http://hdl.handle.net/2451/75619 2026-08-21T05:45:14Z 2026-08-21T05:45:14Z Forbes, Jacqueline Mitchell, Nicholas Baxley, Gwendolyn Davis, Ja'Dell Rosario-Wallace, Gloria Kochon, Christian http://hdl.handle.net/2451/75938 2026-08-07T15:39:41Z 2022-05-01T00:00:00Z

Title: #NormalNeverWorked: The Fight for Black Liberation in the context of Education and COVID 19 Authors: Forbes, Jacqueline; Mitchell, Nicholas; Baxley, Gwendolyn; Davis, Ja'Dell; Rosario-Wallace, Gloria; Kochon, Christian Abstract: The impact of the Novel Coronavirus (COVID-19) highlights familiar inequities across U.S. institutions that are integral to social well-being. While longing for a return to “normal” is expected in a time of unprecedented loss of human life and the relinquishing of routines and comforts, equity-minded individuals understand that “normal” has been and continues to be oppressive at its core. Interested in the ways that COVID-19 has disrupted the normalcy of oppression and inequity, and the possibilities for Black liberation in this new context, we sat with educators and asked them to consider the urgency and possibility of now in the context of ongoing racial uprisings, persistent anti-Blackness, and the global impact of COVID-19. This article focuses on the themes that emerged, commenting on the opportunities and challenges of Black liberatory practices, whiteness, self care, metacognition about practices, and culturally responsive-sustaining education. While the disproportionate impacts of everyday educational violence on Black students, educators, families, and communities continue to be overlooked, these educators offer hope and a way forward, one rooted in the humanizing love that CR-SE and Black liberatory practices offer.

2022-05-01T00:00:00Z Thevenot, Yvonne http://hdl.handle.net/2451/75937 2026-08-07T15:39:41Z 2022-05-01T00:00:00Z

Title: Culturally Responsive and Sustaining STEM Curriculum as a Problem-Based Science Approach to Supporting Student Achievement for Black and Latinx Students Authors: Thevenot, Yvonne Abstract: This article explores the tenets of culturally responsive STEM curriculum, providing an innovative look into STEM teaching and learning, which illuminates student agency, prior knowledge, and positive connections with their teachers. It seeks to answer the question, what happens when students experience informal STEM learning spaces as positive ones that enable them to develop a sense of agency, voice, and academic achievement.

2022-05-01T00:00:00Z Adjapong, Edmund Porcher, Kisha http://hdl.handle.net/2451/75934 2026-08-07T15:39:40Z 2022-05-01T00:00:00Z

Title: Self-Work before Toolkits: An Interview with Dr. Yolanda Sealey-Ruiz about Culturally Responsive-Sustaining Education Authors: Adjapong, Edmund; Porcher, Kisha Abstract: This interview highlights how Culturally Responsive-Sustaining Education can be utilized to consider new possibilities for and address inequities in urban schools. It discusses the importance of positive teacher identity as a prerequisite for effective CR-SE and Dr. Sealey-Ruiz’s framework of the Archeology of Self, which she describes as a framework that encourages educators to dig deep, peel back their layers, and explore how issues of race, class, religion, gender, sexual orientation live within them.

2022-05-01T00:00:00Z Mirakhur, Zitsi Fancsali, Cheri Hill, Kathryn http://hdl.handle.net/2451/75935 2026-08-07T15:39:40Z 2022-05-01T00:00:00Z

Title: The Potential of CR-SE for K-12 Computer Science Education: Perspectives from Two Leaders Authors: Mirakhur, Zitsi; Fancsali, Cheri; Hill, Kathryn Abstract: This interview examines the close connection between equity and computer science (CS), and Culturally Responsive-Sustaining Education (CR-SE). The conversation speaks with emergent leaders in CS and provides insights into how they are bringing CS education to New York City’s 1.1 million students, and how they understand and enact CR-SE practices in their work.

2022-05-01T00:00:00Z