CLEARvoz Journal (Center for Leadership, Equity and Research)
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Skill Identity: Creating Social Capital and Social Justice
Full text linkMany experiences in physical education class focus around competitive activities. Middle school is an important time for students, as they shape their physical identity. Creating a foundation of skill during these activities, may promote a lifetime of future physical behaviors. Therefore, attaining physical skill can create social capital, ultimately a form of social justice, as individuals may use this foundation to be physically active throughout their lives. During middle school, however, physical activity declines. This decrease in physical activity, perhaps, limits physical possibilities later in life. To examine this injustice, the term “skill identity” has been created. Skill identity acts as a new lens for educators to reflect on their practice. The following will be discussed: a) competitive activities and physical education class (skill, identity, and social justice and injustice), and b) identity, social capital, and justice (creating strong or weak skill identities, the teacher, and gender and race)
Between a Rock and a Hard Place: Minoritized Communities, Urban School Reform, School Policies, and Mayoral Control
Full text linkThe purpose of this study is to explore a federal turnaround policy under a mayoral-controlled Northeastern school district that began in 2013. The study utilizes discourse and document analysis and interviews, as well as a life history methodology to explore the perspectives of educators, local politicians, and community activists from Black and Latinx communities, as well as other minoritized populations, within the jurisdiction of the school district. The framework for this study draws on a critical analysis of educational policy studies and utilizes Sandra Stein’s (2004) Culture of Education Policy framework to highlight discourses and language used to frame individuals and groups. This study analyzes a forced leadership change and focuses on a particular elementary school as a result of the implementation of a turnaround policy, and offers some implications for educational policy, reform, and leadership practices
Academic Assessment of English Learning School-Aged Children with Suspected Learning Disabilities
Full text linkThe investigators sought to determine whether education evaluators, mainly school psychologists, complied with federal, state, and professional practice guidelines when assessing English learning (EL) school-aged children suspected of a learning disability in three northern California school districts. In accordance with the Individuals with Disabilities Education Improvement Act (U.S. Congress, 2004), all intellectual and academic assessments must be selected and administered by properly trained assessors so as not to be racially, culturally, and linguistically inappropriate. The investigators reviewed the academic assessment reports of 88 EL children who, at the time of the study, had been receiving both special education as well as English as a Second Language instruction. We investigated the cumulative files to identify if evaluators consider the student’s primary language by using culturally appropriate tests and interpreters, communicating with families, and consideration other important factors such as their attendance, grades, sex, and other factors. The investigators discovered that out of the 88 children, 76 were assessed in English only although all spoke English as their second language. In addition, none of the school psychologists employed the use of an interpreter during any portion of the assessment process. Findings present a compelling case for greater university program and local in-service training on appropriate assessment procedures for school psychologists when assessing EL children for LD
Book Review
Full text linkProgressive Dystopia: Abolition, Antiblackness and Schooling in San Francisc
A Descriptive Study of the Case of Eaveston School District: Core Values from Deficit-Based to Asset-Based
Full text linkA growing body of research has linked educational leadership and student achievement; however, the oppression of students of diverse race, ethnicity, and social class has perpetuated inequities and educational gaps for decades across the United States. Some educational leaders who care deeply about equity and social justice are examining their core values, behaviors, and beliefs, as well as their organization’s policies and practices to identify and implement knowledge and skills that disrupt the inequities producing educational and opportunity gaps. This article reports findings that are part of a larger qualitative descriptive case study that investigated the implementation and experiences of Eaveston School District’s intentional journey to become a culturally proficient school district. For this article, the authors included findings related to (1) how the implementation of the Cultural Proficiency Framework influenced change, and (2) the challenges educational leaders face while implementing the work of Cultural Proficiency. The findings and conclusions of the study suggest that educators can lead organizational change and increase equity, access, and inclusion for all students by using the Four Tools of Cultural Proficiency to cause shifts from deficit-based to asset-based mindsets about students
Foreword: Silver Lining in the Midst of the Perfect Storm
Full text linkAs we conclude this summer in the midst of a health crisis, much has been happening globally. Notably, the COVID-19 is on everyone’s mind and is at the forefront of social, political, and certainly educational institutions’ agendas. Emotions run high, of course, since these are largely unprecedented times and uncharted territories which have led to a lot of floundering about the best approach to face these challenges.
Introduction to the Special Issue
Full text linkTo illustrate the commitment of the Center for Leadership, Equity and Research, we came together to develop a theme for this special issue of the Journal for Leadership, Equity, and Research (JLER)..
From Ally to Activist: Embracing Activism as an essential component of Social Justice Educational Leadership to Combat Injustice in American Schools
Full text linkEducational leaders must embrace activism as central to their efforts to combat racism and other unjust policies in schools. Social justice activism is an intentional action with the goal of bringing about positive social change. It requires leaders to accept their responsibility to actively resist exclusion, prejudice and injustice in our educational system, despite internal or external pressure from others who may thwart their efforts to promote social justice. The aim of this article is to bring to the forefront how social justice education leadership and social activism must be coupled as essential tools within the blueprint to end injustice. This article begins with defining the terms: ally (alliance), advocate (advocacy) or activist (activism) as they relate to social justice leadership in education and places them upon a newly constructed continuum (Social Justice Action Continuum) to battle overt racism and the “New Racism”. The continuum recognizes that educational leaders need an objective measure of their level of commitment to lead social change to fully understand the benefits and consequences. The article proposes a paradigm shift in educational leader preparation, which focuses on social justice activism
Andean Pedagogies Intersecting the Photovoice Process
Full text linkFor decades social researchers have explored indigenous knowledges and practices, yet decisive input by Quechuan peoples in the research process has remained minimal, nearly non-existent. This non-participatory approach to research about Quechuan peoples, cultures, and languages has reproduced asymmetric relationships between subject and expert, enabling a prescribed set of research which obscures Andean methodologies. For informative results which truly represent Andean pedagogies, couple decolonial thinking with photovoice, a visual participatory methodology rooted in Freirean thought. Participatory research prevents the disregard of cogent, pre-colonial ways of knowing. This paper conceptualizes Andean pedagogies, indigenous-mestizo practices that emerged during a photovoice study with Andean college students in Cusco, Peru. Acting as collaborators as well as participants, these students helped determine the scope, goals, and actions of this work. Andean pedagogies such as muyu muyurispa, tinku, and kuka akulliy reconfigured this photovoice process and disrupted coloniality processes which obscure research with Andean peoples. The practice of decolonial thinking during participatory research projects disrupts asymmetric, deliberate, or unintentional power relations between participants and investigators
Foreword: The Power of Testimonios for Empowerment
Full text linkLast summer, I was invited to speak at the Fulbright Pre-Departure Orientation sponsored by the State Department and the Institute of International Education (IIE). The four-day event hosted the outgoing cohorts of Fulbright grantees. My sessions ..