LowerEd Teaching

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General topics: Capitalism | Development (and Alternative development) | Diversity | Globalization | Neoliberalism (➦ Corporatization of the university) | Social justice
Note: The above are some topics that research activists tend to discuss as general concepts related to causes. But these general topics do not cover all specific causes and issues actually addressed (for which see below).
Specific causes & issues: Ageism | AI Bias | AIDS | Antiracism (see also Racism) | Antiwar | Apartheid | Caste antidiscrimination | Censorship | Childcare | Class discrimination | Decolonization | Digital justice | Disability rights | Drugs | Education reform (➦ In HigherEd) | Economic Inequality | Environment (➦ Biodiversity ➦ Climate change ➦ Environmental justice) | Feminist activism | Food justice (➦ Food sovereignty | Slow food) | Freedom of speech | Gender equality (➦ Reproductive labor [See also Womens rights]) | Health care reform (➦ Health advocacy) | Heteronormativity (➦ Toxic masculinity) | Housing & zoning issues (➦ Gentrification ➦ Houselessness (including homelessness) ➦ Housing reform ➦ Skidrow) | Human rights | Indigenous rights | Information access | Infrastructure | Labor activism (➦ Adjunct instructors | Anti-work | Care work | Domestic work | Feminized labor | Reproductive labor | Sex work | Unionization) | Land politics | Language activism (➦ Linguistic discrimination | Linguistic diversity) | Legal system (➦ Criminal justice system ➦ Police reform ➦ Prison abolition) | Medical system reform | Mental health | Microaggressions | Population movement (➦ Forced displacement ★ Migration ➦ Immigration ★ Immigration activism ★ Undocumented residents rights) | Prison change (➦ Prison abolition ➦ Prison reform) | Racism (see also Antiracism) | Reproductive justice (➦ Abortion | Reproductive labor) | Right-wing activism | Surveillance | Trade treaties | Water justice | Women's rights (➦ Feminicide ➦ Violence against women)

General topics: [TBD]
Age & generation groups: Children | Youth | Elderly | Generations (➦ [TBD])
Citizenship, residency, migrant groups: Citizens | Immigrants | Migrants | Refugees | Undocumented residents
Gender groups: LGBTQ | Men | Women
Economic groups: [TBD]
Professional & Occupational groups: (See also in this menu under "In Disciplines & Professions" > "Professions") Knowledge workers | Professionals | Veterans
Religious groups: [TBD]

Issues in LowerEd Research Activism: Discipline | Preservice teaching | Teaching | Curriculum (re)design
LowerEd Personnel & Research/Activism: Administration | Students

General topics: [TBD]
Arts (Creative & Performing Arts): Architecture | Art (➦ Digital arts ➦ Street art ➦ Textile art) | Music (➦ Ethnomusicology) | Performance studies | Theater
Science, Technology, Engineering, Mathematics (STEM): AI (artificial intelligence) | Computer science | Data science | Engineering (➦ In Silicon Valley) | Environmental sciences
"None, or All of the Above": Organic intellectuals | Public intellectuals

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Explanation: The content of the Research + Activism Bibliography is kept as a group library in the Zotero bibliography manager, and then pulled into this WordPress site through the ZotPress plug-in. Showing the bibliography on our WordPress site allows us to organize and narrate tagged categories to create what amounts to a conceptual map. But search capabilities are simpler. More advanced searching is available through direct online access to our Zotero bibliogaphy (but Zotero's own interface does not allow us to organize and narrate our tags).
For more advanced and granular search by author, title, year, and tag (with abstracts available), use the online interface of the Zotero group library holding our content. Click on "Go to Arrow to right, black Zotero"
Online inferface of Zotero library underlying the Research + Activism Bibliograpy.
Online inferface of Zotero library underlying the Research + Activism Bibliograpy.

by Date by Author

 
Schey, Ryan. “Queer Compositions in a U.S. Secondary Classroom: Genre, Citationality, and Linguistic Racism.” Reading Research Quarterly 57, no. 1 (2022): 205–25. https://doi.org/10.1002/rrq.382. Cite
Upadhyay, Bhaskar, Erin Atwood, and Baliram Tharu. “Antiracist Pedagogy in a High School Science Class: A Case of a High School Science Teacher in an Indigenous School.” Journal of Science Teacher Education 31, no. 5 (2021): 518–36. https://doi.org/10.1080/1046560X.2020.1869886. Cite
Clark, Meredith D. “Remaking the #Syllabus: Crowdsourcing Resistance Praxis as Critical Public Pedagogy.” Communication, Culture & Critique 13, no. 2 (2020): 222–41. https://doi.org/10.1093/ccc/tcaa017. Cite
Eaton, Emily M., and Nick A. Day. “Petro-Pedagogy: Fossil Fuel Interests and the Obstruction of Climate Justice in Public Education.” Environmental Education Research 26, no. 4 (2020): 457–73. https://doi.org/10.1080/13504622.2019.1650164. Cite
Hoffman, James V. “Practicing Imagination and Activism in Literacy Research, Teaching, and Teacher Education: I Still Don’t Know How to Change the World With Rocks.” Literacy Research: Theory, Method, and Practice 69, no. 1 (2020): 79–98. https://doi.org/10.1177/2381336920938670. Cite
Mattsson, Christer, and Thomas Johansson. “The Hateful Other: Neo-Nazis in School and Teachers’ Strategies for Handling Racism.” British Journal of Sociology of Education 41, no. 8 (2020): 1149–63. https://doi.org/10.1080/01425692.2020.1823204. Cite
Miller, Erin T., and Samuel J. Tanner. “‘There Can Be No Racial Improvisation in White Supremacy’: What We Can Learn When Anti-Racist Pedagogy Fails.” Journal of Curriculum and Pedagogy 16, no. 1 (2019): 72–96. https://doi.org/10.1080/15505170.2018.1525448. Cite
Pearce, Sarah. “‘It Was the Small Things’: Using the Concept of Racial Microaggressions as a Tool for Talking to New Teachers about Racism.” Teaching and Teacher Education 79 (2019): 83–92. https://doi.org/10.1016/j.tate.2018.12.009. Cite
Darragh, Janine J., and Gina Mikel Petrie. “‘I Feel like I’m Teaching in a Landmine’: Teaching in the Context of Political Trauma.” Teaching and Teacher Education 80 (2019): 180–89. https://doi.org/10.1016/j.tate.2019.01.013. Cite
Brooks, Jeffrey S., and Terri N. Watson. “School Leadership and Racism: An Ecological Perspective.” Urban Education 54, no. 5 (2019): 631–55. https://doi.org/10.1177/0042085918783821. Cite
Higgins, Marc, and Sara Tolbert. “A Syllabus for Response-Able Inheritance in Science Education.” Parallax (Leeds, England) 24, no. 3 (2018): 273–94. https://doi.org/10.1080/13534645.2018.1496579. Cite
Westerlund, Heidi, and Heidi Partti. “A Cosmopolitan Culture-Bearer as Activist: Striving for Gender Inclusion in Nepali Music Education.” International Journal of Music Education 36, no. 4 (2018): 533–46. https://doi.org/10.1177/0255761418771094. Cite
Green, Ambra L., and Melissa Stormont. “Creating Culturally Responsive and Evidence-Based Lessons for Diverse Learners with Disabilities.” Intervention in School and Clinic 53, no. 3 (2018): 138–45. https://doi.org/10.1177/1053451217702114. Cite
Davis, Julius, and Danny Bernard Martin. “Racism, Assessment, and Instructional Practices: Implications for Mathematics Teachers of African American Students.” Journal of Urban Mathematics Education 11 (2018): 45–68. https://doi.org/10.21423/jume-v11i1-2a358. Cite
Brown, Keffrelyn D. “Race as a Durable and Shifting Idea: How Black Millennial Preservice Teachers Understand Race, Racism, and Teaching.” Peabody Journal of Education 93, no. 1 (2018): 106–20. https://doi.org/10.1080/0161956X.2017.1403183. Cite
Pabon, Amber Jean-Marie. “Becoming a Critical English Teacher Educator When# Blacklivesmatter.” In Becoming Critical Teacher Educators, 144–53. Routledge, 2017. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315400945-15/becoming-critical-english-teacher-educator-blacklivesmatter-amber-jean-marie-pabon. Cite
Kohli, Rita, Marcos Pizarro, and Arturo Nevárez. “The ‘New Racism’ of K–12 Schools: Centering Critical Research on Racism.” Review of Research in Education 41, no. 1 (2017): 182–202. https://doi.org/10.3102/0091732X16686949. Cite
Laes, Tuulikki, and Patrick Schmidt. “Activism within Music Education: Working towards Inclusion and Policy Change in the Finnish Music School Context.” British Journal of Music Education 33, no. 1 (2016): 5–23. https://doi.org/10.1017/S0265051715000224. Cite
Dover, Alison G., Nick Henning, and Ruchi Agarwal-Rangnath. “Reclaiming Agency: Justice-Oriented Social Studies Teachers Respond to Changing Curricular Standards.” Teaching and Teacher Education 59 (2016): 457–67. https://doi.org/10.1016/j.tate.2016.07.016. Cite
Simon, Rob. “‘I’m Fighting My Fight, and I’m Not Alone Anymore’: The Influence of Communities of Inquiry.” English Education 48, no. 1 (2015): 41–71. https://www.jstor.org/stable/24570910. Cite
Parkhouse, Hillary. “Presenting Precious Knowledge: Using Film to Model Culturally Sustaining Pedagogy and Youth Civic Activism for Social Studies Teachers.” The New Educator 11, no. 3 (2015): 204–26. https://doi.org/10.1080/1547688X.2014.964431. Cite
Mayo, J. B. “Youth Work in Gay Straight Alliances: Curriculum, Pedagogy, and Activist Development.” Child & Youth Services 36, no. 1 (2015): 79–93. https://doi.org/10.1080/0145935X.2015.1015887. Cite
Martin, Jennifer L. “Critical Race Theory, Hip Hop, and Huck Finn: Narrative Inquiry in a High School English Classroom.” The Urban Review 46, no. 2 (2014): 244–67. https://doi.org/NA. Cite
Johnson, Lindy L., Tobie Bass, and Matt Hicks. “Creating Critical Spaces for Youth Activists.” In Teaching towards Democracy with Postmodern and Popular Culture Texts, 37–58. Brill Sense, 2014. https://link.springer.com/chapter/10.1007/978-94-6209-875-6_4. Cite
Simon, Rob, and Gerald Campano. “Activist Literacies: Teacher Research as Resistance to the" Normal Curve".” Journal of Language and Literacy Education 9, no. 1 (2013): 21–39. https://eric.ed.gov/?id=EJ1008171. Cite
Yogev, Esther, and Nir Michaeli. “Teachers as Society-Involved ‘Organic Intellectuals’: Training Teachers in a Political Context.” Journal of Teacher Education 62, no. 3 (2011): 312–24. https://doi.org/10.1177/0022487110397841. Cite
Greene, Maxine. Releasing the Imagination: Essays on Education, the Arts, and Social Change. San Francisco: Wiley [u.a.], 2011. Cite
Fine, Michelle. “Postcards from Metro America: Reflections on Youth Participatory Action Research for Urban Justice.” The Urban Review 41, no. 1 (2009): 1–6. https://doi.org/10.1007/s11256-008-0099-5. Cite
Torre, María Elena. “Participatory Action Research and Critical Race Theory: Fueling Spaces for Nos-Otras to Research.” The Urban Review 41, no. 1 (2009): 106–20. https://doi.org/10.1007/s11256-008-0097-7. Cite
Stovall, David. “Critical Race Theory as Educational Protest: POWER and PRAXIS.” Counterpoints, Black Protest Thought and Education, 237 (2005): 197–211. https://doi.org/NA. Cite
Lynn, Marvin. “Critical Race Theory and the Perspectives of Black Men Teachers in the Los Angeles Public Schools.” Equity & Excellence in Education 35, no. 2 (2002): 119–30. https://doi.org/10.1080/713845287. Cite
Twitter. “Twitter, #TeachTruth (Hashtag).” Social Media Search. Twitter. Accessed September 3, 2021. https://twitter.com/hashtag/teachtruth. Cite