In an open letter to the School Reform Commission (SRC) of the School District of Philadelphia, several Philadelphia-area faculty members raise concerns over the plans to privatize three elementary schools. The letter questions the process by which the SRC decided on privatization, as it excluded parents and communities who prefer neighborhood schools, and the rationale that poor student performance drives privatization.
On Friday, November 13th and Saturday, November 14th, over fifty scholars and activists from the Urban Research-Based Action Network (URBAN) gathered for their second national conference at the University of Massachusetts, Boston.
Gilda Ochoa, Professor of Chicana/o-Latina/o Studies and Sociology at Pomona College, reflects on the conference: Learning from the Contradictions: A Critical Reflection on Collaborative Action-Research.
On Friday, November 13th and Saturday, November 14th, over fifty scholars and activists from the Urban Research-Based Action Network (URBAN) gathered for their second national conference at the University of Massachusetts, Boston. This gathering was sponsored by the Spencer and W.T. Grant Foundations.
Mark R. Warren, associate professor in the Department of Public Policy and Public Affairs at the McCormack Graduate School and national co-chair for URBAN, organized the conference along with Lindsay Morgia, a PhD student in the Public Policy department, and members of the URBAN conference planning team. Planning team members include John Diamond at University of Wisconsin, Tim Eatman of Syracuse University, Ron Glass of UC Santa Cruz, Michelle Fine of the CUNY Graduate Center, and Celina Su of the CUNY Graduate Center. Continue reading
This past weekend, scholars and activists from around the country gathered for the second national URBAN convening, at the University of Massachusetts, Boston. (We will be reporting more on this meeting as soon as possible, in an upcoming newsletter.) One of the outcomes of this meeting is an urgent open letter, as members of URBAN, in solidarity with the student protestors at the University of Missouri.
Faculty voices are important in informing popular media coverage of the student protests– especially as the mainstream storyline quickly shifts from the students’ important demands for racial and social justice to individualizing debates around free speech and political correctness. Shifting the blame to protesters rather than the institution ignores the generations of exclusion of African Americans, Latinxs and other marginalized groups from the University of Missouri. Continue reading
Starting an Urban Research Based Action Network (URBAN) node gives you the opportunity to bring academics and community leaders together locally and be part of a national network where you can learn, share resources, and work together on the basis of common values. URBAN is building a new and exciting field of collaborative research committed to equity and social justice and you will have the opportunity to support and influence its development.
In advance of submitting an application, prospective nodes will learn about the work of URBAN and its existing nodes. Prospective node leaders work closely with local university and community stakeholders to determine if there is an interest in creating a node, what local challenges there are, and how node members might benefit from a joint research partnership.
Please see the full guidelines and application process.
Active Learning: Social Justice Education and Participatory Action Research
Dana Wright (Routledge)
This new book was published in Routledge’s Teaching/Learning Social Justice series. It is endorsed on the back cover by Mark Warren and Pedro Noguera and includes a forward by Lee Anne Bell.
Here is the table of contents and link to purchase the book: http://www.routledge.com/books/details/9781138821712[routledge.com]
Active Learning examines a participatory action research (PAR) project led by young people as a teaching and learning approach with implications for pedagogy, schools, educational policy and education reform and transformation. Continue reading
Youth Activism in an Era of Education Inequality
BEN KIRSHNER (NYU Press) ($27, paper).
The book is part of NYU’s Qualitative Studies in Psychology series. See below for a blurb. It is available for order from NYU Press[nyupress.org] or other fine stores.
This is what democracy looks like: Youth organizers in Colorado negotiate new school discipline policies to end the school to jail track. Latino and African American students march to district headquarters to protest high school closure. Young immigration rights activists persuade state legislators to pass a bill to make in-state tuition available to undocumented state residents. Students in an ESL class collect survey data revealing the prevalence of racism and xenophobia. Continue reading
The College of Education and Human Development (CEHD) at the University of Massachusetts Boston invites applications for a tenure-track assistant or associate professor of Urban Education, Leadership, and Policy Studies in the Leadership in Education Department to begin September 1, 2016. The successful candidate’s research and teaching expertise will be in pre-K to 12 urban education in leadership or policy studies, with a specialization in the ways race, class, gender, ability, and language intersect with leadership and/or policy related to urban schools. Continue reading
A new tenure-track position in Educational Administration os open at the University of MA Boston.
Please share this opportunity with any recent doctoral graduates, K-12 school leaders or new faculty who might be interested.