The article presents findings from a multisited ethnography in two public high schools in Los Angeles and New York City. Schools were chosen for their hyper-diverse student populations. Students came from over 40 countries, speaking 20 languages in one school and 33 languages in another. Results of analysis found that despite contrasting missions,…

Drawing on empirical sources, I argue that teachers' actions to remove district-mandated testing from their classrooms are a form of teacher policy-making. Analysis of interviews with teacher activists and records of teachers' activism meetings show that teachers perceive belonging, trust, and community as critical to their efforts to provide…

Scholars who document neoliberal trends in education argue that privatization and corporatization in schools is dehumanizing and discourages democratic participation. These scholars assert that neoliberal education policies heighten social inequity by emphasizing individualism, marketability and colorblindness without interrogating social…

Faculty resistance to Writing Across the Curriculum (WAC) is an issue that has been recognized by WAC program directors and practitioners for decades, yet it remains unresolved. Perhaps the problem is not resistance per se, but how we interpret and react to it. Faculty resistance is typically viewed as an impediment to the pedagogical change WAC…