ABSTRACT Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages s... more ABSTRACT Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participated in CCI pedagogy reported increases in ethnic identity and civic self-efficacy. These findings indicate the importance of supportive adult relationships, inquiry-based learning, and critical conversations about social and educational inequities in promoting the psychological empowerment of marginalized students.
The state of Indiana recommended a committee be formed to address the disproportional representat... more The state of Indiana recommended a committee be formed to address the disproportional representation of black youth in out-of-home placements. In response, the Indiana Disproportionality Committee (IDC) was established. This article presents the development, objectives and future of the IDC. One of the objectives, research, will be offered as an example of the committee's collaborative strategies. The IDC, in partnership with another organization, has begun exploring relationships between ethnicity, risk factors and treatment outcomes. The results of this research effort have examined disproportion and disparity, leading the IDC to identify needs for change within the state. Barriers and successes of the IDC will be shared, so that others can use these efforts to guide their own strategies to reduce disproportionality.
Page 40. CHAPTER 2 ASKING THE RIGHT QUESTIONS IN URBAN EDUCATION RESEARCH The Role of Privilege W... more Page 40. CHAPTER 2 ASKING THE RIGHT QUESTIONS IN URBAN EDUCATION RESEARCH The Role of Privilege Wanda J. Blanchett and Shelley D. Zion If you have come to help me, you are wasting your time. But if you ...
Historically marginalized students continue to experience opportunity gaps in our schools and ine... more Historically marginalized students continue to experience opportunity gaps in our schools and inequities in their communities. To change these contexts, we want students to develop the skills, mindsets, and ability to act against oppression. In order for that to occur, educators must have support and opportunities to learn and practice acting as agents of change against oppression in the educational system. This challenge is particularly salient given that a majority of teachers are White and middle class, and thus have different backgrounds from the youth they seek to support. This exploratory study examined whether and how educators who participated in a project called critical civic inquiry (CCI) experienced sociopolitical development. Data including video observations, written assignments, online discussion boards, and individual interviews. The paper focuses on the experiences of five White educators in urban middle schools who participated in a yearlong CCI course, which was designed to support them in implementing critical pedagogy, student voice, sociopolitical development, and participatory action research in their classrooms. In this paper, we discuss how enacting a critical pedagogy as a participant in CCI may have impacted the sociopolitical development of teachers.
ABSTRACT Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages s... more ABSTRACT Critical Civic Inquiry (CCI) is a transformative student voice initiative that engages students in critical conversations about educational equity and inquiry-based learning to increase student voice and promote civic action. A quasi-experimental study was conducted to assess if participation in CCI increased the psychological empowerment (as measured through ethnic identity and civic self-efficacy) of high school students. Students who participated in CCI pedagogy reported increases in ethnic identity and civic self-efficacy. These findings indicate the importance of supportive adult relationships, inquiry-based learning, and critical conversations about social and educational inequities in promoting the psychological empowerment of marginalized students.
The state of Indiana recommended a committee be formed to address the disproportional representat... more The state of Indiana recommended a committee be formed to address the disproportional representation of black youth in out-of-home placements. In response, the Indiana Disproportionality Committee (IDC) was established. This article presents the development, objectives and future of the IDC. One of the objectives, research, will be offered as an example of the committee's collaborative strategies. The IDC, in partnership with another organization, has begun exploring relationships between ethnicity, risk factors and treatment outcomes. The results of this research effort have examined disproportion and disparity, leading the IDC to identify needs for change within the state. Barriers and successes of the IDC will be shared, so that others can use these efforts to guide their own strategies to reduce disproportionality.
Page 40. CHAPTER 2 ASKING THE RIGHT QUESTIONS IN URBAN EDUCATION RESEARCH The Role of Privilege W... more Page 40. CHAPTER 2 ASKING THE RIGHT QUESTIONS IN URBAN EDUCATION RESEARCH The Role of Privilege Wanda J. Blanchett and Shelley D. Zion If you have come to help me, you are wasting your time. But if you ...
Historically marginalized students continue to experience opportunity gaps in our schools and ine... more Historically marginalized students continue to experience opportunity gaps in our schools and inequities in their communities. To change these contexts, we want students to develop the skills, mindsets, and ability to act against oppression. In order for that to occur, educators must have support and opportunities to learn and practice acting as agents of change against oppression in the educational system. This challenge is particularly salient given that a majority of teachers are White and middle class, and thus have different backgrounds from the youth they seek to support. This exploratory study examined whether and how educators who participated in a project called critical civic inquiry (CCI) experienced sociopolitical development. Data including video observations, written assignments, online discussion boards, and individual interviews. The paper focuses on the experiences of five White educators in urban middle schools who participated in a yearlong CCI course, which was designed to support them in implementing critical pedagogy, student voice, sociopolitical development, and participatory action research in their classrooms. In this paper, we discuss how enacting a critical pedagogy as a participant in CCI may have impacted the sociopolitical development of teachers.
The purpose of our Research-Practice Partnership (RPP) with the Camden City School District (CCSD... more The purpose of our Research-Practice Partnership (RPP) with the Camden City School District (CCSD) was to design and conduct an equity audit of its 18 district-run schools to determine where inequities exist. This multi-layered, mixed methods study aimed to understand what systems are in place that support or hinder students, faculty, and/or staff in their educational and professional development. Co-investigators reviewed existing data from the district, collected survey data from students, families, and educators, and then dug deeper via interviews, observations, and focus groups to answer specific research questions focused on the impact of culturally responsive pedagogy and curriculum, teacher disposition, school culture, and student supports and services.
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