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

Caricature and Hyperbole in Preservice Teacher Professional Development

Professional development (PD) “for diversity” aims to prepare teachers to support students from varying backgrounds to succeed, often in underresourced contexts. Although many teachers invite such inquiry as part of learning to teach, others resist “diversity” inquiry as extra to teaching, saying they cannot “do it all.” In this article, we discuss how preservice teachers at times caricature the requests of PD for diversity, hearing the task as a call to undertake superhuman tasks and to be people other than who they are. We argue that these caricatures require direct acknowledgment by both preservice teachers and teacher educators working in diverse contexts

Supported, Silenced, Subdued, Or Speaking Up? K12 Educators’ Experiences With The Conflict Campaign, 2021- 2022

Across the country, effort is underway to restrict discussion, learning, and student support related to race and gender/sexual identity in educational settings, targeting schools with state legislation and politicians’ orders; national conservative media and organizations; Board directives; and local actors wielding media-fueled talking points. To date, few analysts have yet explored in detail educators’ lived experiences of these multi-level restriction efforts and local responses to them. In this article, we analyze 16 educators’ experiences of 2021-22 restriction effort and local responses, with an eye to potential effects on student support and learning. Educators interviewed emphasized their recent experiences with talking about race and LGBTQ lives, with many emphasizing threatened punishment by critics for discussing these topics. Context mattered tremendously: While some educators enjoyed support and freedom in race and diversity-related discussion and learning, other educators described intensive restriction effort emanating from local, state, and national pressures. Respondents also indicated that responses from local district leaders, school leaders, and other community members amidst such multi-level restriction efforts were crucial in effecting restriction or protecting the ability to talk and learn. Data from this interview study suggest that the nation may be heading toward two schooling systems: one where children and adults get to talk openly about their diverse society and selves, and one where they are restricted or even prohibited from doing so. The fate of our nation’s teaching, learning, and student support is up not only to the nation’s teachers, principals, and superintendents, but us all

Flipping Our Scripts about Undocumented Immigration

This critical family history explores a common script about undocumented immigration: that undocumented immigrants unfairly have refused to “stand in line” for official, sanctioned immigration and instead have broken rules that the rest of “our” families have followed. Noting a hole in her knowledge base, the author put herself on a steep learning curve to “clean her lenses”—to learn more information about opportunities past and present, so she could see and discuss the issue more clearly. The author sought new and forgotten information about immigration history, new information about her own family, and details about actual immigration policy. She wrote this piece to share a few script-flipping realizations, in case they can shortcut this journey for others

A Companion to the Anthropology of Education

xix, 572 p.; ill.; 23 cm

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

xix, p.572.; 25 c