LibGuides: LCT-5005: Week 5 Resources

Week 5 Required Resources

Articles

W.A.A.C.K. C.S.P.: The Tensions and Overlaps Between Whiteness and Culturally Sustaining Pedagogies
Cabrera, N., Downey, R., Guida, T., & Smith, L. (2022). W.A.A.C.K. C.S.P.: The tensions and overlaps between Whiteness and culturally sustaining pedagogies. International Journal of Qualitative Studies in Education, 36(8), 1476–1486.
The authors provide a framework for antiracist education and culturally competent pedagogy while defining key terms for educators.
Development of Online Professional Development for School Resource Officers: Understanding Trauma, Social-Emotional Learning, Restorative Discipline, and Cultural Diversity
Espelage, D. et al. (2022). Development of online professional development for school resource officers: Understanding trauma, social-emotional learning, restorative discipline, and cultural diversity. Journal of Police and Criminal Psychology, 37(4), 737-751.
The authors provide a framework for the intersectionality of trauma, SEL, restoration, and cultural competence.

Implicit Bias in the Era of Social Desirability: Understanding Antiblackness in Rehabilitative and Punitive School Discipline
Marcucci, O. (2020). Implicit bias in the era of social desirability: Understanding antiblackness in rehabilitative and punitive school discipline. The Urban Review, 52(1), 47-74.
This is another quantitative study that provides disciplinary data supported by findings and discussion of disproportionality.
Beyond Individual Trauma: Towards a Multifaceted Trauma-Informed Restorative Approach to Youth Justice That Connects Individual Trauma with Family Reparation and Recognition of Bias and Discrimination
Spacey, M., & Thompson, N. (2022). Beyond Individual Trauma: Towards a Multifaceted Trauma-Informed Restorative Approach to Youth Justice That Connects Individual Trauma with Family Reparation and Recognition of Bias and Discrimination. British Journal of Community Justice (BJCJ), 18(1), 18–35.
This qualitative study reveals the insights of secondary students about how adults may perceive the students based on biases.

Videos

TEDx Princeton City Schools: We repeat what we don’t repair

TEDx Talks. (2023, June 2) Malinda McReynolds: TEDx Princeton City Schools-- We repeat what we don’t repair [Video]. YouTube. https://youtu.be/5hxGmkYPHGs

McReynolds discussed what she has learned about advocacy and child welfare and applying that to Restorative Justice and building relationships with students.

Module 5 Optional Resources

Calling social work to the movement for educational justice
Ball, A. (2020). Calling social work to the movement for educational justice. Social Work Research, 44(4), 267–277. https://doi.org/10.1093/swr/svaa014
Educational leaders sometimes forget stakeholders in the fight for equitable and just learning environments for all students. This journal article is a reminder to bring all stakeholders together to address inequities and be activists for schools.
Using concept maps to engage adult learners in critical analysis
Biniecki, S., & Conceigao, S. (2016). Using concept maps to engage adult learners in critical analysis. Adult Learning, 27(2), 51–59.
This chapter can help you to build some tables or figures for your scientific poster presentation.
Disproportionality reduction in exclusionary school discipline: A best-evidence synthesis
Cruz, R. A., Firestone, A. R., & Rodl, J. E. (2021). Disproportionality reduction in exclusionary school discipline: A best-evidence synthesis. Review of educational research, 91(3), 397–431. https://doi.org/10.3102/0034654321995255
This is a quantitative study that provides disciplinary data covering alternatives to exclusionary discipline.
A social change model of leadership development: A guidebook. Version III
Higher Education Research Institute, University of California, Los Angeles, (1996). A social change model of leadership development: A guidebook. Version III. The Regents of The University of California.
This is the complete guidebook from the lecture in this module. The figures in the lesson were adapted from the materials found in this application-based guidebook.
Culturally sustaining inclusive systemic design to address overrepresentation of students of color with and without disabilities in exclusionary practices
Ko, D., & Lee, Y. (2023). Culturally sustaining inclusive systemic design to address overrepresentation of students of color with and without disabilities in exclusionary practices. Equity & Excellence in Education, 57(3), 362–378. https://doi.org/10.1080/10665684.2023.
The authors perform a quantitative study and provide disciplinary data supported by findings and discussion of disproportionality.
Just power: A guide for activists and changemakers
JASS Just Power. (2024). Just power: A guide for activists and changemakers. Pressbook Publishers.
This guide can help you understand how to positively affect change in areas like social justice reform in school discipline.
Healing schools: A framework for joining trauma-informed care, restorative justice, and multicultural education for whole school reform
Parameswaran, U., Molloy, J. & Kuttner, P. (2024). Healing schools: A framework for joining trauma-informed care, restorative justice, and multicultural education for whole school reform. Urban Rev (56), 186–209.
The authors provide a framework for the intersectionality of trauma, SEL, restoration, and cultural competence.
Race IS a big deal: The childhood experiences of white, female teachers and the development of critical consciousness to “See, Judge and Act.”
Schauer, M. (2021). Race IS a big deal: The childhood experiences of white, female teachers and the development of critical consciousness to “See, Judge and Act.” Mid-Western Educational Researcher, 33(1), 11–35.
This journal article provides the perspective of one white teacher on their journey toward cultural competence.
Confronting the comp classroom: Implementing anti-racist pedagogy and navigating opposition
Summerhill, D., Medina-López, K., & Robinson, S. (2021). Confronting the comp classroom: Implementing anti-racist pedagogy and navigating opposition. WPA: Writing Program Administration - Journal of the Council of Writing Program Administrators, 44(3), 121–127.
This journal article can help you understand how to positively affect change in areas like social justice reform in school discipline.
Rethinking behavioral reassignment in school systems: A restorative model for holistic intervention
Velez, et al., (2024). Rethinking behavioral reassignment in school systems: A restorative model for holistic intervention. Peace and Conflict: Journal of Peace Psychology. https://doi.org/10.1037/pac0000754
The authors provide a framework for the intersectionality of trauma, SEL, restoration, and cultural competence.
Restorative justice and trauma: Responding to the needs and misdeeds of young people with trauma histories
Wood, W. R. (2024). Restorative justice and trauma: Responding to the needs and misdeeds of young people with trauma histories. Journal of Child & Adolescent Trauma, 17(2), 335–348. https://doi.org/10.1007/s40653-023-00589-z
The authors introduce the concept of trauma in childhood histories and respond with restorative justice as opposed to exclusionary discipline.
Pre-service English teachers’ reflections on Culturally Responsive Teaching in teacher education
Youngjoo, S. (2022). Pre-service English teachers’ reflections on Culturally Responsive Teaching in teacher education. English Teaching, 77(4), 159–176. https://doi.org/10.15858/engtea.77. 4.202212.159
This journal article provides the perspective of preservice teachers on their journey toward cultural competence.