Volume 13 Issue 1 (Spring 2016)

Combatting Marginalized Spaces in Education through Language Architecture

Nelson Flores
University of Pennsylvania

Schools have always been a primary site where the language practices of language-minoritized students who come from homes where non-standardized varieties of English and languages other than English are spoken have been marginalized. When we consider this history, discussions of “Marginalized Spaces in Education” may seem redundant. After all, a primary function of US schools has always been to fix the so-called linguistic deficiencies of these students and the education of these students has been marginalizing by design.

Border Crossing in the Classroom through Performed Ethnography

Tara Goldstein
OISE-University of Toronto

In this reflective essay I want to share the ways my students and I have made use of the notion of “border crossing” in an undergraduate course called “Equity and Activism in Education” that is offered at the University of Toronto.

Where Are All the Black Male Special Education Teachers?

LaRon A. Scott
Virginia Commonwealth University

Keywords: Black male special education teachers, Black male teachers, special education shortages 


Us V. Them: Remnants of Urban War Zones

Nicole Jeanine Johnson
University of Pennsylvania

Keywords: urban war zones, poverty, marginalization, violence, trauma


Sunday September 14th, 2015: “A father of three was shot to death near his home in the Auburn-Gresham neighborhood on Chicago’s Southside. Ashton Simpson, 36, was gunned down Sunday night … just nine houses away from his own.” (ABC, 2015, September 14)

Surveillance, Violence, and the Marginalization of Students of Color

Stephanie Schroeder
University of Florida

Keywords: surveillance, race, school violence


Critical Practitioner Inquiries: Re-Framing Marginalized Spaces for Black Students

Nicole West-Burns
University of Toronto

Karen Murray
Toronto District School Board

Keywords: Practitioner inquiry, Black student achievement, Canada


Libro + Biblioteca = Libertad

Rodrigo Joseph Rodriguez
University of Texas at El Paso

On the margins of El Paso, Texas, a teacher-librarian communicates daily to her students the following bilingual mantra: “Esta biblioteca les pertenece a ustedes. This is your very own library.” Lisa M. López-Williamson is the teacher-librarian and literacy activist and advocate at William “Guillermo” C. Herrera Elementary School in the El Paso Independent School District. She is a celebrated teacher-librarian who cares about family literacy.

Schools as Discriminatory Artifacts

Benjamin D. Parker
University of Georgia

Schools tell stories. The physical plants, including conditions, plans, locations, and embellishments provide clues to the histories of these neglected raconteurs (Butchart, 1986).

Beautiful Walls: Reclaiming Urban Space through Mural Making

Bethany J. Welch
Aquinas Center

The deleterious effects of outward migration and disinvestment on American cities are well documented. The decline of the industrial economy left huge warehouses sitting empty and therefore susceptible to illicit use, fire, and possible collapse. Nearby housing that once sheltered low wage factory workers similarly sits vacant. Absentee landlords pretend not to see the broken window panes and sagging porches. As Wacquant (2010) argues, this abandonment then conveys a certain “social inferiority” about that community within the larger city construct.

Those kids, our schools: Race and reform in an American high school. By S. R. Griffin. Harvard Education Press: Cambridge, 2015.

Reviewed by Alexander Hyres, University of Virginia

The achievement gap between White students and students of color has garnered significant attention by federal politicians and policymakers as far back as Lyndon Johnson’s War on Poverty, and more recently in Congress’s No Child Left Behind legislation and Barack Obama’s Race to the Top initiative. Although these top-down federal programs, laws, and initiatives have attempted to close the gap, the disparities persist.