Using And Disputing Privelege: U.S. Youth and Palestinians Wielding "International Privelege" To End The Israeli-Palestinian Conflict Nonviolently

On March 16, 2003, Rachel Corrie, a 23-year-old American college student from Olympia, Washington, was crushed to death by an Israeli military bulldozer while attempting to prevent, with her own body, the Israeli demolition of a Palestinian doctor’s home in the Occupied Territories. Photos of blond and petite Corrie, taken during the incident by fellow twenty-something nonviolent activists in the “International Solidarity Movement” (ISM), which Corrie had joined for her work in Palestine, showed her standing high on a pile of dirt in front of the American-made Caterpillar bulldozer. A small figure in a fluorescent jacket holding a bullhorn, she sat down momentarily to stop the bulldozer and then stood high on the dirt pile and looked the bulldozer’s driver in the eye. The bulldozer didn’t stop. It ran her over, pinning her under the mound of dirt; it then reversed without lifting its blade and ran over her again. ISM volunteers quickly surrounded the crushed and bleeding Corrie, who gasped, according to 21-year-old fellow ISM activist Joe from Iowa, “They broke my back.” Shortly after Palestinian ambulance drivers transported Corrie to a local hospital, she died from a crushed chest and skull, joining the hundreds of young Palestinians and scores of young Israelis killed throughout the Israeli military and settler occupation that she and other ISMers had come to challenge

How Educators Can Eradicate Disparities in School Discipline: A Briefing Paper on School-Based Interventions

The number of students issued suspensions in U.S. schools continues to be extremely high, resulting in thousands of students missing school every day. Simultaneously,disparities in school suspension continue to worsen, indicating that students in some groups are missing school far more often and disproportionately(particularly, boys, African American students, students with disabilities, and in some regions, Latino and American Indian students). These disparities are also true of referrals to law enforcement and school-based arrests nationwide. According to recent data collected by the Department of Education's Office for Civil Rights, students of color made up 75% of referrals to law enforcement and 79% of schoolbased arrests, even while students of color comprise 39% of the nation's public school population.Punitive school discipline matters tremendously to the educational opportunity of young people: New knowledge on school discipline shows that even a single suspension or a single referral to the juvenile court system increases the odds of low achievement and dropping out of school altogether. Moreover, research shows that schools and educators -- not just students themselves -- make a difference in how discipline is meted out

Keeping the Freedom to Include: Teachers Navigating “Pushback” and Marshalling “Backup” to Keep Inclusion on the Agenda

Abstract: This paper shares K12 educators’ efforts to marshal local support for the act of basic inclusion: welcoming all communities as equally valuable. We share data from a national pilot of #USvsHate (usvshate.org), an educator- and student-led “anti-hate” messaging project. In interviews, participating educators revealed careers of “pushback” against even their basic efforts to include (mention or empathize with) marginalized populations. They also shared five key forms of “backup” they had learned to marshal to keep such topics on the agenda. Building on scholarship positioning basic and deeper inclusion work as the unarguable task of schools, we explore how keeping the freedom to undertake even basic inclusion efforts requires teachers to preserve agency through assembling local backup -- supports from other people

A companion to the anthropology of education/ edit.: Bradley A. Levinson and Mica Pollock

xix, p.572.; 25 c

Pursuing Deep Equity in “Blended” Classrooms: Exploring the In-Person Teacher Role in Supporting Low-Income Youth through Computer-Based Learning

Background/Context Efforts to increase low-income, underrepresented students’ access to coursework increasingly tap computer-based course materials. Yet as we turn increasingly to computers for instruction, what might the in-person teacher still be needed to do? This paper presents seven in-person “teacher roles” that precollege low-income youth and their teachers deemed necessary for supporting students as they used computer-based materials. Data were collected across two years in 19 summer school classrooms where 400 high school students took computer-based college-preparatory courses supported in person by teachers and teachers’ assistants (TAs). We offer an empirically informed conceptual framework supporting next research on (and innovation of) equity-minded “blended” classroom practice. We define “equity” effort as active effort to meet the needs of each student and all groups of students; here, the effort was to sufficiently prepare each and all students for college. Purpose/Objective/Research Question/Focus of Study We used focus groups, classroom observations, and interviews to study the roles that teachers embraced and students valued. We asked two research questions: (1) How do in-class teachers (teachers and TAs) support students as students access material online? (2) According to student and adult participants, which teacher supports are key to student success in the courses? Research Design Researchers observed classrooms to capture patterns of frequently repeated adult-student and peer interaction. Through informal and semi-structured ethnographic interviews and focus groups, we invited participants to comment on needed supports for classrooms and on the supports they saw as particularly valuable (or not). We conducted approximately 46 hours of interviews and focus groups and 500 hours of observation. Conclusions/Recommendations We describe three in-person teacher roles that participants said assisted students in achieving basic equity with computer materials—that is, precollege content access and course credit otherwise denied. We explore four in-person teacher roles that participants called particularly necessary for deep equity—to support students’ individual and collective comprehension of the online materials, often through dialogue. We conclude that the teacher's overarching role for achieving equity in these blended classrooms was to continually adjust pedagogy as needed to ensure each and all students both accessed and understood the precollege content. This suggests that adding technology to classrooms to support all students fundamentally requires teachers

A companion to the anthropology of education/ edit.: Bradley A. Levinson and Mica Pollock

xix, p.572.; 25 c