In this study, we explore teachers' professional space as an alternative to, and/or expansion of earlier conceptualizations of teacher autonomy. Professional space is here understood both as an objective space with e.g., physical, juridical, economic features, and as the teachers' subjective negotiation of this objective space, where teachers are…

This paper presents the findings of a research study that sought to understand the perspectives of exemplary Black teachers utilizing emancipatory pedagogies to help Black students navigate systems of white supremacy in a contemporary American social landscape where racism is simultaneously invisible and hypervisible. Using critical race theory,…

High school instructional leaders describe how they reframed professional learning around autonomy with structured support. The new system, guided by trust and teacher inquiry, sparked innovation that proved critical during the pandemic.

The paper presents how digital storytelling was used as an empowerment tool among high school students diagnosed with school-related burnout (N = 13) in Hungary. The aim of applying digital storytelling was to change students' time perspective, which was measured with Stanford Time Perspective Inventory before and after the digital storytelling…

In order to position Black and Latinx youth to challenge racism and other dynamics of oppression, their education must be oriented toward equipping them with the requisite skills and sense of efficacy. This article makes an argument for teachers having to develop a reciprocal sense of authority rooted in their students' freedom in the face of…

Students at a suburban high school in the American Mountain West have been separated by race, linguistic ability, and socio-economic status for decades, and the research posits that the ways in which students have moved in cohorts throughout past decades has largely determined their academic pathways in high school. The researcher studied eight…

Purpose: There is a need for precollege learning designs that empower youth to be epistemic agents in contexts that intersect burgeoning areas of computing, big data and social media. The purpose of this study is to explore how "sandbox" or open-inquiry data science with social media supports learning. Design/methodology/approach: This…

The study examined high school students' perspectives on climate change before and after participation in an informal science education program. During the program, students made a short, place-based film about climate change impacts in their communities. Qualitative and quantitative analysis of student data revealed key themes that illustrate how…

Empirical studies on university choice and access among under-represented racial/ethnic minorities have utilised the concept of school-based social capital (SBSC)--defined by Stanton-Salazar as key resources and support provided by institutional agents (i.e. teachers, counsellors and other staff). They primarily relied upon minority students'…

Background: Research and theoretical models of self-determination and self-concept claim that microsystem ecological factors have an influence and manifest a predictive role in the relationship between self-concept and self-determination. Knowing the mechanisms through which personal and contextual factors influence or predict the self-determined…

This research is an empowerment of the potential of vocational school teachers in the form of scientific writing to function as a vehicle for communication and dissemination of works and ideas for teachers or others. The problems are: (1) the making of scientific papers of any type is partly, vocational teachers do not understand much and are…

A movement is taking place in school districts and classrooms as teachers are embracing engaged learning environments in which they are listening to the often-silenced voices of their students. This article chronicles moments from the journeys of four learners who represent a range of experiences and perspectives on re-envisioning the work done in…

This qualitative study investigated the ways in which one secondary social studies teacher engaged bilingual youth through translanguaging and citizenship education. We employed a translanguaging framework (García 2014) to document the ways in which a ninth grade bilingual teacher created language spaces with students. This study demonstrates the…

Positive Youth Development (PYD) model is a strength-based perspective of transition to adulthood derived from developmental systems theory. Developmental assets (DAs) framework describes the individual and contextual resources that may promote PYD. This work aims to analyze the associations between internal and external DAs and PYD, as well as…

The purpose of this investigation is to examine heterogeneity and membership with subgroups of cognitive empowerment among youth of color. Within this heterogeneity, this study hopes to identify the relationship each of these subgroups of youth have with conceptually related variables including intrapersonal psychological empowerment,…