Action research, particularly done by teachers, has had a contentious, decades-long history. As a form of social inquiry, action research has been designed to make it easier for members of social groups to create social change within their communities. Rather than conducting research that focuses on an outcome, action researchers focus on the…

In this article the authors describe pedagogy which rests on commitments to solidarity, activism, and intersectional understandings of personhood and social (in)justices. The authors seek to create accessible classrooms where our many selves and critical consciousness can be in (dis)comforting conversation with one another. Then, they hope to…

One of the learning goals for social justice education courses is to prepare students for social action engagement. Teaching students about issues related to social justice is complex. Prior studies have found a positive relationship between student enrollment in social justice education courses and action-oriented outcomes. While these findings…

In this article, the authors Dunn, Dotson, Ford, and Roberts, discuss the ways they, as professors of multicultural education with different identities and experiences, attempt to understand and respond to students' implicit or explicit resistance in their classes. Though there has been a broad range of literature on student resistance, the…

This article describes two approaches to improving literacy in a high poverty, diverse urban high school. One curriculum program, "Striving Readers," included a prescribed course of study for students reading below grade level along with schoolwide strategies. This approach did not improve targeted students' reading scores or…

The teacher readaloud is an instructional tool established in its ability to foster children's language and literacy development. Increasing cultural and linguistic diversity and changing standards place pressure on teachers to provide literacy and language instruction relevant to children's everyday lives and learning. This article…

Using interview data collected from high school students who attended school in Broward County, Florida, this article focuses on how first- and second-generation adolescent Latinas understand citizenship. The author explores participants' citizenship formations using the conceptual frameworks of transnationalism and cultural dimensions of…

According to many educators, textbooks will eventually be replaced by digital versions. Today's teachers, school administrators, and education policy makers are often digitally disconnected or at best digital immigrants, individuals who were born before the existence of digital technology and adopted it later in life. Unfortunately, when…

A critically transformative education continues to be at the center of Tucson Unified School District's (TUSD) equity and academic excellence mission. Through the use of the Social Transformation paradigm and the lesson learned from the implementation of the Critically Compassionate Intellectualism Model, TUSD once again created a cutting…

In a "post-NCLB era," the schooling experiences of mostly low-income students of color continue to be consumed by a test-prep pedagogy--narrowed curriculum, low expectations, and ignored relationships. In this article the author describes a pedagogical approach using educational dialogues to engage preservice teachers to critically…

In light of the concepts of appropriation and essentialism, othering, and binary oppositions, the author will examine the interrelation between various feminist theories and gender representation in multicultural children and young-adult literature. Additionally, the author will address the practical implications of those theories and concepts for…

Anti-Semitism, prejudice, and discrimination against Jewish people are still largely absent from the study of social justice issues and multicultural education at the university level. Although often seen as being White, Jews are still discriminated against, with current reports showing that acts of anti-Semitism have been at their highest levels…

Silencing race dialogue in urban classrooms is painful for students of color. The author of this article, an urban teacher, documents her resistance to colorblind racism by strategically including race in daily classroom practices. She argues that acknowledging emotionality and Whiteness are essential steps that teachers must take to reinvest in…

Three case studies present how preservice teachers use reflections while learning to teach. Interviews and document analysis reveal that critical reflections evidence greater understanding of culturally relevant pedagogy and offer a platform for critical consciousness. Using critical reflectivity to develop teachers' understandings of…

In this article the authors explore the role of critical hope as an essential quality in teachers' preparation to teach English Language Learners (ELLs) in the era of No Child Left Behind. The authors found that high stakes testing with inappropriate measures combined with teachers' lack of preparation to teach ELLs resulted in a…