Racial Equity by Design
Forming Transformative Agency to Address the Racialization of School Discipline
Bibliographic Data
| ID | 10856490 |
|---|---|
| Authors | Dosun Ko (0000-0001-5159-9736, Wichita State University, corresponding author), Aydin Bal (0000-0001-7246-5876, University of Wisconsin–Madison), Alfredo J Artiles (0000-0001-5772-0787, Stanford University) |
| Year | 2024 |
| Volume | 59 |
| Issue | 3 |
| Pages | 660-693 |
| Publication date | 2024-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Urban Education (JOURNAL) |
| Journal identifiers | ISSN: 0042-0859 • E-ISSN: 1552-8340 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00420859221081774 |
| OpenAlex | W4212891297 |
| Language | EN |
| Citations received | 12 |
| References cited | 49 |
Racial disproportionality in school discipline is an enduring systemic problem whose patterns change from one context to another. In order to develop systemic solutions that are responsive to local contexts, school stakeholders’ collective, agentic actions toward systemic changes are essential. Utilizing a participatory systemic design process led by an urban high school community, this case study examines how Learning Lab, an inclusive problem-solving process, fostered urban school stakeholders’ transformative agency. Through structured decision-making and collaborative design activity, Learning Lab participants analyzed systemic contradictions in the school discipline system and developed a culturally responsive behavioral support system to address racial disproportionality in discipline outcomes
Agency (philosophy) · Context (archaeology) · Equity (law) · Pedagogy · Political science · Public relations · Race (biology) · Racialization · School Discipline · Social science · Sociology · Transformative learning · Behavioral and Psychological Studies · Education Discipline and Inequality · Gender Studies · Teacher Education and Leadership Studies
A Developmental History of Change Laboratories in Schools
Beyond Static Markers in Disproportionality Research
An Intersectional Examination of the Master Narrative of Emotional and Behavioral Disorder and Its Entanglements With Multilingual Learners With Learning Disabilities Within the Least Restrictive Environment
Culturally Sustaining Inclusive Systemic Design to Address Overrepresentation of Students of Color with and without Dis/abilities in Exclusionary Practices
Excluded lives
Organizing Possible Futures
Fostering inclusive futures
Indigenous learning lab as prefigurative political action to dismantle settler-colonial system of exclusion
Fugitive future making
Teachers’ transformative agency in a Change Laboratory in a Finnish elementary school
Reflections on the Iscar 2024 Congress
Learning lab as a utopian methodology for future making
The Pedagogy of Pathologization
The School Discipline Dilemma
Studies in Expansive Learning
The emergence of learners’ transformative agency in a Change Laboratory intervention
Participatory Design Research and Educational Justice
Conjecture Mapping
Rethinking Race and Power in Design-Based Research
Formative Interventions for Expansive Learning and Transformative Agency
(Re)Imagining Black Boyhood
Studies of expansive learning
Race Is Not Neutral
Principles of Collaborative Education Research With Stakeholders
The emergence of transformative agency and double stimulation
Transformative agency
Activity theory as an activist and interventionist theory
I’m Here for the Hard Re-Set
On the Methodological Demands of Formative Interventions
Youth Participatory Action Research Findings as Mirror Material
Agency in the making
From mediated actions to heterogenous coalitions
Supportive, not punitive, practices reduce homophobic bullying and improve school connectedness
Social and emotional learning is hegemonic miseducation
Pedagogy of fear
Transformative agency for justice
Culturally responsive positive behavioral interventions and supports
African American high school students and variability in behavior across classrooms
I Want To Learn But They Won’t Let Me
You Can’t Fix What You Don’t Look At
Fourteenth Annual Brown Lecture in Education Research
School Suspensions
The Achievement Gap and the Discipline Gap
A Multilevel Analysis of Statewide Disproportionality in Exclusionary Discipline and the Identification of Emotional Disturbance
Countering Coloniality in Educational Research
Parsing Disciplinary Disproportionality
True Grit? Making a Scientific Object and Pedagogical Tool
Culturally Responsive School Discipline
Race, Culture, and Researcher Positionality
Multilevel exploration of factors contributing to the overrepresentation of black students in office disciplinary referrals
Suspending Progress
| Unique citing works | 12 |
|---|---|
| Citations per year | 3 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |