LowerEd Students

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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

 
Gouvea, Julia Svoboda. “Antiracism and the Problems with ‘Achievement Gaps’ in STEM Education.” CBE—Life Sciences Education 20, no. 1 (2021): fe2. https://doi.org/10.1187/cbe.20-12-0291. Cite
Wright, William Terrell, Heidi Lyn Hadley, and Kevin J. Burke. “‘No, We Should Do It’: Youth Training Youth in Activist Research Methods.” The Urban Review 52, no. 5 (2020): 970–91. https://doi.org/10.1007/s11256-020-00589-5. 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
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
Sheth, Manali J. “Grappling with Racism as Foundational Practice of Science Teaching.” Science Education (Salem, Mass.) 103, no. 1 (2019): 37–60. https://doi.org/10.1002/sce.21450. Cite
Au, Wayne. “Meritocracy 2.0: High-Stakes, Standardized Testing as a Racial Project of Neoliberal Multiculturalism.” Educational Policy 30, no. 1 (2016): 39–62. https://doi.org/10.1177/0895904815614916. 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
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
Gonzales, Roberto. “Left Out But Not Shut Down: Political Activism and the Undocumented Student Movement.” Northwestern Journal of Law & Social Policy 3, no. 2 (2008): 219–39. https://scholarlycommons.law.northwestern.edu/njlsp/vol3/iss2/4. Cite
McIntyre, Alice, Nikolaos Chatzopoulos, Anastasia Politi, and Julieta Roz. “Participatory Action Research: Collective Reflections on Gender, Culture, and Language.” Teaching and Teacher Education 23, no. 5 (2007): 748–56. https://doi.org/10.1016/j.tate.2006.12.025. 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