http://hdl.handle.net/2451/75619 2026-09-10T09:30:24Z http://hdl.handle.net/2451/75938 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. 2021-05-01T00:00:00Z http://hdl.handle.net/2451/75937 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. 2021-05-01T00:00:00Z http://hdl.handle.net/2451/75931 Title: I am more than just a box: Latinidades for a pluralistic vision of culturally sustaining education Authors: D'Andrea Martínez, Pamela; Diaz Johnson, Ashantie; Padía, Lilly; Ghiso, María Paula Abstract: This article explores what culturally sustaining education means for Latinx students. Drawing on the concept of Latinidades, the authors suggest that culturally sustaining education for Latinx students necessitates problematizing the boundaries of this term altogether and making visible the tensions and multiple axes of oppression around what it means to be Latinx. They take inspiration from Latinx students—including one of the authors of this article—who are challenging bounded notions of culture (such as "affinity groups") and instead foregrounding questions about equitable practices in the day-to-day context of schools. 2021-05-01T00:00:00Z http://hdl.handle.net/2451/75932 Title: An Unwavering Commitment To Culturally Responsive Sustaining Education & Social Emotional Learning Authors: Brooks-DeCosta, Dawn; Lenard, Ife Abstract: Through an analysis of both SEL and CR-SE practices at an urban school and a social skill building afterschool program conducted through outside support staff, this paper demonstrates the process of providing social-emotional supports with a culturally responsive lens. The authors suggest, without a culturally responsive-sustaining lens, social and emotional supports can lack the trust and connection needed to meet students where they are while acknowledging their unique identities and cultures. 2021-05-01T00:00:00Z