Kysa Nygreen
Biographic Data
| ID | 149230 |
|---|---|
| NAME | Kysa Nygreen |
| GIVEN NAMES | Kysa |
| FAMILY NAME | Nygreen |
| SIGNATURE | NYGREEN K |
| AFFILIATIONS | University of Massachusetts Amherst |
| ORCID | 0000-0002-6633-8886 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 48 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Ethnic studies classrooms as contradictory spaces
Educational Anthropologists Respond to the 2024 US Presidential Election
This multivocal, multimedia commentary presents some educational anthropologists' responses to the 2024 US Presidential election and events immediately following. It follows the 2017 special issue entitled "Educational Anthropologists Respond to the 2016 US Presidential Election
Theory and Practice of Justice-Oriented Teacher Education
It is our pleasure to introduce issue 57:2 of Equity & Excellence in Education, the second to be released under our editorship. As with the last issue (57:1), this one features articles that were r
Introduction to issue 57
Opening or Impasse? Critical Media Literacy Pedagogy in a Posttruth Era
Critical media literacy (CML) education is an approach to teaching about power, ideology, and hegemony through media. As a critical intervention in mainstream media literacy education, CML education integrates a cultural studies lens with a critical pedagogy orientation. In this article, we use critical auto-ethnography and personal reflective narratives or 'anti-biography' to explore the dynamics and tensions of teaching CML in the posttruth era…
Advancing Restorative Justice in the Context of Racial Neoliberalism
Restorative justice (RJ) has gained attention as an alternative to exclusionary discipline practices and as a solution to the racial discipline gap. While recognizing the possibilities of RJ, this article argues that it is crucial to pause and consider inherent contradictions and risks of RJ in schools. We argue that schools are governed by a logic of punitive commonsense, evident not only in discipline practices but also in curriculum, instructi…
Teacher Professional Development for Ethnic Studies
In this article, we discuss a partnership with a district-wide Ethnic Studies (ES) program, the Ethnic Studies Professional Development (ESPD) project, through which we designed and led a year-long teacher professional development series for middle and high school ES teachers in one school district. We describe the context of the ESPD project, our vision for a critical youth-centered professional development experience, how this vision aligns wit…
Latina/o Parent Organizing for Educational Justice
This article describes a parent organizing effort with Latina/o immigrant parents in a large, high-poverty, racially and linguistically diverse urban school district. Drawing from ethnographic research and the theoretical framework of mujerismo, it examines the relational processes of community building and radical healing that occurred in weekly community-based parent workshops. Findings suggest the need for more research that empirically examin…
Educational Anthropologists Respond to the 2016 U.S. Presidential Election
Negotiating Tensions
Drawing from ethnographic fieldwork at a community-based organization (CBO) engaged in parent organizing for urban school reform, this paper examines how organizers engaged with the imperatives of neoliberal reform and the broader neoliberal policy context. It highlights organizers’ agency but also shows how hegemonic discourse constrained their agency. It argues CBO involvement can contribute to educational neoliberalization and to neoliberal no…
Mujerista research
Educational New Paternalism
Since the 1990s, a growing number of urban schools have gained attention for their distinctive approach to academics and character education. These schools, most of them charters, share the stated goals of closing the racial achievement gap and preparing all of their students for college. In this article, we identify common elements of their approach, which we, following others, label as “new paternalism.” We describe the unique features of new-p…
From voicing your opinion to politicised voice
This article examines the work of three urban youths as they designed and taught a social justice class at an urban continuation high school in California, USA. Drawing from a two-year ethnographic study of the project, it shows that youth participants constructed a set of imagined binaries to frame teachers, schoolwork and coercion in opposition to students, voice and liberation. The article examines how the youths distinguished ordinary coerciv…
Constructing a Counternarrative
The work of Students Informing Now (S.I.N.), an immigrant student organization at the University of California, Santa Cruz, is described in this column. The authors argue that S.I.N.'s diverse activities and textual products construct a counternarrative that challenges and reframes the debate on undocumented students and immigration. Focusing on one textual product, a theatrical show called Voces Sin Verguenza (Shameless Voices), the column illus…
Reproducing or Challenging Power in the Questions We Ask and the Methods We Use
Urban Youth Building Community
Urban" youth-a euphemism for underserved, poor, marginalized, ethnic minority youth-can be active participants in community change. Countering the predominant image of these youth as disengaged or troubled, this article describes three projects that engage urban youth in community change through participatory research. The authors share their experiences as adult allies on these projects and examine four lessons learned, addressing: (1) the impor…
Urban Youth Building Community
Urban" youth-a euphemism for underserved, poor, marginalized, ethnic minority youth-can be active participants in community change. Countering the predominant image of these youth as disengaged or troubled, this article describes three projects that engage urban youth in community change through participatory research. The authors share their experiences as adult allies on these projects and examine four lessons learned, addressing: (1) the impor…
Reproducing or Challenging Power in the Questions We Ask and the Methods We Use
Teacher Professional Development for Ethnic Studies
In this article, we discuss a partnership with a district-wide Ethnic Studies (ES) program, the Ethnic Studies Professional Development (ESPD) project, through which we designed and led a year-long teacher professional development series for middle and high school ES teachers in one school district. We describe the context of the ESPD project, our vision for a critical youth-centered professional development experience, how this vision aligns wit…
Negotiating Tensions
Drawing from ethnographic fieldwork at a community-based organization (CBO) engaged in parent organizing for urban school reform, this paper examines how organizers engaged with the imperatives of neoliberal reform and the broader neoliberal policy context. It highlights organizers’ agency but also shows how hegemonic discourse constrained their agency. It argues CBO involvement can contribute to educational neoliberalization and to neoliberal no…
Latina/o Parent Organizing for Educational Justice
This article describes a parent organizing effort with Latina/o immigrant parents in a large, high-poverty, racially and linguistically diverse urban school district. Drawing from ethnographic research and the theoretical framework of mujerismo, it examines the relational processes of community building and radical healing that occurred in weekly community-based parent workshops. Findings suggest the need for more research that empirically examin…
Educational Anthropologists Respond to the 2016 U.S. Presidential Election
Educational New Paternalism
Since the 1990s, a growing number of urban schools have gained attention for their distinctive approach to academics and character education. These schools, most of them charters, share the stated goals of closing the racial achievement gap and preparing all of their students for college. In this article, we identify common elements of their approach, which we, following others, label as “new paternalism.” We describe the unique features of new-p…
Opening or Impasse? Critical Media Literacy Pedagogy in a Posttruth Era
Critical media literacy (CML) education is an approach to teaching about power, ideology, and hegemony through media. As a critical intervention in mainstream media literacy education, CML education integrates a cultural studies lens with a critical pedagogy orientation. In this article, we use critical auto-ethnography and personal reflective narratives or 'anti-biography' to explore the dynamics and tensions of teaching CML in the posttruth era…
Educational Anthropologists Respond to the 2024 US Presidential Election
This multivocal, multimedia commentary presents some educational anthropologists' responses to the 2024 US Presidential election and events immediately following. It follows the 2017 special issue entitled "Educational Anthropologists Respond to the 2016 US Presidential Election
Reproducing or Challenging Power in the Questions We Ask and the Methods We Use
Urban Youth Building Community
Urban" youth-a euphemism for underserved, poor, marginalized, ethnic minority youth-can be active participants in community change. Countering the predominant image of these youth as disengaged or troubled, this article describes three projects that engage urban youth in community change through participatory research. The authors share their experiences as adult allies on these projects and examine four lessons learned, addressing: (1) the impor…
Constructing a Counternarrative
The work of Students Informing Now (S.I.N.), an immigrant student organization at the University of California, Santa Cruz, is described in this column. The authors argue that S.I.N.'s diverse activities and textual products construct a counternarrative that challenges and reframes the debate on undocumented students and immigration. Focusing on one textual product, a theatrical show called Voces Sin Verguenza (Shameless Voices), the column illus…
From voicing your opinion to politicised voice
This article examines the work of three urban youths as they designed and taught a social justice class at an urban continuation high school in California, USA. Drawing from a two-year ethnographic study of the project, it shows that youth participants constructed a set of imagined binaries to frame teachers, schoolwork and coercion in opposition to students, voice and liberation. The article examines how the youths distinguished ordinary coerciv…
Educational New Paternalism
Since the 1990s, a growing number of urban schools have gained attention for their distinctive approach to academics and character education. These schools, most of them charters, share the stated goals of closing the racial achievement gap and preparing all of their students for college. In this article, we identify common elements of their approach, which we, following others, label as “new paternalism.” We describe the unique features of new-p…
Mujerista research
Latina/o Parent Organizing for Educational Justice
This article describes a parent organizing effort with Latina/o immigrant parents in a large, high-poverty, racially and linguistically diverse urban school district. Drawing from ethnographic research and the theoretical framework of mujerismo, it examines the relational processes of community building and radical healing that occurred in weekly community-based parent workshops. Findings suggest the need for more research that empirically examin…
Educational Anthropologists Respond to the 2016 U.S. Presidential Election
Negotiating Tensions
Drawing from ethnographic fieldwork at a community-based organization (CBO) engaged in parent organizing for urban school reform, this paper examines how organizers engaged with the imperatives of neoliberal reform and the broader neoliberal policy context. It highlights organizers’ agency but also shows how hegemonic discourse constrained their agency. It argues CBO involvement can contribute to educational neoliberalization and to neoliberal no…
Advancing Restorative Justice in the Context of Racial Neoliberalism
Restorative justice (RJ) has gained attention as an alternative to exclusionary discipline practices and as a solution to the racial discipline gap. While recognizing the possibilities of RJ, this article argues that it is crucial to pause and consider inherent contradictions and risks of RJ in schools. We argue that schools are governed by a logic of punitive commonsense, evident not only in discipline practices but also in curriculum, instructi…
Teacher Professional Development for Ethnic Studies
In this article, we discuss a partnership with a district-wide Ethnic Studies (ES) program, the Ethnic Studies Professional Development (ESPD) project, through which we designed and led a year-long teacher professional development series for middle and high school ES teachers in one school district. We describe the context of the ESPD project, our vision for a critical youth-centered professional development experience, how this vision aligns wit…
Opening or Impasse? Critical Media Literacy Pedagogy in a Posttruth Era
Critical media literacy (CML) education is an approach to teaching about power, ideology, and hegemony through media. As a critical intervention in mainstream media literacy education, CML education integrates a cultural studies lens with a critical pedagogy orientation. In this article, we use critical auto-ethnography and personal reflective narratives or 'anti-biography' to explore the dynamics and tensions of teaching CML in the posttruth era…
Theory and Practice of Justice-Oriented Teacher Education
It is our pleasure to introduce issue 57:2 of Equity & Excellence in Education, the second to be released under our editorship. As with the last issue (57:1), this one features articles that were r
Introduction to issue 57
Ethnic studies classrooms as contradictory spaces
Educational Anthropologists Respond to the 2024 US Presidential Election
This multivocal, multimedia commentary presents some educational anthropologists' responses to the 2024 US Presidential election and events immediately following. It follows the 2017 special issue entitled "Educational Anthropologists Respond to the 2016 US Presidential Election
Sociology (15 works) · Political science (14 works) · Law (7 works) · Pedagogy (7 works) · Politics (7 works) · Critical Race Theory in Education (6 works) · Global Education and Multiculturalism (6 works) · Law (5 works) · Economic Justice (4 works) · Educator Training and Historical Pedagogy (4 works)