PRESENTING SUPERB RESEARCH THAT ADVANCES THE FIELD OF EDUCATION

Ethnic Studies Revival Series Read Description

Repertoires of Racial Resistance

Pedagogical Dreaming from the Classroom to the Streets

Paperback
November 2024
9781975506629
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$42.95
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November 2024
9781975506636
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  • Publisher
    Myers Education Press
  • ISBN 9781975506636
  • Language English
  • Pages 300 pp.
  • Size 6" x 9"
$155.00
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November 2024
9781975506643
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$42.95

Repertories of Resistance: Pedagogical Dreaming from the Classroom to the Streets explores the integral role of dreaming and imagination in pursuing educational justice. The illuminating case studies in this book highlight how youth and adults utilize Transformative Methodologies not only to generate knowledge, but also promote social change. Transformative Methodologies are approaches to research and knowledge production that explicitly:

  • centers the perspectives, experiences, and expertise of BIPOC youth and communities as essential to research
  • challenges conventional social science frameworks that relegate communities as “objects” of inquiry, and
  • facilitates ethnically and racially minoritized young people to leverage their educational opportunities to express their agency, imagine emancipatory futures, and embody social change.
Chapters in the book demonstrate how researchers, practitioners, and youth utilize methodologies such as participatory action research, testimonio, counter narratives and critical storytelling to make sense of social inequalities, and envision futures rooted in justice. This text considers the intimate relationship between youth leadership and empowerment with dreaming and imagination. The book includes case studies based in diverse contexts such as K-12 schools, community-based settings, and higher education. Moreover, the text specifically highlights how BIPOC young people leverage their imaginations as part of their efforts to advocate for justice in their communities, families, and schools. This book emphasizes the importance for researchers and practitioners to leverage youth imagination and freedom dreams in creating culturally sustaining educational settings and promoting transformative youth leadership. This volume will be of interest to graduate, postgraduate students, researchers and academics in fields such as multicultural education, critical pedagogy, youth development and qualitative and participatory methodologies. Pre-service teachers, practitioners, and libraries will also find this book useful.

Perfect for courses such as: Multicultural Education, Foundations of Education, Critical Pedagogy and Education, Youth Development, Out of School Time Education, Research Methodology, Anthropology and Education, Sociology and Education, and Youth Resistance

Acknowledgements

Series Foreword

Introduction: Repertoires of Racial Resistance and Pedagogical Dreaming from the Classroom to the Streets
Victor Dealba, Gilberto Q. Conchas, and Miguel N. Abad

Chapter 1: Fostering Belonging: How Yemeni Boys Create Counterspaces in a NYC High School
Orubba Almansouri

Chapter 2: Youth Participatory Action Research and Student Resistance: Envisioning for College Food Security for All
Rachel Brand

Chapter 3: Making Mundo Nuevo: Chicana/Latina Daughters Enacting Chicana/a/o/x and Latina/o/x Immigrant Educational Futurities and Possibilities Through Spiritual Activism and Transformative Ruptures
Brianna Ramirez

Chapter 4: Community, Care, and Relational Practice: Reimagining Freedom Dreaming in a Difficult Dialogues Program
Jie Y. Park, Borodine Chery, Eric DeMeulenaere, Elsabet Franklin, Leyla Knight, Zabrina Richards, and Chloe Wing Ching Yau

Chapter 5: Resisting Exclusion: The Civic Engagement of a Female Muslim American Student Leader
Glenda L. Wui

Chapter 6: Championing Disruptive Dreaming Among Students: A Collaborative Autoethnography of Adult Allies
Anna Mei Gubbins and Aubry Threlkeld

Chapter 7: “We Don’t See That in Our History Books…” Dialectic Conversations on Designing for Collective Social Dreaming in History Education
Ava Jackson and Corey Winchester

Chapter 8: Dreaming Otherwise: Creative Policy Negotiation and Creating Communities of Recognition for Multilingual Immigrant Youth
Reva Jaffe-Walter and Kathleen Rucker

Chapter 9: Dreamweaving Youth Expressions Through Multimedia Methodologies: “The Words That They Were Never Told and Were Wishing To Hear”
Jorge F. Rodriguez, Bernadine Cortina, and Jessica Tonai

Chapter 10: Questioning with Love: Developing Racial Literacy to Disrupt Racism
Simona Goldin, Danita Mason-Hogans, Justin Clyburn, and Shelby Freeman

Chapter 11: Dreaming of Different Pasts, Presents, & Futures: Filipino & Cambodian American Youth-Led Art & Organizing in California
Charlotee Austria, Chelsea Chhem, J Jimenez, May Lin, and Madison San Luis

Chapter 12: A Collective Dreaming Process: Reimagining Youth Space to Facilitate Latinx Youth Critical Consciousness Towards Educational Injustice and Anti-Immigrant Politics
Carlos R. Casanova and Eric Alvarez

Chapter 13: Reimagining Life After High School: Black and Latinx Students’ Experience in a (Virtual) Counter-Space
Olga Correa

Chapter 14: The Politics of Faith: Father Luce and the 1968 High School Blowouts in East Los Angeles
David Flores

Chapter 15: Dreamers Rise: A High School Pre-College Program for Undocumented Students in Wisconsin
Gerardo Mancilla

About the Authors

Index

Miguel N. Abad

Miguel N. Abad is an Assistant Professor in the Department of Child and Adolescent Development at San Francisco State University. For over a decade, he has been a youth worker collaborating with community-based and non-profit organizations in the Bay Area in numerous fields such as college access, career development, arts education and social movement organizing. As a youth studies researcher, his scholarly work touches upon race and social justice, out of school time education, youth development, youth activism, and participatory action research. His work has been featured in publications such as Race, Ethnicity and Education: Anthropology and Education Quarterly; and Race and Class.

Gilberto Q. Conchas

Gilberto Q. Conchas obtained a Ph.D. and M.A. in Sociology from the University of Michigan, Ann Arbor and a B.A. in Sociology from the University of California, Berkeley. He is currently the Inaugural Wayne K. and Anita Woolfolk Hoy Endowed Chair of Education at the Pennsylvania State University and a Center for the Study of Higher Education (CSHE) research associate. Prior to Penn State, Dr. Conchas was Professor of Educational Policy and Social Context at the University of California, Irvine, Assistant Professor at the Harvard Graduate School of Education, and Senior Program Officer for the Bill & Melinda Gates Foundation. Conchas is an expert on qualitative research methods, with a particular focus on case study methodology. Conchas’ research focuses on inequality with an emphasis on communities and schools. A sociologist, widely published scholar, and experienced university administrator, Conchas has designed and led mentoring programs, has a well-honed awareness of the experiences of racially minoritized students and faculty, and draws on these experiences to advocate for pathways to better diversify higher education institutions. Numerous scholarly journals have published his work. He is the author of ten books, including the award winning The Color of Success: Race and High-Achieving Urban Youth; Small Schools and Urban Youth: Using the Power of School Culture to Engage Youth; StreetSmart SchoolSmart: Urban Poverty and the Education of Boys of Color; and Cracks in the Schoolyard—Confronting Latino Educational Inequality, and Race Frames in Education. His current coauthored book, The Chicana/o/x Dream: Hope, Resistance, and Educational Success, was conferred the 2021 Book-of-the-Year Award from the American Association of Hispanics in Higher Education (AAHHE). Conchas was also named the 2022 Sylvia Hurtado University Faculty Award for teaching and research from AAHHE.

Education; Ethnic Studies; Research Methodology; Teaching; Out of School Time; urban education; urban school success; high-achieving urban youth; comparative race; youth voice; educational leadership