St. Louis area who support English Learners (ELs) and participate in Professional Learning Communities (PLCs). The public school system was not designed to support the diversity it is currently experiencing, and educators want to be able to support…

In this paper, we propose a teaching approach centered on community and care, aimed at fostering a democratic classroom environment. We highlight the communal co-creation of the Rights of the Learner (RoTL) as the foundation for establishing a shared responsibility atmosphere. Our interpretation of the RoTL challenges traditional power dynamics,…

As the number of displaced people increases, providing refugee-background students with critically engaging classrooms is essential. Supporting diverse learners, while focusing on issues of social justice and equity, critical literacy facilitates a perspective where texts are analyzed for underlying messages of power and sociopolitical issues.…

BACKGROUND: School discipline has potential life-long consequences for students. Disabled youth can be misunderstood and experience harsh discipline and are at increased risk for negative outcomes, yet little research includes their voices. The aim of this study was to explore past school discipline experiences among disabled adults. METHODS:…

In an increasingly diverse nation, rife with racial unrest and systemic inequities, it is the responsibility of educators to ensure the academic equity of all students. This participatory action research (PAR) sought to incorporate student voice into a culturally responsive coaching cycle in order to create equity and shared power between students…

Past research has indicated that teachers' use of relational power directly influences students' sense of empowerment and that students who feel empowered are more likely to be motivated. This phenomenological, retrospective study investigated gifted high school students' perceptions of power and empowerment within their classrooms and the…

This conceptual paper explored the fundamental barriers to successful equity training and professional development for teachers. This was done to show the need for a professional development series, based on Ting-Toomey and Chung's (2012) cultural value pattern analysis. Using the theoretical lens of post-colonial theory, the authors posit the…

Critical librarianship, or critlib, has made its way into the mainstream of library and information science through conferences, scholarly publications, social media, and other outlets. Over the past 10 years critical library instruction specifically has continued to be a much presented and published topic. Classes and other groups that come…