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OVERCOMING INEQUALITIES IN SCHOOLS AND LEARNING COMMUNITIES: INNOVATIVE AND AUDACIOUS EDUCATION FOR A NEW CENTURY

 

 

IRN Start Date: May 1, 2015

The research topic of this IRN is Overcoming Inequalities in Schools and Learning Communities: Innovative and Audacious Education for a New Century. This initiative serves to address educational social exclusion as a challenge impacting poor, disadvantaged, and otherwise underserved populations affected by global colonization.

 

This empirical research features, interdisciplinary solutions for and with learners most heavily affected. Network researchers aim to focus on the exploration of successful actions with children, youth and communities of learners historically excluded and systematically underserved to overcome educational and social exclusion.

 

Innovations will be investigated in regional, national, or cultural contexts to increase worldwide cooperation in the study of successful actions ranging from the consideration of Indigenous students first in their families to attend university (Australia), to educational leadership from a Maori perspective benefitting Indigenous learners (NZ) to

new explorations of successful educational actions and ‘funds of knowledge’ in Roma communities (UK & ES), to successful ‘student of colour’ learning communities (US), to model teacher education programs across national boundaries that prepare teachers to work successfully with historically excluded students (US). The inclusion of researchers across disciplines and nations committed to conducting strengths-based international comparative research to further impact lives of historically excluded students who have been traditionally unsuccessful in educational settings and contexts, distinguishes our network.

 

Exciting News and IRN Activity:

On 19 November 2015, this IRN will be presenting a symposium at the Faculty of Psychology and Education at the University of Deusto in Bilbao. The title of this symposium is 'Opening Horizons to the World-Wide Perspective of the Basque Educational Research'.

 

For more information on this symposium, click here.

 

Conveners:

Rocio Garcia-Carrion, Ph.D.

Ikerbasque Research Fellow,

President of the Multidisciplinary Educational Research Association, AMIE

Faculty of Psychology and Education

University of Deusto

Avda. Universidades, 24

48007 Bilbao

University of Deusto, Spain

rocio.garcia@deusto.es

 

Lorri J. Santamaría, Ph.D.

MA, DipTchg AZ; DipEdAdmin CA | Associate Professor and Head of School |

Learning, Development and Professional Practice/ Te Kura Whakatairanga i te Ako Ngaio me te Whanaketanga |

Faculty of Education and Social Work/ Te Kura Akoranga o Tāmaki Makaurau |

Office: H517| Gate 3, 74

Epsom Ave, Epsom | Private Bag

92601, Symonds St, Auckland, New Zealand

l.santamaria@auckland.ac.nz

 

Arnetha F. Ball, Ph.D.

Professor, Stanford Graduate School of Education

Affiliate Faculty, Center for Comparative Studies in Race and Ethnicity

Co-Director, Center for Race, Ethnicity, and Language (CREAL)

Fellow, The American Educational Research Association

Faculty Fellow, The Clayman Institute for Gender Research

Visiting Scholar, Queensland University of Technology and University of Auckland

Stanford University, United States of America

arnetha@stanford.edu

 

List of Participants

  1. Aitor Gomez Gonazalez 

  2. Jo Lampert

  3. Bruce Burnett

 

References

Ball, A. F. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal, 46(1), 45-72. NY: AERA Publication.

 

Ball, A. F. & Tyson, C. A. (Eds.). (2011). Studying Diversity in Teacher Education. Washington, DC: AERA Publication. Rowman & Littlefield Publishers.

 

Brunello, G. & Checchi, D. (2007). Does school tracking affect equality of opportunity? New international evidence, Economic Policy, 22(52), 781–861.

 

Darling-Hammond, L. (1996). What matters most: Teaching for America's future. New York, NY: National Commission on Teaching and America's Future

 

 Federal Interagency Forum on Child and Family Statistics. (1999). America’s children: Key national indicators of well-being. Washington, DC: U.S. Government Printing Office.

 

Flecha, R. & Soler. M. (2013). Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning. Cambridge Journal of Education, 43(4), 451-465.

 

Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. San Francisco: Jossey-Bass.

 

Meece, J.L., & Kurtz-Costes, B. (2001). The Schooling of Ethnic Minority Children and Youth: A Special Issue of Educational Psychologist. Educational Psychology, 36 (1), 1-7.

 

Oakes, J. (2005). Keeping track: How schools structure inequality. Yale University Press.

 

Orfield, G. (2001). Schools more separate: Consequences of a decade of resegregation. Cambridge, MA: Harvard Civil Rights Project.

 

Sarra, G. (2011). Strong and smart : towards a pedagogy for emancipation : education for first peoples, Routledge: New York.

 

Weinstein, R. S. (2002). Reaching Higher: The Power of Expectations in Schooling. Cambridge, MA: Harvard University Press.

Zimmer, R. (2003). A New Twist in the Educational Tracking Debate, Economics of Education Review, 22(3), 307.

 

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