Index
Minding the Marginalized Students Through Inclusion, Justice, and Hope
ISBN: 978-1-83982-795-2, eISBN: 978-1-83982-794-5
ISSN: 1479-3636
Publication date: 26 July 2021
This content is currently only available as a PDF
Citation
(2021), "Index", Lalas, J.W. and Strikwerda, H.L. (Ed.) Minding the Marginalized Students Through Inclusion, Justice, and Hope (International Perspectives on Inclusive Education, Vol. 16), Emerald Publishing Limited, Leeds, pp. 291-300. https://doi.org/10.1108/S1479-363620210000016016
Publisher
:Emerald Publishing Limited
Copyright © 2021 by Emerald Publishing Limited
INDEX
Abolition Democracy: Beyond Empire, Prisons, and Torture, 99
Absolute right to exclude, 24–25, 29
Academic engagement, 5–6, 69
Accountability, 52
Achievement gap, 47
for ELs, 18
Advocacy for resources for inclusion, 188
Affective engagement, 6, 69
Agape, 285
Agents of hope, 275, 283–284
historical, 275–287
America Is In The Heart (1973), 253–254
American education system, 10
American Sign Language (ASL), 139
Anti-Black racism in schools, 262, 264, 269
critical self-reflection through autoethnographies, 265–267
naming anti-black suffering through poetic performances, 267–269
Anti-Blackness, 262
Anti-Terrorism Act of 2020, 244
Anti-Terrorism Council (ATC), 244
Antiracism, 66–67
Antiracist, 65–66
Araw na Lubhang Mapanglaw
, 246, 248
Arborescent conversation, dangers of, 148
Are Prisons Obsolete? (Davis), 96
Assessment, 72–73
Assimilation, 28, 197–198
ideologies, 66–67
Assimilationist, 65–66
Authentic engagement with parent and families, 89–90
Autoethnographies, critical self-reflection through, 265–267
Autonomous sense of belonging, 51
Awareness, 92
Bad hombres, 96
Banking concept of education, 31–32
Banking model, 63–64
Basic Education Sector Reform Agenda (BESRA), 219
Battle of Mendiola
, 248
Behavioral engagement, 69
Billionaire education “reformers”, 104–105
Black, Indigenous, and other People of Color (BIPOC), 12
Black body, 202–203
Black Critical Theory (BlackCrit), 83
Black people, 177
Black Prisoners Caucus (BPC), 100–101
Black students, 10, 79–80, 262–263
minding the margins, 88–90
scholar voices, 80–82
social marginalization of black students, 82–88
Blackness, 262
Bootstraps Myth, The
, 62
California Department of Education, 21
Catholic Bishops’ Conference of the Philippines (CBCP), 214
Centering students, 120
Central Intelligence Agency (CIA), 268–269
Child(hood)
exclusions, 160
experiences, 164
impacts on, 159–160
needs during placement, 159
outcomes, 160
Co-taught courses, 175
Co-teaching
as program implementation, 175–176
for systems change, 178–179
Coalition building for and commitment to antiracism, 187
Cogenerative dialogue, 178–179
Cognitive engagement, 6, 69
Cognitive rigor, 53–54
Collaboration, 121
Colonizing pedagogy, 31–33
Community, 279–280
building, 92
engagement, 106–107
Concientizaçao
, 50–53
Conditions, 181
Content, 70
Contextualization, 227–229
Core Commitments of Culturally Responsive Inclusive Approach
, 120
Courses, 181
COVID-19 pandemic, 2
Criminals, 96–97
Critical consciousness of multiple identities, 186–187
Critical determination, 50–51
Critical narrative inquiry, 179–180
Critical pedagogy theories, 50–51
Critical race theory (CRT), 25–26
Critical theory, 244
Critically examining beliefs, 140
Critically reflective practices, 67–69
Cultural competence, 92
Cultural diversity, 214
Cultural interface, 199–200
Cultural politics, 249
Cultural racism, 36
Cultural safety, 201
Cultural work for teachers, 246–249
Cultural workers, 245–246
Culturally appropriate curriculum for indigenous learners, 223–230
historical context, 223–224
IPEd curriculum, 224–225
policy formulation for curriculum contextualization and pedagogy for IPEd, 225–230
Culturally responsive approach to inclusive education, 113
Culturally responsive inclusion framework, 118–119, 124
Culturally responsive inclusive education, connections, intersections, and call for, 116–118
Culturally responsive pedagogy (CRP), 71, 113, 115–116
Culturally responsive teaching (CRT), 254
Culturally sustaining pedagogy (CSP), 71, 144
Culture of Poverty Myth, The
, 62
Curricular justice, 252–253
Curriculum, 70
contextualization, 227–229
indigenization, 227
Dalawang Bayani ng Bansa
, 253–254
Dark money, 45
Deficit ideologies, 66–67
Deficit thinking, 76
Dehumanization. See also Humanization, 278
Delinquents, 96–97
Democracy, 106–107
Democracy and Education
, 106
DepEd, 219–220, 234
Desegregation through intersectional praxis, 176–178
Determination, 50–51
Dialogic consciousness, 136
Dialogic praxis as teaching, 186
Dialogue, 177–178
Differentiated design, 135–136, 138–139
Differentiated Instruction (DI), 114–117
Dis/ability, 156, 165–166
studies, 113, 116, 137
Disability studies in education (DSE), 117
to a DisCrit lens for learning, 117–118
Disarticulation of knowledge, 30
Discourses in teaching ELs, 22
DisCrit, 113, 116, 137, 160–161
Dislodging, 30
Divide and conquer, 262
DO32, 226–227
DO50, 235
DO61, 225–226
DO62, 219, 223–224, 235
Doctorate program, 281
Dominant narrative, 144
Dropouts, 96–97
Dual credential programs, 174
Dual language instruction, 27
Due recognition, 22
Economics of policy making
education from wider perspective, 44–46
equitable policies, 50–54
policy environment of education, 48–50
wealth gap affects frontlines of education, 47–48
Educability Myth, The
, 62
Educating for Insurgency: The Roles of Young People in Schools of Poverty (2014), 54
Education(al), 2, 79, 88, 106–107, 212, 280–281
experiences of ELs, 20
experiences of First Nations peoples in Australia, 195–196
reform, 44
from wider perspective, 44–46
Educators, 3, 12, 18, 60–61, 65–66, 89, 148, 157, 169, 203–204
significance to, 73–74, 204–205
Elementary and Secondary Education Act (ESEA), 49
Emotional engagement, 69
Encouragement, 53
Engagement, 5–6, 69
English as second language learners (ESLs), 20
English Language Arts (ELA), 3, 18
English language learners (ELLs), 4, 19, 139
English Language Proficiency Assessment of California (ELPAC), 28–29
English learners (ELs), 9–10, 18, 34
addressing needs of, 23–24
critical reimagining in working with, 37–38
educational experiences of, 20
history matters in addressing needs of, 26–28
language development and academic achievement, 19
reading the word and world mindset in teaching, 29–31
and understanding racialized world, 21–23
viewing English language as property, 28–29
Episcopal Commission on Indigenous Peoples (ECIP), 214
Equality, 135–136
dangers of arborescent conversation, 148
dialogue, 138–146
educators, 148
framework explanation, 136–138
theories, 138
Equitable pedagogies, 22
Equitable policies, 50–54
forming foundation, 50–51
research builds frame of real and applicable solutions, 51–53
sealing deal on frontlines in classroom, 53–54
Equitable programs, 146
Equity, 18, 48, 138
influences student engagement, 6–9
Eros, 285
Ethnic minority, 156
Ethos, 136–138
Eurocentric education, 197–198
Every Student Succeeds Act (ESSA), 49
Evildoers, 96
Exclusions, 80, 160
of First Nations Boys, 202–203
Failures, 96–97
Fight for black life, 262
First Nations boys, 193–194
assimilation and Eurocentric education, 197–198
educational experiences of First Nations peoples in Australia, 195–196
educators, 203–204
First Nations children’s experiences of contemporary schooling, 201–202
First Native Educational Institution, 196
integration to self-determination, 198–199
policy, hegemony, and cultural interface, 199–200
protectionism and segregation, 196–197
suspensions, exclusions, and incarceration of First Nations Boys, 202–203
First Quarter Storm
, 248
Foster care experience, 164–165
Foster placement, 156
Foundational dynamics of IPEd, 227–229
Funding inequities, 63
Funds of knowledge, 70, 73
Goals-Activity Matrix Education Plan (GAME Plan), 121
Gramsci’s Theory on Hegemony (1971), 194, 200
Hampton University, 78
Hegemony, 199–200
of normalcy, 144
Hidden curriculum, 103–104, 140
Higher education. See also Inclusive education, 156
History matters, 22
Hope, 273–275, 283
Hopeless realities, 274
Hopelessness, 283
Horizontal violence, 265–266, 278
Human dignity over labels, research terminology, and jargon, 187
Humanization, 285–286
through critical literacy, 264–269
framing education for, 263–264
Humble reflection, 52
Identity, 163
Ideological clarity, 66–67
Incarceration of First Nations Boys, 202–203
Inclusion, 116
Inclusive context for learning, 121–122
Inclusive education, 113–116
in K to 12 basic education reform, 215–216
tools and systems for, 114–115
Inclusive pedagogy, 9
framework for, 118–124
Inclusive teaching. See also Teaching, 111–112
connections, intersections, and call for culturally responsive inclusive education, 116–118
culturally responsive pedagogy, 113–116
disabilities studies, 113–116
discrit, 113–116
inclusive education, 113–116
review of literature, 112–113
subjectivity, 112
unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Indigenization, 227–229
Indigenous cultural communities (ICCs), 213
Indigenous Knowledge Systems and Practices (IKSPs), 214, 223–224
Indigenous Learning Systems (ILS), 218, 223
Indigenous peoples (IPs), 213
marginalization of indigenous peoples in Philippines, 213–214
Indigenous peoples education (IPEd), 214
capacity building and two-pronged policy directions on teacher development, 234–236
conversations in search of solutions, 233–236
culturally appropriate curriculum for indigenous learners, 223–230
dialogue and participatory policy formulation, 219
going distance to nurture teachers for, 230–236
historical challenges, 230–233
historical context, 217–219
inclusive education in K to 12 basic education reform, 215–216
marginalization of indigenous peoples in Philippines, 213–214
narrative inquiry, 216–217
policies developed to enable affirmative government actions for, 220–223
traversing education policy gaps with inclusive actions for, 217–223
Indigenous Peoples’ Rights Act of 1997, 214
Individual Faults Myth, The
, 62
Individual racism, 26
Individuality, 25–26
Individualized Education Plan (IEP), 121
Quick Glance Plan, 121
Individuals with Disabilities Education Improvement Act (IDEIA), 112
Ineffective instruction, 63–65
Inequity, 209
with inclusion, justice, and hope, 8–9
Information processing, 93
Inquiring techniques, 53
Inside-out course, 101–106
Inside-Out Prison Exchange program, 10–11, 101
Institutional racism, 26
Instructional methods, 71–72
Integration to self-determination, 198–199
Intergenerational trauma, 199
International Fund for Agricultural Development (IFAD), 214
Intersectional agility, 175
analysis, 181–185
co-teaching as program implementation, 175–176
co-teaching for systems change, 178–179
desegregation through intersectional praxis, 176–178
findings, 185–188
implications, 188
methodology, 179–188
Intersectional formative childhood experiences
educators, 169
impacts on child, 159–160
implications, 169
literature review, 157–158
Lucy, 161–163
marginalization, 156–157
need for understanding, 157
prismatic phenomenology, 161
problem, 156–157
profile of child, 157–158
theoretical framework, 160–161
trauma, 158
Intersectionality, 163, 177, 182
Justice matters, 22
Juvenile justice system, teaching inside, 101–106
K-12
schooling experiences, 166–167
students, 53
Kindergarten achievement gaps, 47–48
Know, understand and do (“KUDs”), 115
Knowledge of Self, 263–264
Labor, 64–65
Lakas and the Makibaka Hotel
, 253–254
Language, 9–10, 19
matters, 22
as property, 28–29
for situated cultural action, social interaction, and meaning-making, 19–21
Leadership, 287
Learned helplessness, 165
Learning, 3, 5–6
through crisis, 99–101
language, 22
partnerships, 93
Learning Statements and Educational Stance
, 120
Legitimate knowledge, 64–65
Lesson planning, 114–115
Limited-English proficient (LEP), 20
Linguistic diversity, 214
Localization, 227–229
Logos, 137
Long-term English learners (LTELs), 20
Lucy, 161–163
childhood experiences, 164
college, 167–169
dis/ability, 165–166
foster care experience, 164–165
identity, 163
K-12 schooling experiences, 166–167
story, 163–169
Macroeconomics, 44
Marginalization, 96, 156–157
of indigenous peoples in Philippines, 213–214
of students, 140
Marginalized students, 2–3
equity influences student engagement, 6–9
learning, 3
learning, motivation, and engagement, 5–6
margins, 4–5
Margins, 4–5
Martial law, 246–249
conversation, 249–250
few resources for courageous teaching, 252–254
influenced my critical thinking with regards to, 250–251
making sense, 251–252
Meaning-making, 251–252
Mechanical uniformity, 63–64
Mendiola
, 246, 248
Mentorship as act of humanization, 286–287
Meritocracy, 66–67
myths, 25–26
Mind(ing) the margins, 2, 9, 13, 88, 90, 144
authentic engagement with parent and families, 89–90
connecting with care, 88–89
opening academic doors of opportunity, 89
Minority, 156
Miseducation, 20
Misrecognition, 22
Modeling, 53
Mother-to-infant adrenocortical transmission, 61–62
Motivation, 5–6, 33
Multicultural education, 116
Myths about poverty, 62
Nakata’s Indigenous Standpoint Theory (2007), 194
Naming, 163
anti-black suffering through poetic performances, 267–269
Narrative inquiry, 216–217
National Council on Disability (NCD), 113
National IPEd Policy Framework, 219–220, 224
Naturalization Act (1790), 23–24
New South Wales (NSW), 196
No Child Left Behind (NCLB), 49
Non-English speaking (NES), 20
Non-Indigenous educators, 204
Nongovernment organizations (NGOs), 221–222
Nonrecognition, 22
Objectivity, 31
“One-size-fits-all” system, 218
Oppression, 62, 66, 81–82, 277–278
Oppressor, 278
Outsiders, The
, 62–63, 65
Parent involvement, 86–87
Parent–Teacher Association, 87
Parramatta “Native Institution”, 196
Pathos, 137
Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (1998a), 253
Pedagogy of Hope
, 274
Perceptions about parents and families, 86–88
Phileo, 285
Philosophy and purposes of IPEd, 227–229
Phonology, 19
Planning for consistency, improvement, and sustainability, 184–185
Policy, 199–200
environment of education, 48–50
formulation for curriculum contextualization and pedagogy for IPEd, 225–230
Politics of Education: A Critical Introduction, The
, 252
Poverty, 10, 59–60
effects on children, 47
myths about, 62
statistical data on poverty in United States, 61–62
systems of oppression and manifestations of class in schooling, 62–66
teaching models for children experiencing poverty, 69–73
Power, 200, 281–282
Power of Money and Other Stories, The (1990), 253–254
Pragmatics, 19
Praxis, 177–178
PreK-16 educators, 2
Prismatic inquiry, 136–137
Prismatic phenomenology, 156, 161
Prismatic theory, 136, 160–161
Prison, 96
abolition, 108
abolitionists, 98
Privilege, 281–282
Productive struggle, 53
Professional learning communities, 140
Program Support Fund (PSF), 219
Protectionism, 196–197
Public schooling in United States, 111–112
Questioning labels, 139
Race, 9–10, 19, 23, 25–26
in America, 23–24
matters, 9–10, 19, 22
Racial socialization, 26
Racialized practices, 193–194
Racism, 25–26, 65–66, 199–200
Racist, 65–66
Relationships, 73
Report of the Parliamentary Select Committee on Aboriginal Tribes 1837 (RPSCAT), 195
Reproduction, 64
Research-based knowledge, 2
Resistance to historical marginalization, 187–188
Restorative justice, 108
Retributive justice, 103
Revolution, 284–285
Right of use and enjoyment, 24–25, 29
Right to reputation and status property, 24–25, 29
Rights of disposition, 24–25, 29
Scholar(s)
in disability studies, 174
voices, 80–82
School(ing), 88, 96–97, 177, 262
funding inequities, 63
ineffective instruction, 63–65
institutions, 4–5
and prisons on the margins, 98–99
racism, 65–66
systems of oppression and manifestations of class in, 62–66
Scott-Hall Segregated School, 196–197
Segregation, 174, 196–197
forms, 174–175
of students, 113
Segregationist, 65–66
Self-determination, 50–51, 199–200, 263–264
Self-efficacy, 54
Self-hate, 262
Semantics, 19
Shame of a Nation, The
, 47
Sharing instruction, 183
Skepticism of separation of learner groups, 187
Smarter Balanced Assessment Consortium (SBAC), 4, 18
Social capital, 64
Social engagement, 5–6, 69
Social exclusion, 82
Social functions of knowledge, 140
Social justice, 282–283
critically reflective practices, 67–69
foundations of growth for social justice educators, 66–69
ideological clarity, 66–67
pedagogy, 10
Social marginalization of black students, 82–88
compliance for sake of control, 82–83
limited course offerings, 83–86
perceptions about parents and families, 86–88
Socialism and Man in Cuba
, 285
Socially and culturally situated classroom, 245–246
Socially and culturally situated context, 19
Socioeconomic status (SES), 157
Sociopolitical consciousness, 93
Solidarity, 263–264
Souls of Black Folks, The
, 79–80
Storge, 285
Strategic co-teaching, 179
Strategies, 181
Structural inequality, 199–200
Structural racism, 26
Student engagement, 5
equity influences, 6–9
Student(s)
of color, 4
with disabilities, 4
needs of, 146
voice, 140
Stupidification, 30
Subjectivity, 31, 112, 136, 138
Suboppression, 262
Suspensions of First Nations Boys, 202–203
Syntax, 19
Systematic marginalization, 113
Systems and Tools
, 120, 122, 124
Talented Tenth, The
, 81
Tame problems, 136
Teacher(s)
as agents for black life, 270–271
as cultural workers, 244
education programs, 174
of ELs, 37–38
in prison, 99–101
recognition and utility of teacher positionality and power, 187
reflection, 178–179
in socially and culturally situated classroom, 245–246
Teachers as Cultural Workers: Letters to Those Who Dare to Teach
, 246
Teaching. See also Co-teaching, 2, 99, 101, 263–264, 287
analyzing assessment, 72–73
analyzing content and curriculum, 70
analyzing instructional methods, 71–72
analyzing relationships, 73
inside juvenile justice system, 101–106
models for children experiencing poverty, 69–73
on student learning, 9–10
Tensions, 174, 176, 181
Theory and Resistance in Education (2001), 252–253
Third space, 276
Thought leaders, 104–105
TLC Public Charter School, 118
Training facilities for Black children, 79–80
Translanguaging, 37–38
Trauma, 158
True equity, 7–9
framework, 287
True generosity, 278–279
True love, 285
Trusted parent, 156
Two-tiered system, 86
Unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Unit pre-planning, 126–127
United States
public schooling in, 111–112
statistical data on poverty in, 61–62
Universal design, 135–136, 138
Universal Design for Learning (UDL), 114–117, 138
University Belt, 250
University of California at Los Angeles (UCLA), 78, 90
University of the Philippines (UP), 244
Center for Integrative and Development Studies, 244
Unsettling Education
, 102–103
Voice from the South (1892), 80
War on poverty, 49
Wealth gap affects frontlines of education, 47–48
Whiteness, 23–24
as property, 24–25, 28
Wicked problems, 136
Willpower, 283
Work and Financial Plans (WFPs), 221–222
Youth of color, 158
Abolition Democracy: Beyond Empire, Prisons, and Torture
, 99
Absolute right to exclude
, 24–25, 29
Academic engagement
, 5–6, 69
Accountability
, 52
Achievement gap
, 47
for ELs
, 18
Advocacy for resources for inclusion
, 188
Affective engagement
, 6, 69
Agape
, 285
Agents of hope
, 275, 283–284
historical
, 275–287
America Is In The Heart (1973)
, 253–254
American education system
, 10
American Sign Language (ASL)
, 139
Anti-Black racism in schools
, 262, 264, 269
critical self-reflection through autoethnographies
, 265–267
naming anti-black suffering through poetic performances
, 267–269
Anti-Blackness
, 262
Anti-Terrorism Act of 2020
, 244
Anti-Terrorism Council (ATC)
, 244
Antiracism
, 66–67
Antiracist
, 65–66
Araw na Lubhang Mapanglaw
, 246, 248
Arborescent conversation, dangers of
, 148
Are Prisons Obsolete? (Davis)
, 96
Assessment
, 72–73
Assimilation
, 28, 197–198
ideologies
, 66–67
Assimilationist
, 65–66
Authentic engagement with parent and families
, 89–90
Autoethnographies, critical self-reflection through
, 265–267
Autonomous sense of belonging
, 51
Awareness
, 92
Bad hombres
, 96
Banking concept of education
, 31–32
Banking model
, 63–64
Basic Education Sector Reform Agenda (BESRA)
, 219
Battle of Mendiola
, 248
Behavioral engagement
, 69
Billionaire education “reformers”
, 104–105
Black, Indigenous, and other People of Color (BIPOC)
, 12
Black body
, 202–203
Black Critical Theory (BlackCrit)
, 83
Black people
, 177
Black Prisoners Caucus (BPC)
, 100–101
Black students
, 10, 79–80, 262–263
minding the margins
, 88–90
scholar voices
, 80–82
social marginalization of black students
, 82–88
Blackness
, 262
Bootstraps Myth, The
, 62
California Department of Education, 21
Catholic Bishops’ Conference of the Philippines (CBCP), 214
Centering students, 120
Central Intelligence Agency (CIA), 268–269
Child(hood)
exclusions, 160
experiences, 164
impacts on, 159–160
needs during placement, 159
outcomes, 160
Co-taught courses, 175
Co-teaching
as program implementation, 175–176
for systems change, 178–179
Coalition building for and commitment to antiracism, 187
Cogenerative dialogue, 178–179
Cognitive engagement, 6, 69
Cognitive rigor, 53–54
Collaboration, 121
Colonizing pedagogy, 31–33
Community, 279–280
building, 92
engagement, 106–107
Concientizaçao
, 50–53
Conditions, 181
Content, 70
Contextualization, 227–229
Core Commitments of Culturally Responsive Inclusive Approach
, 120
Courses, 181
COVID-19 pandemic, 2
Criminals, 96–97
Critical consciousness of multiple identities, 186–187
Critical determination, 50–51
Critical narrative inquiry, 179–180
Critical pedagogy theories, 50–51
Critical race theory (CRT), 25–26
Critical theory, 244
Critically examining beliefs, 140
Critically reflective practices, 67–69
Cultural competence, 92
Cultural diversity, 214
Cultural interface, 199–200
Cultural politics, 249
Cultural racism, 36
Cultural safety, 201
Cultural work for teachers, 246–249
Cultural workers, 245–246
Culturally appropriate curriculum for indigenous learners, 223–230
historical context, 223–224
IPEd curriculum, 224–225
policy formulation for curriculum contextualization and pedagogy for IPEd, 225–230
Culturally responsive approach to inclusive education, 113
Culturally responsive inclusion framework, 118–119, 124
Culturally responsive inclusive education, connections, intersections, and call for, 116–118
Culturally responsive pedagogy (CRP), 71, 113, 115–116
Culturally responsive teaching (CRT), 254
Culturally sustaining pedagogy (CSP), 71, 144
Culture of Poverty Myth, The
, 62
Curricular justice, 252–253
Curriculum, 70
contextualization, 227–229
indigenization, 227
Dalawang Bayani ng Bansa
, 253–254
Dark money, 45
Deficit ideologies, 66–67
Deficit thinking, 76
Dehumanization. See also Humanization, 278
Delinquents, 96–97
Democracy, 106–107
Democracy and Education
, 106
DepEd, 219–220, 234
Desegregation through intersectional praxis, 176–178
Determination, 50–51
Dialogic consciousness, 136
Dialogic praxis as teaching, 186
Dialogue, 177–178
Differentiated design, 135–136, 138–139
Differentiated Instruction (DI), 114–117
Dis/ability, 156, 165–166
studies, 113, 116, 137
Disability studies in education (DSE), 117
to a DisCrit lens for learning, 117–118
Disarticulation of knowledge, 30
Discourses in teaching ELs, 22
DisCrit, 113, 116, 137, 160–161
Dislodging, 30
Divide and conquer, 262
DO32, 226–227
DO50, 235
DO61, 225–226
DO62, 219, 223–224, 235
Doctorate program, 281
Dominant narrative, 144
Dropouts, 96–97
Dual credential programs, 174
Dual language instruction, 27
Due recognition, 22
Economics of policy making
education from wider perspective, 44–46
equitable policies, 50–54
policy environment of education, 48–50
wealth gap affects frontlines of education, 47–48
Educability Myth, The
, 62
Educating for Insurgency: The Roles of Young People in Schools of Poverty (2014), 54
Education(al), 2, 79, 88, 106–107, 212, 280–281
experiences of ELs, 20
experiences of First Nations peoples in Australia, 195–196
reform, 44
from wider perspective, 44–46
Educators, 3, 12, 18, 60–61, 65–66, 89, 148, 157, 169, 203–204
significance to, 73–74, 204–205
Elementary and Secondary Education Act (ESEA), 49
Emotional engagement, 69
Encouragement, 53
Engagement, 5–6, 69
English as second language learners (ESLs), 20
English Language Arts (ELA), 3, 18
English language learners (ELLs), 4, 19, 139
English Language Proficiency Assessment of California (ELPAC), 28–29
English learners (ELs), 9–10, 18, 34
addressing needs of, 23–24
critical reimagining in working with, 37–38
educational experiences of, 20
history matters in addressing needs of, 26–28
language development and academic achievement, 19
reading the word and world mindset in teaching, 29–31
and understanding racialized world, 21–23
viewing English language as property, 28–29
Episcopal Commission on Indigenous Peoples (ECIP), 214
Equality, 135–136
dangers of arborescent conversation, 148
dialogue, 138–146
educators, 148
framework explanation, 136–138
theories, 138
Equitable pedagogies, 22
Equitable policies, 50–54
forming foundation, 50–51
research builds frame of real and applicable solutions, 51–53
sealing deal on frontlines in classroom, 53–54
Equitable programs, 146
Equity, 18, 48, 138
influences student engagement, 6–9
Eros, 285
Ethnic minority, 156
Ethos, 136–138
Eurocentric education, 197–198
Every Student Succeeds Act (ESSA), 49
Evildoers, 96
Exclusions, 80, 160
of First Nations Boys, 202–203
Failures, 96–97
Fight for black life, 262
First Nations boys, 193–194
assimilation and Eurocentric education, 197–198
educational experiences of First Nations peoples in Australia, 195–196
educators, 203–204
First Nations children’s experiences of contemporary schooling, 201–202
First Native Educational Institution, 196
integration to self-determination, 198–199
policy, hegemony, and cultural interface, 199–200
protectionism and segregation, 196–197
suspensions, exclusions, and incarceration of First Nations Boys, 202–203
First Quarter Storm
, 248
Foster care experience, 164–165
Foster placement, 156
Foundational dynamics of IPEd, 227–229
Funding inequities, 63
Funds of knowledge, 70, 73
Goals-Activity Matrix Education Plan (GAME Plan), 121
Gramsci’s Theory on Hegemony (1971), 194, 200
Hampton University, 78
Hegemony, 199–200
of normalcy, 144
Hidden curriculum, 103–104, 140
Higher education. See also Inclusive education, 156
History matters, 22
Hope, 273–275, 283
Hopeless realities, 274
Hopelessness, 283
Horizontal violence, 265–266, 278
Human dignity over labels, research terminology, and jargon, 187
Humanization, 285–286
through critical literacy, 264–269
framing education for, 263–264
Humble reflection, 52
Identity, 163
Ideological clarity, 66–67
Incarceration of First Nations Boys, 202–203
Inclusion, 116
Inclusive context for learning, 121–122
Inclusive education, 113–116
in K to 12 basic education reform, 215–216
tools and systems for, 114–115
Inclusive pedagogy, 9
framework for, 118–124
Inclusive teaching. See also Teaching, 111–112
connections, intersections, and call for culturally responsive inclusive education, 116–118
culturally responsive pedagogy, 113–116
disabilities studies, 113–116
discrit, 113–116
inclusive education, 113–116
review of literature, 112–113
subjectivity, 112
unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Indigenization, 227–229
Indigenous cultural communities (ICCs), 213
Indigenous Knowledge Systems and Practices (IKSPs), 214, 223–224
Indigenous Learning Systems (ILS), 218, 223
Indigenous peoples (IPs), 213
marginalization of indigenous peoples in Philippines, 213–214
Indigenous peoples education (IPEd), 214
capacity building and two-pronged policy directions on teacher development, 234–236
conversations in search of solutions, 233–236
culturally appropriate curriculum for indigenous learners, 223–230
dialogue and participatory policy formulation, 219
going distance to nurture teachers for, 230–236
historical challenges, 230–233
historical context, 217–219
inclusive education in K to 12 basic education reform, 215–216
marginalization of indigenous peoples in Philippines, 213–214
narrative inquiry, 216–217
policies developed to enable affirmative government actions for, 220–223
traversing education policy gaps with inclusive actions for, 217–223
Indigenous Peoples’ Rights Act of 1997, 214
Individual Faults Myth, The
, 62
Individual racism, 26
Individuality, 25–26
Individualized Education Plan (IEP), 121
Quick Glance Plan, 121
Individuals with Disabilities Education Improvement Act (IDEIA), 112
Ineffective instruction, 63–65
Inequity, 209
with inclusion, justice, and hope, 8–9
Information processing, 93
Inquiring techniques, 53
Inside-out course, 101–106
Inside-Out Prison Exchange program, 10–11, 101
Institutional racism, 26
Instructional methods, 71–72
Integration to self-determination, 198–199
Intergenerational trauma, 199
International Fund for Agricultural Development (IFAD), 214
Intersectional agility, 175
analysis, 181–185
co-teaching as program implementation, 175–176
co-teaching for systems change, 178–179
desegregation through intersectional praxis, 176–178
findings, 185–188
implications, 188
methodology, 179–188
Intersectional formative childhood experiences
educators, 169
impacts on child, 159–160
implications, 169
literature review, 157–158
Lucy, 161–163
marginalization, 156–157
need for understanding, 157
prismatic phenomenology, 161
problem, 156–157
profile of child, 157–158
theoretical framework, 160–161
trauma, 158
Intersectionality, 163, 177, 182
Justice matters, 22
Juvenile justice system, teaching inside, 101–106
K-12
schooling experiences, 166–167
students, 53
Kindergarten achievement gaps, 47–48
Know, understand and do (“KUDs”), 115
Knowledge of Self, 263–264
Labor, 64–65
Lakas and the Makibaka Hotel
, 253–254
Language, 9–10, 19
matters, 22
as property, 28–29
for situated cultural action, social interaction, and meaning-making, 19–21
Leadership, 287
Learned helplessness, 165
Learning, 3, 5–6
through crisis, 99–101
language, 22
partnerships, 93
Learning Statements and Educational Stance
, 120
Legitimate knowledge, 64–65
Lesson planning, 114–115
Limited-English proficient (LEP), 20
Linguistic diversity, 214
Localization, 227–229
Logos, 137
Long-term English learners (LTELs), 20
Lucy, 161–163
childhood experiences, 164
college, 167–169
dis/ability, 165–166
foster care experience, 164–165
identity, 163
K-12 schooling experiences, 166–167
story, 163–169
Macroeconomics, 44
Marginalization, 96, 156–157
of indigenous peoples in Philippines, 213–214
of students, 140
Marginalized students, 2–3
equity influences student engagement, 6–9
learning, 3
learning, motivation, and engagement, 5–6
margins, 4–5
Margins, 4–5
Martial law, 246–249
conversation, 249–250
few resources for courageous teaching, 252–254
influenced my critical thinking with regards to, 250–251
making sense, 251–252
Meaning-making, 251–252
Mechanical uniformity, 63–64
Mendiola
, 246, 248
Mentorship as act of humanization, 286–287
Meritocracy, 66–67
myths, 25–26
Mind(ing) the margins, 2, 9, 13, 88, 90, 144
authentic engagement with parent and families, 89–90
connecting with care, 88–89
opening academic doors of opportunity, 89
Minority, 156
Miseducation, 20
Misrecognition, 22
Modeling, 53
Mother-to-infant adrenocortical transmission, 61–62
Motivation, 5–6, 33
Multicultural education, 116
Myths about poverty, 62
Nakata’s Indigenous Standpoint Theory (2007), 194
Naming, 163
anti-black suffering through poetic performances, 267–269
Narrative inquiry, 216–217
National Council on Disability (NCD), 113
National IPEd Policy Framework, 219–220, 224
Naturalization Act (1790), 23–24
New South Wales (NSW), 196
No Child Left Behind (NCLB), 49
Non-English speaking (NES), 20
Non-Indigenous educators, 204
Nongovernment organizations (NGOs), 221–222
Nonrecognition, 22
Objectivity, 31
“One-size-fits-all” system, 218
Oppression, 62, 66, 81–82, 277–278
Oppressor, 278
Outsiders, The
, 62–63, 65
Parent involvement, 86–87
Parent–Teacher Association, 87
Parramatta “Native Institution”, 196
Pathos, 137
Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (1998a), 253
Pedagogy of Hope
, 274
Perceptions about parents and families, 86–88
Phileo, 285
Philosophy and purposes of IPEd, 227–229
Phonology, 19
Planning for consistency, improvement, and sustainability, 184–185
Policy, 199–200
environment of education, 48–50
formulation for curriculum contextualization and pedagogy for IPEd, 225–230
Politics of Education: A Critical Introduction, The
, 252
Poverty, 10, 59–60
effects on children, 47
myths about, 62
statistical data on poverty in United States, 61–62
systems of oppression and manifestations of class in schooling, 62–66
teaching models for children experiencing poverty, 69–73
Power, 200, 281–282
Power of Money and Other Stories, The (1990), 253–254
Pragmatics, 19
Praxis, 177–178
PreK-16 educators, 2
Prismatic inquiry, 136–137
Prismatic phenomenology, 156, 161
Prismatic theory, 136, 160–161
Prison, 96
abolition, 108
abolitionists, 98
Privilege, 281–282
Productive struggle, 53
Professional learning communities, 140
Program Support Fund (PSF), 219
Protectionism, 196–197
Public schooling in United States, 111–112
Questioning labels, 139
Race, 9–10, 19, 23, 25–26
in America, 23–24
matters, 9–10, 19, 22
Racial socialization, 26
Racialized practices, 193–194
Racism, 25–26, 65–66, 199–200
Racist, 65–66
Relationships, 73
Report of the Parliamentary Select Committee on Aboriginal Tribes 1837 (RPSCAT), 195
Reproduction, 64
Research-based knowledge, 2
Resistance to historical marginalization, 187–188
Restorative justice, 108
Retributive justice, 103
Revolution, 284–285
Right of use and enjoyment, 24–25, 29
Right to reputation and status property, 24–25, 29
Rights of disposition, 24–25, 29
Scholar(s)
in disability studies, 174
voices, 80–82
School(ing), 88, 96–97, 177, 262
funding inequities, 63
ineffective instruction, 63–65
institutions, 4–5
and prisons on the margins, 98–99
racism, 65–66
systems of oppression and manifestations of class in, 62–66
Scott-Hall Segregated School, 196–197
Segregation, 174, 196–197
forms, 174–175
of students, 113
Segregationist, 65–66
Self-determination, 50–51, 199–200, 263–264
Self-efficacy, 54
Self-hate, 262
Semantics, 19
Shame of a Nation, The
, 47
Sharing instruction, 183
Skepticism of separation of learner groups, 187
Smarter Balanced Assessment Consortium (SBAC), 4, 18
Social capital, 64
Social engagement, 5–6, 69
Social exclusion, 82
Social functions of knowledge, 140
Social justice, 282–283
critically reflective practices, 67–69
foundations of growth for social justice educators, 66–69
ideological clarity, 66–67
pedagogy, 10
Social marginalization of black students, 82–88
compliance for sake of control, 82–83
limited course offerings, 83–86
perceptions about parents and families, 86–88
Socialism and Man in Cuba
, 285
Socially and culturally situated classroom, 245–246
Socially and culturally situated context, 19
Socioeconomic status (SES), 157
Sociopolitical consciousness, 93
Solidarity, 263–264
Souls of Black Folks, The
, 79–80
Storge, 285
Strategic co-teaching, 179
Strategies, 181
Structural inequality, 199–200
Structural racism, 26
Student engagement, 5
equity influences, 6–9
Student(s)
of color, 4
with disabilities, 4
needs of, 146
voice, 140
Stupidification, 30
Subjectivity, 31, 112, 136, 138
Suboppression, 262
Suspensions of First Nations Boys, 202–203
Syntax, 19
Systematic marginalization, 113
Systems and Tools
, 120, 122, 124
Talented Tenth, The
, 81
Tame problems, 136
Teacher(s)
as agents for black life, 270–271
as cultural workers, 244
education programs, 174
of ELs, 37–38
in prison, 99–101
recognition and utility of teacher positionality and power, 187
reflection, 178–179
in socially and culturally situated classroom, 245–246
Teachers as Cultural Workers: Letters to Those Who Dare to Teach
, 246
Teaching. See also Co-teaching, 2, 99, 101, 263–264, 287
analyzing assessment, 72–73
analyzing content and curriculum, 70
analyzing instructional methods, 71–72
analyzing relationships, 73
inside juvenile justice system, 101–106
models for children experiencing poverty, 69–73
on student learning, 9–10
Tensions, 174, 176, 181
Theory and Resistance in Education (2001), 252–253
Third space, 276
Thought leaders, 104–105
TLC Public Charter School, 118
Training facilities for Black children, 79–80
Translanguaging, 37–38
Trauma, 158
True equity, 7–9
framework, 287
True generosity, 278–279
True love, 285
Trusted parent, 156
Two-tiered system, 86
Unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Unit pre-planning, 126–127
United States
public schooling in, 111–112
statistical data on poverty in, 61–62
Universal design, 135–136, 138
Universal Design for Learning (UDL), 114–117, 138
University Belt, 250
University of California at Los Angeles (UCLA), 78, 90
University of the Philippines (UP), 244
Center for Integrative and Development Studies, 244
Unsettling Education
, 102–103
Voice from the South (1892), 80
War on poverty, 49
Wealth gap affects frontlines of education, 47–48
Whiteness, 23–24
as property, 24–25, 28
Wicked problems, 136
Willpower, 283
Work and Financial Plans (WFPs), 221–222
Youth of color, 158
California Department of Education
, 21
Catholic Bishops’ Conference of the Philippines (CBCP)
, 214
Centering students
, 120
Central Intelligence Agency (CIA)
, 268–269
Child(hood)
exclusions
, 160
experiences
, 164
impacts on
, 159–160
needs during placement
, 159
outcomes
, 160
Co-taught courses
, 175
Co-teaching
as program implementation
, 175–176
for systems change
, 178–179
Coalition building for and commitment to antiracism
, 187
Cogenerative dialogue
, 178–179
Cognitive engagement
, 6, 69
Cognitive rigor
, 53–54
Collaboration
, 121
Colonizing pedagogy
, 31–33
Community
, 279–280
building
, 92
engagement
, 106–107
Concientizaçao
, 50–53
Conditions
, 181
Content
, 70
Contextualization
, 227–229
Core Commitments of Culturally Responsive Inclusive Approach
, 120
Courses
, 181
COVID-19 pandemic
, 2
Criminals
, 96–97
Critical consciousness of multiple identities
, 186–187
Critical determination
, 50–51
Critical narrative inquiry
, 179–180
Critical pedagogy theories
, 50–51
Critical race theory (CRT)
, 25–26
Critical theory
, 244
Critically examining beliefs
, 140
Critically reflective practices
, 67–69
Cultural competence
, 92
Cultural diversity
, 214
Cultural interface
, 199–200
Cultural politics
, 249
Cultural racism
, 36
Cultural safety
, 201
Cultural work for teachers
, 246–249
Cultural workers
, 245–246
Culturally appropriate curriculum for indigenous learners
, 223–230
historical context
, 223–224
IPEd curriculum
, 224–225
policy formulation for curriculum contextualization and pedagogy for IPEd
, 225–230
Culturally responsive approach to inclusive education
, 113
Culturally responsive inclusion framework
, 118–119, 124
Culturally responsive inclusive education, connections, intersections, and call for
, 116–118
Culturally responsive pedagogy (CRP)
, 71, 113, 115–116
Culturally responsive teaching (CRT)
, 254
Culturally sustaining pedagogy (CSP)
, 71, 144
Culture of Poverty Myth, The
, 62
Curricular justice
, 252–253
Curriculum
, 70
contextualization
, 227–229
indigenization
, 227
Dalawang Bayani ng Bansa
, 253–254
Dark money
, 45
Deficit ideologies
, 66–67
Deficit thinking
, 76
Dehumanization. See also Humanization
, 278
Delinquents
, 96–97
Democracy
, 106–107
Democracy and Education
, 106
DepEd
, 219–220, 234
Desegregation through intersectional praxis
, 176–178
Determination
, 50–51
Dialogic consciousness
, 136
Dialogic praxis as teaching
, 186
Dialogue
, 177–178
Differentiated design
, 135–136, 138–139
Differentiated Instruction (DI)
, 114–117
Dis/ability
, 156, 165–166
studies
, 113, 116, 137
Disability studies in education (DSE)
, 117
to a DisCrit lens for learning
, 117–118
Disarticulation of knowledge
, 30
Discourses in teaching ELs
, 22
DisCrit
, 113, 116, 137, 160–161
Dislodging
, 30
Divide and conquer
, 262
DO32
, 226–227
DO50
, 235
DO61
, 225–226
DO62
, 219, 223–224, 235
Doctorate program
, 281
Dominant narrative
, 144
Dropouts
, 96–97
Dual credential programs
, 174
Dual language instruction
, 27
Due recognition
, 22
Economics of policy making
education from wider perspective, 44–46
equitable policies, 50–54
policy environment of education, 48–50
wealth gap affects frontlines of education, 47–48
Educability Myth, The
, 62
Educating for Insurgency: The Roles of Young People in Schools of Poverty (2014), 54
Education(al), 2, 79, 88, 106–107, 212, 280–281
experiences of ELs, 20
experiences of First Nations peoples in Australia, 195–196
reform, 44
from wider perspective, 44–46
Educators, 3, 12, 18, 60–61, 65–66, 89, 148, 157, 169, 203–204
significance to, 73–74, 204–205
Elementary and Secondary Education Act (ESEA), 49
Emotional engagement, 69
Encouragement, 53
Engagement, 5–6, 69
English as second language learners (ESLs), 20
English Language Arts (ELA), 3, 18
English language learners (ELLs), 4, 19, 139
English Language Proficiency Assessment of California (ELPAC), 28–29
English learners (ELs), 9–10, 18, 34
addressing needs of, 23–24
critical reimagining in working with, 37–38
educational experiences of, 20
history matters in addressing needs of, 26–28
language development and academic achievement, 19
reading the word and world mindset in teaching, 29–31
and understanding racialized world, 21–23
viewing English language as property, 28–29
Episcopal Commission on Indigenous Peoples (ECIP), 214
Equality, 135–136
dangers of arborescent conversation, 148
dialogue, 138–146
educators, 148
framework explanation, 136–138
theories, 138
Equitable pedagogies, 22
Equitable policies, 50–54
forming foundation, 50–51
research builds frame of real and applicable solutions, 51–53
sealing deal on frontlines in classroom, 53–54
Equitable programs, 146
Equity, 18, 48, 138
influences student engagement, 6–9
Eros, 285
Ethnic minority, 156
Ethos, 136–138
Eurocentric education, 197–198
Every Student Succeeds Act (ESSA), 49
Evildoers, 96
Exclusions, 80, 160
of First Nations Boys, 202–203
Failures, 96–97
Fight for black life, 262
First Nations boys, 193–194
assimilation and Eurocentric education, 197–198
educational experiences of First Nations peoples in Australia, 195–196
educators, 203–204
First Nations children’s experiences of contemporary schooling, 201–202
First Native Educational Institution, 196
integration to self-determination, 198–199
policy, hegemony, and cultural interface, 199–200
protectionism and segregation, 196–197
suspensions, exclusions, and incarceration of First Nations Boys, 202–203
First Quarter Storm
, 248
Foster care experience, 164–165
Foster placement, 156
Foundational dynamics of IPEd, 227–229
Funding inequities, 63
Funds of knowledge, 70, 73
Goals-Activity Matrix Education Plan (GAME Plan), 121
Gramsci’s Theory on Hegemony (1971), 194, 200
Hampton University, 78
Hegemony, 199–200
of normalcy, 144
Hidden curriculum, 103–104, 140
Higher education. See also Inclusive education, 156
History matters, 22
Hope, 273–275, 283
Hopeless realities, 274
Hopelessness, 283
Horizontal violence, 265–266, 278
Human dignity over labels, research terminology, and jargon, 187
Humanization, 285–286
through critical literacy, 264–269
framing education for, 263–264
Humble reflection, 52
Identity, 163
Ideological clarity, 66–67
Incarceration of First Nations Boys, 202–203
Inclusion, 116
Inclusive context for learning, 121–122
Inclusive education, 113–116
in K to 12 basic education reform, 215–216
tools and systems for, 114–115
Inclusive pedagogy, 9
framework for, 118–124
Inclusive teaching. See also Teaching, 111–112
connections, intersections, and call for culturally responsive inclusive education, 116–118
culturally responsive pedagogy, 113–116
disabilities studies, 113–116
discrit, 113–116
inclusive education, 113–116
review of literature, 112–113
subjectivity, 112
unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Indigenization, 227–229
Indigenous cultural communities (ICCs), 213
Indigenous Knowledge Systems and Practices (IKSPs), 214, 223–224
Indigenous Learning Systems (ILS), 218, 223
Indigenous peoples (IPs), 213
marginalization of indigenous peoples in Philippines, 213–214
Indigenous peoples education (IPEd), 214
capacity building and two-pronged policy directions on teacher development, 234–236
conversations in search of solutions, 233–236
culturally appropriate curriculum for indigenous learners, 223–230
dialogue and participatory policy formulation, 219
going distance to nurture teachers for, 230–236
historical challenges, 230–233
historical context, 217–219
inclusive education in K to 12 basic education reform, 215–216
marginalization of indigenous peoples in Philippines, 213–214
narrative inquiry, 216–217
policies developed to enable affirmative government actions for, 220–223
traversing education policy gaps with inclusive actions for, 217–223
Indigenous Peoples’ Rights Act of 1997, 214
Individual Faults Myth, The
, 62
Individual racism, 26
Individuality, 25–26
Individualized Education Plan (IEP), 121
Quick Glance Plan, 121
Individuals with Disabilities Education Improvement Act (IDEIA), 112
Ineffective instruction, 63–65
Inequity, 209
with inclusion, justice, and hope, 8–9
Information processing, 93
Inquiring techniques, 53
Inside-out course, 101–106
Inside-Out Prison Exchange program, 10–11, 101
Institutional racism, 26
Instructional methods, 71–72
Integration to self-determination, 198–199
Intergenerational trauma, 199
International Fund for Agricultural Development (IFAD), 214
Intersectional agility, 175
analysis, 181–185
co-teaching as program implementation, 175–176
co-teaching for systems change, 178–179
desegregation through intersectional praxis, 176–178
findings, 185–188
implications, 188
methodology, 179–188
Intersectional formative childhood experiences
educators, 169
impacts on child, 159–160
implications, 169
literature review, 157–158
Lucy, 161–163
marginalization, 156–157
need for understanding, 157
prismatic phenomenology, 161
problem, 156–157
profile of child, 157–158
theoretical framework, 160–161
trauma, 158
Intersectionality, 163, 177, 182
Justice matters, 22
Juvenile justice system, teaching inside, 101–106
K-12
schooling experiences, 166–167
students, 53
Kindergarten achievement gaps, 47–48
Know, understand and do (“KUDs”), 115
Knowledge of Self, 263–264
Labor, 64–65
Lakas and the Makibaka Hotel
, 253–254
Language, 9–10, 19
matters, 22
as property, 28–29
for situated cultural action, social interaction, and meaning-making, 19–21
Leadership, 287
Learned helplessness, 165
Learning, 3, 5–6
through crisis, 99–101
language, 22
partnerships, 93
Learning Statements and Educational Stance
, 120
Legitimate knowledge, 64–65
Lesson planning, 114–115
Limited-English proficient (LEP), 20
Linguistic diversity, 214
Localization, 227–229
Logos, 137
Long-term English learners (LTELs), 20
Lucy, 161–163
childhood experiences, 164
college, 167–169
dis/ability, 165–166
foster care experience, 164–165
identity, 163
K-12 schooling experiences, 166–167
story, 163–169
Macroeconomics, 44
Marginalization, 96, 156–157
of indigenous peoples in Philippines, 213–214
of students, 140
Marginalized students, 2–3
equity influences student engagement, 6–9
learning, 3
learning, motivation, and engagement, 5–6
margins, 4–5
Margins, 4–5
Martial law, 246–249
conversation, 249–250
few resources for courageous teaching, 252–254
influenced my critical thinking with regards to, 250–251
making sense, 251–252
Meaning-making, 251–252
Mechanical uniformity, 63–64
Mendiola
, 246, 248
Mentorship as act of humanization, 286–287
Meritocracy, 66–67
myths, 25–26
Mind(ing) the margins, 2, 9, 13, 88, 90, 144
authentic engagement with parent and families, 89–90
connecting with care, 88–89
opening academic doors of opportunity, 89
Minority, 156
Miseducation, 20
Misrecognition, 22
Modeling, 53
Mother-to-infant adrenocortical transmission, 61–62
Motivation, 5–6, 33
Multicultural education, 116
Myths about poverty, 62
Nakata’s Indigenous Standpoint Theory (2007), 194
Naming, 163
anti-black suffering through poetic performances, 267–269
Narrative inquiry, 216–217
National Council on Disability (NCD), 113
National IPEd Policy Framework, 219–220, 224
Naturalization Act (1790), 23–24
New South Wales (NSW), 196
No Child Left Behind (NCLB), 49
Non-English speaking (NES), 20
Non-Indigenous educators, 204
Nongovernment organizations (NGOs), 221–222
Nonrecognition, 22
Objectivity, 31
“One-size-fits-all” system, 218
Oppression, 62, 66, 81–82, 277–278
Oppressor, 278
Outsiders, The
, 62–63, 65
Parent involvement, 86–87
Parent–Teacher Association, 87
Parramatta “Native Institution”, 196
Pathos, 137
Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (1998a), 253
Pedagogy of Hope
, 274
Perceptions about parents and families, 86–88
Phileo, 285
Philosophy and purposes of IPEd, 227–229
Phonology, 19
Planning for consistency, improvement, and sustainability, 184–185
Policy, 199–200
environment of education, 48–50
formulation for curriculum contextualization and pedagogy for IPEd, 225–230
Politics of Education: A Critical Introduction, The
, 252
Poverty, 10, 59–60
effects on children, 47
myths about, 62
statistical data on poverty in United States, 61–62
systems of oppression and manifestations of class in schooling, 62–66
teaching models for children experiencing poverty, 69–73
Power, 200, 281–282
Power of Money and Other Stories, The (1990), 253–254
Pragmatics, 19
Praxis, 177–178
PreK-16 educators, 2
Prismatic inquiry, 136–137
Prismatic phenomenology, 156, 161
Prismatic theory, 136, 160–161
Prison, 96
abolition, 108
abolitionists, 98
Privilege, 281–282
Productive struggle, 53
Professional learning communities, 140
Program Support Fund (PSF), 219
Protectionism, 196–197
Public schooling in United States, 111–112
Questioning labels, 139
Race, 9–10, 19, 23, 25–26
in America, 23–24
matters, 9–10, 19, 22
Racial socialization, 26
Racialized practices, 193–194
Racism, 25–26, 65–66, 199–200
Racist, 65–66
Relationships, 73
Report of the Parliamentary Select Committee on Aboriginal Tribes 1837 (RPSCAT), 195
Reproduction, 64
Research-based knowledge, 2
Resistance to historical marginalization, 187–188
Restorative justice, 108
Retributive justice, 103
Revolution, 284–285
Right of use and enjoyment, 24–25, 29
Right to reputation and status property, 24–25, 29
Rights of disposition, 24–25, 29
Scholar(s)
in disability studies, 174
voices, 80–82
School(ing), 88, 96–97, 177, 262
funding inequities, 63
ineffective instruction, 63–65
institutions, 4–5
and prisons on the margins, 98–99
racism, 65–66
systems of oppression and manifestations of class in, 62–66
Scott-Hall Segregated School, 196–197
Segregation, 174, 196–197
forms, 174–175
of students, 113
Segregationist, 65–66
Self-determination, 50–51, 199–200, 263–264
Self-efficacy, 54
Self-hate, 262
Semantics, 19
Shame of a Nation, The
, 47
Sharing instruction, 183
Skepticism of separation of learner groups, 187
Smarter Balanced Assessment Consortium (SBAC), 4, 18
Social capital, 64
Social engagement, 5–6, 69
Social exclusion, 82
Social functions of knowledge, 140
Social justice, 282–283
critically reflective practices, 67–69
foundations of growth for social justice educators, 66–69
ideological clarity, 66–67
pedagogy, 10
Social marginalization of black students, 82–88
compliance for sake of control, 82–83
limited course offerings, 83–86
perceptions about parents and families, 86–88
Socialism and Man in Cuba
, 285
Socially and culturally situated classroom, 245–246
Socially and culturally situated context, 19
Socioeconomic status (SES), 157
Sociopolitical consciousness, 93
Solidarity, 263–264
Souls of Black Folks, The
, 79–80
Storge, 285
Strategic co-teaching, 179
Strategies, 181
Structural inequality, 199–200
Structural racism, 26
Student engagement, 5
equity influences, 6–9
Student(s)
of color, 4
with disabilities, 4
needs of, 146
voice, 140
Stupidification, 30
Subjectivity, 31, 112, 136, 138
Suboppression, 262
Suspensions of First Nations Boys, 202–203
Syntax, 19
Systematic marginalization, 113
Systems and Tools
, 120, 122, 124
Talented Tenth, The
, 81
Tame problems, 136
Teacher(s)
as agents for black life, 270–271
as cultural workers, 244
education programs, 174
of ELs, 37–38
in prison, 99–101
recognition and utility of teacher positionality and power, 187
reflection, 178–179
in socially and culturally situated classroom, 245–246
Teachers as Cultural Workers: Letters to Those Who Dare to Teach
, 246
Teaching. See also Co-teaching, 2, 99, 101, 263–264, 287
analyzing assessment, 72–73
analyzing content and curriculum, 70
analyzing instructional methods, 71–72
analyzing relationships, 73
inside juvenile justice system, 101–106
models for children experiencing poverty, 69–73
on student learning, 9–10
Tensions, 174, 176, 181
Theory and Resistance in Education (2001), 252–253
Third space, 276
Thought leaders, 104–105
TLC Public Charter School, 118
Training facilities for Black children, 79–80
Translanguaging, 37–38
Trauma, 158
True equity, 7–9
framework, 287
True generosity, 278–279
True love, 285
Trusted parent, 156
Two-tiered system, 86
Unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Unit pre-planning, 126–127
United States
public schooling in, 111–112
statistical data on poverty in, 61–62
Universal design, 135–136, 138
Universal Design for Learning (UDL), 114–117, 138
University Belt, 250
University of California at Los Angeles (UCLA), 78, 90
University of the Philippines (UP), 244
Center for Integrative and Development Studies, 244
Unsettling Education
, 102–103
Voice from the South (1892), 80
War on poverty, 49
Wealth gap affects frontlines of education, 47–48
Whiteness, 23–24
as property, 24–25, 28
Wicked problems, 136
Willpower, 283
Work and Financial Plans (WFPs), 221–222
Youth of color, 158
Economics of policy making
education from wider perspective
, 44–46
equitable policies
, 50–54
policy environment of education
, 48–50
wealth gap affects frontlines of education
, 47–48
Educability Myth, The
, 62
Educating for Insurgency: The Roles of Young People in Schools of Poverty (2014)
, 54
Education(al)
, 2, 79, 88, 106–107, 212, 280–281
experiences of ELs
, 20
experiences of First Nations peoples in Australia
, 195–196
reform
, 44
from wider perspective
, 44–46
Educators
, 3, 12, 18, 60–61, 65–66, 89, 148, 157, 169, 203–204
significance to
, 73–74, 204–205
Elementary and Secondary Education Act (ESEA)
, 49
Emotional engagement
, 69
Encouragement
, 53
Engagement
, 5–6, 69
English as second language learners (ESLs)
, 20
English Language Arts (ELA)
, 3, 18
English language learners (ELLs)
, 4, 19, 139
English Language Proficiency Assessment of California (ELPAC)
, 28–29
English learners (ELs)
, 9–10, 18, 34
addressing needs of
, 23–24
critical reimagining in working with
, 37–38
educational experiences of
, 20
history matters in addressing needs of
, 26–28
language development and academic achievement
, 19
reading the word and world mindset in teaching
, 29–31
and understanding racialized world
, 21–23
viewing English language as property
, 28–29
Episcopal Commission on Indigenous Peoples (ECIP)
, 214
Equality
, 135–136
dangers of arborescent conversation
, 148
dialogue
, 138–146
educators
, 148
framework explanation
, 136–138
theories
, 138
Equitable pedagogies
, 22
Equitable policies
, 50–54
forming foundation
, 50–51
research builds frame of real and applicable solutions
, 51–53
sealing deal on frontlines in classroom
, 53–54
Equitable programs
, 146
Equity
, 18, 48, 138
influences student engagement
, 6–9
Eros
, 285
Ethnic minority
, 156
Ethos
, 136–138
Eurocentric education
, 197–198
Every Student Succeeds Act (ESSA)
, 49
Evildoers
, 96
Exclusions
, 80, 160
of First Nations Boys
, 202–203
Failures
, 96–97
Fight for black life
, 262
First Nations boys
, 193–194
assimilation and Eurocentric education
, 197–198
educational experiences of First Nations peoples in Australia
, 195–196
educators
, 203–204
First Nations children’s experiences of contemporary schooling
, 201–202
First Native Educational Institution
, 196
integration to self-determination
, 198–199
policy, hegemony, and cultural interface
, 199–200
protectionism and segregation
, 196–197
suspensions, exclusions, and incarceration of First Nations Boys
, 202–203
First Quarter Storm
, 248
Foster care experience
, 164–165
Foster placement
, 156
Foundational dynamics of IPEd
, 227–229
Funding inequities
, 63
Funds of knowledge
, 70, 73
Goals-Activity Matrix Education Plan (GAME Plan), 121
Gramsci’s Theory on Hegemony (1971), 194, 200
Hampton University, 78
Hegemony, 199–200
of normalcy, 144
Hidden curriculum, 103–104, 140
Higher education. See also Inclusive education, 156
History matters, 22
Hope, 273–275, 283
Hopeless realities, 274
Hopelessness, 283
Horizontal violence, 265–266, 278
Human dignity over labels, research terminology, and jargon, 187
Humanization, 285–286
through critical literacy, 264–269
framing education for, 263–264
Humble reflection, 52
Identity, 163
Ideological clarity, 66–67
Incarceration of First Nations Boys, 202–203
Inclusion, 116
Inclusive context for learning, 121–122
Inclusive education, 113–116
in K to 12 basic education reform, 215–216
tools and systems for, 114–115
Inclusive pedagogy, 9
framework for, 118–124
Inclusive teaching. See also Teaching, 111–112
connections, intersections, and call for culturally responsive inclusive education, 116–118
culturally responsive pedagogy, 113–116
disabilities studies, 113–116
discrit, 113–116
inclusive education, 113–116
review of literature, 112–113
subjectivity, 112
unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Indigenization, 227–229
Indigenous cultural communities (ICCs), 213
Indigenous Knowledge Systems and Practices (IKSPs), 214, 223–224
Indigenous Learning Systems (ILS), 218, 223
Indigenous peoples (IPs), 213
marginalization of indigenous peoples in Philippines, 213–214
Indigenous peoples education (IPEd), 214
capacity building and two-pronged policy directions on teacher development, 234–236
conversations in search of solutions, 233–236
culturally appropriate curriculum for indigenous learners, 223–230
dialogue and participatory policy formulation, 219
going distance to nurture teachers for, 230–236
historical challenges, 230–233
historical context, 217–219
inclusive education in K to 12 basic education reform, 215–216
marginalization of indigenous peoples in Philippines, 213–214
narrative inquiry, 216–217
policies developed to enable affirmative government actions for, 220–223
traversing education policy gaps with inclusive actions for, 217–223
Indigenous Peoples’ Rights Act of 1997, 214
Individual Faults Myth, The
, 62
Individual racism, 26
Individuality, 25–26
Individualized Education Plan (IEP), 121
Quick Glance Plan, 121
Individuals with Disabilities Education Improvement Act (IDEIA), 112
Ineffective instruction, 63–65
Inequity, 209
with inclusion, justice, and hope, 8–9
Information processing, 93
Inquiring techniques, 53
Inside-out course, 101–106
Inside-Out Prison Exchange program, 10–11, 101
Institutional racism, 26
Instructional methods, 71–72
Integration to self-determination, 198–199
Intergenerational trauma, 199
International Fund for Agricultural Development (IFAD), 214
Intersectional agility, 175
analysis, 181–185
co-teaching as program implementation, 175–176
co-teaching for systems change, 178–179
desegregation through intersectional praxis, 176–178
findings, 185–188
implications, 188
methodology, 179–188
Intersectional formative childhood experiences
educators, 169
impacts on child, 159–160
implications, 169
literature review, 157–158
Lucy, 161–163
marginalization, 156–157
need for understanding, 157
prismatic phenomenology, 161
problem, 156–157
profile of child, 157–158
theoretical framework, 160–161
trauma, 158
Intersectionality, 163, 177, 182
Justice matters, 22
Juvenile justice system, teaching inside, 101–106
K-12
schooling experiences, 166–167
students, 53
Kindergarten achievement gaps, 47–48
Know, understand and do (“KUDs”), 115
Knowledge of Self, 263–264
Labor, 64–65
Lakas and the Makibaka Hotel
, 253–254
Language, 9–10, 19
matters, 22
as property, 28–29
for situated cultural action, social interaction, and meaning-making, 19–21
Leadership, 287
Learned helplessness, 165
Learning, 3, 5–6
through crisis, 99–101
language, 22
partnerships, 93
Learning Statements and Educational Stance
, 120
Legitimate knowledge, 64–65
Lesson planning, 114–115
Limited-English proficient (LEP), 20
Linguistic diversity, 214
Localization, 227–229
Logos, 137
Long-term English learners (LTELs), 20
Lucy, 161–163
childhood experiences, 164
college, 167–169
dis/ability, 165–166
foster care experience, 164–165
identity, 163
K-12 schooling experiences, 166–167
story, 163–169
Macroeconomics, 44
Marginalization, 96, 156–157
of indigenous peoples in Philippines, 213–214
of students, 140
Marginalized students, 2–3
equity influences student engagement, 6–9
learning, 3
learning, motivation, and engagement, 5–6
margins, 4–5
Margins, 4–5
Martial law, 246–249
conversation, 249–250
few resources for courageous teaching, 252–254
influenced my critical thinking with regards to, 250–251
making sense, 251–252
Meaning-making, 251–252
Mechanical uniformity, 63–64
Mendiola
, 246, 248
Mentorship as act of humanization, 286–287
Meritocracy, 66–67
myths, 25–26
Mind(ing) the margins, 2, 9, 13, 88, 90, 144
authentic engagement with parent and families, 89–90
connecting with care, 88–89
opening academic doors of opportunity, 89
Minority, 156
Miseducation, 20
Misrecognition, 22
Modeling, 53
Mother-to-infant adrenocortical transmission, 61–62
Motivation, 5–6, 33
Multicultural education, 116
Myths about poverty, 62
Nakata’s Indigenous Standpoint Theory (2007), 194
Naming, 163
anti-black suffering through poetic performances, 267–269
Narrative inquiry, 216–217
National Council on Disability (NCD), 113
National IPEd Policy Framework, 219–220, 224
Naturalization Act (1790), 23–24
New South Wales (NSW), 196
No Child Left Behind (NCLB), 49
Non-English speaking (NES), 20
Non-Indigenous educators, 204
Nongovernment organizations (NGOs), 221–222
Nonrecognition, 22
Objectivity, 31
“One-size-fits-all” system, 218
Oppression, 62, 66, 81–82, 277–278
Oppressor, 278
Outsiders, The
, 62–63, 65
Parent involvement, 86–87
Parent–Teacher Association, 87
Parramatta “Native Institution”, 196
Pathos, 137
Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (1998a), 253
Pedagogy of Hope
, 274
Perceptions about parents and families, 86–88
Phileo, 285
Philosophy and purposes of IPEd, 227–229
Phonology, 19
Planning for consistency, improvement, and sustainability, 184–185
Policy, 199–200
environment of education, 48–50
formulation for curriculum contextualization and pedagogy for IPEd, 225–230
Politics of Education: A Critical Introduction, The
, 252
Poverty, 10, 59–60
effects on children, 47
myths about, 62
statistical data on poverty in United States, 61–62
systems of oppression and manifestations of class in schooling, 62–66
teaching models for children experiencing poverty, 69–73
Power, 200, 281–282
Power of Money and Other Stories, The (1990), 253–254
Pragmatics, 19
Praxis, 177–178
PreK-16 educators, 2
Prismatic inquiry, 136–137
Prismatic phenomenology, 156, 161
Prismatic theory, 136, 160–161
Prison, 96
abolition, 108
abolitionists, 98
Privilege, 281–282
Productive struggle, 53
Professional learning communities, 140
Program Support Fund (PSF), 219
Protectionism, 196–197
Public schooling in United States, 111–112
Questioning labels, 139
Race, 9–10, 19, 23, 25–26
in America, 23–24
matters, 9–10, 19, 22
Racial socialization, 26
Racialized practices, 193–194
Racism, 25–26, 65–66, 199–200
Racist, 65–66
Relationships, 73
Report of the Parliamentary Select Committee on Aboriginal Tribes 1837 (RPSCAT), 195
Reproduction, 64
Research-based knowledge, 2
Resistance to historical marginalization, 187–188
Restorative justice, 108
Retributive justice, 103
Revolution, 284–285
Right of use and enjoyment, 24–25, 29
Right to reputation and status property, 24–25, 29
Rights of disposition, 24–25, 29
Scholar(s)
in disability studies, 174
voices, 80–82
School(ing), 88, 96–97, 177, 262
funding inequities, 63
ineffective instruction, 63–65
institutions, 4–5
and prisons on the margins, 98–99
racism, 65–66
systems of oppression and manifestations of class in, 62–66
Scott-Hall Segregated School, 196–197
Segregation, 174, 196–197
forms, 174–175
of students, 113
Segregationist, 65–66
Self-determination, 50–51, 199–200, 263–264
Self-efficacy, 54
Self-hate, 262
Semantics, 19
Shame of a Nation, The
, 47
Sharing instruction, 183
Skepticism of separation of learner groups, 187
Smarter Balanced Assessment Consortium (SBAC), 4, 18
Social capital, 64
Social engagement, 5–6, 69
Social exclusion, 82
Social functions of knowledge, 140
Social justice, 282–283
critically reflective practices, 67–69
foundations of growth for social justice educators, 66–69
ideological clarity, 66–67
pedagogy, 10
Social marginalization of black students, 82–88
compliance for sake of control, 82–83
limited course offerings, 83–86
perceptions about parents and families, 86–88
Socialism and Man in Cuba
, 285
Socially and culturally situated classroom, 245–246
Socially and culturally situated context, 19
Socioeconomic status (SES), 157
Sociopolitical consciousness, 93
Solidarity, 263–264
Souls of Black Folks, The
, 79–80
Storge, 285
Strategic co-teaching, 179
Strategies, 181
Structural inequality, 199–200
Structural racism, 26
Student engagement, 5
equity influences, 6–9
Student(s)
of color, 4
with disabilities, 4
needs of, 146
voice, 140
Stupidification, 30
Subjectivity, 31, 112, 136, 138
Suboppression, 262
Suspensions of First Nations Boys, 202–203
Syntax, 19
Systematic marginalization, 113
Systems and Tools
, 120, 122, 124
Talented Tenth, The
, 81
Tame problems, 136
Teacher(s)
as agents for black life, 270–271
as cultural workers, 244
education programs, 174
of ELs, 37–38
in prison, 99–101
recognition and utility of teacher positionality and power, 187
reflection, 178–179
in socially and culturally situated classroom, 245–246
Teachers as Cultural Workers: Letters to Those Who Dare to Teach
, 246
Teaching. See also Co-teaching, 2, 99, 101, 263–264, 287
analyzing assessment, 72–73
analyzing content and curriculum, 70
analyzing instructional methods, 71–72
analyzing relationships, 73
inside juvenile justice system, 101–106
models for children experiencing poverty, 69–73
on student learning, 9–10
Tensions, 174, 176, 181
Theory and Resistance in Education (2001), 252–253
Third space, 276
Thought leaders, 104–105
TLC Public Charter School, 118
Training facilities for Black children, 79–80
Translanguaging, 37–38
Trauma, 158
True equity, 7–9
framework, 287
True generosity, 278–279
True love, 285
Trusted parent, 156
Two-tiered system, 86
Unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Unit pre-planning, 126–127
United States
public schooling in, 111–112
statistical data on poverty in, 61–62
Universal design, 135–136, 138
Universal Design for Learning (UDL), 114–117, 138
University Belt, 250
University of California at Los Angeles (UCLA), 78, 90
University of the Philippines (UP), 244
Center for Integrative and Development Studies, 244
Unsettling Education
, 102–103
Voice from the South (1892), 80
War on poverty, 49
Wealth gap affects frontlines of education, 47–48
Whiteness, 23–24
as property, 24–25, 28
Wicked problems, 136
Willpower, 283
Work and Financial Plans (WFPs), 221–222
Youth of color, 158
Goals-Activity Matrix Education Plan (GAME Plan)
, 121
Gramsci’s Theory on Hegemony (1971)
, 194, 200
Hampton University
, 78
Hegemony
, 199–200
of normalcy
, 144
Hidden curriculum
, 103–104, 140
Higher education. See also Inclusive education
, 156
History matters
, 22
Hope
, 273–275, 283
Hopeless realities
, 274
Hopelessness
, 283
Horizontal violence
, 265–266, 278
Human dignity over labels, research terminology, and jargon
, 187
Humanization
, 285–286
through critical literacy
, 264–269
framing education for
, 263–264
Humble reflection
, 52
Identity, 163
Ideological clarity, 66–67
Incarceration of First Nations Boys, 202–203
Inclusion, 116
Inclusive context for learning, 121–122
Inclusive education, 113–116
in K to 12 basic education reform, 215–216
tools and systems for, 114–115
Inclusive pedagogy, 9
framework for, 118–124
Inclusive teaching. See also Teaching, 111–112
connections, intersections, and call for culturally responsive inclusive education, 116–118
culturally responsive pedagogy, 113–116
disabilities studies, 113–116
discrit, 113–116
inclusive education, 113–116
review of literature, 112–113
subjectivity, 112
unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Indigenization, 227–229
Indigenous cultural communities (ICCs), 213
Indigenous Knowledge Systems and Practices (IKSPs), 214, 223–224
Indigenous Learning Systems (ILS), 218, 223
Indigenous peoples (IPs), 213
marginalization of indigenous peoples in Philippines, 213–214
Indigenous peoples education (IPEd), 214
capacity building and two-pronged policy directions on teacher development, 234–236
conversations in search of solutions, 233–236
culturally appropriate curriculum for indigenous learners, 223–230
dialogue and participatory policy formulation, 219
going distance to nurture teachers for, 230–236
historical challenges, 230–233
historical context, 217–219
inclusive education in K to 12 basic education reform, 215–216
marginalization of indigenous peoples in Philippines, 213–214
narrative inquiry, 216–217
policies developed to enable affirmative government actions for, 220–223
traversing education policy gaps with inclusive actions for, 217–223
Indigenous Peoples’ Rights Act of 1997, 214
Individual Faults Myth, The
, 62
Individual racism, 26
Individuality, 25–26
Individualized Education Plan (IEP), 121
Quick Glance Plan, 121
Individuals with Disabilities Education Improvement Act (IDEIA), 112
Ineffective instruction, 63–65
Inequity, 209
with inclusion, justice, and hope, 8–9
Information processing, 93
Inquiring techniques, 53
Inside-out course, 101–106
Inside-Out Prison Exchange program, 10–11, 101
Institutional racism, 26
Instructional methods, 71–72
Integration to self-determination, 198–199
Intergenerational trauma, 199
International Fund for Agricultural Development (IFAD), 214
Intersectional agility, 175
analysis, 181–185
co-teaching as program implementation, 175–176
co-teaching for systems change, 178–179
desegregation through intersectional praxis, 176–178
findings, 185–188
implications, 188
methodology, 179–188
Intersectional formative childhood experiences
educators, 169
impacts on child, 159–160
implications, 169
literature review, 157–158
Lucy, 161–163
marginalization, 156–157
need for understanding, 157
prismatic phenomenology, 161
problem, 156–157
profile of child, 157–158
theoretical framework, 160–161
trauma, 158
Intersectionality, 163, 177, 182
Justice matters, 22
Juvenile justice system, teaching inside, 101–106
K-12
schooling experiences, 166–167
students, 53
Kindergarten achievement gaps, 47–48
Know, understand and do (“KUDs”), 115
Knowledge of Self, 263–264
Labor, 64–65
Lakas and the Makibaka Hotel
, 253–254
Language, 9–10, 19
matters, 22
as property, 28–29
for situated cultural action, social interaction, and meaning-making, 19–21
Leadership, 287
Learned helplessness, 165
Learning, 3, 5–6
through crisis, 99–101
language, 22
partnerships, 93
Learning Statements and Educational Stance
, 120
Legitimate knowledge, 64–65
Lesson planning, 114–115
Limited-English proficient (LEP), 20
Linguistic diversity, 214
Localization, 227–229
Logos, 137
Long-term English learners (LTELs), 20
Lucy, 161–163
childhood experiences, 164
college, 167–169
dis/ability, 165–166
foster care experience, 164–165
identity, 163
K-12 schooling experiences, 166–167
story, 163–169
Macroeconomics, 44
Marginalization, 96, 156–157
of indigenous peoples in Philippines, 213–214
of students, 140
Marginalized students, 2–3
equity influences student engagement, 6–9
learning, 3
learning, motivation, and engagement, 5–6
margins, 4–5
Margins, 4–5
Martial law, 246–249
conversation, 249–250
few resources for courageous teaching, 252–254
influenced my critical thinking with regards to, 250–251
making sense, 251–252
Meaning-making, 251–252
Mechanical uniformity, 63–64
Mendiola
, 246, 248
Mentorship as act of humanization, 286–287
Meritocracy, 66–67
myths, 25–26
Mind(ing) the margins, 2, 9, 13, 88, 90, 144
authentic engagement with parent and families, 89–90
connecting with care, 88–89
opening academic doors of opportunity, 89
Minority, 156
Miseducation, 20
Misrecognition, 22
Modeling, 53
Mother-to-infant adrenocortical transmission, 61–62
Motivation, 5–6, 33
Multicultural education, 116
Myths about poverty, 62
Nakata’s Indigenous Standpoint Theory (2007), 194
Naming, 163
anti-black suffering through poetic performances, 267–269
Narrative inquiry, 216–217
National Council on Disability (NCD), 113
National IPEd Policy Framework, 219–220, 224
Naturalization Act (1790), 23–24
New South Wales (NSW), 196
No Child Left Behind (NCLB), 49
Non-English speaking (NES), 20
Non-Indigenous educators, 204
Nongovernment organizations (NGOs), 221–222
Nonrecognition, 22
Objectivity, 31
“One-size-fits-all” system, 218
Oppression, 62, 66, 81–82, 277–278
Oppressor, 278
Outsiders, The
, 62–63, 65
Parent involvement, 86–87
Parent–Teacher Association, 87
Parramatta “Native Institution”, 196
Pathos, 137
Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (1998a), 253
Pedagogy of Hope
, 274
Perceptions about parents and families, 86–88
Phileo, 285
Philosophy and purposes of IPEd, 227–229
Phonology, 19
Planning for consistency, improvement, and sustainability, 184–185
Policy, 199–200
environment of education, 48–50
formulation for curriculum contextualization and pedagogy for IPEd, 225–230
Politics of Education: A Critical Introduction, The
, 252
Poverty, 10, 59–60
effects on children, 47
myths about, 62
statistical data on poverty in United States, 61–62
systems of oppression and manifestations of class in schooling, 62–66
teaching models for children experiencing poverty, 69–73
Power, 200, 281–282
Power of Money and Other Stories, The (1990), 253–254
Pragmatics, 19
Praxis, 177–178
PreK-16 educators, 2
Prismatic inquiry, 136–137
Prismatic phenomenology, 156, 161
Prismatic theory, 136, 160–161
Prison, 96
abolition, 108
abolitionists, 98
Privilege, 281–282
Productive struggle, 53
Professional learning communities, 140
Program Support Fund (PSF), 219
Protectionism, 196–197
Public schooling in United States, 111–112
Questioning labels, 139
Race, 9–10, 19, 23, 25–26
in America, 23–24
matters, 9–10, 19, 22
Racial socialization, 26
Racialized practices, 193–194
Racism, 25–26, 65–66, 199–200
Racist, 65–66
Relationships, 73
Report of the Parliamentary Select Committee on Aboriginal Tribes 1837 (RPSCAT), 195
Reproduction, 64
Research-based knowledge, 2
Resistance to historical marginalization, 187–188
Restorative justice, 108
Retributive justice, 103
Revolution, 284–285
Right of use and enjoyment, 24–25, 29
Right to reputation and status property, 24–25, 29
Rights of disposition, 24–25, 29
Scholar(s)
in disability studies, 174
voices, 80–82
School(ing), 88, 96–97, 177, 262
funding inequities, 63
ineffective instruction, 63–65
institutions, 4–5
and prisons on the margins, 98–99
racism, 65–66
systems of oppression and manifestations of class in, 62–66
Scott-Hall Segregated School, 196–197
Segregation, 174, 196–197
forms, 174–175
of students, 113
Segregationist, 65–66
Self-determination, 50–51, 199–200, 263–264
Self-efficacy, 54
Self-hate, 262
Semantics, 19
Shame of a Nation, The
, 47
Sharing instruction, 183
Skepticism of separation of learner groups, 187
Smarter Balanced Assessment Consortium (SBAC), 4, 18
Social capital, 64
Social engagement, 5–6, 69
Social exclusion, 82
Social functions of knowledge, 140
Social justice, 282–283
critically reflective practices, 67–69
foundations of growth for social justice educators, 66–69
ideological clarity, 66–67
pedagogy, 10
Social marginalization of black students, 82–88
compliance for sake of control, 82–83
limited course offerings, 83–86
perceptions about parents and families, 86–88
Socialism and Man in Cuba
, 285
Socially and culturally situated classroom, 245–246
Socially and culturally situated context, 19
Socioeconomic status (SES), 157
Sociopolitical consciousness, 93
Solidarity, 263–264
Souls of Black Folks, The
, 79–80
Storge, 285
Strategic co-teaching, 179
Strategies, 181
Structural inequality, 199–200
Structural racism, 26
Student engagement, 5
equity influences, 6–9
Student(s)
of color, 4
with disabilities, 4
needs of, 146
voice, 140
Stupidification, 30
Subjectivity, 31, 112, 136, 138
Suboppression, 262
Suspensions of First Nations Boys, 202–203
Syntax, 19
Systematic marginalization, 113
Systems and Tools
, 120, 122, 124
Talented Tenth, The
, 81
Tame problems, 136
Teacher(s)
as agents for black life, 270–271
as cultural workers, 244
education programs, 174
of ELs, 37–38
in prison, 99–101
recognition and utility of teacher positionality and power, 187
reflection, 178–179
in socially and culturally situated classroom, 245–246
Teachers as Cultural Workers: Letters to Those Who Dare to Teach
, 246
Teaching. See also Co-teaching, 2, 99, 101, 263–264, 287
analyzing assessment, 72–73
analyzing content and curriculum, 70
analyzing instructional methods, 71–72
analyzing relationships, 73
inside juvenile justice system, 101–106
models for children experiencing poverty, 69–73
on student learning, 9–10
Tensions, 174, 176, 181
Theory and Resistance in Education (2001), 252–253
Third space, 276
Thought leaders, 104–105
TLC Public Charter School, 118
Training facilities for Black children, 79–80
Translanguaging, 37–38
Trauma, 158
True equity, 7–9
framework, 287
True generosity, 278–279
True love, 285
Trusted parent, 156
Two-tiered system, 86
Unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Unit pre-planning, 126–127
United States
public schooling in, 111–112
statistical data on poverty in, 61–62
Universal design, 135–136, 138
Universal Design for Learning (UDL), 114–117, 138
University Belt, 250
University of California at Los Angeles (UCLA), 78, 90
University of the Philippines (UP), 244
Center for Integrative and Development Studies, 244
Unsettling Education
, 102–103
Voice from the South (1892), 80
War on poverty, 49
Wealth gap affects frontlines of education, 47–48
Whiteness, 23–24
as property, 24–25, 28
Wicked problems, 136
Willpower, 283
Work and Financial Plans (WFPs), 221–222
Youth of color, 158
Identity
, 163
Ideological clarity
, 66–67
Incarceration of First Nations Boys
, 202–203
Inclusion
, 116
Inclusive context for learning
, 121–122
Inclusive education
, 113–116
in K to 12 basic education reform
, 215–216
tools and systems for
, 114–115
Inclusive pedagogy
, 9
framework for
, 118–124
Inclusive teaching. See also Teaching
, 111–112
connections, intersections, and call for culturally responsive inclusive education
, 116–118
culturally responsive pedagogy
, 113–116
disabilities studies
, 113–116
discrit
, 113–116
inclusive education
, 113–116
review of literature
, 112–113
subjectivity
, 112
unit planning tool for culturally responsive approach to inclusive instruction
, 124–128
Indigenization
, 227–229
Indigenous cultural communities (ICCs)
, 213
Indigenous Knowledge Systems and Practices (IKSPs)
, 214, 223–224
Indigenous Learning Systems (ILS)
, 218, 223
Indigenous peoples (IPs)
, 213
marginalization of indigenous peoples in Philippines
, 213–214
Indigenous peoples education (IPEd)
, 214
capacity building and two-pronged policy directions on teacher development
, 234–236
conversations in search of solutions
, 233–236
culturally appropriate curriculum for indigenous learners
, 223–230
dialogue and participatory policy formulation
, 219
going distance to nurture teachers for
, 230–236
historical challenges
, 230–233
historical context
, 217–219
inclusive education in K to 12 basic education reform
, 215–216
marginalization of indigenous peoples in Philippines
, 213–214
narrative inquiry
, 216–217
policies developed to enable affirmative government actions for
, 220–223
traversing education policy gaps with inclusive actions for
, 217–223
Indigenous Peoples’ Rights Act of 1997
, 214
Individual Faults Myth, The
, 62
Individual racism
, 26
Individuality
, 25–26
Individualized Education Plan (IEP)
, 121
Quick Glance Plan
, 121
Individuals with Disabilities Education Improvement Act (IDEIA)
, 112
Ineffective instruction
, 63–65
Inequity
, 209
with inclusion, justice, and hope
, 8–9
Information processing
, 93
Inquiring techniques
, 53
Inside-out course
, 101–106
Inside-Out Prison Exchange program
, 10–11, 101
Institutional racism
, 26
Instructional methods
, 71–72
Integration to self-determination
, 198–199
Intergenerational trauma
, 199
International Fund for Agricultural Development (IFAD)
, 214
Intersectional agility
, 175
analysis
, 181–185
co-teaching as program implementation
, 175–176
co-teaching for systems change
, 178–179
desegregation through intersectional praxis
, 176–178
findings
, 185–188
implications
, 188
methodology
, 179–188
Intersectional formative childhood experiences
educators
, 169
impacts on child
, 159–160
implications
, 169
literature review
, 157–158
Lucy
, 161–163
marginalization
, 156–157
need for understanding
, 157
prismatic phenomenology
, 161
problem
, 156–157
profile of child
, 157–158
theoretical framework
, 160–161
trauma
, 158
Intersectionality
, 163, 177, 182
Justice matters
, 22
Juvenile justice system, teaching inside
, 101–106
K-12
schooling experiences, 166–167
students, 53
Kindergarten achievement gaps, 47–48
Know, understand and do (“KUDs”), 115
Knowledge of Self, 263–264
Labor, 64–65
Lakas and the Makibaka Hotel
, 253–254
Language, 9–10, 19
matters, 22
as property, 28–29
for situated cultural action, social interaction, and meaning-making, 19–21
Leadership, 287
Learned helplessness, 165
Learning, 3, 5–6
through crisis, 99–101
language, 22
partnerships, 93
Learning Statements and Educational Stance
, 120
Legitimate knowledge, 64–65
Lesson planning, 114–115
Limited-English proficient (LEP), 20
Linguistic diversity, 214
Localization, 227–229
Logos, 137
Long-term English learners (LTELs), 20
Lucy, 161–163
childhood experiences, 164
college, 167–169
dis/ability, 165–166
foster care experience, 164–165
identity, 163
K-12 schooling experiences, 166–167
story, 163–169
Macroeconomics, 44
Marginalization, 96, 156–157
of indigenous peoples in Philippines, 213–214
of students, 140
Marginalized students, 2–3
equity influences student engagement, 6–9
learning, 3
learning, motivation, and engagement, 5–6
margins, 4–5
Margins, 4–5
Martial law, 246–249
conversation, 249–250
few resources for courageous teaching, 252–254
influenced my critical thinking with regards to, 250–251
making sense, 251–252
Meaning-making, 251–252
Mechanical uniformity, 63–64
Mendiola
, 246, 248
Mentorship as act of humanization, 286–287
Meritocracy, 66–67
myths, 25–26
Mind(ing) the margins, 2, 9, 13, 88, 90, 144
authentic engagement with parent and families, 89–90
connecting with care, 88–89
opening academic doors of opportunity, 89
Minority, 156
Miseducation, 20
Misrecognition, 22
Modeling, 53
Mother-to-infant adrenocortical transmission, 61–62
Motivation, 5–6, 33
Multicultural education, 116
Myths about poverty, 62
Nakata’s Indigenous Standpoint Theory (2007), 194
Naming, 163
anti-black suffering through poetic performances, 267–269
Narrative inquiry, 216–217
National Council on Disability (NCD), 113
National IPEd Policy Framework, 219–220, 224
Naturalization Act (1790), 23–24
New South Wales (NSW), 196
No Child Left Behind (NCLB), 49
Non-English speaking (NES), 20
Non-Indigenous educators, 204
Nongovernment organizations (NGOs), 221–222
Nonrecognition, 22
Objectivity, 31
“One-size-fits-all” system, 218
Oppression, 62, 66, 81–82, 277–278
Oppressor, 278
Outsiders, The
, 62–63, 65
Parent involvement, 86–87
Parent–Teacher Association, 87
Parramatta “Native Institution”, 196
Pathos, 137
Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (1998a), 253
Pedagogy of Hope
, 274
Perceptions about parents and families, 86–88
Phileo, 285
Philosophy and purposes of IPEd, 227–229
Phonology, 19
Planning for consistency, improvement, and sustainability, 184–185
Policy, 199–200
environment of education, 48–50
formulation for curriculum contextualization and pedagogy for IPEd, 225–230
Politics of Education: A Critical Introduction, The
, 252
Poverty, 10, 59–60
effects on children, 47
myths about, 62
statistical data on poverty in United States, 61–62
systems of oppression and manifestations of class in schooling, 62–66
teaching models for children experiencing poverty, 69–73
Power, 200, 281–282
Power of Money and Other Stories, The (1990), 253–254
Pragmatics, 19
Praxis, 177–178
PreK-16 educators, 2
Prismatic inquiry, 136–137
Prismatic phenomenology, 156, 161
Prismatic theory, 136, 160–161
Prison, 96
abolition, 108
abolitionists, 98
Privilege, 281–282
Productive struggle, 53
Professional learning communities, 140
Program Support Fund (PSF), 219
Protectionism, 196–197
Public schooling in United States, 111–112
Questioning labels, 139
Race, 9–10, 19, 23, 25–26
in America, 23–24
matters, 9–10, 19, 22
Racial socialization, 26
Racialized practices, 193–194
Racism, 25–26, 65–66, 199–200
Racist, 65–66
Relationships, 73
Report of the Parliamentary Select Committee on Aboriginal Tribes 1837 (RPSCAT), 195
Reproduction, 64
Research-based knowledge, 2
Resistance to historical marginalization, 187–188
Restorative justice, 108
Retributive justice, 103
Revolution, 284–285
Right of use and enjoyment, 24–25, 29
Right to reputation and status property, 24–25, 29
Rights of disposition, 24–25, 29
Scholar(s)
in disability studies, 174
voices, 80–82
School(ing), 88, 96–97, 177, 262
funding inequities, 63
ineffective instruction, 63–65
institutions, 4–5
and prisons on the margins, 98–99
racism, 65–66
systems of oppression and manifestations of class in, 62–66
Scott-Hall Segregated School, 196–197
Segregation, 174, 196–197
forms, 174–175
of students, 113
Segregationist, 65–66
Self-determination, 50–51, 199–200, 263–264
Self-efficacy, 54
Self-hate, 262
Semantics, 19
Shame of a Nation, The
, 47
Sharing instruction, 183
Skepticism of separation of learner groups, 187
Smarter Balanced Assessment Consortium (SBAC), 4, 18
Social capital, 64
Social engagement, 5–6, 69
Social exclusion, 82
Social functions of knowledge, 140
Social justice, 282–283
critically reflective practices, 67–69
foundations of growth for social justice educators, 66–69
ideological clarity, 66–67
pedagogy, 10
Social marginalization of black students, 82–88
compliance for sake of control, 82–83
limited course offerings, 83–86
perceptions about parents and families, 86–88
Socialism and Man in Cuba
, 285
Socially and culturally situated classroom, 245–246
Socially and culturally situated context, 19
Socioeconomic status (SES), 157
Sociopolitical consciousness, 93
Solidarity, 263–264
Souls of Black Folks, The
, 79–80
Storge, 285
Strategic co-teaching, 179
Strategies, 181
Structural inequality, 199–200
Structural racism, 26
Student engagement, 5
equity influences, 6–9
Student(s)
of color, 4
with disabilities, 4
needs of, 146
voice, 140
Stupidification, 30
Subjectivity, 31, 112, 136, 138
Suboppression, 262
Suspensions of First Nations Boys, 202–203
Syntax, 19
Systematic marginalization, 113
Systems and Tools
, 120, 122, 124
Talented Tenth, The
, 81
Tame problems, 136
Teacher(s)
as agents for black life, 270–271
as cultural workers, 244
education programs, 174
of ELs, 37–38
in prison, 99–101
recognition and utility of teacher positionality and power, 187
reflection, 178–179
in socially and culturally situated classroom, 245–246
Teachers as Cultural Workers: Letters to Those Who Dare to Teach
, 246
Teaching. See also Co-teaching, 2, 99, 101, 263–264, 287
analyzing assessment, 72–73
analyzing content and curriculum, 70
analyzing instructional methods, 71–72
analyzing relationships, 73
inside juvenile justice system, 101–106
models for children experiencing poverty, 69–73
on student learning, 9–10
Tensions, 174, 176, 181
Theory and Resistance in Education (2001), 252–253
Third space, 276
Thought leaders, 104–105
TLC Public Charter School, 118
Training facilities for Black children, 79–80
Translanguaging, 37–38
Trauma, 158
True equity, 7–9
framework, 287
True generosity, 278–279
True love, 285
Trusted parent, 156
Two-tiered system, 86
Unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Unit pre-planning, 126–127
United States
public schooling in, 111–112
statistical data on poverty in, 61–62
Universal design, 135–136, 138
Universal Design for Learning (UDL), 114–117, 138
University Belt, 250
University of California at Los Angeles (UCLA), 78, 90
University of the Philippines (UP), 244
Center for Integrative and Development Studies, 244
Unsettling Education
, 102–103
Voice from the South (1892), 80
War on poverty, 49
Wealth gap affects frontlines of education, 47–48
Whiteness, 23–24
as property, 24–25, 28
Wicked problems, 136
Willpower, 283
Work and Financial Plans (WFPs), 221–222
Youth of color, 158
K-12
schooling experiences
, 166–167
students
, 53
Kindergarten achievement gaps
, 47–48
Know, understand and do (“KUDs”)
, 115
Knowledge of Self
, 263–264
Labor
, 64–65
Lakas and the Makibaka Hotel
, 253–254
Language
, 9–10, 19
matters
, 22
as property
, 28–29
for situated cultural action, social interaction, and meaning-making
, 19–21
Leadership
, 287
Learned helplessness
, 165
Learning
, 3, 5–6
through crisis
, 99–101
language
, 22
partnerships
, 93
Learning Statements and Educational Stance
, 120
Legitimate knowledge
, 64–65
Lesson planning
, 114–115
Limited-English proficient (LEP)
, 20
Linguistic diversity
, 214
Localization
, 227–229
Logos
, 137
Long-term English learners (LTELs)
, 20
Lucy
, 161–163
childhood experiences
, 164
college
, 167–169
dis/ability
, 165–166
foster care experience
, 164–165
identity
, 163
K-12 schooling experiences
, 166–167
story
, 163–169
Macroeconomics, 44
Marginalization, 96, 156–157
of indigenous peoples in Philippines, 213–214
of students, 140
Marginalized students, 2–3
equity influences student engagement, 6–9
learning, 3
learning, motivation, and engagement, 5–6
margins, 4–5
Margins, 4–5
Martial law, 246–249
conversation, 249–250
few resources for courageous teaching, 252–254
influenced my critical thinking with regards to, 250–251
making sense, 251–252
Meaning-making, 251–252
Mechanical uniformity, 63–64
Mendiola
, 246, 248
Mentorship as act of humanization, 286–287
Meritocracy, 66–67
myths, 25–26
Mind(ing) the margins, 2, 9, 13, 88, 90, 144
authentic engagement with parent and families, 89–90
connecting with care, 88–89
opening academic doors of opportunity, 89
Minority, 156
Miseducation, 20
Misrecognition, 22
Modeling, 53
Mother-to-infant adrenocortical transmission, 61–62
Motivation, 5–6, 33
Multicultural education, 116
Myths about poverty, 62
Nakata’s Indigenous Standpoint Theory (2007), 194
Naming, 163
anti-black suffering through poetic performances, 267–269
Narrative inquiry, 216–217
National Council on Disability (NCD), 113
National IPEd Policy Framework, 219–220, 224
Naturalization Act (1790), 23–24
New South Wales (NSW), 196
No Child Left Behind (NCLB), 49
Non-English speaking (NES), 20
Non-Indigenous educators, 204
Nongovernment organizations (NGOs), 221–222
Nonrecognition, 22
Objectivity, 31
“One-size-fits-all” system, 218
Oppression, 62, 66, 81–82, 277–278
Oppressor, 278
Outsiders, The
, 62–63, 65
Parent involvement, 86–87
Parent–Teacher Association, 87
Parramatta “Native Institution”, 196
Pathos, 137
Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (1998a), 253
Pedagogy of Hope
, 274
Perceptions about parents and families, 86–88
Phileo, 285
Philosophy and purposes of IPEd, 227–229
Phonology, 19
Planning for consistency, improvement, and sustainability, 184–185
Policy, 199–200
environment of education, 48–50
formulation for curriculum contextualization and pedagogy for IPEd, 225–230
Politics of Education: A Critical Introduction, The
, 252
Poverty, 10, 59–60
effects on children, 47
myths about, 62
statistical data on poverty in United States, 61–62
systems of oppression and manifestations of class in schooling, 62–66
teaching models for children experiencing poverty, 69–73
Power, 200, 281–282
Power of Money and Other Stories, The (1990), 253–254
Pragmatics, 19
Praxis, 177–178
PreK-16 educators, 2
Prismatic inquiry, 136–137
Prismatic phenomenology, 156, 161
Prismatic theory, 136, 160–161
Prison, 96
abolition, 108
abolitionists, 98
Privilege, 281–282
Productive struggle, 53
Professional learning communities, 140
Program Support Fund (PSF), 219
Protectionism, 196–197
Public schooling in United States, 111–112
Questioning labels, 139
Race, 9–10, 19, 23, 25–26
in America, 23–24
matters, 9–10, 19, 22
Racial socialization, 26
Racialized practices, 193–194
Racism, 25–26, 65–66, 199–200
Racist, 65–66
Relationships, 73
Report of the Parliamentary Select Committee on Aboriginal Tribes 1837 (RPSCAT), 195
Reproduction, 64
Research-based knowledge, 2
Resistance to historical marginalization, 187–188
Restorative justice, 108
Retributive justice, 103
Revolution, 284–285
Right of use and enjoyment, 24–25, 29
Right to reputation and status property, 24–25, 29
Rights of disposition, 24–25, 29
Scholar(s)
in disability studies, 174
voices, 80–82
School(ing), 88, 96–97, 177, 262
funding inequities, 63
ineffective instruction, 63–65
institutions, 4–5
and prisons on the margins, 98–99
racism, 65–66
systems of oppression and manifestations of class in, 62–66
Scott-Hall Segregated School, 196–197
Segregation, 174, 196–197
forms, 174–175
of students, 113
Segregationist, 65–66
Self-determination, 50–51, 199–200, 263–264
Self-efficacy, 54
Self-hate, 262
Semantics, 19
Shame of a Nation, The
, 47
Sharing instruction, 183
Skepticism of separation of learner groups, 187
Smarter Balanced Assessment Consortium (SBAC), 4, 18
Social capital, 64
Social engagement, 5–6, 69
Social exclusion, 82
Social functions of knowledge, 140
Social justice, 282–283
critically reflective practices, 67–69
foundations of growth for social justice educators, 66–69
ideological clarity, 66–67
pedagogy, 10
Social marginalization of black students, 82–88
compliance for sake of control, 82–83
limited course offerings, 83–86
perceptions about parents and families, 86–88
Socialism and Man in Cuba
, 285
Socially and culturally situated classroom, 245–246
Socially and culturally situated context, 19
Socioeconomic status (SES), 157
Sociopolitical consciousness, 93
Solidarity, 263–264
Souls of Black Folks, The
, 79–80
Storge, 285
Strategic co-teaching, 179
Strategies, 181
Structural inequality, 199–200
Structural racism, 26
Student engagement, 5
equity influences, 6–9
Student(s)
of color, 4
with disabilities, 4
needs of, 146
voice, 140
Stupidification, 30
Subjectivity, 31, 112, 136, 138
Suboppression, 262
Suspensions of First Nations Boys, 202–203
Syntax, 19
Systematic marginalization, 113
Systems and Tools
, 120, 122, 124
Talented Tenth, The
, 81
Tame problems, 136
Teacher(s)
as agents for black life, 270–271
as cultural workers, 244
education programs, 174
of ELs, 37–38
in prison, 99–101
recognition and utility of teacher positionality and power, 187
reflection, 178–179
in socially and culturally situated classroom, 245–246
Teachers as Cultural Workers: Letters to Those Who Dare to Teach
, 246
Teaching. See also Co-teaching, 2, 99, 101, 263–264, 287
analyzing assessment, 72–73
analyzing content and curriculum, 70
analyzing instructional methods, 71–72
analyzing relationships, 73
inside juvenile justice system, 101–106
models for children experiencing poverty, 69–73
on student learning, 9–10
Tensions, 174, 176, 181
Theory and Resistance in Education (2001), 252–253
Third space, 276
Thought leaders, 104–105
TLC Public Charter School, 118
Training facilities for Black children, 79–80
Translanguaging, 37–38
Trauma, 158
True equity, 7–9
framework, 287
True generosity, 278–279
True love, 285
Trusted parent, 156
Two-tiered system, 86
Unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Unit pre-planning, 126–127
United States
public schooling in, 111–112
statistical data on poverty in, 61–62
Universal design, 135–136, 138
Universal Design for Learning (UDL), 114–117, 138
University Belt, 250
University of California at Los Angeles (UCLA), 78, 90
University of the Philippines (UP), 244
Center for Integrative and Development Studies, 244
Unsettling Education
, 102–103
Voice from the South (1892), 80
War on poverty, 49
Wealth gap affects frontlines of education, 47–48
Whiteness, 23–24
as property, 24–25, 28
Wicked problems, 136
Willpower, 283
Work and Financial Plans (WFPs), 221–222
Youth of color, 158
Macroeconomics
, 44
Marginalization
, 96, 156–157
of indigenous peoples in Philippines
, 213–214
of students
, 140
Marginalized students
, 2–3
equity influences student engagement
, 6–9
learning
, 3
learning, motivation, and engagement
, 5–6
margins
, 4–5
Margins
, 4–5
Martial law
, 246–249
conversation
, 249–250
few resources for courageous teaching
, 252–254
influenced my critical thinking with regards to
, 250–251
making sense
, 251–252
Meaning-making
, 251–252
Mechanical uniformity
, 63–64
Mendiola
, 246, 248
Mentorship as act of humanization
, 286–287
Meritocracy
, 66–67
myths
, 25–26
Mind(ing) the margins
, 2, 9, 13, 88, 90, 144
authentic engagement with parent and families
, 89–90
connecting with care
, 88–89
opening academic doors of opportunity
, 89
Minority
, 156
Miseducation
, 20
Misrecognition
, 22
Modeling
, 53
Mother-to-infant adrenocortical transmission
, 61–62
Motivation
, 5–6, 33
Multicultural education
, 116
Myths about poverty
, 62
Nakata’s Indigenous Standpoint Theory (2007)
, 194
Naming
, 163
anti-black suffering through poetic performances
, 267–269
Narrative inquiry
, 216–217
National Council on Disability (NCD)
, 113
National IPEd Policy Framework
, 219–220, 224
Naturalization Act (1790)
, 23–24
New South Wales (NSW)
, 196
No Child Left Behind (NCLB)
, 49
Non-English speaking (NES)
, 20
Non-Indigenous educators
, 204
Nongovernment organizations (NGOs)
, 221–222
Nonrecognition
, 22
Objectivity, 31
“One-size-fits-all” system, 218
Oppression, 62, 66, 81–82, 277–278
Oppressor, 278
Outsiders, The
, 62–63, 65
Parent involvement, 86–87
Parent–Teacher Association, 87
Parramatta “Native Institution”, 196
Pathos, 137
Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (1998a), 253
Pedagogy of Hope
, 274
Perceptions about parents and families, 86–88
Phileo, 285
Philosophy and purposes of IPEd, 227–229
Phonology, 19
Planning for consistency, improvement, and sustainability, 184–185
Policy, 199–200
environment of education, 48–50
formulation for curriculum contextualization and pedagogy for IPEd, 225–230
Politics of Education: A Critical Introduction, The
, 252
Poverty, 10, 59–60
effects on children, 47
myths about, 62
statistical data on poverty in United States, 61–62
systems of oppression and manifestations of class in schooling, 62–66
teaching models for children experiencing poverty, 69–73
Power, 200, 281–282
Power of Money and Other Stories, The (1990), 253–254
Pragmatics, 19
Praxis, 177–178
PreK-16 educators, 2
Prismatic inquiry, 136–137
Prismatic phenomenology, 156, 161
Prismatic theory, 136, 160–161
Prison, 96
abolition, 108
abolitionists, 98
Privilege, 281–282
Productive struggle, 53
Professional learning communities, 140
Program Support Fund (PSF), 219
Protectionism, 196–197
Public schooling in United States, 111–112
Questioning labels, 139
Race, 9–10, 19, 23, 25–26
in America, 23–24
matters, 9–10, 19, 22
Racial socialization, 26
Racialized practices, 193–194
Racism, 25–26, 65–66, 199–200
Racist, 65–66
Relationships, 73
Report of the Parliamentary Select Committee on Aboriginal Tribes 1837 (RPSCAT), 195
Reproduction, 64
Research-based knowledge, 2
Resistance to historical marginalization, 187–188
Restorative justice, 108
Retributive justice, 103
Revolution, 284–285
Right of use and enjoyment, 24–25, 29
Right to reputation and status property, 24–25, 29
Rights of disposition, 24–25, 29
Scholar(s)
in disability studies, 174
voices, 80–82
School(ing), 88, 96–97, 177, 262
funding inequities, 63
ineffective instruction, 63–65
institutions, 4–5
and prisons on the margins, 98–99
racism, 65–66
systems of oppression and manifestations of class in, 62–66
Scott-Hall Segregated School, 196–197
Segregation, 174, 196–197
forms, 174–175
of students, 113
Segregationist, 65–66
Self-determination, 50–51, 199–200, 263–264
Self-efficacy, 54
Self-hate, 262
Semantics, 19
Shame of a Nation, The
, 47
Sharing instruction, 183
Skepticism of separation of learner groups, 187
Smarter Balanced Assessment Consortium (SBAC), 4, 18
Social capital, 64
Social engagement, 5–6, 69
Social exclusion, 82
Social functions of knowledge, 140
Social justice, 282–283
critically reflective practices, 67–69
foundations of growth for social justice educators, 66–69
ideological clarity, 66–67
pedagogy, 10
Social marginalization of black students, 82–88
compliance for sake of control, 82–83
limited course offerings, 83–86
perceptions about parents and families, 86–88
Socialism and Man in Cuba
, 285
Socially and culturally situated classroom, 245–246
Socially and culturally situated context, 19
Socioeconomic status (SES), 157
Sociopolitical consciousness, 93
Solidarity, 263–264
Souls of Black Folks, The
, 79–80
Storge, 285
Strategic co-teaching, 179
Strategies, 181
Structural inequality, 199–200
Structural racism, 26
Student engagement, 5
equity influences, 6–9
Student(s)
of color, 4
with disabilities, 4
needs of, 146
voice, 140
Stupidification, 30
Subjectivity, 31, 112, 136, 138
Suboppression, 262
Suspensions of First Nations Boys, 202–203
Syntax, 19
Systematic marginalization, 113
Systems and Tools
, 120, 122, 124
Talented Tenth, The
, 81
Tame problems, 136
Teacher(s)
as agents for black life, 270–271
as cultural workers, 244
education programs, 174
of ELs, 37–38
in prison, 99–101
recognition and utility of teacher positionality and power, 187
reflection, 178–179
in socially and culturally situated classroom, 245–246
Teachers as Cultural Workers: Letters to Those Who Dare to Teach
, 246
Teaching. See also Co-teaching, 2, 99, 101, 263–264, 287
analyzing assessment, 72–73
analyzing content and curriculum, 70
analyzing instructional methods, 71–72
analyzing relationships, 73
inside juvenile justice system, 101–106
models for children experiencing poverty, 69–73
on student learning, 9–10
Tensions, 174, 176, 181
Theory and Resistance in Education (2001), 252–253
Third space, 276
Thought leaders, 104–105
TLC Public Charter School, 118
Training facilities for Black children, 79–80
Translanguaging, 37–38
Trauma, 158
True equity, 7–9
framework, 287
True generosity, 278–279
True love, 285
Trusted parent, 156
Two-tiered system, 86
Unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Unit pre-planning, 126–127
United States
public schooling in, 111–112
statistical data on poverty in, 61–62
Universal design, 135–136, 138
Universal Design for Learning (UDL), 114–117, 138
University Belt, 250
University of California at Los Angeles (UCLA), 78, 90
University of the Philippines (UP), 244
Center for Integrative and Development Studies, 244
Unsettling Education
, 102–103
Voice from the South (1892), 80
War on poverty, 49
Wealth gap affects frontlines of education, 47–48
Whiteness, 23–24
as property, 24–25, 28
Wicked problems, 136
Willpower, 283
Work and Financial Plans (WFPs), 221–222
Youth of color, 158
Objectivity
, 31
“One-size-fits-all” system
, 218
Oppression
, 62, 66, 81–82, 277–278
Oppressor
, 278
Outsiders, The
, 62–63, 65
Parent involvement
, 86–87
Parent–Teacher Association
, 87
Parramatta “Native Institution”
, 196
Pathos
, 137
Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (1998a)
, 253
Pedagogy of Hope
, 274
Perceptions about parents and families
, 86–88
Phileo
, 285
Philosophy and purposes of IPEd
, 227–229
Phonology
, 19
Planning for consistency, improvement, and sustainability
, 184–185
Policy
, 199–200
environment of education
, 48–50
formulation for curriculum contextualization and pedagogy for IPEd
, 225–230
Politics of Education: A Critical Introduction, The
, 252
Poverty
, 10, 59–60
effects on children
, 47
myths about
, 62
statistical data on poverty in United States
, 61–62
systems of oppression and manifestations of class in schooling
, 62–66
teaching models for children experiencing poverty
, 69–73
Power
, 200, 281–282
Power of Money and Other Stories, The (1990)
, 253–254
Pragmatics
, 19
Praxis
, 177–178
PreK-16 educators
, 2
Prismatic inquiry
, 136–137
Prismatic phenomenology
, 156, 161
Prismatic theory
, 136, 160–161
Prison
, 96
abolition
, 108
abolitionists
, 98
Privilege
, 281–282
Productive struggle
, 53
Professional learning communities
, 140
Program Support Fund (PSF)
, 219
Protectionism
, 196–197
Public schooling in United States
, 111–112
Questioning labels, 139
Race, 9–10, 19, 23, 25–26
in America, 23–24
matters, 9–10, 19, 22
Racial socialization, 26
Racialized practices, 193–194
Racism, 25–26, 65–66, 199–200
Racist, 65–66
Relationships, 73
Report of the Parliamentary Select Committee on Aboriginal Tribes 1837 (RPSCAT), 195
Reproduction, 64
Research-based knowledge, 2
Resistance to historical marginalization, 187–188
Restorative justice, 108
Retributive justice, 103
Revolution, 284–285
Right of use and enjoyment, 24–25, 29
Right to reputation and status property, 24–25, 29
Rights of disposition, 24–25, 29
Scholar(s)
in disability studies, 174
voices, 80–82
School(ing), 88, 96–97, 177, 262
funding inequities, 63
ineffective instruction, 63–65
institutions, 4–5
and prisons on the margins, 98–99
racism, 65–66
systems of oppression and manifestations of class in, 62–66
Scott-Hall Segregated School, 196–197
Segregation, 174, 196–197
forms, 174–175
of students, 113
Segregationist, 65–66
Self-determination, 50–51, 199–200, 263–264
Self-efficacy, 54
Self-hate, 262
Semantics, 19
Shame of a Nation, The
, 47
Sharing instruction, 183
Skepticism of separation of learner groups, 187
Smarter Balanced Assessment Consortium (SBAC), 4, 18
Social capital, 64
Social engagement, 5–6, 69
Social exclusion, 82
Social functions of knowledge, 140
Social justice, 282–283
critically reflective practices, 67–69
foundations of growth for social justice educators, 66–69
ideological clarity, 66–67
pedagogy, 10
Social marginalization of black students, 82–88
compliance for sake of control, 82–83
limited course offerings, 83–86
perceptions about parents and families, 86–88
Socialism and Man in Cuba
, 285
Socially and culturally situated classroom, 245–246
Socially and culturally situated context, 19
Socioeconomic status (SES), 157
Sociopolitical consciousness, 93
Solidarity, 263–264
Souls of Black Folks, The
, 79–80
Storge, 285
Strategic co-teaching, 179
Strategies, 181
Structural inequality, 199–200
Structural racism, 26
Student engagement, 5
equity influences, 6–9
Student(s)
of color, 4
with disabilities, 4
needs of, 146
voice, 140
Stupidification, 30
Subjectivity, 31, 112, 136, 138
Suboppression, 262
Suspensions of First Nations Boys, 202–203
Syntax, 19
Systematic marginalization, 113
Systems and Tools
, 120, 122, 124
Talented Tenth, The
, 81
Tame problems, 136
Teacher(s)
as agents for black life, 270–271
as cultural workers, 244
education programs, 174
of ELs, 37–38
in prison, 99–101
recognition and utility of teacher positionality and power, 187
reflection, 178–179
in socially and culturally situated classroom, 245–246
Teachers as Cultural Workers: Letters to Those Who Dare to Teach
, 246
Teaching. See also Co-teaching, 2, 99, 101, 263–264, 287
analyzing assessment, 72–73
analyzing content and curriculum, 70
analyzing instructional methods, 71–72
analyzing relationships, 73
inside juvenile justice system, 101–106
models for children experiencing poverty, 69–73
on student learning, 9–10
Tensions, 174, 176, 181
Theory and Resistance in Education (2001), 252–253
Third space, 276
Thought leaders, 104–105
TLC Public Charter School, 118
Training facilities for Black children, 79–80
Translanguaging, 37–38
Trauma, 158
True equity, 7–9
framework, 287
True generosity, 278–279
True love, 285
Trusted parent, 156
Two-tiered system, 86
Unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Unit pre-planning, 126–127
United States
public schooling in, 111–112
statistical data on poverty in, 61–62
Universal design, 135–136, 138
Universal Design for Learning (UDL), 114–117, 138
University Belt, 250
University of California at Los Angeles (UCLA), 78, 90
University of the Philippines (UP), 244
Center for Integrative and Development Studies, 244
Unsettling Education
, 102–103
Voice from the South (1892), 80
War on poverty, 49
Wealth gap affects frontlines of education, 47–48
Whiteness, 23–24
as property, 24–25, 28
Wicked problems, 136
Willpower, 283
Work and Financial Plans (WFPs), 221–222
Youth of color, 158
Questioning labels
, 139
Race
, 9–10, 19, 23, 25–26
in America
, 23–24
matters
, 9–10, 19, 22
Racial socialization
, 26
Racialized practices
, 193–194
Racism
, 25–26, 65–66, 199–200
Racist
, 65–66
Relationships
, 73
Report of the Parliamentary Select Committee on Aboriginal Tribes 1837 (RPSCAT)
, 195
Reproduction
, 64
Research-based knowledge
, 2
Resistance to historical marginalization
, 187–188
Restorative justice
, 108
Retributive justice
, 103
Revolution
, 284–285
Right of use and enjoyment
, 24–25, 29
Right to reputation and status property
, 24–25, 29
Rights of disposition
, 24–25, 29
Scholar(s)
in disability studies, 174
voices, 80–82
School(ing), 88, 96–97, 177, 262
funding inequities, 63
ineffective instruction, 63–65
institutions, 4–5
and prisons on the margins, 98–99
racism, 65–66
systems of oppression and manifestations of class in, 62–66
Scott-Hall Segregated School, 196–197
Segregation, 174, 196–197
forms, 174–175
of students, 113
Segregationist, 65–66
Self-determination, 50–51, 199–200, 263–264
Self-efficacy, 54
Self-hate, 262
Semantics, 19
Shame of a Nation, The
, 47
Sharing instruction, 183
Skepticism of separation of learner groups, 187
Smarter Balanced Assessment Consortium (SBAC), 4, 18
Social capital, 64
Social engagement, 5–6, 69
Social exclusion, 82
Social functions of knowledge, 140
Social justice, 282–283
critically reflective practices, 67–69
foundations of growth for social justice educators, 66–69
ideological clarity, 66–67
pedagogy, 10
Social marginalization of black students, 82–88
compliance for sake of control, 82–83
limited course offerings, 83–86
perceptions about parents and families, 86–88
Socialism and Man in Cuba
, 285
Socially and culturally situated classroom, 245–246
Socially and culturally situated context, 19
Socioeconomic status (SES), 157
Sociopolitical consciousness, 93
Solidarity, 263–264
Souls of Black Folks, The
, 79–80
Storge, 285
Strategic co-teaching, 179
Strategies, 181
Structural inequality, 199–200
Structural racism, 26
Student engagement, 5
equity influences, 6–9
Student(s)
of color, 4
with disabilities, 4
needs of, 146
voice, 140
Stupidification, 30
Subjectivity, 31, 112, 136, 138
Suboppression, 262
Suspensions of First Nations Boys, 202–203
Syntax, 19
Systematic marginalization, 113
Systems and Tools
, 120, 122, 124
Talented Tenth, The
, 81
Tame problems, 136
Teacher(s)
as agents for black life, 270–271
as cultural workers, 244
education programs, 174
of ELs, 37–38
in prison, 99–101
recognition and utility of teacher positionality and power, 187
reflection, 178–179
in socially and culturally situated classroom, 245–246
Teachers as Cultural Workers: Letters to Those Who Dare to Teach
, 246
Teaching. See also Co-teaching, 2, 99, 101, 263–264, 287
analyzing assessment, 72–73
analyzing content and curriculum, 70
analyzing instructional methods, 71–72
analyzing relationships, 73
inside juvenile justice system, 101–106
models for children experiencing poverty, 69–73
on student learning, 9–10
Tensions, 174, 176, 181
Theory and Resistance in Education (2001), 252–253
Third space, 276
Thought leaders, 104–105
TLC Public Charter School, 118
Training facilities for Black children, 79–80
Translanguaging, 37–38
Trauma, 158
True equity, 7–9
framework, 287
True generosity, 278–279
True love, 285
Trusted parent, 156
Two-tiered system, 86
Unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Unit pre-planning, 126–127
United States
public schooling in, 111–112
statistical data on poverty in, 61–62
Universal design, 135–136, 138
Universal Design for Learning (UDL), 114–117, 138
University Belt, 250
University of California at Los Angeles (UCLA), 78, 90
University of the Philippines (UP), 244
Center for Integrative and Development Studies, 244
Unsettling Education
, 102–103
Voice from the South (1892), 80
War on poverty, 49
Wealth gap affects frontlines of education, 47–48
Whiteness, 23–24
as property, 24–25, 28
Wicked problems, 136
Willpower, 283
Work and Financial Plans (WFPs), 221–222
Youth of color, 158
Scholar(s)
in disability studies
, 174
voices
, 80–82
School(ing)
, 88, 96–97, 177, 262
funding inequities
, 63
ineffective instruction
, 63–65
institutions
, 4–5
and prisons on the margins
, 98–99
racism
, 65–66
systems of oppression and manifestations of class in
, 62–66
Scott-Hall Segregated School
, 196–197
Segregation
, 174, 196–197
forms
, 174–175
of students
, 113
Segregationist
, 65–66
Self-determination
, 50–51, 199–200, 263–264
Self-efficacy
, 54
Self-hate
, 262
Semantics
, 19
Shame of a Nation, The
, 47
Sharing instruction
, 183
Skepticism of separation of learner groups
, 187
Smarter Balanced Assessment Consortium (SBAC)
, 4, 18
Social capital
, 64
Social engagement
, 5–6, 69
Social exclusion
, 82
Social functions of knowledge
, 140
Social justice
, 282–283
critically reflective practices
, 67–69
foundations of growth for social justice educators
, 66–69
ideological clarity
, 66–67
pedagogy
, 10
Social marginalization of black students
, 82–88
compliance for sake of control
, 82–83
limited course offerings
, 83–86
perceptions about parents and families
, 86–88
Socialism and Man in Cuba
, 285
Socially and culturally situated classroom
, 245–246
Socially and culturally situated context
, 19
Socioeconomic status (SES)
, 157
Sociopolitical consciousness
, 93
Solidarity
, 263–264
Souls of Black Folks, The
, 79–80
Storge
, 285
Strategic co-teaching
, 179
Strategies
, 181
Structural inequality
, 199–200
Structural racism
, 26
Student engagement
, 5
equity influences
, 6–9
Student(s)
of color
, 4
with disabilities
, 4
needs of
, 146
voice
, 140
Stupidification
, 30
Subjectivity
, 31, 112, 136, 138
Suboppression
, 262
Suspensions of First Nations Boys
, 202–203
Syntax
, 19
Systematic marginalization
, 113
Systems and Tools
, 120, 122, 124
Talented Tenth, The
, 81
Tame problems
, 136
Teacher(s)
as agents for black life
, 270–271
as cultural workers
, 244
education programs
, 174
of ELs
, 37–38
in prison
, 99–101
recognition and utility of teacher positionality and power
, 187
reflection
, 178–179
in socially and culturally situated classroom
, 245–246
Teachers as Cultural Workers: Letters to Those Who Dare to Teach
, 246
Teaching. See also Co-teaching
, 2, 99, 101, 263–264, 287
analyzing assessment
, 72–73
analyzing content and curriculum
, 70
analyzing instructional methods
, 71–72
analyzing relationships
, 73
inside juvenile justice system
, 101–106
models for children experiencing poverty
, 69–73
on student learning
, 9–10
Tensions
, 174, 176, 181
Theory and Resistance in Education (2001)
, 252–253
Third space
, 276
Thought leaders
, 104–105
TLC Public Charter School
, 118
Training facilities for Black children
, 79–80
Translanguaging
, 37–38
Trauma
, 158
True equity
, 7–9
framework
, 287
True generosity
, 278–279
True love
, 285
Trusted parent
, 156
Two-tiered system
, 86
Unit planning tool for culturally responsive approach to inclusive instruction, 124–128
Unit pre-planning, 126–127
United States
public schooling in, 111–112
statistical data on poverty in, 61–62
Universal design, 135–136, 138
Universal Design for Learning (UDL), 114–117, 138
University Belt, 250
University of California at Los Angeles (UCLA), 78, 90
University of the Philippines (UP), 244
Center for Integrative and Development Studies, 244
Unsettling Education
, 102–103
Voice from the South (1892), 80
War on poverty, 49
Wealth gap affects frontlines of education, 47–48
Whiteness, 23–24
as property, 24–25, 28
Wicked problems, 136
Willpower, 283
Work and Financial Plans (WFPs), 221–222
Youth of color, 158
Unit planning tool for culturally responsive approach to inclusive instruction
, 124–128
Unit pre-planning
, 126–127
United States
public schooling in
, 111–112
statistical data on poverty in
, 61–62
Universal design
, 135–136, 138
Universal Design for Learning (UDL)
, 114–117, 138
University Belt
, 250
University of California at Los Angeles (UCLA)
, 78, 90
University of the Philippines (UP)
, 244
Center for Integrative and Development Studies
, 244
Unsettling Education
, 102–103
Voice from the South (1892)
, 80
War on poverty, 49
Wealth gap affects frontlines of education, 47–48
Whiteness, 23–24
as property, 24–25, 28
Wicked problems, 136
Willpower, 283
Work and Financial Plans (WFPs), 221–222
Youth of color, 158
War on poverty
, 49
Wealth gap affects frontlines of education
, 47–48
Whiteness
, 23–24
as property
, 24–25, 28
Wicked problems
, 136
Willpower
, 283
Work and Financial Plans (WFPs)
, 221–222
Youth of color
, 158
- Prelims
- Introduction to Mind the Margins: There Is No Teaching Without True Equity
- Part I Addressing all Those Who Are Deemed to Be on the Margins
- Viewing Language as Property: A Critical Reimagination of Teaching English Learners
- Attacking the Wealth Gap and the Correlating Achievement Gap for Children Living in Poverty through Critical Determination
- Social Justice Pedagogy for Teachers of Children Living in Poverty
- Preparing for Powerful Progress: Ensuring Equity When Supporting Black Students
- On the Margins of the Margins: Teaching Teachers Inside Juvenile Hall
- Part II Meeting the Needs of Marginalized Students Through Teacher Preparation Programs
- Inclusive Teaching Requires Inclusive Lesson Planning
- Universal Design versus Differentiated Design: A Conversation About Equality
- Foster Placement, Ethnic Minority, and Dis/ability: Intersectional Formative Childhood Experiences
- Intersectional Agility in Teacher Education: Critical Reflections on Co-teaching in an Integrated Dual Credential Program
- Part III Minding the Margins: International Context
- Disrupting the Status Quo: A Socially Just Education for Australia's First Nations Boys
- Participatory Policy Formulation on Indigenous Peoples Education in the K to 12 Basic Education Program in the Philippines
- Criticality Across Topics: Making Classrooms as Democratic Spaces for Teachers as Cultural Workers (Martial Law Conversations in the Philippines)
- Part IV Conclusions: Minding the Margins across Contexts
- “Our Time Is Now”: Education for Humanization and the Fight for Black Life
- Educators as Agents of Hope: Hopeful Possibilities Found in Hopeless Realities
- Index