Toward Digital, Critical, Participatory Action Research: Lessons From The #BarrioEdProj

The Education in our Barrios project, or #BarrioEdProj, is a digital critical participatory action research (D+CPAR) project that examines the interconnected remaking of public education and a New York City Latino core community in an era of racial capitalism. This article is a meditation on the ongoing development of #BarrioEdProj as an example of strategically coupling digital media with the theories and practices of critical participatory action research (CPAR). The author describes the project and the theoretical and political commitments that frame this project as a form of public and participatory science. The author then discusses some of the lessons that have been learned as the research group implemented the project and decided to move to a digital archiving model when our digital media design was initially ineffective. The author argues that rather than dropping digital media, engaged scholars must continue to explore the potentially transformative work that can come from carefully devised D+CPAR

Active Solidarity: Centering The Demands And Vision Of The Black Lives Matter Movement In Teacher Education

In the era of Black Lives Matter (#BLM), urban teacher education does not exist in isolation. The White supremacist, neoliberal context that impacts all aspects of Black lives also serves to support antiblackness within the structures of teacher education. In this article, the authors, who are grounded in a race radical analytical and political framework, share a vision of what it means to be an urban teacher who actively understands and teaches in solidarity with #BLM. The authors unpack their theoretical framework and the vision of #BLM while examining the state of teacher education in this era of neoliberal multiculturalism. The authors contemplate what a race radical, #BLM-aligned, approach to urban teacher education might look like. The article concludes by addressing ways that teacher educators must be in active solidarity with the #BLM movement to better prepare teachers who understand that the lives of their students matter within and outside of their classrooms

Pedagogy & Power Digital Syllabus Crowdsourcing

The digital syllabus has been built by previous cohorts of EDUC 14 students through a crowdsourcing process. We are asking each of you to submit a total of six new items to the digital syllabus that are relevant to a preexisting topic or proposing a new topic

Pedagogy & Power: Introduction To Educational Studies (EDUC 14) Syllabus

The Pedagogy & Power (Intro to Ed Studies) course uses an interdisciplinary approach to examine key issues in American education. We explore questions from the perspectives of psychology, philosophy, economics, history, sociology and anthropology and discuss alternative policies and programs. We will examine the topics listed on the syllabus through historical and contemporary readings, the use of relevant materials curated in the Pedagogy & Power Digital Syllabus, through your writing, your fieldwork, and through small and large group discussion and activities. You will develop in awareness of contemporary curriculum theory and practice through work with instructional materials and firsthand experience in schools. The course also provides you with an opportunity to explore your possible interest in teaching

Introduction

In lieu of an abstract, below is an excerpt of the work: We write in the context of the dual pandemics of COVID-19 and racial injustice, and the wave of tensions tied to the 2020 U.S. presidential election. Economic inequality, antiBlack and antiIndigenous violence, food and housing insecurity, immigrant children in cages, social disconnection and the deterioration of physical, emotional, mental and spiritual well-being signal the effects of this historical moment. For many Black, Indigenous and People of Color (BIPOC), and other marginalized communities, these dual pandemics have only further brought to light that they have been in states of unwellness for centuries. And yet, Marc Lamont Hill (2020) recently reminded us, “we are still here.” The question is how? How, in the midst of material, social and health conditions that leave BIPOC vulnerable to premature death (Gilmore, 2007, 2017) do people continue to do more than survive (Love, 2019)