Education Reform (by author)

Abendroth, Mark. “Arts and Activism For All: Across the Curriculum and Beyond School Walls.” SoJo Journal 6, no. 1/2 (2020): 113–24. https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=150098314&site=ehost-live. Cite

Alzate González, Jennifer. “Anti-Racist Activism and Community Self-Care at the University of Michigan.” Souls (Boulder, Colo.) 17, no. 1–2 (2015): 11–19. https://doi.org/10.1080/10999949.2015.998569. Cite

Ash, Allison N., Redgina Hill, Stephen Risdon, and Alexander Jun. “Anti-Racism in Higher Education: A Model for Change.” Race and Pedagogy Journal: Teaching and Learning for Justice 4, no. 3 (2020): 2. https://soundideas.pugetsound.edu/rpj/vol4/iss3/2/. 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

Bell, Myrtle P., Daphne Berry, Joy Leopold, and Stella Nkomo. “Making Black Lives Matter in Academia: A Black Feminist Call for Collective Action against Anti‐blackness in the Academy.” Gender, Work, and Organization 28, no. S1 (2021): 39–57. https://doi.org/10.1111/gwao.12555. 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

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

Brunsma, David L., David G. Embrick, and Jean H. Shin. “Graduate Students of Color: Race, Racism, and Mentoring in the White Waters of Academia.” Sociology of Race and Ethnicity 3, no. 1 (2017): 1–13. https://doi.org/10.1177/2332649216681565. 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

Dunlap, Rudy. “Recreating Culture: Slow Food as a Leisure Education Movement.” World Leisure Journal 54, no. 1 (2012): 38–47. https://doi.org/10.1080/04419057.2012.668038. 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

Gahman, Levi, and Gabrielle Legault. “Disrupting the Settler Colonial University: Decolonial Praxis and Place-Based Education in the Okanagan Valley (British Columbia).” Capitalism Nature Socialism 30, no. 1 (2019): 50–69. https://doi.org/10.1080/10455752.2017.1368680. Cite

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

Griffin, Kimberly A., Jeni L. Hart, Roger L. Worthington, Kurubel Belay, and Jeffrey G. Yeung. “Race-Related Activism: How Do Higher Education Diversity Professionals Respond?” The Review of Higher Education 43, no. 2 (2019): 667–96. https://doi.org/10.1353/rhe.2019.0114. Cite

Gutierrez, Rhoda Rae, and Pauline Lipman. “Toward Social Movement Activist Research.” International Journal of Qualitative Studies in Education 29, no. 10 (2016): 1241–54. https://doi.org/10.1080/09518398.2016.1192696. Cite

Johnson, Shelly. “Indigenizing Higher Education and the Calls to Action: Awakening to Personal, Political, and Academic Responsibilities.” Canadian Social Work Review 33, no. 1 (2016): 133–39. https://doi.org/10.7202/1037096ar. Cite

Karger, Howard Jacob, and Marie Theresa Herndndez. “The Decline of the Public Intellectual in Social Work.” The Journal of Sociology & Social Welfare 31, no. 3 (2004). https://scholarworks.wmich.edu/jssw/vol31/iss3/4. Cite

Kishimoto, Kyoko. “Anti-Racist Pedagogy: From Faculty’s Self-Reflection to Organizing within and beyond the Classroom.” Race Ethnicity and Education 21, no. 4 (2018): 540–54. https://doi.org/10.1080/13613324.2016.1248824. 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

Linder, Chris, Jessica C. Harris, Evette L. Allen, and Bryan Hubain. “Building Inclusive Pedagogy: Recommendations From a National Study of Students of Color in Higher Education and Student Affairs Graduate Programs.” Equity & Excellence in Education 48, no. 2 (2015): 178–94. https://doi.org/10.1080/10665684.2014.959270. 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

Monea, Bethany, Joselyn Andrade, Perla I. Gonzalez, and Mikaela Pozo. “Beyond Words: Reimagining Education through Art and Activism.” Penn GSE Perspectives on Urban Education 18, no. 1 (2020): 1–12. https://eric.ed.gov/?id=EJ1275904. Cite

Patton, Lori D. “Disrupting Postsecondary Prose: Toward a Critical Race Theory of Higher Education.” Urban Education 51, no. 3 (2016): 315–42. https://doi.org/10.1177/0042085915602542. Cite

Recana, Jaime Red. “Student Activism and Implications for Academic Governance in the Bicol University, Legazpi City, Philippines.” [Beginning of Chapter 1:] Student activism in the Philippines is a phenomenon of the twentieth century, It is considered an educational problem of recent vintage by the Philippine Department of Education, the government’s national agency, which has a powerp over all institutions of learning in the country. Today student activism is a cause for a “dislocation of the educational system" in the country--characterized by disruption of classes, destruction of school property, and the wounding and death of some student participants and innocent bystanders.  The demands of the students were varied and many. The student demands at the university level were: (1) the right to have competent professors, adequate libraries and physical facilities; (2) the right to have a voice in the formulation of policies of the school with respect to student-faculty relations as well as student-administration relations; (3) reasonable tuition fees; (4) academic freedom within the campus; (5) the right to be apprised of the rules and regulations of the institutions; (6) the right to be heard before any penalties are imposed, and in particular, when the penalty is suspension or expulsion; and (7) the right to fair and humane treatment., Bicol University, 1973. https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=3954&context=dissertations. 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

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

Tachine, Amanda R., and Nolan L. Cabrera. “‘I’ll Be Right Behind You’: Native American Families, Land Debt, and College Affordability.” AERA Open 7 (2021): 23328584211025520. https://doi.org/10.1177/23328584211025522. Cite

Twitter. “Twitter, #TeachTruth (Hashtag).” Social Media Search. Twitter. Accessed September 3, 2021. https://twitter.com/hashtag/teachtruth. Cite

Wun, Connie. “Unaccounted Foundations: Black Girls, Anti-Black Racism, and Punishment in Schools.” Critical Sociology 42, no. 4–5 (2016): 737–50. https://doi.org/10.1177/0896920514560444. Cite