Policy brief explores how immigrant serving districts respond to pandemic

Professor Dafney Blanca Dabach is co-author of the recently released policy brief "Connectivity and Creativity in the Time of COVID-19: Immigrant Serving Districts Respond to the Pandemic." 

The brief, released by the Immigration Initiative at Harvard with the PIECE (Putting Immigration and Education in Conversation Everyday) research collaborative reports cutting-edge findings on how six immigrant-serving school districts are adapting and connecting with communities in the face of COVID-19 pandemic and school closures. The brief is available in English and Spanish.

Chapters from “Education in Movement Spaces” now freely available

Four chapters from the book “Education in Movement Spaces: Standing Rock to Chicago Freedom Square,” are now freely available as part of Routledge's "Educating for Black Lives" readings. 

Co-editors of “Education in Movement Spaces” include Django Paris, James A. and Cherry A. Banks Professor of Multicultural Education, Alayna Eagle Shield, a doctoral student and research assistant in the Banks Center for Educational Justice, and Rae Paris, affiliate faculty with the Banks Center.

The readings, including a chapter by Rae Paris, center resurgence, liberation and abolition in teaching and learning. 

Alum authors new book “Black Educational Leadership: From Silencing to Authenticity”

Christopher Knaus (PhD ‘02) is co-author of the recently published book “Black Educational Leadership: From Silencing to Authenticity.”

Knaus’ book explores Black educational leadership and the development of anti-racist, purpose-driven leadership identities. Recognizing that schools within the U.S. maintain racial disparities, the book highlights Black leaders who transform school systems. 

With a focus on 13 leaders, “Black Educational Leadership” demonstrates how U.S. schools exclude African American students and the impacts such exclusions have on Black school leaders. It clarifies parallel racism along the pathway to becoming teachers and school leaders, framing an educational pipeline designed to silence and mold educators into perpetrators of educational disparities. This book is designed for district administrators as well as faculty and students studying race and ethnicity in Education, urban education and educational leadership. 

New paper on whiteness and ability in teacher candidates’ educational trajectories

Professor Maggie Beneke is author of the article “Mapping socio-spatial constructions of normalcy: whiteness and ability in teacher candidates’ educational trajectories,” recently published in Whiteness and Education.

Beneke presents a qualitative study investigating how socio-spatial dimensions of schooling influenced the ways four, white, nondisabled teacher candidates made meaning of whiteness and ability throughout their educational journeys. Drawing on literature exploring the socio-spatial dimensions of power and whiteness and ability as property, she employs qualitative mapping to analyse how white, nondisabled teacher candidates appropriated conceptions of normalcy.