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I’m delighted to announce that my new book, Lift Us Up Don’t Push Us Out! Voices from the Front Lines of the Educational Justice Movement is now out! It’s an anthology of essays by community organizers, education activists, and other movement builders lifting up their analysis, stories and strategies to build a renewed educational justice movement. Check it out at www.liftusupmovement.org[liftusupmovement.org]

Come join us online for livestreaming of our national book launch event September 11^th 6:30pm at Busboys and Poets in Washington DC at www.liftusupmovement.org[liftusupmovement.org] .

Exam copies available from www.beacon.org[beacon.org]  and heavily discounted bulk orders by contacting Jennifer CanelaJCanela@beacon.org

Best wishes,

Mark

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“Lift Us Up, Don’t Push Us Out! is a bold and exciting book that presents the stories we never hear — powerful stories of successful grassroots organizing in schools and communities across the nation led by parents, students, educators, and allies. The lessons we can learn from these inspiring activists and campaigns need to be spread far and wide.”

Karen Lewis, Chicago Teachers Union President

“Each one of the essays in “Lift Us Up” is a tour de force. You are captivated by the passion, the fury, the courage, the honesty, and the determination that is expressed so brilliantly by the writers, each who have found a way, by working arm-in-arm with others, to fight for educational justice for all children. I plan to assign this book to all of my students to bring the powerful and authentic voices of these parent and community movement leaders into my classroom.”

Karen Mapp, Senior Lecturer on Education at the Harvard School of Education

https://jobs.colorado.edu/jobs/JobDetail/?jobId=12489&emailCampaignId=168

Sarah R. Hobson, Samara Foster, Dana Wright, Joy Howard, Bernadette Doykos & Elizabeth Hudson

Abstract

Currently, neoliberalism serves as the foundation for the majority of educational reform efforts. Neoliberal approaches repeatedly privilege the value of ‘expert’ knowledge in framing policy and practice, resulting in limited opportunities for the impact of local community knowledge and experience on teaching and learning. While the neoliberal context narrows what counts as learning, participatory action research (PAR), youth-led participatory action research (YPAR), and engaged scholarship emphasize collaborative problem-solving among community organizations and schools that can expose the dangers of neoliberal trends in education. The articles in this special edition, titled ‘Challenging Neoliberal Reforms through Collaborative, Community Engaged Research,’ illuminate diverse approaches to collaborative research aimed at fostering a more inclusive, productive dialog regarding the impact and possibilities for educational reforms in K-16 schools. The authors identify the specific neoliberal reforms that shape their contexts, the nature of their collaborative research partnerships and methods, and the kinds of inroads their coalitions are making in altering harmful neoliberal policy implementations. Individually and collectively, the authors speak about new ways of framing the impact of neoliberalism on local communities. They provide alternative designs for educational policies.

Toward social movement activist research by Rhoda Rae Gutierrez et al.

The Refusal: teachers making policy in NYC  by Christine Brigid Malsbary

Institutional participation and social transformation: considering the goals and tensions of university-initiated YPAR projects with K-12 youth by Nicole Mirra et al.

Into our hoods: where critical performance pedagogy births resistance by Allyson Tintiangco-Cubales et al.

Youth Participatory Action Research (YPAR) 2.0: how technological innovation and digital organizing sparked a food revolution in East Oakland by Antwi Akom et al.

Guest Editor: Mark R. Warren

This special issue includes a set of articles designed to advance the theory and practice of CCES in education research and related fields. CCES has emerged across a range of disciplines and research domains, relying upon different methodologies and ethical frameworks, including participatory action research (Brydon-Miller, 2001), youth participatory action research (Cammarota & Fine, 2008), action research (Greenwood & Levin, 1998; Stringer, 2009), community-based research (Strand, Cutforth, Stoecker, & Marullo, 2003), and other forms of engaged scholarship (Saltmarsh & Hartley, 2011) like community-based participatory research (Minkler & Wallerstein, 2011). In this sense, we use CCES as an umbrella term across this variety of approaches. What unites this field, and distinguishes it from other attempts to link research to practice (Coburn & Stein, 2010), is its explicit attention to researchers working in partnership with community, parent, youth, and educator groups pursuing change agendas focused on increasing equity and justice in education (Oakes & Rogers, 2005; Warren, Oh, & Tieken, 2016). We do not limit our focus to research in educational settings; we include education-related research collaborations in community settings as well (Tate, 2012; Warren, 2005).

Co-Editors: John Diamond, Timothy Eatman, Michelle Fine, and Ronald David Glass.

Check out other articles from the special issue here.