The study investigates educators' perceptions of Restorative Justice Practices (RJPs) in inclusive classrooms, focusing on students with dis/Abilities, within the frameworks of Social Justice, Critical Race Theory, and Disability Studies (DisCrit). It aims to address a gap in the literature on equity in education, particularly the effects of RJPs…

Purpose: Integrating sustainability into university curricula brings diverse challenges and conflicts as separate units vie for ownership of courses and topics. This case study presents a six dimensions sustainability framework developed at The Ohio State University to organize curricula under an inclusive strategy. Design/methodology/approach: An…

Purpose: The purpose of this study is to explore how US graduate students described their diversity, equity and inclusion (DEI) education and engagement experiences outside their academic departments. Design/methodology/approach: This study used a critical constructivist qualitative approach and methods (i.e. interviews) to explore how 44 graduate…

Background: Makerspaces have increased in popularity recently and hold many promises for STEM education. However, they may also fall prey to hegemonic, marginalizing norms and ultimately narrow the definition of making and exclude who counts as makers. Explicitly focusing on diversity, equity, and inclusion when examining makerspaces is of utmost…

In analyzing the disseminated call, the commentary suggests the need for a consciousness consistent with a quote from Maya Angelou concerning identity. It is applied--in this case--to the situation of social science and specifically developmental science vis-à-vis published scholarship pertaining to communities of color. Questioned is the field's…

This article captures a convergence of its authors' life experiences and existent data, made possible by Complex Instruction (CI). There is a pressing need to study and support the foundational practice of "assigning competence," which requires that a teacher first recognise students' strengths and publicly name their academic…

The promotion of equity, diversity and inclusion initiatives has become routine within Anglophone universities in the Global North. However, critical race scholars have demonstrated that these well-intentioned policies are often formulated in ways that transact empty performatives, where discussions of racism are deemed too challenging. Moreover,…

Higher education institutions have been negligent in their diversity missions and have spaces that perpetuate racism rather than provide opportunities to look for its cure. Without interrogating race, racism, and antiracism on their campuses, colleges and universities continue to produce graduates who perpetuate racism. We must take a…

To make instructional decisions that interrupt inequitable talk in the classroom, teachers must notice it in the first place. In a two-year Professional Learning Experience (PLE) focused on the core practice of facilitating equitable discussions, we found that two different groups of math teachers took up the work of noticing for equity in…

In recent years, the role of the professionally trained volunteer docent has taken many twists and turns. Guided by institutional strategies and missions, docent programs have flexed, shifted, and altered to meet institutional needs. This article provides an overview of recent trends and practices presented at the National Docent Symposium…

The NASP Leadership Development Committee (LDC) has focused its work on fostering leadership skills among individual school psychologists by providing professional development through convention sessions, articles, and the NASP Leadership Institute. The Leadership Institute is a 5-part online course designed to help school psychologists improve…

Research on inclusive education often derives from a broader understanding of inclusion, namely as a radical change in schooling. Within this strand of research, several authors in the field have envisioned this change to be materialised in the image of schools and classrooms as communities with various characteristics where differences are seen…

Teresa Lance came to her position as assistant superintendent for equity and innovation in School District U-46 in Elgin, Illinois, after leaving a superintendency where community leaders were unwilling to change the status quo. Joshua P. Starr describes how Lance's previous experiences led to her current role and what she learned along the way.

Care is foundational to the way we reproduce and transform the world around us. Today, in a time marked by widespread calls for racial and social justice, and simultaneous backlash against these calls, it is imperative that we understand the ways that care circulates and operates within racialized struggle. In this dissertation I engage in this…

The 2022 Education Policy and Accreditation Standards emphasize antiracism, diversity, equity, and inclusion (ADEI) in social work curriculum. Social work programs across the nation are now tasked with addressing ADEI in both explicit and implicit curricula. This article aims to offer insights from a Race Equity Work Team (REWT) to enhance…