This qualitative case study explored the opportunity gap between Black and White students in public schools in the United States. The problem addressed in this study is the existence of an opportunity gap between White and African American students in public schools. Addressing and closing the gap has long been a concern for families, researchers,…

Chile is a well-known country for its socio-economic and racial inequalities, especially in education. Despite it being prolific, research on educational inequalities has neglected the question about the persistence of colonial dynamics in the educational sphere and how the experience of colonisation has shaped contemporary social relations.…

Recent, widely publicized incidents of misinformation and disinformation underscore the need to equip Americans with the knowledge and skills required to navigate a changing media landscape. A key approach to accomplishing this involves education. A survey administered to public school teachers focused on the kinds of media literacy (ML)…

"Turning Points" invites readers to join in a dialogue about creating more responsive studio art pedagogies for all, following a global pandemic that forced art educators to do what many believed to be impossible: teach studio art online. Amidst this sudden shift, long-simmering social and political challenges pushed to the forefront,…

Recent calls for the decolonization of the academy demand recognition for diverse canons of knowledge. Asia's economic ascent also imparts rising confidence among Asian scholars and institutions to promote indigenous knowledge. While these global calls for emancipation are invigorating, decolonial scholarship is prone to sterile theorization,…

Based on 20 semi-structured interviews with faculty members from a mid-sized university in Western Canada, this paper offers an examination of research participants' experiences and perceptions of classroom incivility, particularly those that are shaped by social factors such as identity markers (race, ethnicity, gender) as well as cultural…

Drawing on a sociocultural understanding of identities as multiple and fluid, we investigate how six practicing teachers recruited their biographical resources in constituting their discourse identities in interviews. The South African context allows us to consider how systemic inequality shapes the identity resources available to teachers from…

Research indicates that school discipline practices are inequitable based on student race, class, and gender; yet, few studies highlight students' voices regarding their experiences with these practices. Further, we know that positive teacher--student relationships are a significant factor in student academic achievement and success. This article…

This mixed-methods outcomes study investigated the number of in-school and out-of-school suspension reports before and after the implementation of a preventative-based discipline method, classroom circles. The study was guided by five research questions, (1) What is the relationship between the use of classroom circles school-wide and ISS and OSS…

This paper reports on the process of understanding myself and my pre-service teacher education students better through my lecture reflections and deliberations with critical friends as I taught a South African film entitled Tsotsi. Conversations with colleagues deepened my analysis as I was challenged to revisit my musings on lecture reflections,…

This dissertation will examine athletic academic advisors' professional beliefs regarding academic challenges and preferred advising style for supporting the retention and matriculation of Black male student-athletes. Drawing on the key principles of intersectionality as a conceptual framework, I hypothesize that athletic academic advisors with…

What if the families of students most impacted by the opportunity gap somehow had the power to organize whatever activities they felt would best help their children succeed? That's the question that began Families with Power/Familias con Poder (FWP), a grassroots organization of low-income students and caregivers in Northampton, MA. Through…

This article describes the implementation process of a top-down dual-language bilingual education (DLBE) program in a large urban district, specifically examining the development of one-way (OW) and two-way (TW) DLBE programs. We explored how teachers made sense of, interpreted, and executed the educational language policy with these two distinct…

With most elementary dual language bilingual education (DLBE) programs being implemented as strands within schools, tensions related to inequities, unequal distribution of resources, and academic quality and demographic differences often arise. Based on a longitudinal ethnographic study and two interview phases with DLBE and mainstream teachers,…

This article explores the ways in which high school teachers understand their students in relation to their own racialized social class backgrounds. It problematizes ethnic outsider inabilities to engage teaching philosophies and practices, which render teachers unable to create constructive dialogues with students that have been marginalized in…