Equity & Excellence in Education

📸 Celebrating brilliance at AERA 2023 brunch! 🎉 Join us in witnessing the passionate community of scholars from Equity and Excellence in Education Journal. Let's bridge gaps, empower minds, and champion equity in education.

📸 Capturing Moments of Brilliance at AERA 2023 Brunch! 🎉🌟 Join us on a visual journey as we showcase the incredible community of scholars at the Equity and Excellence in Education Journal’s brunch during AERA 2023. From thought-provoking discussions to inspiring connections, these photos encapsulate the spirit of academic camaraderie and collective pursuit of equity in education. 📚✨ Let’s give a special shout-out to the Equity and Excellence in Education Journal for organizing such an enlightening event, bringing together these brilliant minds and fostering meaningful conversations. 🙌📝 Tag your fellow scholars, educators, and anyone passionate about educational equity who would appreciate this glimpse into the AERA 2023 brunch. Together, let’s continue pushing the boundaries and paving the way for a brighter and more equitable future in education. 🎓💫 #AERA2023 #EquityAndExcellence #CommunityOfScholars #BrunchVibes #AcademicCollaboration #InclusiveEducation #BridgingGaps #Empowerment #ChangeMakers #EducationForAll

In this episode, we delve into the captivating world of poetry and explore its transformative power. We are thrilled to share a mesmerizing poem titled "This Poem is a Liberatory Praxis" from the latest issue of Equity & Excellence in Education (Volume 55, Issue 3). The talented Sara A. Field, a Ph.D. candidate at George Mason University, composed this thought-provoking piece. https://spotifyanchor-web.app.link/e/EYDuLGPE3zb

Join us as we highlight some of our favorite lines from the poem, offering a glimpse into its beauty and depth. If you'd like to read the poem, please click the link: https://www.tandfonline.com/doi/abs/10.1080/10665684.2022.2129338?journalCode=ueee20.

During our conversation, we explore our profound sentiments regarding our wavering faith in academia. We--Xiaoyun, Yvette, Dasmen, and Pat--discuss the challenges of navigating the demanding expectations of productivity, both during and after obtaining a Ph.D. We ponder whether the revolution lies not within higher education but in communities and on the streets.

Throughout the episode, we reflect on the power of language and education, acknowledging their potential to perpetuate oppressive systems while also embracing their ability to be inclusive, cooperative, and freeing. We delve into the duality presented by the poem, highlighting the tensions between colonialist, imperialist, and patriarchal dominance and the possibilities for universality, cultural inclusivity, and creativity.

As the conversation unfolds, we contemplate the significance of hope, imagination, and dreaming during troubling times, drawing upon the parallels between the current pandemic and the need to envision alternative futures. We explore how scholars can challenge and transform the existing imperialistic, hetero-patriarchal, and capitalistic systems within academia to create a decolonial reality that serves all students, particularly marginalized communities.

Join us on this enlightening journey as we explore the intersection of poetry, academia, and social change. Be inspired to reimagine education, question conventional norms, and envision a more equitable and inclusive future.

Take advantage of this captivating episode that invites you to reflect, engage, and envision the possibilities of liberatory praxis.

The AfterPartEEE • A podcast on Spotify for Podcasters Academic Journal Equity and Excellence in Education's Public Scholarship and Social Media Apprentices share their perspectives as emerging scholars.

Faculty Member Leigh Patel Receives Equity & Excellence in Education Advocacy Award | School of Education | University of Pittsburgh The award is in honor of Patel's long-standing support of the journal as an advisory board member.

🎙️ Exciting Announcement! 🎧 Join us for an engaging and thought-provoking discussion on Healing Centered Education in our latest podcast episode, facilitated by the talented Jordan Bell. https://podcasters.spotify.com/pod/show/equityexcellenceeducation/episodes/Special-Episode-Healing-Centered-Education-with-the-For-The-Culture-Apprentices-e24jrsu/a-a9stj2u

📚 In this episode, we explore critical literacies and justice-oriented education with the brilliant Tamara T. Butler. Dive into her research on Black Girl literacies and the profound connections between Black women and land. To learn more about Dr. Butler, visit her website: https://tamaratbutler.com or follow her on Twitter ( & ).

🌍 We are also thrilled to have Drisana "Dru" McDaniel as our guest, a transformation activist and co-founder of the Transformative Teaching Collective. Discover her customized workshops that promote Anti-Racism, Diversity, Equity, and Inclusion, and how intergroup dialogue fosters healing and integrity. Explore her work at https://drisanamcdaniel.com.

🎧 Tune in to our podcast to hear these insightful conversations and gain valuable insights into Healing Centered Education. Don't miss out on this enriching episode!

The AfterPartEEE • A podcast on Spotify for Podcasters Academic Journal Equity and Excellence in Education's Public Scholarship and Social Media Apprentices share their perspectives as emerging scholars.

Don't miss Episode 3 of our podcast, where Yvette, Xiaoyun, and Patriccia discuss how to make the academic pipeline more inclusive for international and immigrant graduate students. We'll be featuring quotes from Volume 55, Issue 3 of Equity & Excellence in Education. Check out the journal at https://www.tandfonline.com/toc/ueee20/current. Tune in now! https://open.spotify.com/episode/17cgr25MZGcWoU77g85ITS?si=216158d797a24030

Call for Manuscripts on Black Liberatory Practices in Education: Equity & Excellence in Education
**See details for the call for manuscripts

Black people in the United States have consistently been denied a sacred place for sound and more advanced education (Webber, 1978; Anderson, 1988; Foster, 1997; Milner, 2006; Williams, 2009; Butchart, 2010; Givens, 2016). Despite systematic disregard of Black children and the centering of Eurocentric norms, Black teachers have worked to turn schools into safe havens for students—moving beyond mandates of skills and test-prep and offering students education that is responsive to their histories, identities, and liberation. Black teachers’ philosophies, mindsets, commitments, and practices historically played a pivotal role in shaping not only the educational experiences of Black students, but also in shaping the Black community (Irvine, 1989; Cecelski, 1994; Walker, 1996; Foster, 1997).

Researchers have found that connections forged in shared racial identity learning environments between Black teachers and Black students can render classrooms and schools as spaces of humanization as Black teachers function as role models, cultural translators, otherparents, and advocates (Roberts, 2010; Dumas, 2014; Williams, 2018). The presence of Black teachers, combined with the possible cohesion or “cultural synchronization” they have with Black students communicates to students that they deserve and have a right to educational excellence (Irvine, 1990). Black teachers can be particularly powerful pedagogues for Black students, creating spaces to transform students’ classroom environments, identities, experiences, and subsequent academic and life outcomes.

In this special issue, we invite submissions of manuscripts that examine the excellence of teaching and learning among Black teachers. Submissions must center liberatory pedagogies with goals of understanding how Black teachers take up liberatory practices to advance the educational achievement of Black children.

Black liberatory practices involve teaching and learning methods or approaches that center the histories, identities, liberation, and excellence of Black education. Some examples of Black liberatory practices include centering joy, critical love, positive racial identity, sociopolitical consciousness, and culturally responsive education. These approaches have been found to show academic success and wellness of Black children and teachers. We invite authors to take up the question: Which Black liberatory practices in education have helped advance pedagogies with Black children?

The editors invite manuscripts (essays, theoretical and empirical) that take up perspectives from scholars, researchers, and practitioners (educators, community organizers, activists, both adult and youth), that address any of the following questions:

• What are Black liberatory practices?

• How has Black historical excellence helped to shape pedagogies in schools today?

• How have the Black liberatory practices helped to impact Black teachers’ perceptions and practices in the PK-12 classroom or within teacher education?

• What policies and practices have advanced or prohibited any of the Black liberatory practices in schools and classrooms?

• What scholarship helps to support and show evidence of Black liberatory practices?

• How do we assess and measure success for Black children from a Black liberatory perspective?

Topics might include:

• Culturally and historically responsive pedagogies used by Black teachers
• Neuroscience or psychology and how Black liberatory practices align or support that science
• The affordances the Black liberatory practices in classrooms, schools, university programs, and communities
• Historicizing African or Black centered teaching and learning
• Types of multicultural or multimodal texts used for teaching and learning
• How Black liberatory practices are found in diverse (programs, youth development, education) projects
• Theories that shape and advance Black liberatory practices

We are excited for pieces that are field initiated and practice-oriented in nature. We are especially keen to see submissions that stretch the bounds of what we’ve outlined - creative pieces and co-authorships with Black youth and educators that raise important considerations.

SUBMISSION GUIDELINES: Please submit your manuscript (6,000-8,000 words) to [http://mc.manuscriptcentral.com/eee](http://mc.manuscriptcentral.com/eee) by April 26, 2023. Instructions for authors can be found on the website. Be sure to indicate that this submission is for the Black Liberatory Practices in Education special issue. Please address questions to the Guest Editor (Gholdy Muhammad) at [email protected].