Beyond Equity as Inclusion
A Framework of “Rightful Presence” for Guiding Justice-Oriented Studies in Teaching and Learning
Bibliographic Data
| ID | 9733888 |
|---|---|
| Authors | Angela Calabrese Barton (0000-0002-9555-5214, University of Michigan, Ann Arbor, MI, corresponding author), Edna Tan (0000-0002-4583-4557, University of North Carolina at Greensboro, NC) |
| Year | 2020 |
| Volume | 49 |
| Issue | 6 |
| Pages | 433-440 |
| Publication date | 2020-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x20927363 |
| OpenAlex | W3028443084 |
| Language | EN |
| Citations received | 121 |
| References cited | 26 |
Current discourses of equity in teaching and learning are framed around calls for inclusion, grounded in the extension of a set of static rights for high-quality learning opportunities for all students. This essay presents a rightful presence framework to guide the study of teaching and learning in justice-oriented ways. This framework highlights the limitations of equity as inclusion, which does not adequately address the ways in which systemic injustices manifest in local classroom practice. Rightful presence orients the field towards the importance of political struggles to make present the lives of those made missing by schooling and discipline-specific norms. Three tenets for guiding the use of this framework in teaching and learning are offered. Two contrasting vignettes from STEM classrooms illustrate tenets and emergent tensions
Engineering ethics · Equity (law · Inclusion (mineral · Mathematics education · Pedagogy · Political science · Politics · Social justice · Social science · Sociology · Critical Race Theory in Education · Higher Education Practises and Engagement · Law · Psychology · Teacher Education and Leadership Studies
Co-creating Spaces of Rightful Presence
Negotiating belonging
Humanizing online higher education
Beyond the Weight
Research on the Different Manifestations of Tan Kah Kee's Educational Dream in Several Historical Periods in China (1913-1961)
Beyond tokenism and objectivity
Analyzing funding patterns in science education research
Biology in a social context
Physics teachers’ conceptions of equity
Exploring Science Teachers’ Reflections on Using Identity and Criticality to Design Social Justice-Oriented Environments
“Because That’s What Scientists Do…. They Like to Make Their Own Stuff”
Moving Beyond Eurocentric Notions of Intellectual Safety
Integrating Generative AI into Live Case Studies for Experiential Learning in Operations Management
Abolition and ethnic studies in early care and education
Interview with Ken Zeichner
“I can be the weird STEM kid who is also gay”
Exploring non-dominant youths’ engineering identity through productive struggle in a making summer program
Attitude of junior high school students towards the study of science in Ghanaian schools
Minoritized Pre-service Teachers’ Negotiated Border Crossings
Investigating How Teachers’ (Existing) Sociopolitical Consciousness Serves as a Resource for Adapting Science Materials to Bring in Pursuits of Criticality and Identity
From technique to emancipatory practice
Clarifying and expanding equity in assessment by considering three orientations
Nettles, snickers and the egg shield
Experiences of Civic Participation Among Older African American and Latinx Immigrant Adults in the Context of an Ageist and Racist Society
“Unleashing the Potential Within”
Pan-Diversity Integration as an Equity Trap
Examining Teacher Candidates’ Backgrounds, Experiences, and Beliefs as Precursors for Developing Dispositions for Democracy
Dismantling the Settler-Colonial Punitive School System
“Let’s Create the Table”
Toward Just and Sustainable Futures
The Platformization of Writing Instruction
Science faculty conceptions of equity and their association to teaching practices
Beginning school–university partnerships for transformative social change in science education
The reification of identity narratives in teacher–student discourse during an inquiry project
Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning
Complex pathways within nested systems
Broadening Queering
Advising in science education
Not the only novice in the room
“We actually made something and solved a problem”
Incorporating investigations of environmental racism into middle school science
Cultivating culturally sustaining integrated science, technology, engineering, and mathematics classrooms
Rubbing elbows with them
Inviting Conversations in Discipline‐Based Science Education
Science education with multilingual learners
Attending to Preservice Teachers' Assets
Theoretical perspectives for developing antiracist teaching dispositions and practices in preservice teacher education
Joining the campaign to center justice‐oriented theory and practice in science education
A Call for the Collective Development of Practices and Tools to Support Culturally and Critically Ambitious Teacher Education
A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States
A Critical Review of Educator and Disability Research in Mathematics Education
Equity in Secondary Career and Technical Education in the United States
Beyond the math wars
The role of equitable classroom cultures for supporting interest in science
Co‐created environmental health science
Becoming‐STEMM Educator‐With a Unit on Germs Implemented in a Haunted Kindergarten Classroom
Jamming power
“There is no room for me, for a Hawaiian, in science”
Fostering expansive and connective sensemaking with preservice secondary science teachers
Infrastructural injustices in community‐driven afterschool STEAM
Expanding opportunities to learn in secondary science classrooms using unconventional forms of classroom assessments
Promoting teachers' advocacy and agency for equity in STEM education through research and reflection
Ting, tang, tong
One World
Food for thought
“We need to step it up—We are basically the future”
Collaboratively engineering for justice in sixth grade STEM
“Science theatre makes you good at science”
Tensions in Fostering Student Epistemic Agency Through Sensemaking in Elementary Science
Belonging in science classrooms
Beyond a seat at the table
Transformative Front‐End Evaluation
An inclusive school for computer science
Learning through community-centered collaborative linguistics research at a Minority-Serving Institution
Generation Z and Millennials
An equity framework for family, community, and school partnerships
Conceptualising Inclusion and Participation in the Promotion of Healthy Lifestyles
Disrupting Anti-Blackness with Young Learners in STEM
Reimagining Visitor Studies
Onto‐Epistemic Heterogeneity in Justice‐Centered Science—Affect, Power, and Agency
Translanguaging in US K–12 science and engineering education
Why are we not walking? Introspective reconstructions of the north–south global climate change conundrums
Análisis Dimensional del Instrumento de Evaluación de Justicia Social Percibida a partir de las Opiniones del Alumnado en las Escuelas
Community-Engaged Research Projects in School Settings
Equitable STEM+CS learning experiences for girls of color
Real Work, Real Consequences”
Characterizing the Foundations of School Makerspace Research and Preparing for the Future
Intergenerational Asian diaspora mentoring in the academy
DisCrit at the margins of teacher education
Justice beyond inclusion
Teaching with the test
Envisioning student roles in Action-Oriented Pedagogies
When I act consciously, I can see a brighter world around me”
A Proposed Framework for Considering “Inclusive Science Communication” in Theory and Practice
Inclusive postsecondary education and self-determination
Negotiating quotidian justice in the science classroom
What is ‘teacher noticing for equity’? A scoping review and interpretive synthesis of the literature on equitable noticing practices in the classroom
Inclusion Is Great in Theory”
Supporting Teacher Visioning of Justice-Oriented Engineering in the Middle Grades
Hub Leaders’ Perspectives on Equity in Networked Improvement
Designing for Rightful Presence in STEM
STEM-Focused Academies in Urban Schools
Fighting to Educate Our Own
Equity, inclusion, and antiblackness in mathematics education
The ‘Missing’ Politics of Whiteness and Rightful Presence in the Settler Colonial City
Accountability as a Design for Teacher Learning
Troubling Practice
Toward an Interdisciplinary Understanding of Educational Equity and Difference
The New Jim Crow
Fronteras Compasivas and the Ethics of Unconditional Hospitality
From the Achievement Gap to the Education Debt
Between hosts and guests
Suspending Damage
The Silenced Dialogue
Restoring Mathematics Identities of Black Learners
Cityzenship
Social Justice and Teacher Education
"Making Justice Peripheral by Constructing Practice as "Core
Intersectionality, Critical Race Theory, and the Primacy of Racism
The 'Minor' Politics of Rightful Presence
| Unique citing works | 121 |
|---|---|
| Citations per year | 24,2 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 120 |