Equity-oriented school improvement driven by neoliberal policies focuses attention on a narrow range of inequities. Such policies fail to achieve substantive transformations that address educational constraints experienced by multiply-marginalized youth of color. We engage a critical race and intersectional feminist examination of our pedagogy in a youth voice initiative designed to facilitate multiply-marginalized youth of color participation in district policy partnership. Our analysis presents practices that were consequential for supporting youth intellectual activism in policy conversations. We propose a model for critical race intersectional pedagogy that relates these practices and underlying ideological principles to supporting expansive transformative policy partnerships.
AnnammaS. A.WinnM. (2019). Transforming our mission: Animating teacher education through intersectional justice. Theory Into Practice, 58(4), 318–327.
2.
AnzaldúaG.MoragaC. (1981). This bridge called my back. Kitchen Table.
3.
AsherN. (2009). Decolonization and education: Locating pedagogy and self at the interstices in global times. In ColomaR. S. (Ed.), Postcolonial challenges in education (pp. 67–77). Peter Lang.
4.
BaltodanoM. (2012). Neoliberalism and the demise of public education: The corporatization of schools of education. International Journal of Qualitative Studies in Education, 25(4), 487–507.
5.
BanksJ. A. (1993). The canon debate, knowledge construction, and multicultural education. Educational Researcher, 22(5), 4–14.
6.
BellD. A. (1992). Faces at the bottom of the well: The permanence of racism. Basic Books.
7.
BertrandM. (2014). Reciprocal dialogue between educational decision makers and stu- dents of color: Opportunities and obstacles. Educational Administration Quarterly, 50(5), 812–843.
8.
BertrandM. (2018). Youth participatory action research and possibilities for students of color in educational leadership. Educational Administration Quarterly, 54(3), 366–395.
9.
BoalA. (2006). The aesthetics of the oppressed. Routledge.
10.
BrasofM. (2015). Student voice and school governance. Distributing leadership to youth and adults. Routledge.
11.
BrownA. F. (2011). Descendants of “Ruth:” Black girls coping through the “Black male crisis”. The Urban Review, 43(5), 597–619.
12.
CahillC.Rios-MooreI.ThreattsT. (2008). Different eyes/open eyes: Community-based participatory action research. In CammarotaJ.FineM. (Eds.), Revolutionizing education: Youth partici-patory action research in motion (pp. 89–124). Routledge.
13.
CammarotaJ.RomeroA. (2011). Participatory action research for high school students: Transforming policy, practice, and the personal with social justice education. Educational Policy, 25(3), 488–506.
14.
CareyR. L.YeeL. S.DeMatthewsD. (2018). Power, penalty, and critical praxis: Employing intersectionality in educator practices to achieve school equity. The Educational Forum, 82(1), 111–130.
15.
Childers-McKeeC. D.HyttenK. (2015). Critical race feminism and the complex challenges of educational reform. The Urban Review, 47(3), 393–412.
16.
ChoS.WestleyR. (1999). Critical race coalitions: Key movements that performed the theory. UC Davis Law Review, 33, 1377.
17.
CollinsP. H. (2013). On intellectual activism. Temple University Press.
18.
CollinsP. H. (2015). Intersectionality's definitional dilemmas. Annual Review of Sociology, 41, 1–20.
19.
CollinsP. H.BilgeS. (2016). Intersectionality. John Wiley & Sons.
20.
ConnerJ.Ebby-RosinR.BrownA. (2015). Introduction to student voice in American education policy. Teachers College Record, 117(13), 1–18.
21.
CookD. A. (2016). Same monster different mask: How neoliberal market principles changed public schools and established White domination of public education in New Orleans. In NoblitG. W.PinkW. T. (Eds.), Education, equity, economy: Crafting a new intersection (pp. 117–131). Springer.
22.
CrenshawK. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43, 1241.
23.
CrenshawK.MatsudaM. (2019). November8). Intersectionality and Critical Race Theory [Presidential Conference Session]. Annual Conference of the American Studies Association, Honolulu, HI.
24.
CrenshawK. W. (2019). How colorblindness flourished in the age of Obama. In CrenshawK.HarrisL. C.HoSangD. M.LipsitzG. (Eds.), Seeing race again (pp. 128–152). University of California Press.
25.
DeCuirJ. T.DixsonA. D. (2004). “So when it comes out, they aren’t that surprised that it is there”: Using critical race theory as a tool of analysis of race and racism in education. Educational Researcher, 33(5), 26–31.
26.
DenzinN. K.LincolnY. S.MacLureM.OtterstadA. M.TorranceH.CannellaG. S.Koro-LjungbergM.McTierT. (2017). Critical qualitative methodologies: Reconceptualizations and emergent construction. International Review of Qualitative Research, 10(4), 482–498.
27.
EllsworthE. (1989). Why Ddoesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59(3), 297–325.
28.
EspositoJ.Evans-WintersV. (2021). Introduction to intersectional qualitative research. SAGE.
29.
Evans-WintersV. E. (2021). Race and gender intersectionality and education. In Oxford Research Encyclopedia of Education.
30.
Evans-WintersV. E.EspositoJ. (2010). Other people’s daughters: Critical race feminism and black girls’ education. Educational Foundations, 24, 11–24.
31.
FreireP. (2003). Pedagogy of the oppressed. Continuum.
Ladson-BillingsG. (2009). The dreamkeepers: Successful teachers of African American children. Wiley.
34.
Ladson-BillingsG.TateW. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
35.
MansfieldK. C. (2014). How listening to student voices informs and strengthens social justice research and practice. Educational Administration Quarterly, 50(3), 392–430.
36.
MansfieldK. C.WeltonA.HalxM. D. (2012). Listening to student voice: Toward a more inclusive theory for research and practice. In BoskeC.DiemS. (Eds.), Global leadership for social justice: Taking it from field to practice (pp. 21–41). Emerald Publishing.
37.
MatsudaM. (2002). Beyond, and not beyond, black and white: Deconstruction has a politics. In ValdesF.CulpJ. M.HarrisA. P. (Eds.), Crossroads, directions, and a new critical race theory (pp. 393–398). Temple University Press.
38.
MatsudaM. J. (1989). When the first quail calls: Multiple consciousness as jurisprudential method. Women'sRights Law Reporter, 11, 7.
39.
MatsudaM. J. (1991). Beside my sister, facing the enemy: Legal theory out of coalition. Stanford Law Review, 43, 1183.
40.
MatsudaM. J. (1997). Where is your body?: And other essays on race, gender, and the law. Beacon Press.
41.
McCarthy FoubertJ. L. (2020). Still-restrictive equality in shared school governance: Black parents’ engagement experiences and the persistence of white supremacy in a liberal public school district. International Journal of Qualitative Studies in Education, https://doi.org/10.1080/09518398.2020.1828644
42.
PatelL. (2015). Decolonizing educational research: From ownership to answerability. Routledge.
PowellS. N. (2020a). Toward a BlackQueerEducator politic and praxis. International Journal of Qualitative Studies in Education, 33(6), 593–603.
45.
PowellS. N. (2020b). The paradox of a credit-recovery program: Alleviating and exacerbating racial inequity. Race Ethnicity and Education, 23(6), 784–799.
46.
Quijada CerecerD. A.CahillC.BradleyM. (2013). Toward a critical youth policy praxis: Critical youth studies and participatory action research. Theory Into Practice, 52, 216–223.
47.
SaldañaJ. (2016). Goodall’s verbal exchange coding: An overview and example. Qualitative Inquiry, 22(1), 36–39.
48.
SalisburyJ. (2020a). “It’ll make my brother’s education better than mine. We need that”: Youth of color activating their community cultural wealth for transformative change”. Leadership and Policy in Schools. 1–21. https://doi.org/10.1080/15700763.2020.1797108 Advanced online publication.
49.
SalisburyJ. (2020b). A tale of racial fortuity: Interrogating the silent covenants of a high school’s definition of success for youth of color. American Journal of Education, 126(2), 265–291.
50.
SalisburyJ. (2021). Relinquishing power: Creating space for youth of color leaders. Journal of Educational Administration, 59(6), 759–775.
51.
SalisburyJ. D.ShethM. J.AngtonA. (2020). “They didn’t even talk about oppression”: School leadership protecting the whiteness of leadership through resistance practices to a youth voice initiative. Journal of Education Human Resources, 38(1), 57–81.
52.
SalisburyJ. D.ShethM. J.SpikesD.GraeberA. (2019). “We Have to Empower Ourselves to Make Changes!”:Developing collective capacity for transformative change through an urban student voice experience (p. 0042085919857806). Urban Education.
53.
SandwickT.FineM.GreeneA. C.StoudtB. G.TorreM. E.PatelL. (2018). Promise and provocation: Humble reflections on critical participatory action research for social policy. Urban Education, 53(4), 473–502.
54.
ShethM. J. (2019). Grappling with racism as foundational practice of science teaching. Bioscience Education, 103(1), 37–60.
55.
ShethM. J.CroomN. N. (2021). Chronicles exploring hegemonic civility and the evisceration of academic freedom for critical womyn of color. In Dutt-BallerstadtR.BhattacharyaK. (Eds.), Civility, free speech, and academic freedom in higher education (pp. 145–162). Routledge.
56.
ShethM. J.TakamoriA. (in press). Subverting invisibility: Connectivity as dignity affirming pedagogy. In IrbyD. JAndersonC.MillsC. (Eds.), Somebodiness: Theory and methods of dignity affirming education. Teachers College Press.
57.
SolórzanoD. G.YossoT. J. (2000a). Toward a critical race theory of chicana and chicano education. In TejedaC.MartinezC.LeonardoZ. (Eds.), Charting terrains of Chicana(o)/ Latina(o) education (pp. 35–65). Hampton Press.
58.
SolórzanoD. G.YossoT. J. (2000b). Maintaining social justice hopes within academic realities: A freirean approach to critical race/LatCrit pedagogy. Denv. UL Rev, 78, 595.
59.
SuJ. A.YamamotoE. K. (2002). Critical coalitions: Theory and praxis. In ValdesF.CulpJ. M.HarrisA. P. (Eds.), Crossroads, directions, and a new critical race theory (pp. 379–392). Temple University Press.
60.
SuléV. T. (2013). Intellectual activism: The praxis of dr. Anna Julia Cooper as a blueprint for equity-based pedagogy. Feminist Teacher, 23(3), 211–229.
61.
TeranishiR. T. (2002). Asian Pacific Americans and critical race theory: An examination of school racial climate. Equity & Excellence in Education, 35(2), 144–154.
62.
Tintiangco-CubalesA.KohliR.SacramentoJ.HenningN.Agarwal-RangnathR.SleeterC. (2015). Toward an ethnic studies pedagogy: Implications for K-12 schools from the research. The Urban Review, 47(1), 104–125.
63.
TurnerE. O. (2015). Districts’ responses to demographic change: Making sense of race, class, and immigration in political and organizational context. American Educational Research Journal, 52(1), 4–39.
64.
WarrenM. R.GoodmanD. (2018). Lift Us up, Don't push Us out!: Voices from the front lines of the educational justice movement. Beacon Press.
65.
WeltonA. D.HarrisT. O.AltamiranoK.WilliamsT. (2017). The politics of student voice: Conceptualizing a model for critical analysis. In YoungM.DiemS. (Eds.), Critical approaches to education policy analysis (pp. 83–109). Springer.
66.
WingA. K. (2002). Civil rights in the Post 911 world: Critical race praxis, coalition building, and the war on terrorism. La. L. Rev, 63, 717.
67.
WinnM. T. (2010). ‘Our side of the story’: Moving incarcerated youth voices from margins to center. Race Ethnicity and Education, 13(3), 313–325.
68.
WolfP. R.RickardJ. A. (2003). Talking circles: A Native American approach to experiential learning. Journal of Multicultural Counseling and Development, 31(1), 39–43.
