Beth Sondel
Biographic Data
| ID | 5180939 |
|---|---|
| NAME | Beth Sondel |
| GIVEN NAMES | Beth |
| FAMILY NAME | Sondel |
| SIGNATURE | SONDEL B |
| AFFILIATIONS | University of Pittsburgh |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 117 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
A better fit
There is growing interest in empowering learners to use and critique data due to its rising influence in society. Educational approaches that foster critical uses of data and appeal to a diverse range of learners can more broadly and equitably prepare active data-literate citizens. We develop and explore a role framework intended to support the different processes of critical data literacy and motivate learners with different disciplinary backgro…
‘How could you not talk about it?’
This article explores the experiences of youth in the sociopolitically tumultuous time of 2020–2021, including around the 2020 presidential election and U.S. Capitol Insurrection. In particular, teenage girls and femmes, primarily young women of Colour, who were part of a civic organisation out of school, described their teachers’ practices (or absence of) related to political education in school. Told through a series of vignettes from five adol…
Reclaiming “Mydentity”
Emerging adulthood is an important period for identity development, the development of sociopolitical beliefs, and establishment of social roles and responsibilities. As a part of this development, counterstorytelling—narrative processes that contrast and challenge dominant oppressive narratives—may be used within counterspaces to facilitate positive identity development and to challenge injustice. In this qualitative study, we analyse interviews…
Who Do These People Want Teaching Their Children?” White Saviorism, Colorblind Racism, and Anti-Blackness in “No Excuses” Charter Schools
In this article, we explore how White supremacist ideologies operate in “no excuses” charter schools. Drawing on critical race frameworks and qualitative data collected in two “no excuses” charter schools in New Orleans, we illustrate how anti-Blackness, White saviorism, and colorblind racism are taken up through hiring practices, discipline policies, and school culture. Collectively, these constructs are used in efforts to justify the mistreatme…
I Don’t Want to Come Off as Pushing an Agenda”
Guided by perspectives on the sociopolitical contexts of schooling, control of teachers’ curriculum and instruction, and teaching of elections, we use findings from a national questionnaire to explore the contexts that shaped teachers’ pedagogical decision making following the 2016 U.S. presidential election. Our findings reveal that classroom, school, district, state, and national contexts often manifested in pressure from colleagues, parents, t…
For millions of people, this is real trauma”
Raising Citizens or Raising Test Scores? Teach For America, “No Excuses” Charters, and the Development of the Neoliberal Citizen
This article addresses how teachers conceptualize and attempt to develop citizens within the context of market-based reforms. Findings are based on a qualitative case study of Teach For America teachers at a Knowledge is Power Program charter school in New Orleans. Using Westheimer and Kahne’s taxonomy of citizenship, I provide evidence that participants envision multiple types of citizenship, yet only those who seek to develop personally respons…
Mapping the terrain
In this paper we illustrate the relationships between Teach For America (TFA) and federal charter school reform to interrogate how policy decisions are shaped by networks of individuals, organizations, and private corporations. We use policy network analysis to create a visual representation of TFA’s key role in developing and connecting personnel, political support, and financial backing for charter reform. Next we examine how the networks unfol…
Mapping the terrain
In this paper we illustrate the relationships between Teach For America (TFA) and federal charter school reform to interrogate how policy decisions are shaped by networks of individuals, organizations, and private corporations. We use policy network analysis to create a visual representation of TFA’s key role in developing and connecting personnel, political support, and financial backing for charter reform. Next we examine how the networks unfol…
For millions of people, this is real trauma”
Who Do These People Want Teaching Their Children?” White Saviorism, Colorblind Racism, and Anti-Blackness in “No Excuses” Charter Schools
In this article, we explore how White supremacist ideologies operate in “no excuses” charter schools. Drawing on critical race frameworks and qualitative data collected in two “no excuses” charter schools in New Orleans, we illustrate how anti-Blackness, White saviorism, and colorblind racism are taken up through hiring practices, discipline policies, and school culture. Collectively, these constructs are used in efforts to justify the mistreatme…
I Don’t Want to Come Off as Pushing an Agenda”
Guided by perspectives on the sociopolitical contexts of schooling, control of teachers’ curriculum and instruction, and teaching of elections, we use findings from a national questionnaire to explore the contexts that shaped teachers’ pedagogical decision making following the 2016 U.S. presidential election. Our findings reveal that classroom, school, district, state, and national contexts often manifested in pressure from colleagues, parents, t…
Raising Citizens or Raising Test Scores? Teach For America, “No Excuses” Charters, and the Development of the Neoliberal Citizen
This article addresses how teachers conceptualize and attempt to develop citizens within the context of market-based reforms. Findings are based on a qualitative case study of Teach For America teachers at a Knowledge is Power Program charter school in New Orleans. Using Westheimer and Kahne’s taxonomy of citizenship, I provide evidence that participants envision multiple types of citizenship, yet only those who seek to develop personally respons…
Reclaiming “Mydentity”
Emerging adulthood is an important period for identity development, the development of sociopolitical beliefs, and establishment of social roles and responsibilities. As a part of this development, counterstorytelling—narrative processes that contrast and challenge dominant oppressive narratives—may be used within counterspaces to facilitate positive identity development and to challenge injustice. In this qualitative study, we analyse interviews…
Mapping the terrain
In this paper we illustrate the relationships between Teach For America (TFA) and federal charter school reform to interrogate how policy decisions are shaped by networks of individuals, organizations, and private corporations. We use policy network analysis to create a visual representation of TFA’s key role in developing and connecting personnel, political support, and financial backing for charter reform. Next we examine how the networks unfol…
Raising Citizens or Raising Test Scores? Teach For America, “No Excuses” Charters, and the Development of the Neoliberal Citizen
This article addresses how teachers conceptualize and attempt to develop citizens within the context of market-based reforms. Findings are based on a qualitative case study of Teach For America teachers at a Knowledge is Power Program charter school in New Orleans. Using Westheimer and Kahne’s taxonomy of citizenship, I provide evidence that participants envision multiple types of citizenship, yet only those who seek to develop personally respons…
For millions of people, this is real trauma”
I Don’t Want to Come Off as Pushing an Agenda”
Guided by perspectives on the sociopolitical contexts of schooling, control of teachers’ curriculum and instruction, and teaching of elections, we use findings from a national questionnaire to explore the contexts that shaped teachers’ pedagogical decision making following the 2016 U.S. presidential election. Our findings reveal that classroom, school, district, state, and national contexts often manifested in pressure from colleagues, parents, t…
Reclaiming “Mydentity”
Emerging adulthood is an important period for identity development, the development of sociopolitical beliefs, and establishment of social roles and responsibilities. As a part of this development, counterstorytelling—narrative processes that contrast and challenge dominant oppressive narratives—may be used within counterspaces to facilitate positive identity development and to challenge injustice. In this qualitative study, we analyse interviews…
Who Do These People Want Teaching Their Children?” White Saviorism, Colorblind Racism, and Anti-Blackness in “No Excuses” Charter Schools
In this article, we explore how White supremacist ideologies operate in “no excuses” charter schools. Drawing on critical race frameworks and qualitative data collected in two “no excuses” charter schools in New Orleans, we illustrate how anti-Blackness, White saviorism, and colorblind racism are taken up through hiring practices, discipline policies, and school culture. Collectively, these constructs are used in efforts to justify the mistreatme…
‘How could you not talk about it?’
This article explores the experiences of youth in the sociopolitically tumultuous time of 2020–2021, including around the 2020 presidential election and U.S. Capitol Insurrection. In particular, teenage girls and femmes, primarily young women of Colour, who were part of a civic organisation out of school, described their teachers’ practices (or absence of) related to political education in school. Told through a series of vignettes from five adol…
A better fit
There is growing interest in empowering learners to use and critique data due to its rising influence in society. Educational approaches that foster critical uses of data and appeal to a diverse range of learners can more broadly and equitably prepare active data-literate citizens. We develop and explore a role framework intended to support the different processes of critical data literacy and motivate learners with different disciplinary backgro…
Politics (7 works) · Political science (6 works) · Sociology (6 works) · Law (5 works) · Educator Training and Historical Pedagogy (4 works) · Law (4 works) · Pedagogy (4 works) · Charter (3 works) · Psychology (3 works) · Public relations (3 works)