California State University (CSU): Open Journal Systems
Not a member yet
2976 research outputs found
Sort by
Voices of Resistance: Interdisciplinary approaches to Chican@ children\u27s literature
Get PDFVoices of resistance: Interdisciplinary approaches to Chican@ children\u27s literature gathers a wide range of experts from diverse academic fields in the analysis of Chicanx children’s and young adult (YA) literature. The editors convincingly make the case for the urgency of using multicultural children’s literature as a means for empowerment and social justice. The book provides a solid framework that is useful to multiple audiences–from caregivers, teachers, school leaders, community members, to teacher educators, and beyond. The book highlights the Chicanx history of resistance, as indicated in its title, situated in the various US socio-political contexts that have negatively impacted people of color since the country’s formation. The book reminds us of the important role that literature has on the lives of children; and its potential to either affirm an asset-based perspective connected to their lives, cultural identities, gender constructions, and home language practices of Chicanx children and youth, or to perpetuate harmful deficit views. Furthermore, the book reminds us that powerful children’s and YA literature can help raise Chicanx children’s consciousness, even from a young age, towards sustaining self-love in the uplifting of Chicanx identity, culture, and linguistic practices. (Rowman & Littlefield, 2018
Community Engagement: School and Family Partnerships to Support Mutual Learning
Get PDFCommunity engagement in schools that place parent voice at the forefront? Can mathematics be a place for restorative practices? In this article, we share our journey for a family-school partnerships modeled from the visioning of parents who dared to dream differently
Teachers of Color and Urban Charter Schools: Race, School Culture, and Teacher Turnover in the Charter Sector
Get PDFThis article explores working conditions in charter schools with varying rates of teacher turnover. Ethnographic data with 28 racially diverse teachers explores teachers’ experiences, their explanations for moving charter schools, and patterns of movement when teachers leave a charter school for another school. A brief conceptual framework was used to understand multiple dimensions of working conditions in charter schools for teachers of color. Findings indicate teachers most often made structural moves between charter types, primarily from charters managed by nonprofit organizations to standalone charter schools. Teachers of color describe tensions with sociocultural conditions that limited culturally inclusive practices. Discussion includes implications for policies that push to replicate charter schools in communities of color, particularly schools with poor working conditions associated with high turnover and weak propensities to retain teachers of color
Are California’s Charter Schools the New Separate-But-Equal “Schools of Excellence,” or Are They Worse Than Plessy?
Get PDFThe lack of quality education many charter schools offer disproportionately and adversely impacts communities of color. This article considered two models of charter school governance in use by California and Ohio. The first model posits that a fundamental tenet of charter schools is freedom from the burdensome bureaucracy traditional public schools bear. Based on the argument that deregulation enables charter schools to employ more innovative instructional and management practices, it assumes higher achievement scores would follow. The second model proposes to address educational inequality by increasing accountability on charter school authorizers by increasing regulatory practices. These models example the variety of governance models extant. In addition, arguments supporting each model are presented. The authors conclude with a discussion that supports the position that while autonomy is essential to maintaining the original objectives of charter schools, states must hold authorizers accountable for student achievement