Karen Zaino
Dados Biográficos
| ID | 6006478 |
|---|---|
| NOME | Karen Zaino |
| PRENOMES | Karen |
| SOBRENOME | Zaino |
| ASSINATURA | ZAINO K |
| AFILIAÇÕES | City University of New York |
| ORCID | 0000-0002-7615-0860 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 9 |
| TOTAL DE CITAÇÕES | 6 |
| TOTAL COMO AUTOR | 9 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Un/Learning Developmentalism
This paper examines what early-career teachers learn about young people through interactions with youth engaged in youth participatory action research. I draw on individual interviews from a larger research study to examine the stories seven early-career teachers tell about the youth researchers they encountered in a university-based collaboration, and about the students they teach in traditional classroom contexts. I also look at the stories two…
Special Issue
For this special issue, our collection of papers foregrounds how critical teacher learning is lifelong, hyper-contextual heart work. We bring together a collection of four articles that broaden the field's capacity to envision spaces for teacher learning about systems of inequity beyond traditional professional development approaches. Each article in this special issue demonstrates how critical teacher learning occurs in various contexts, a vast …
“It’s This Practice of Being With ”
This kitchen-table talk examines what queer and trans* ways of knowing, being, and doing offer to movements for educational justice. We begin by sharing artifacts that illuminate our relationship to queer and trans* justice in education, and from these personal experiences, we explore the tensions and possibilities of queer and trans* dis/embodied epistemologies, with particularly attention to the power of intergenerational coalition building. Ul…
Diggin’ in the Racial Literacy Crates
In this article, we introduce co-excavative letter writing as a method for developing racial literacy, deepening relationships, and challenging standard forms of knowledge production. Jordan and Karen, students in Yolanda’s cotaught graduate seminar, developed an epistolary exchange as part of their “(un)final project.” Collaborative epistles challenged the writers to explore their positionalities, allowing them to trace interrelated issues of po…
Breaking Light on Economic Divide
Background/Context: Macro-analyses have documented the raced and classed consequences of rampant economic inequality in schools and society. However, in educational research, there remain clear gaps in understanding how schoolteachers, especially those working with children, locate the appearances of economic inequality in their teaching and how they make sense of the social conditions that create such disparities. Purpose/Objective/Research Ques…
Get to know me, homey
Purpose There is currently a dearth of research on the implications of the epistolary as a site for knowledge production. This paper aims to demystify the process of academic theorizing through the co-authors’ co-excavative epistolary method. Design/methodology/approach Through co-excavative epistolary practices, the co-authors’ relationship was deepened, the collective sense was made of Covid-19, and racial literacy-centered academic theorizing …
Regardless, my students and I pressed on”
This paper, coauthored by a graduate student, a professor of education, and four early-career teachers, extends recent scholarly efforts to understand how teachers develop activist identities and how teacher education might support this development. Four researcher-participants, practicing teachers, composed narratives that trace their journeys as secondary students through their undergraduate and graduate coursework and, finally, into the early …
We are each other’s breath
In this paper, we utilize poetic methods that seek to surface, but not overdetermine, the unanticipated relational excess produced through literacy practices. Karen, a queer white woman, and Jordan, a cis-gendered heterosexual Black man, wrote a series of letters to one another throughout the Spring 2020 semester. We turned to critical poetic inquiry to analyze the letters, interested in poetry’s capacity to highlight literacy’s critical power an…
Orchestrating Effective Change
Although research demonstrating the effectiveness of youth organizing for educational reform has expanded rapidly in the last two decades, the field remains substantially undertheorized. This article outlines a theoretical framework, based on 30 interviews with leading figures in education reform, that illuminates how a youth organizing group has achieved significant influence in the Philadelphia School District. The framework identifies three br…
Orchestrating Effective Change
Although research demonstrating the effectiveness of youth organizing for educational reform has expanded rapidly in the last two decades, the field remains substantially undertheorized. This article outlines a theoretical framework, based on 30 interviews with leading figures in education reform, that illuminates how a youth organizing group has achieved significant influence in the Philadelphia School District. The framework identifies three br…
Regardless, my students and I pressed on”
This paper, coauthored by a graduate student, a professor of education, and four early-career teachers, extends recent scholarly efforts to understand how teachers develop activist identities and how teacher education might support this development. Four researcher-participants, practicing teachers, composed narratives that trace their journeys as secondary students through their undergraduate and graduate coursework and, finally, into the early …
We are each other’s breath
In this paper, we utilize poetic methods that seek to surface, but not overdetermine, the unanticipated relational excess produced through literacy practices. Karen, a queer white woman, and Jordan, a cis-gendered heterosexual Black man, wrote a series of letters to one another throughout the Spring 2020 semester. We turned to critical poetic inquiry to analyze the letters, interested in poetry’s capacity to highlight literacy’s critical power an…
Orchestrating Effective Change
Although research demonstrating the effectiveness of youth organizing for educational reform has expanded rapidly in the last two decades, the field remains substantially undertheorized. This article outlines a theoretical framework, based on 30 interviews with leading figures in education reform, that illuminates how a youth organizing group has achieved significant influence in the Philadelphia School District. The framework identifies three br…
We are each other’s breath
In this paper, we utilize poetic methods that seek to surface, but not overdetermine, the unanticipated relational excess produced through literacy practices. Karen, a queer white woman, and Jordan, a cis-gendered heterosexual Black man, wrote a series of letters to one another throughout the Spring 2020 semester. We turned to critical poetic inquiry to analyze the letters, interested in poetry’s capacity to highlight literacy’s critical power an…
Get to know me, homey
Purpose There is currently a dearth of research on the implications of the epistolary as a site for knowledge production. This paper aims to demystify the process of academic theorizing through the co-authors’ co-excavative epistolary method. Design/methodology/approach Through co-excavative epistolary practices, the co-authors’ relationship was deepened, the collective sense was made of Covid-19, and racial literacy-centered academic theorizing …
Regardless, my students and I pressed on”
This paper, coauthored by a graduate student, a professor of education, and four early-career teachers, extends recent scholarly efforts to understand how teachers develop activist identities and how teacher education might support this development. Four researcher-participants, practicing teachers, composed narratives that trace their journeys as secondary students through their undergraduate and graduate coursework and, finally, into the early …
“It’s This Practice of Being With ”
This kitchen-table talk examines what queer and trans* ways of knowing, being, and doing offer to movements for educational justice. We begin by sharing artifacts that illuminate our relationship to queer and trans* justice in education, and from these personal experiences, we explore the tensions and possibilities of queer and trans* dis/embodied epistemologies, with particularly attention to the power of intergenerational coalition building. Ul…
Diggin’ in the Racial Literacy Crates
In this article, we introduce co-excavative letter writing as a method for developing racial literacy, deepening relationships, and challenging standard forms of knowledge production. Jordan and Karen, students in Yolanda’s cotaught graduate seminar, developed an epistolary exchange as part of their “(un)final project.” Collaborative epistles challenged the writers to explore their positionalities, allowing them to trace interrelated issues of po…
Breaking Light on Economic Divide
Background/Context: Macro-analyses have documented the raced and classed consequences of rampant economic inequality in schools and society. However, in educational research, there remain clear gaps in understanding how schoolteachers, especially those working with children, locate the appearances of economic inequality in their teaching and how they make sense of the social conditions that create such disparities. Purpose/Objective/Research Ques…
Un/Learning Developmentalism
This paper examines what early-career teachers learn about young people through interactions with youth engaged in youth participatory action research. I draw on individual interviews from a larger research study to examine the stories seven early-career teachers tell about the youth researchers they encountered in a university-based collaboration, and about the students they teach in traditional classroom contexts. I also look at the stories two…
Special Issue
For this special issue, our collection of papers foregrounds how critical teacher learning is lifelong, hyper-contextual heart work. We bring together a collection of four articles that broaden the field's capacity to envision spaces for teacher learning about systems of inequity beyond traditional professional development approaches. Each article in this special issue demonstrates how critical teacher learning occurs in various contexts, a vast …
Sociology (9 obras) · Pedagogy (8 obras) · Political science (7 obras) · Critical Race Theory in Education (5 obras) · Psychology (5 obras) · Law (4 obras) · Teacher Education and Leadership Studies (4 obras) · Epistemology (3 obras) · Gender Studies (3 obras) · Linguistics (3 obras)