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Principals are critical for disrupting systems that bar racially diverse students from learning opportunities and belonging in schools. Issues of inequity due to systemic racism have been ongoing and politically heightened in the United States as the nation navigates racial tensions within school systems. Research on antiracist school leadership has resulted in important, timely, and relevant frameworks for practice and popular strategies and programs, including courageous conversation and restorative justice programs. However, the process of how to practice antiracist leadership remains difficult and elusive in the translation of theory to praxis. Particularly, principals are rarely trained to develop healthy communication styles and effective conflict resolution skills, especially in conversations about racism. Borrowing from the field of counseling, this article details Gottman's Four Horsemen model of conflict and their resolutions at the interpersonal level. This article frames the model within school contexts for principals to practice and empower their communication skills around race when setting antiracist and equitable school agendas. Recognizing the Four Horsemen and practicing the antidotes to conflicts are important skills for principals to effectively engage in difficult, contentious, and often emotional conversations around racism and its impacts on racially diverse students. Recommendations for principals and preparation programs are provided. [ABSTRACT FROM AUTHOR]

To address high rates of mental health and developmental concerns facing young children ages 0–6 in the United States and internationally, providers across professional sectors need Infant and early childhood mental health (IECMH) training and support. The training and teleconsultation program (TTP) is a state‐funded program developed in one Mountain West state in the United States to provide free IECMH training and teleconsultation to any provider working with young children. The TTP included access to webinars and individual or group consultation with licensed mental health providers. Webinars focused on increasing awareness and knowledge related to attachment and child development, supporting parents and caregivers, trauma‐informed practice, supporting emotional health of staff and providers, and culturally responsive practices with infants, young children, and caregivers. Teleconsultation included case consultation, reflective individual and group supervision, and collaboration supports/referrals. During the 18‐month evaluation period, 1568 unique providers engaged in either training or teleconsultation services, an average of 9% growth in new providers each month, with representation from all professional sectors and all state counties. This program demonstrates the feasibility and need for statewide training and teleconsultation programs to help meet the needs of providers who interact with and support young children and caregivers. [ABSTRACT FROM AUTHOR]

As the need to expand and deepen the focus of social justice, diversity, equity, and inclusion (SJDEI) continues to grow, it is incumbent upon the practitioners, scholars, and students of public administration to build and sustain a social equity theory and praxis that is broad and inclusive of all the communities, complexities, and nuances of SJDEI work. We write this editorial with an intention to expand social equity theory and praxis to create space for intersectionality. In particular, our editorial focuses on the inclusion of people with disabilities and the need for centering a disability justice perspective in public administration. This imperative stems from many needs, notably that people with disabilities are the largest minority group, globally and in the United States, yet are often overlooked in the scholarship and practices of public administration. [ABSTRACT FROM AUTHOR]

Background -- Limited work has been done to integrate ethical leadership and anti-racist school leadership practice. Through narrative ethics, this paper links caring with race-consciousness to form a foundation for critical praxis. Purpose -- The authors address the limitations of caring leadership by arguing for a race-conscious narrative ethics that promotes communal responsibility for students, with specific attention to racialized and marginalized students. Research Design – This conceptual paper draws on caring theory, feminism, womanism, and culturally responsive leadership. The paper considers racism within a United States context, drawing from theory developed in additional contexts. Analysis – The paper builds from the limitations of caring theory and seeks alternative caring ethics from critiques and African-American historical struggles for sustainable and anti-racist praxis. Results -- The authors argue that predispositions toward caring among teachers and school leaders are insufficient for the project of anti-racist education because of uncritical assumptions of sameness, misplaced empathy, and the evasion of race and racism. The resulting impersonal caring reproduces racist power relations and reinforces standardized and competitive notions of responsibility for children, forestalling opportunities for collective action. Conclusions -- As an alternative to impersonal caring, the authors explore the possibilities of deepening leaders' engagement in race-conscious caring through the significance of experience, the quality of caring relations, and the value of narrative ethics. A key implication is that race-conscious caring is necessary but insufficient for the work of anti-racism unless it informs changed practices, structures, and systems. [ABSTRACT FROM AUTHOR]

Critically conscious care theories provide a framework for teacher candidates to name, analyze, and challenge structural injustice within and beyond the classroom during their teacher education. To support teacher candidates’ enactment of such a critically conscious praxis in the postpandemic era, teacher educators must understand how teacher candidates during the COVID-19 pandemic adopted, appropriated, or resisted discourses of care that may enable or limit how they become critically caring teachers. This study examines how three elementary teacher candidates during the COVID-19 pandemic (co)constructed and (re) negotiated their identities as critically caring teachers through collaborative and individual body mapping exercises during online asynchronous coursework in the southeastern United States. The way that the participants drew and narrated their mapped bodies shows that participants positioned themselves in multiple, evolving, and sometimes conflicting ways in relation to the discourses of care across their education and work contexts and professional relationships. This study contributes to teacher education scholarship by shedding light on the affordances and challenges that discursive and semiotic tools like body mapping pose for teacher educators, who need to scaffold teacher candidates’ understanding of care and rehearse pedagogical possibilities during emerging crises like the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Latinx have contributed to the foundation and formation of the United States, and as this demographic increases, overlooking their unique experiences and lived conditions can limit community psychology's potential to better support them in their wellbeing. Thus, in alignment with the call for a virtual special issue highlighting critical themes in the American Journal of Community Psychology (AJCP), we take an exemplar approach to reviewing 15 articles published between 1979 and 2023. We highlight these articles for their unique contributions in laying the foundation or shifting the discourses of Latinx in the United States. We organize each article under one of the following themes: (1) Challenging notions of Latinx as passive victims or deficient; (2) Documenting the misrepresentation and invisibility of Latinx in community psychology; (3) Affirming Latinx as knowledge producers, protagonists, and agents of change; and (4) Centering Latin American epistemologies that foster liberatory praxis for and with Latinx. Via these themes, we illustrate where the discipline has been, and offer reflection for where it can move toward as it relates to Latinx. In doing so, we highlight perspectives grounded in Latinx communities. Our review is not exhaustive; however, it offers our subjective interpretation or curation of the articles we acknowledge as fundamental to the discipline's formation, and our learning and ongoing growth as critical community psychologists of Latin American heritage with affinities to Latinx communities in the United States. We offer this brief review as a semilla (seed) to the possibilities ahead as we remain open to reflection, dialog and learning. Highlights: Latinx have been misrepresented in US community psychology.Four themes are described to show the trends in US community psychology literature on Latinx.Latinx are a diverse community and the discipline must engage Latin American epistemologies.Recommendations are made to further US community psychology work with Latinx communities. [ABSTRACT FROM AUTHOR]

In this chapter, we analyze and reflect on how our cultural identities and educational experiences as international students who pursued a doctoral degree in the United States affected and influenced our teaching philosophy and praxis as professors and educators. In this sense, we examine how our cultural identities and experiences help us define and shape our teaching praxis in the contexts in which we teach. We both are professors of color - Latino and Latino-Japanese - who graduated from doctoral programs in the United States. Currently, we work and serve culturally and linguistically diverse students, including first-generation students, in public higher education settings in Chile and the United States. We used a collection of narratives to delve into the significance of these events in our praxis. As theoretical lenses, we analyze these narratives using cultural identity and the reflecting teacher to examine our practices and identities as educators. We both conclude that our reflections, experiences, and cultural identities have been instrumental in the process of developing a professional identity that guides our teaching praxis in ways that are critical and social justice oriented. [ABSTRACT FROM AUTHOR]

Attachment and Biobehavioral Catch‐up (ABC) is a promising home‐visiting intervention promoting sensitive caregiving and secure parent–child attachment in families with young children. The goal of this study was to examine a learning collaborative approach to disseminating ABC in a community setting. Training outcomes (e.g., trainee completion, satisfaction, effectiveness of training methods) and intervention outcomes (e.g., parent behavior, parent beliefs, child socioemotional development) were examined. Eighteen practitioners participated in the ABC learning collaborative; 13 completed training. Quantitative and qualitative measures indicated that trainees were satisfied with their experience and valued the unique collaboration opportunities offered by the learning collaborative. In addition, trainees served 67 families in the community, 37 of whom completed all sessions of ABC. The study was conducted in the United States. Racial demographics of the children in the sample included: 56.7% White, 22.4% Black/African–American, 17.9% Bi‐ or Multi‐racial, and 3.0% unknown. Regarding ethnicity, 80.6% were Non‐Hispanic/Latino, 10.4% were Hispanic/Latino, and 9.0% were unknown. Caregivers who completed ABC showed more sensitive parenting behavior and reported positive changes in their perceived self‐efficacy and their beliefs around infant crying. Children who received ABC showed increased socioemotional functioning. Results demonstrate successful dissemination of ABC in the community using a learning collaborative approach. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this article is to use Victor Ray's theory of racialized organizations (TRO), and multiple applied exemplars, as a framework and call to action for community college researchers and policymakers. In doing so, we provide a meso-level analytic view on how and why the most accessible postsecondary pathway for minoritized students is also the most chronically under-resourced sector of higher education in the United States. Argument: Understanding community colleges as a type of racialized organization opposes traditional meritocratic perspectives that view these institutions as culturally neutral spaces, guided by open access and unrestricted credential choice. Decades of research suggest that egalitarian principles attached to community colleges do not necessarily translate into equitable student experiences and outcomes. Responses to these inequitable outcomes, however, primarily assign blame to individual dispositions. Without deep consideration of contextual conditions that shape organizational policies and practices, outcome disparities are viewed as a condition of cultural deficits rather than structured impotence. Conclusions: This paper advances our collective attunement, as community college scholars, to organizational arrangements that perpetuate and weaken white supremacy. In short, we use a racialized organizational lens to think in new ways about how community colleges, as an institutional type, are often as marginalized as the students they serve. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Advocating for the advancement of hip-hop based education, critical qualitative research, and leadership for educational equity, I explain a theory of hip-hop educational leadership and discuss findings from my hip-hopography of hip-hop educational leaders who are spoken word artists, poets, rappers, or emcees and serve as community partners inside urban high schools across the United States. Using blackout poetic transcription to analyze data, I suggest that these individuals can be called educational emcees, who invoke love as a condition for learning and engagement in their schools through a series of meaningful practices. These individuals also embody poetry and spoken word as an organic hip-hop pedagogy. Opportunities for additional qualitative research about hip-hop educational leadership and educational emcees are presented, along with implications for education leadership preparation, recruitment, and development. [ABSTRACT FROM AUTHOR]

Indigenous language endangerment is a global crisis, and in response, a normative "endangered languages" narrative about the crisis has developed. Though seemingly beneficent and accurate in many of its points, this narrative can also cause harm to language communities by furthering colonial logics that repurpose Indigenous languages as objects for wider society's consumption, while deemphasizing or even outright omitting the extreme injustices that beget language endangerment. The objective of this essay is to promote social justice praxis first by detailing how language shift results from major injustices, and then by offering possible interventions that are accountable to the communities whose languages are endangered. Drawing from my experiences as a member of a Native American community whose language was wrongly labeled "extinct" within this narrative, I begin with an overview of how language endangerment is described to general audiences in the United States and critique the way it is framed and shared. From there, I shift to an alternative that draws from Indigenous ways of knowing to promote social justice through language reclamation. [ABSTRACT FROM AUTHOR]

Influenza (flu) is an infectious, respiratory disease that causes substantial burden and mortality, and Non-Hispanic Black people experience profound disparities in flu disease burden in the United States. One contributor to flu disease disparities is lower flu vaccination rates among Black populations. This qualitative study was conducted during the COVID-19 pandemic and used the Public Health Critical Race Praxis framework to center and elicit Black adults' perspectives of desired flu vaccine messaging. This work builds upon efforts to increase access to flu vaccinations and recommendations are provided to aid in tailoring flu vaccine messaging via a health equity lens. Recommendations for flu messaging include: 1) increased transparency in calling out racial disparities in flu disease burden through the use of local statistics, 2) being upfront with provision of flu vaccine information in easy-to-understand language when addressing concerns, and 3) providing desired education around what the vaccine is doing to one's body, what the ingredients are, potential side effects and normalizing side effects, and the duration of protection elicited by vaccination. Recommendations also highlight the importance of incorporating the family/community/social context in flu vaccination messaging and for targeted messaging to address the most vulnerable while also providing reasons why persons who may consider themselves to not be vulnerable to the flu (i.e., healthy, no risk factors) should be vaccinated (e.g., get vaccinated in order to reduce exposure risk to your grandmother). [ABSTRACT FROM AUTHOR]

In this article, the authors explore whether academic libraries are truly capable of implementing a critical information literacy (CIL) praxis and if there are inherent threats to critical librarianship when incorporating CIL into the curriculum. The survey instrument in this study gathered data from 92 academic library instructors based within the United States. The study identified that 41% of question respondents had received negative comments or criticisms about including CIL in their library curriculum through various formats: online modules, one-shot instruction, courseembedded units, and credit-bearing courses. In addition, 29% of question respondents felt that pushback from academic teaching staff, other librarians/administration, and students threatened the integrity of CIL. This research helps to illustrate the fragility of CIL and how librarians have faced pushback when critical content is incorporated into the information literacy (IL) curriculum. [ABSTRACT FROM AUTHOR]

In this paper, we present a descriptive review of the foundational components of transformation—the starting places and gaps—in a move toward synthesizing current works into a Community Psychology Transformative Praxis. This review focuses on published work identified in North American Community Psychology journals (namely two United States based journals)—a review from the belly of the neoliberal and imperial beast. We reviewed and categorized seven foundational dimensions for beginning and sustaining transformative praxis and which represent how Community Psychology (CP), in the United States publishing context, is engaging in transformative efforts. In Part 1, we present three dimensions of transformative process, focused on early and iterative practices that develop and enact shared (1) values, (2) visions of a just world, and (3) critical problem frames. In part 2 we present four additional dimensions of transformative action; the considerations that inform action in a given transformative process or intervention including (4) planning for the long‐term nature of transformation, (5) targeting multiple levels of analysis, (6) engaging in solidarity with those most impacted by injustice, and (7) identifying and resisting power holders and/or power structures that prevent transformation and maintain the status quo. In Part 3, we review the relationship between process and action, where processes can be understood as driving, directing, and bounding the types of actions or interventions taken or imagined in a particular transformative intervention. We close the paper with critical reflections and calls to action to further develop the transformative potential of CP praxis and name the tendency of settling for ameliorative solutions to problems needing transformative solutions. [ABSTRACT FROM AUTHOR]

Although retrospective project reports are common in the materials development literature, accounts of textbook writing sessions are rare; so too are accounts of open textbook production. Open textbooks are learning resources that are free to use and oftentimes adapt by virtue of their copyright permissions. The authors used concurrent verbalization and interviews to document writing episodes while preparing their first book, an open textbook devised for corequisite technical writing courses. Corequisite designs pair content courses with explicit skill-building modules as a means to support underprepared learners in higher education in the United States. Qualitative content analysis of the data revealed how teaching and other praxis influenced the open textbook's composition: in the authors' applications of technical writing principles, pedagogical reasoning skills, and nonteaching work. The findings may encourage open textbook writers to exploit their established composing practices and knowledge bases to proceed with textbook production. In addition, the article highlights the usefulness of concurrent verbalization to textbook research and identifies the various materials development opportunities open textbook projects provide. It also contributes to the underresearched area of textbook production by exposing the complexities of open textbook development and how two novice authors negotiated them during writing episodes. [ABSTRACT FROM AUTHOR]

In this paper, inspired by Gloria Anzaldúa, we draw upon our embodied experiences as non‐white scholars from different parts of the South to examine our complicity and responsibility for inclusion in performing a Western, neoliberal, diversity‐oriented, globalizing academia such as the United States' Academy of Management. We refer to the dominating practice of inclusion as universalist inclusion (uni‐inclusion), where a hegemonic includer includes diverse subaltern others while blind to colonial differences. We argue that uni‐inclusion has a dark shadow that perpetuates a "you are with us or against us" sentiment of white male superiority and violence, even as it elides the deep connectedness of epistemic, bodily, and material practices in the praxis of performing academia. Drawing upon our embodied and enacted experiences of tenures at Academy of Management as borderland scholars with relational reflexivity, we propose phronetic border thinking/doing praxis for trans‐inclusion as a non‐essentialist possibility of decolonizing inclusion. We share our understanding of how we have enacted border thinking/doing praxis so that it may provide pointers to pluriversalizing academia. Trans‐inclusion is a neologism we suggest to indicate a liberating praxis for all in an era of decolonization and empire where diverse includers beyond self/other dehumanizing binarism engage within an ethics of caring and co‐existence. [ABSTRACT FROM AUTHOR]

Recent scholarship on fascism has largely centered on identifying the defining features of fascism to determine whether political figures and parties are fascist. These debates take European fascism as paradigmatic, thereby obscuring alternative traditions of antifascist theorizing that can shed new light on the contemporary ascendancy of fascism in the United States and elsewhere. This paper examines one such alternative in the antifascist thought and praxis of the Black Panther Party. Against the widespread claim that fascism could not happen in the United States, the Black Panther Party insisted that the United States had its own forms of fascism. We reconstruct the Panther's concept of fascism as the generalization of racialized exclusion constitutive of American democracy and explore the antifascist practices to which this definition gave rise. [ABSTRACT FROM AUTHOR]

Copyright of Estudios Humanisticos. Filologia is the property of Universidad de Leon, Area de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This comparative case study examines the experiences of two Latinx teachers in the South-eastern United States who navigate critical social studies without substantive support in their schools. Their school spaces and experiences are myriad and overlapping, but generally the teachers describe being outside the traditional social studies curriculum, the color evasive, progressive project of U.S. schooling, and the dominant racial-ethnic categories of the U.S. South. Similar to Colomer’s (2019) articulation of the double-bind experienced more generally by Latinx teachers in the South, we found the two teachers navigated contexts that were made more meaningful and more hostile because of their presence and praxis. We name this type of double bind unique to Latinx Social Studies teachers in the South as the ambiguity of (non)belonging. We aim to center the efforts of these two teachers and highlight the ambiguities of (non)belonging that simultaneously fuel and flatten their drive to continue as critical social studies teachers in the U.S South. [ABSTRACT FROM AUTHOR]

The increasing population of culturally and linguistically diverse students in the United States necessitates the use of culturally responsive practices for equitable and inclusive educational systems. This duoethnographic study explores how social justice, equity, and inclusion principles are embedded within our research and teaching in higher education programs for leadership and teacher education. Findings focus on addressing inequities through social justice praxis and the implications emphasise leading, teaching, and learning through creativity, justice, and inclusion. [ABSTRACT FROM AUTHOR]

While social scientists have long studied secrecy as a cultural practice, theologians have neglected it as an ecclesial practice. This article examines "segmented secrecy" as an ecclesial practice, that is, secrets kept or divulged in different social networks in a segmented manner. That secrecy is examined in the lives of gay priests in Roman Catholic ecclesial settings in the United States. After a brief sociological analysis of secrecy, the theological analysis reckons first with the ethics of segmented secrecy, arguing for segmented secrecy as a "burdened" form of the virtue of honesty. Next it turns to segmented secrecy as an ecclesial practice, a provisional way of securing protection for marginal persons amidst the larger eschatological protect of the church in the world, despite some moral hazards involved. Zusammenfassung: Geheimhaltung ist eine kulturelle Praxis, wie die Soziologie seit langem weiß. Die Theologie hingegen hat es bislang versäumt, das Geheimhalten von Informationen auch als eine kirchliche Praxis zu betrachten. Der vorliegende Aufsatz untersucht die „segmentierte Geheimhaltung" als eine gebrochene Form von Aufrichtigkeit. Er tut dies am Beispiel homosexueller Prieser in der römisch-katholischen Kirche in den USA. [ABSTRACT FROM AUTHOR]

Current trends in women's criminalization reflect historical patterns of racism, gender conformity, and enforcing normality. This paper traces key shifts in policy and discourse on women's punishment in the United States from the mid 19th century to contemporary times. Additionally, this paper reflects on social work's role in the history of responding to criminalized women and its involvement in prison reform efforts. I argue that the profession's reform efforts on behalf of criminalized women operate as a form of carceral humanism, enabling expansion of the carceral state. To meaningfully challenge mass incarceration, social work must engage anti-carceral/abolitionist politics and praxis. [ABSTRACT FROM AUTHOR]

Background/Context: Since 2005, critical race theory (CRT) scholars have crafted educational pipelines that compare educational attainment across racial groups in the United States. These visual models offer concise pictorial narratives about the discrepancies that fall along racial lines, particularly the underperformance of Chicana/o/x students over the last two decades. Purpose/Objective/Research Question/Focus of Study: This article conceptualizes educational pipelines comparing the educational attainment of Chicana/o/x, White, Black, Asian, and Native students as critical race heuristics, or exegetic visual instruments and pedagogical tools used by CRT scholars to concisely depict structural inequities predicated on racial hierarchies. Critical race heuristics elicit understandings of systemic oppression, foster critical awareness, and inspire action. Population/Participants/Subjects: There were more than 100 participants in 16 focus groups, and 10 individual interviews were conducted. Research Design: This qualitative study relied on a critical race-grounded theory methodology. Data Collection and Analysis: Data were responses to the question, "If you could show this pipeline to anyone, who would it be and why?" Each researcher separately analyzed the data, then compared emerging patterns and observations in several rounds, drawing on tenets of CRT to inform their analysis. Findings/Results: Participant responses revealed how the heuristic prompted: (a) a conscientization about the factors contributing to the disparities, (b) a call for various forms of praxis to remedy the disparities made apparent by the image, and (c) an appreciation for the simplicity of the image to convey educational inequities. Conclusion/Recommendations: The critical race heuristic enabled participants to articulate a keen awareness of the institutional factors predicated along racial lines that result in disparities between Chicana/o/x students and other racial groups. Moreover, it motivated participants' desire for intervention, as they conceived of various strategies, tactics, and policies that might abate the pressures that limit the educational attainment of Chicana/o/x students. Our findings give insight regarding how the critical race heuristic could teach preservice teachers, teachers, and administrators about entrenched race-based inequities; motivate faculty and administrators to work toward narrowing the gaps between racial groups; or anchor workshops for students of color in bridge programs, college preparatory programs, retention programs, and leadership training programs that would help them chart a course for educational success. [ABSTRACT FROM AUTHOR]

Knowledge, as it has been shaped in the United States, is grounded in whiteness. As a result, maps and geospatial data can be particularly harmful in perpetuating historically and experientially inaccurate narratives of space. As stewards of knowledge, librarians are uniquely positioned to implement policies advancing antiracist practices. The following paper analyzes diversity, equity, and inclusion (DEI) in cartographic collection development, metadata, and instruction, and discusses the opportunities for librarians to employ critical theory in their cartographic and geospatial library praxis. [ABSTRACT FROM AUTHOR]

Indigenous students are severely underrepresented in higher education, and in STEM disciplines in particular. There is a lack of research critiquing the hegemonic culture of STEM programs in the United States that may present challenges to students pursuing these degrees from Indigenous communities. Using Tribal Critical Race Theory and Native Student Identity Development Theory, I examine the ways in which STEM programs throughout the United States harms and excludes Indigenous students, and seek to uncover ways that we can build Engineering departments which are more inclusive of varying worldviews, with a particular emphasis on Indigenous epistemologies. Specifically, I offer Place-Based education as a particular liberatory praxis in education which is conducive to Indigenous paradigms and has transformative potential within STEM disciplines. Implications for the University of Vermont are discussed. [ABSTRACT FROM AUTHOR]

The Meaningful Involvement of People with HIV/AIDS (MIPA) has been at the core of the HIV response since the beginning of the HIV epidemic. In this study, we compare two community engagement activities concerned with molecular HIV surveillance (MHS) in the United States: one governmental and one community-led. We examine the consultative aspects of each one, especially as they relate to people living with HIV. We point to the community-based effort--which used a participatory praxis approach--as an example of MIPA. We derive two best practice principles from this research from the field. [ABSTRACT FROM AUTHOR]

This is the final instalment of a two-part forum series titled Cultural Chronicles of COVID-19, edited by Marina Levina. In part 1, the forum focussed on the role of language in shaping cultural response to the pandemic. The second part of the forum engages with the United States and global politics surrounding COVID-19. The authors focus on race, disability, colonialism, and public health to examine how politics are conducted during the pandemic. [ABSTRACT FROM AUTHOR]

This paper describes how a reparative futures approach alters the orientations and methods of institutional DEI work and generates a different set of affective, joyful outcomes. New paths forward emerge when past injustice is examined to imagine better futures. This activity resulted in novel perspectives on what a holistic, inclusive, anti-racist campus community could look like someday. We introduced the creative, optimistic, and long-term perspective of futuring into a year-long reparative anti-racism project to advance institutional diversity, equity, and inclusion (DEI) efforts at an arts college. Reparative DEI processes, centered in tenets of anti-racism, rarely engage creative imagination to look forward. In addition, futures tools are seldom designed for the critical consciousness of reparative processes, which must be rooted in re-examining and challenging established narratives. The work shared here demonstrates an opportunity to explore both perspectives. Our experience reveals that reparative futures approaches alter both the feel of the process of approaching DEI work and establish a different set of outcomes. We propose that the radically hopeful visions created through critically conscious reparative futures practices offer an additional way to engage with reparative processes, bringing in creativity and consideration of relational connections. • A creative futuring project expands the work of an anti-racism task force at an arts college in the United States. • Diversity, equity, and inclusion processes can benefit from and expand our thinking about collective futuring practices. • Challenging narratives of the past is an essential part of a new praxis toward imagining justice-based futures. • Radically hopeful visions offer a creative and optimistic way to engage with reparative processes. [ABSTRACT FROM AUTHOR]

Despite the centrality of politics in shaping the experiences and identities of thousands of Taiwanese migrants who came to the United States from the 1960s to the 1980s, there are very few scholarly treatments of diasporic Taiwanese activism in English-language literature. In this article, I look at New York as an important site in Taiwanese/American political history and locate it as part of an anticolonial, Sinophone political sphere. In particular, I consider how a subset of New York-based Taiwanese activists known as the Taiwan Revolutionary Party (TRP) strove to develop a leftist political praxis influenced by the Third World Left and internationalism, despite Cold War political and ideological conditions that severely limited their ability to do so. Their lives, thoughts, and actions, I argue, should be understood as part of a long and ongoing history of Asian/American political praxis and nationalist struggle. The TRP's enactment of Taiwanese consciousness revitalizes significant debates surrounding national identity, in particular, Frantz Fanon's distinction between national consciousness and nationalism, and contributes to a growing dialogue on the heterogeneity of Sinophone cultures, peoples, and politics. [ABSTRACT FROM AUTHOR]

The article discusses the importance of Ichishkíin, an Indigenous language of the Columbia River Plateau Tribes in the Pacific Northwest of the U.S., in efforts to advance Indigenous feminist education. Topics discussed include the importance of native and Indigenous feminism in the history of activism, link between the Indigenous language education and the feminist praxis, and the benefits of Indigenous language education in the aspect of feminist political action.

The article discusses the author's views about abolition as a contemporary praxis of human being, and it mentions the relationships between abolitionists, carceral power (incarceration), and social formation. Freedom and criminal justice are addressed, along with state carceral power, policing, and Black radicalism in America. The abolition of plantation slavery under the U.S. Constitution's Thirteenth Amendment is assessed.

The article focuses on the creation of a praxis of support for "carefree" Black girls in U.S. schools. Topics discussed include the growing segment of Black girls in the juvenile justice population of the country, the re-identification of educational institutions as prisons for Black students, and investigation into the sexism and misogyny experienced by Black women and girls. The need for the school staff to acknowledge the policies that disproportionately criminalize Black girls is mentioned.

An essay on the response to anti-Semitism which is considered as praxis is presented. Topics mentioned include the study on anti-Semitism that is described as depressing but necessary, the motivation of modern scholarship brought by the Holocaust, and the American society that become narrow minded when Israel and Judaism are concerned.

This Article seeks a common ground for theists of the Abrahamist religious faiths and agnostics in the Socratic philosophical tradition on the role that the liberal state should play in advancing the two coordinate aims of traditional philanthropy: helping society's least well off and advancing the highest forms of human excellence. It focuses particularly on Abrahamists who are orthodox Catholics and Socratics who are left- liberals, distinguishing their broad views on the liberal state's proper philanthropic role from the far narrower views of libertarians and other right-liberals. It concludes that adherents of Catholic Social Teaching and advocates of secular left-liberalism can conscientiously work together toward a far greater governmental role in advancing philanthropy than is currently reflected in the United States's fiscal policy. To do otherwise is to impose a most perverse tax on both our society's most needy and its most generous. That, one hopes, is not who we are. [ABSTRACT FROM AUTHOR]

This study is a critical examination of dominant beliefs in textbooks that impact students through constructed transmissions of the so-called normal American identity. A Beka textbooks are examined for findings that illustrate the dissemination of neutral language that is, in reality, charged with dominant ideologies that marginalize those living outside the parameters of the texts. The underlying themes point to the legitimization of the interests of the fundamentalist group as the authority of socio-cultural values and the consensual subordination of other groups. Informed by Freirean philosophy and praxis, the study is framed through a critical lens through which the underlying relationship between power and discourse is examined. As a means of bringing awareness of the inequity in textbooks, the use of dialogue and critique is discussed as a tool for interrupting the power of the dominant and as a trajectory for self-reflection and empowerment. [ABSTRACT FROM PUBLISHER]

This paper examines the challenges associated with promoting and modeling assessment for learning within initial teacher education programs. Based on their experiences teaching in a variety of higher education institutions within Canada and the United States and on a critical synthesis of literature, the authors identify three broad constraints that contribute to the current theory--praxis divide. Specifically, the article outlines temporal, programmatic, and institutional constraints that typically undermine the spirit of assessment for learning within initial teacher preparation programs. After documenting these constraints, the paper concludes with a research agenda for aimed at promoting more effective integration of assessment for learning in teacher education programs. [ABSTRACT FROM AUTHOR]

Among the thorniest dilemmas stemming transformative planning practice in the context of American cities is the problem of race. While “just city” and neo-pragmatist perspectives have recently theorized progressive policy and planning efforts to create viable alternatives to the dominant neoliberal urban and local economic development model, they have paid less attention to the relationship between race, urban political economy, and transformative planning. This article seeks to bridge this gap by elaborating a conception of race that incorporates W.E.B. DuBois’ notion of “double consciousness” with neo-pragmatist planning perspectives to illuminate potential synergies between the situated perspectives of socially marginalized groups and differentially situated, resourced, and abled allies in illuminating systemic problems and directing deeper modes of urban policy and planning recourse. Drawing from two empirical cases, it examines how progressive urban coalitions might use race as a diagnostic and dialogic tool in undertaking provisional and contextual inquiry and praxis in the urban economic sphere toward realization of the “just city.” [ABSTRACT FROM PUBLISHER]

In this article, we address one of the most critical challenges facing the schools today: designing of learning environments that can provide learning opportunities for all students. The article first provides a brief introduction to content of this challenge. Then we focus on theoretical tools to understand the learning environment. Based on the concepts of classification and framing, as found in the later work of Basil Bernstein, we view that learning is fundamentally linked to the social and the cultural context of the school. To scales are presented for understanding and analysing the learning environment: the praxis scale and the student positioning scale. The scales are tools for analysing three different learning environments in upper secondary schools in Denmark, Switzerland and the USA. The article provides theoretical and empirical explanations of how the design of the learning environment is connected to the challenges and opportunities faced by different kinds of students. Based on these analyses, a model of four ideal types of learning environment will be presented. It is concluded that the specific design of the learning environment always comes down to the conscious, reflected and common sharing of the teaching responsibilities as the crucial factor in the development of learning opportunities for all students, regardless of the intention of the teaching and the desired learning outcome. [ABSTRACT FROM AUTHOR]

Neoliberalism is a loosely knit bricolage from economics, politics, and various forms of reactionary populism that can be envisioned as a kind of epistemic frame in which largely counterrevolutionary forces engage in the creative destruction of institutional frameworks and powers, forging divisions across society that include labor and social relations (Harvey, A brief history of neoliberalism, ). Such 'creative destruction' implies that neoliberalism is actually a reactionary 'catalog of mind' (Robin, The reactionary mind: Conservatism from Edmund Burke to Sarah Palin, , p. 17); that when believers engage in reactions to programs and ideas which represent what Bourdieu (Acts of resistance: Against the tyranny of the market, ) called 'the left hand of the state' (typically represented by teachers, judges, social workers), one result has been the 'involution of the state' (p. 34) and the 'destruction of the idea of public service' (Bourdieu, The abdication of the state. In P. Bourdieu (Ed.), The weight of the world: Social suffering in contemporary society, , p. 182). We examine neoliberalism using Shaffer's (Int J Learn Media 1(2):1-21, ) concept of an 'epistemic frame' based on the epistemic frame hypothesis that suggests that a community of practice has a culture, and that the collection of values, skills, knowledge, and identity form the 'epistemic frame' (p. 4). An epistemic frame has a kind of grammar and structure comprised of people's thoughts and actions, reinforced by the ways that people see themselves, the values to which they hold, and the epistemology that binds together their agenda. The purpose of our analysis is to create a praxis for what has been termed Regressionsverbot, which is defined as 'a ban on backward movement with respect to social gains at the European level' (Bourdieu, Acts of resistance: Against the tyranny of the market, , p. 41). In the form of cases from the United States, the United Kingdom, and the United Arab Emirates, neoliberal initiatives are examined, unpacked, and interrogated. [ABSTRACT FROM AUTHOR]

While it is generally well known that nonviolent collective action was widely deployed in the US southern civil rights movement, there is still much that we do not know about how that came to be. Drawing on primary data that consist of detailed semistructured interviews with members of the Nashville nonviolent movement during the late 1950s and 1960s, we contribute unique insights about how the nonviolent repertoire was diffused into one movement current that became integral to moving the wider southern movement. Innovating with the concept of serially linked movement schools - locations where the deeply intense work took place, the didactic and dialogical labor of analyzing, experimenting, creatively translating, and resocializing human agents in preparation for dangerous performance - we follow the biographical paths of carriers of the nonviolent Gandhian repertoire as it was learned, debated, transformed, and carried from India to the Fellowship of Reconciliation (FOR) and Howard University to Nashville (TN) and then into multiple movement campaigns across the South. Members of the Nashville movement core cadre - products of the Nashville movement workshop schools - were especially important because they served as bridging leaders by serially linking schools and collective action campaigns. In this way, they played critical roles in bridging structural holes (places where the movement had yet to be successfully established) and were central to diffusing the movement throughout the South. Our theoretical and empirical approach contributes to the development of the dialogical perspective on movement diffusion generally and to knowledge about how the nonviolent repertoire became integral to the US civil rights movement in particular. [ABSTRACT FROM AUTHOR]

This article argues for a radical conception of praxis in international relations. By praxis is meant those forms of critical theoretical and practical activity that are not only linked to understanding, explaining and acting in international relations but also transforming those relations to help constitute a more ethical, just and sustainable world order. The argument is developed as follows: (1) discussion of theoretical perspectives, and how they constitute dominant paradigms of International Relations in the West, particularly in the USA. Such dominant paradigms are shaped by a liberal ontology, opposed to Marxism and critical theory. (2) A critique of ‘imperial common sense’ that is bound up with US supremacy in an unjust world of deepening crises, growing inequality, social dislocations and unsustainable accumulation. Here my argument involves a dialectical strategy that critically addresses the nature, self-evidence and global influence of mainstream American International Relations. (3) A discussion of how new forms of praxis are emerging, seeking to develop radical alternatives that are sober, imaginative, sustainable and politically and ethically credible – in the multiple, diverse and new forms of political agency reflected in the figure of the ‘post-modern Prince’. The article concludes by outlining elements of a radical research agenda to address significant intellectual, ethical and public policy issues in the emerging world order. [ABSTRACT FROM PUBLISHER]

This article examines two video-conferences between students in the UK and the United States that illustrate examples of the possibilities of transnational communications as a critical praxis in contemporary university settings. The Trans-Atlantic Classroom project offer theoretical and practical insights into the hands-on uses and perceptions of digital media and communication technologies by culturally diverse student bodies in different locations. At the time and on reflection, we note how this undertaking throws into relief a 'disconnect' in the way institutions, academic staff, and students regard the relationship between research excellence, higher learning, and virtual technologies in a digital age. Tracing the project through its genesis, student-led implementation and follow-up in light of critical pedagogy literature and debates about information and communication technologies in learning and teaching, we reflect on what happened as participants left their respective intellectual comfort zones to collaborate with distant others and each other in a computer-mediated scholarly undertaking. [ABSTRACT FROM AUTHOR]

The article discusses the role of neoclassical economic theory, methodology and praxis in optimizing criminogenic environments and producing recurrent, intensifying financial crises in the U.S. It examines how lenders optimize accounting control fraud. It explores how epidemics of accounting control fraud hyper-inflate bubbles and the risks of accounting fraud examination. Also discussed is the use of compensation to suborn external controls such as external appraisers and external auditor.

Edouard de Laurot's essay 'Composing as the Praxis of Revolution: The Third World and the USA' was one of five theoretical texts published in the film journal Cineaste between 1970 and 1971 under the name of Yves de Laurot. The essay is a key statement of Cinema Engage, focusing on the artistic methodology of prolepsis as a political discourse. For de Laurot, prolepsis is to be understood as the 'power to perceive futurity within the present'. For cinema to project the power of the 'imaginary desirable', which can only emerge through conflict with what exists, cinema must be understood relationally as a 'rapprochement' between film production and revolutionary praxis. [ABSTRACT FROM AUTHOR]

Contemporary Western feminism and transpersonalism are kaleidoscopic, consisting of interlocking influences, yet the fields have developed in parallel rather than in tandem. Both schools of praxis developed during the climate of activism and social experimentation of the 1960s in the United States, and both share a non-pathological view of the human experience. This discussion suggests loci of synthesized theoretical constructs between the two disciplines as well as distinct concepts and practices in both disciplines that may serve the other. Ways in which a feminist-transpersonal perspective may catalyze social change on personal, regional, and global levels are proposed. [ABSTRACT FROM AUTHOR]

Aimed at reinforcing the democratic values of freedom of speech and increased diversity in civic access to the means of communication, this paper examines the concept of democracy within an information and communication technology-mediated context. Discussion proceeds with an analysis of orthodox views adopted by Jefferson and the architects of the American Constitution. Building on the Jeffersonian tradition, a critique is presented of present-day, non-transparent constraints on the democratic values of freedom of speech, information access and the structural constrains mitigating unfettered public access to critical information and debate on fundamental social and political issues of the day. The proposed 'custodiary' model for the new Democratic Project is premised on the development of a constitutional framework which encourages information diversity and freedom of access and expression as a way of bringing back 'discourse' into democratic praxis. [ABSTRACT FROM AUTHOR]