Lisa Harrison

Redefining Intersectionality Theory through the Lens of African American Young Adolescent Girls' Racialized Experiences.

The research presented uses intersectionality theory as a lens to study the racial identity construction of four African American young adolescent girls. The findings suggest that race was largely situated in a Black–White discourse for the girls in the study. When limited information was provided in home, school, and community settings, the participants made meaning from dominant discourses about race and identity, although glimpses of critical thinking about race did occur. In conclusion, the potential of including youth identity within intersectionality theory to broaden the utility of the theory itself and also for making meaning of and advocating for marginalized adolescents is discussed.

A Research-Focused Honors Program for High-Ability Teacher-Education Students

Honors programs represent one way that secondary schools and undergraduate programs address the needs of academically talented students. Evidence suggests that these programs contribute to positive student outcomes in terms of achievement, social development, and career preparation. Because colleges of education produce graduates who typically confront the prospect of low salaries, attracting high-ability applicants is important. Despite the benefits of encouraging talented individuals to become teachers, few traditional teacher education programs use honors programs. This study reports on an honors program in a college of education that incorporates distinct course work and field experiences, focused especially on inquiry and research. Qualitative interviewing revealed three themes: How the program’s focus on inquiry and research fits with participants’ expectations and interests, complex and conflicting responses to the program’s focus on leadership development, and significant logistical challenges. These themes corroborated findings from related literature on honors programs in secondary schools and undergraduate programs.

Toward an Ethnic Studies Critique for Teacher Education

Abstract In an effort to humanize students of color in teacher education research, this study shifts away from the question, “How can we add students of color?” and instead asks, “How might teacher education programs be transformed to make space for students of color?” To begin, we articulate an ethnic studies critique for teacher education based on the demands for ethnic studies in the late 1960s. We then apply this critique in an analysis of the experiences of twelve preservice teachers of color. We argue that teacher education may be structured—institutionally and ideologically—to hinder the success of preservice teachers of color. We conclude with three suggestions for teacher education grounded in the ethnic studies critique, which offers an alternative paradigm for thinking of students of color beyond numbers and statistics.

Creating the right spaces for young adolescents

What exactly is it? Is it physical? Emotional? Intellectual? Social? Spiritual? Arguably, the answers to all of these questions are yes. Space can represent all of these ideals and so much more. But when it comes to young adolescents and middle schools, the definitions seem quickly lost in the unfortunate mix of inequity and colorblindness. In fact, schools can create all sorts of spaces for young adolescents, but the most important spaces we might create (such as safe, inclusive and individualized, action-oriented, content-rich, authentic, and restorative spaces) seem invisible, or even worse—non-existent—when it concerns young adolescent students, especially students who aremarginalized. Everyone seems to need space, but the question is: have we created the right types of spaces for young adolescents in schools today? The Association for Middle Level Education (AMLE) (Formerly the National Middle School Association) in This We Believe pointed out: “A successful school for young adolescents is an inviting, supportive, and safe place—a joyful community that promotes indepth learning and enhances students’ physical and emotional well-being” (NMSA, 2010, p. 33). Further down that same page, information is shared about schools creating physical space for young adolescents. But is that enough? What of intangible spaces or democratic and equitable places that go far beyond the physical and emotional, such as intellectual, social, and spiritual places, to which adolescents can and should belong? Has the goal of creating the right spaces for every young adolescent really been accomplished? Have we, as middle-level educators, provided these muchneeded spaces for young adolescents today, to help them feel safe, invited, joyful, and supported? Or have we only created more “white spaces” (Milne, 2016). Authors in this issue argue that the work of creating the right spaces has not always happened in the most familiar ways, that the need to begin creating or to continue goes on. In Johnson and Batchelor’s article the “Collaborative Resistance to Digitized Instruction in a Rural Middle School,” they point out that democratic, equitable, and courageous spaces for young adolescents can indeed be created when educators resist prepackaged, scripted curriculums that diminish educator authority, in order to make visible the invisible, “low-achieving” reader. In a similar way, Satterlee Vizenor and Matuska, in their article “Actualizing Characteristics of Successful Schools for Young Adolescents Through Co-teaching” discuss how a coteaching team can make equitable spaces for change. Asking for students to provide feedback on their coteaching moved these two teachers closer to creating satisfying, democratic classroom environments for them and their students. Aidman and Price offer a corroborative perspective on democratic and equitable spaces for young adolescents by writing “Social and Emotional Learning at the Middle Level: One School’s Journey.” In their article, educators are encouraged to consider the “whole child” by implementing social and emotional learning initiatives, as much needed and creative ways to support youth. Finally, Bintz and Monobe, in “Interdisciplinary Curriculum: Using Poetry to Integrate Reading and Writing Across the Curriculum,” call attention to the need for more interrelated and equitable spaces by asking educators to seriously re-consider curriculum integration. Their call points out that curriculum, which is integrated, takes a more democratic approach to change. The benefits of creating the right types of democratic and equitable spaces for young adolescents reach far beyond external or tangible elements. For example, Haddix and Sealey-Ruiz (2012), Muhammad (2012), and Winn (2011) explain that the right literacy spaces offered to young adolescent Black and Latino boys and girls aids in encouraging them in their identity formations and in providing student-voice and

Engagement for Whom

For many people, the new year is a unique time of introspection filled with reflections on the past and a sense of optimism for the future. Such optimism often spurs the development of goals or resolutions that help transform lives. As we usher in the new year, and our editorship of Middle School Journal, it is the perfect time to reflect on the role of middle level education and consider some New Year’s resolutions that continue to transform middle level education. What are elements of the middle school movement that continue to support the development of young adolescents that we want to carry forward? What are resolutions that help keep middle level education relevant for young adolescents themselves as well as for those who work with and advocate for them? If we look across the articles in this issue of Middle School Journal for insight into what to preserve, the theme of engagement stands out. All four articles point to the necessity of engagement across all areas of a young adolescent’s educational life. Ciecierski and Bintz’s article demonstrates how a curriculum based in inquiry versus one based in memorization is used to engage young adolescents by helping them to create human connection with historical figures. Kyzar and Jimerson show how young adolescents are more engaged when their families are not only involved but also engaged as partners in the learning and growth process. Santori and Smith’s article discusses how technology, such as iPads, can be used to support high levels of engagement, collaboration, and differentiated instruction. While engagement is a central tenet of middle level education that should be sustained, middle level educators should also extend the conversation by questioning engagement for whom. The significance of this question is emphasized in Bennett and Martin’s article on advisory. They argue that advisory should be less about the structure of advisory itself and more about using a deep understanding of who your specific students are to create developmentally and culturally responsive advisories that support the specific needs of students. Reflecting on young adolescents, we can see that there has been a student demographic change since the conception of the middle school movement. There is certainly more racial and ethnic diversity in the contiguous United States than ever before. In fact, it is projected that by 2044 more than 50% of Americans will belong to a minority group (Colby & Ortman, 2014). Currently, more than four of ten students in PK–12 schools identify as students of color (Gollnick & Chinn, 2009). There is also more language diversity within schools. Payan and Nettles (2008) reported that while six states and Puerto Rico have

Middle school movement phase II: Moving towards an inclusive and justice-oriented middle level education

Education can be a source of liberation or oppression (Hills-Collins & Bilge, 2016). It is within this context of understanding the power of education and building on the foundation of the middle school movement that we present this special issue on “Conceptualizing Curriculum as a Means to Cultivate Social Justice.” Two years ago, Schaefer, Malu, and Yoon (2016) published an article that provided a historical overview of the first 50 years of the middle school movement. Their publication highlighted the success of the movement along with the challenges that come with sustaining an educational paradigm. This historical context provides fertile grounds to explore what the next half century of the middle school movement should focus on. Arguable, in some ways it might be time to return to the essence and energy of the original middle school movement. Smith and McEwin’s (2011) edited book, The Legacy of Middle School Leaders in Their Own Words, captures the leaders’ passion towards progressive education that is democratic, participatory, and empowering. Smith and McEwin explained that the leaders of the middle school movement saw the socio-historical context of the early 60’s as a perfect time for educational change. “Erb explained that ‘the whole period of the 1960s was a period of social questioning, agitation, and change. It was an opportune time to try new things.’” (p. xxi). In many ways, we are currently in a moment of time that is also ripe for change. Similarly to the 60’s, within the last decade, there has been the formation of several protests to address different societal inequities. Some notable ones include Occupy Wall Street that largely centered on economic inequity, Black Lives Matter that focused on police brutality and racial injustice, the Women’s March on Washington that called for gender equality, and the March for Our Lives protest in response to gun violence, which was one of the biggest youth protests since the Vietnam War era. These protests highlight the inequities that exist in society and since schools are a microcosm of society, these protests also echo the inequities that are present within educational spaces. If middle level education wants to remain relevant and truly embrace education as a tool for empowerment, then we must focus on researching and sharing middle level practices that works to disrupt the status quo. This includes racism, classism, xenophobia, religious discrimination, heterosexism, ageism and other forms of oppressive structures within society. The authors within this special issue take up this call in various ways. Linsky et al. shares curricular practices that support the development of critical consciousness and activism within young adolescents. Their article highlights the power of service learning in helping students develop a deeper understanding of self and the world around them, while also enacting their sense of agency as local and global citizens. Crosby, Howell, and Thomas shared effective practices in supporting young adolescents who experience trauma to counteract socially injustice practices that these students often face within schools. Lastly, DeMink-Carthew’s article explores how to prepare the next generation of middle level teachers with the dispositions, skills, and knowledge needed to engage in justice-oriented middle level education. In conclusion, while we honor the legacy of the middle school movement, we also acknowledge that much more work needs to be done if is going to be sustained. One of the critiques of middle level education is that it has not adequately addressed the needs of all young adolescents and therefore reinforces inequitable practices (Brinegar, 2015; Busey, 2017; Gay, 1994).