In today's educational landscape, a pressing issue looms: deeply entrenched within the system are the prevailing cultural norms that have historically perpetuated the dominance of white, middle-class values. This has, in turn, marginalized and stigmatized traditionally underrepresented student cultures as inherently deficient. As the United States educational system grapples with a dramatic increase in low-income, non-white, and linguistically diverse students, now is the time to confront these inequalities that undermine student achievement. This challenge has thrust teachers into the forefront, compelling them to embrace social justice practices in their classrooms as counternarratives.

Supporting Activist Practices in Education emerges as a timely and essential solution to address this educational conundrum. Within the pages of this book, a compelling narrative unfolds—one that delves deep into the experiences of educators who actively employ teaching as a form of activism, transcending traditional norms. Teaching through activism, as defined in this volume, represents the courageous actions of educators who champion participatory citizenship for social justice within their classrooms, nurturing environments that foster critical thinking about the world. This book emphasizes the imperative of challenging and dismantling systemic injustices, and it underscores the pivotal role of social justice as a framework for effective pedagogical practices.

Targeted at educators, researchers, policymakers, and all stakeholders invested in the future of education, Supporting Activist Practices in Education is poised to become a great tool for teachers to break these stigmas. The book also provides actionable insights on crucial topics such as anti-racist and anti-biased teachings, digital equity, restorative justice practices, and more. It is a comprehensive guide that empowers educators to move beyond conformity, embracing a type of activism that fosters inclusivity and equity in classrooms. By exploring and implementing the principles and practices outlined within, educators can become catalysts for meaningful change, ensuring that education truly serves as a platform for social justice and empowerment.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Anti-Biased Teachings
Challenging Inequalities
Conformity in Education
Counternarratives In Education
Critical Thinking
Cultural Norms in Education
Digital Equity in Education
Educational Inequalities
Equity in Classrooms
Inclusivity in Education
Linguistically Diverse Students
Low-Income Students
Marginalization in Education
White-Centered Values

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Editor/Author Biographies

Natasha Ramsay-Jordan was born and raised in the Caribbean country of Guyana, South America, and is an associate professor of mathematics education at the University of West Georgia. She has several years of teaching experience in K12 and Higher Education. Dr. Ramsay-Jordan's teaching philosophy centers on love and logic, respect, critical empathy, great determination, and personal integrity. She intentionally guides and supports teachers and students in ways that help them to become educators of a pluralistic community. Much of Dr. Ramsay-Jordan's work explores social and cultural perspectives on diversity in education, examines diverse classrooms within a global society, and addresses equity issues in education. As a mathematics educator, her work centers on the intersection of educational policies and diverse student learners, especially as these relate to access, teacher quality, professional development, and the role of culture in mathematics education and development. Some of Dr. Ramsay-Jordan's recent publications are in the Journal of Economics, Race, and Policy, International Journal of Science and Mathematics, Multicultural Education, International Journal of Educational Reform, Kappa Delta Pi- The Educational Forum, Teaching for Excellence and Equity in Mathematics, Association of Mathematics Teacher Educators- Connections, and the Journal of Underrepresented and Minority Progress.

Andrea Crenshaw is an Assistant Professor at the University of West Georgia in the Department of Early Childhood through Secondary Education. Andrea received a B.S. in Early Childhood Education, an M.S. in Social Foundations in Education from Georgia State University and an Ed.D. in Educational Leadership from the University of Georgia. She is an active member in numerous professional organizations such as the American Educational Research Association (AERA) and Association for Supervision and Curriculum Development (ASCD). Her research is broadly focused on the intersectionality of race and class in education, teacher education, culturally responsive pedagogy, and critical race theory in education. Her scholarship examines these issues by illuminating the voices of youth and adults who have been historically and traditionally marginalized in schools and society. Prior to her appointment at the University of West Georgia, Dr. Smith worked in K12 as a teacher and administrator in which she was committed to an interdisciplinary approach of inquiry and advocacy in urban contexts. Dr. Smith has been able to take her knowledge, experience, and skill to higher education as she trains the next generation of educational leaders. Dr. Smith is committed to embedding relevant issues of diversity into her practice, scholarship, and service. Professional Affiliations include American Educational Research Association (AERA), Georgia Association of Teacher Educators (GATE), National Association for Multicultural Education (NAME), National Council of Teachers of Mathematics (NCTM), and Association for Supervision and Curriculum Development (ASCD).

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