- Swarthmore College
Dept. of Educational Studies
500 College Ave
Swarthmore, PA 19081
Edwin Mayorga
Swarthmore College, Educational Studies, Faculty Member
- Critical Theory, History, Policy Analysis/Policy Studies, Urban Geography, Education, Urban Education, and 20 moreLatino/A Studies, Critical Race Theory, Race and Ethnicity, Elementary Education, Education Policy, Discourse Analysis, Neoliberalism, Teacher Education Program, Social Justice in Education, Antiracist Education, Family and Community Engagement for Social and Academic Success, Diversity & Equity In Teacher Education, Home Growing Approaches In Teacher Education, Sociocultural Notions of Ser Bien Educado and Being Well Educated, Higher Education, Social Justice, Open Access, Social Inequality, Online Education, and Educational studiesedit
Research Interests:
Research Interests:
Research Interests:
Research Interests:
The third issue of #CritEdPol, Journal of Critical Education Policy Studies at Swarthmore College
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Background/Context: Over the last 60 years, U.S. Latinxs have become the largest minoritized ethnic groups in the United States and U.S. schools, and despite progress and investments attained through activism in the streets, in the... more
Background/Context: Over the last 60 years, U.S. Latinxs have become the largest minoritized ethnic groups in the United States and U.S. schools, and despite progress and investments attained through activism in the streets, in the courtroom, in policy, and in research, schools chronically underserve Latinx youth, and they are as undereducated and underprepared today as they were in the 1960s. Findings like low rates of participation in early childhood programs, low graduation rates, and underpreparation for college success have led policymakers and scholars to declare that we are in the midst of a “Latinx education crisis.” Purpose/Objective/Research Question/Focus of Study: In this article, I think through the late Jean Anyon’s political economic “mode of study” as part of working toward a race radical approach to understanding and addressing the complexities of U.S. Latinx urban education. Setting/Population: The study takes place in the New York City neighborhood of East Harlem ...
Research Interests:
In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The white supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of... more
In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The white supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. The authors contemplate what a race radical, #BLM-aligned, approach to urban teacher education might look like. The article concludes by addressing ways that teacher educators must be in active solidarity with the #BLM movement in order to better prepare teachers who understand that the lives of their students matter within and outside of their classrooms.
In this introduction to the special issue, the editors argue that struggles over the meaning(s) of race inform and are informed by educational policy deliberation and implementation. Educational policy, then, contributes to the “common... more
In this introduction to the special issue, the editors argue that struggles over the meaning(s) of race inform and are informed by educational policy deliberation and implementation. Educational policy, then, contributes to the “common sense” about race. At the same time, educational policy reflects, and is an instantiation of, that “common sense.” The editors explain how the analyses offered in this special issue serve to expand what it means to do critical policy research, and more specifically, enhance our understanding of how race acts as a powerful force in determining educational opportunities, experiences, and outcomes.
Research Interests:
Research Interests:
Research Interests:
Analysis and critique of Pauline Lipman's piece "What's Race Got To Do With It?"
Research Interests:
Research Interests:
Copyright Information: All rights reserved unless otherwise indicated. Contact the author or original publisher for any necessary permissions. eScholarship is not the copyright owner for deposited works. Learn more at... more
Copyright Information: All rights reserved unless otherwise indicated. Contact the author or original publisher for any necessary permissions. eScholarship is not the copyright owner for deposited works. Learn more at http://www.escholarship.org/help_copyright.html#reuse Available online at http://escholarship.org/uc/ucbgse_bre Berkeley Review of Education Vol. 5 No. 2, pp. 197–218 Further Notes on Teaching in the Time of #Ferguson Edwin Mayorga
Research Interests:
Research Interests:
This article offers a broad analysis of a POOC (“Participatory Open Online Course”) offered through the Graduate Center, CUNY in 2013. The large collaborative team of instructors, librarians, educational technologists, videographers,... more
This article offers a broad analysis of a POOC (“Participatory Open Online Course”) offered through the Graduate Center, CUNY in 2013. The large collaborative team of instructors, librarians, educational technologists, videographers, students, and project leaders reflects on the goals, aims, successes, and challenges of the experimental learning project. The graduate course, which sought to explore issues of participatory research, inequality and engaged uses of digital technology with and through the New York City neighborhood of East Harlem, set forth a unique model of connected learning that stands in contrast to the popular MOOC (Massive Open Online Course) model.
Research Interests:
Research Interests:
As students and a professor in, but not of, an American liberal arts college, we ask whether our current institutions of higher education are compatible with a project of decolonization. Grounded in our own testimonios and drawing on a... more
As students and a professor in, but not of, an American liberal arts college, we ask whether our current institutions of higher education are compatible with a project of decolonization. Grounded in our own testimonios and drawing on a genealogy of Western knowledge, we argue that U.S. higher education authorizes and perpetrates settler colonial violence. Furthermore, based on our experiences surviving this violence, we conclude that the Universitas adapts to inhibit and neutralize institutional reform that might challenge its coloniality. As such, we find that higher education is not only incompatible, but irredeemably incommensurable with decolonization. In being incommensurable, we ask ourselves whether we should transform higher education or burn it down and start anew? We argue that we do need to burn it down, and we look to how individuals within the institution already work towards the development of a new social structure, one that will outlast and supplant higher education....
This paper explores the fight for ethnic studies in California public schools from two angles: the legislative push for the state to take action, and grassroots organizing by community organizers, students, teachers, parents, and others.... more
This paper explores the fight for ethnic studies in California public schools from two angles: the legislative push for the state to take action, and grassroots organizing by community organizers, students, teachers, parents, and others. Considering the success of grassroots organizing in implementing ethnic studies programming on a district-by-district basis, in contrast with the stalling of legislative action, I propose a policy move that mobilizes the state to actively support local organizing within individual districts. California educational law mandates the deliberate engagement of targeted stakeholders in local school decision-making. Therefore, the state should fund and facilitate the regular convening of relevant grassroot actors to be able to form purposeful coalitions towards implementation. Building and sharing collective knowledge on the ethnic studies movement allows us to take advantage of existing knowledge to inform future practice as the movement works to expand i...
Research Interests:
Brandeis High School was located on 84th Street in an area of Manhattan known as the Upper West Side. However, 84th Street was not always the Upper West Side. Historically, 84th Street and the area surrounding it were primarily comprised... more
Brandeis High School was located on 84th Street in an area of Manhattan known as the Upper West Side. However, 84th Street was not always the Upper West Side. Historically, 84th Street and the area surrounding it were primarily comprised of low-income African American, Haitian, Latino, and White residents. Like so many other neighborhoods of New York City, as a result of multiple waves of gentrification, the area is now comprised of a percentage of affluent residents, the majority of whom are White. Amidst these neighborhood shifts, however, Brandeis continued to serve low-income students and students of color until 2009, when the New York City Department of Education (NYCDOE) decided that it was a failing school and slated it to be phased out, or closed.[1]
Research Interests:
In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of... more
In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. The authors contemplate what a race radical, #BLM-aligned, approach to urban teacher education might look like. The article concludes by addressing ways that teacher educators must be in active solidarity with the #BLM movement to better prepare teachers who understand that the lives of their students matter within and outside of their classrooms.
Research Interests:
Research Interests:
Research Interests:
What does it mean for individuals to intentionally see themselves as scholar-activists? Moreover, what does navigating a scholar-activist life mean for scholars in the early phases of their academic careers? As emerging... more
What does it mean for individuals to intentionally
see themselves as scholar-activists? Moreover,
what does navigating a scholar-activist life mean
for scholars in the early phases of their academic
careers? As emerging scholar-activists the authors
of this article are continuing to grapple with these
questions, and in this article they present their
distinct but overlapping stories of working through
and overcoming the false separation of scholarship
and activism. By sharing their stories the authors
want to both provide readers an opportunity to find
resonance in their experiences, and present some
points to consider as we all define and live scholar-activism.
Scholar-activism is historically situated
with sights on the future. The authors have chosen
to join the struggle of their predecessors in their
scholar-activist work, exploring new possibilities
sparked by the confluence of different generations.
see themselves as scholar-activists? Moreover,
what does navigating a scholar-activist life mean
for scholars in the early phases of their academic
careers? As emerging scholar-activists the authors
of this article are continuing to grapple with these
questions, and in this article they present their
distinct but overlapping stories of working through
and overcoming the false separation of scholarship
and activism. By sharing their stories the authors
want to both provide readers an opportunity to find
resonance in their experiences, and present some
points to consider as we all define and live scholar-activism.
Scholar-activism is historically situated
with sights on the future. The authors have chosen
to join the struggle of their predecessors in their
scholar-activist work, exploring new possibilities
sparked by the confluence of different generations.
Research Interests:
The Education in our Barrios project, or #BarrioEdProj, is a digital critical participatory action research (D+CPAR) project that examines the interconnected remaking of public education and a New York City Latino core community in an era... more
The Education in our Barrios project, or #BarrioEdProj, is a digital critical participatory action research (D+CPAR) project that examines the interconnected remaking of public education and a New York City Latino core community in an era of racial capitalism. This article is a meditation on the ongoing development of #BarrioEdProj as an example of strategically coupling digital media with the theories and practices of critical participatory action research (CPAR). The author describes the project and the theoretical and political commitments that frame this project as a form of public and participatory science. The author then discusses some of the lessons that have been learned as the research group implemented the project and decided to move to a digital archiving model when our digital media design was initially ineffective. The author argues that rather than dropping digital media, engaged scholars must continue to explore the potentially transformative work that can come from carefully devised D+CPAR.
Research Interests:
What does it mean for individuals to intentionally see themselves as scholar-activists? Moreover,what does navigating a scholar-activist life mean for scholars in the early phases of their academic careers? As emerging scholar-activists... more
What does it mean for individuals to intentionally see themselves as scholar-activists? Moreover,what does navigating a scholar-activist life mean for scholars in the early phases of their academic careers? As emerging scholar-activists the authors of this article are continuing to grapple with these questions, and in this article they present their distinct but overlapping stories of working through and overcoming the false separation of scholarship and activism. By sharing their stories the authors want to both provide readers an opportunity to find resonance in their experiences, and present some points to consider as we all define and live scholar-activism. Scholar-activism is historically situated with sights on the future. The authors have chosento join the struggle of their predecessors in their scholar-activist work, exploring new possibilitiessparked by the confluence of different generations
Research Interests:
Research Interests:
In 2009, the New York City Department of Education determined that Brandeis High School would be closed. Far from an anomaly, Brandeis is one among more than a hundred schools that have been closed since the recentralization of the... more
In 2009, the New York City Department of Education determined that Brandeis High School would be closed. Far from an anomaly, Brandeis is one among more than a hundred schools that have been closed since the recentralization of the City's school system under Mayoral Control. Education activists and critical scholars of education have described such "sweeps" of school closings and the broader constellation of projects and technologies associated with them as indicative of neoliberal education reform and of the ways that "accumulation by dispossession" (Harvey, 2005) plays out on the U.S. "home front." Despite an increased galvanization of resistance in recent years, the authors interrogate what else we might learn about neoliberal education restructuring (and how we might contest it) by attending to the last years of Brandeis in order to specifically explore the following: 1) how the conditions of dispossession impact resistance from the perspective of school workers, and 2) how the process of dispossession was accompanied by an investment from those with privilege in the public good of education that was contingent upon race- and class-based exclusions.