Theory and Practice of Government-Funded Technical Assistance Centers to Research, Remedy, and Repair Education Injustices

Session Type: Symposium

Abstract

Participants will detail processes and impacts of educational technical assistance (TA) across four Centers funded by U.S. federal and state departments of education: a regional Equity Assistance Center focused on PK-12 race, sex, national origin, and religion integration; a national center that supports state personnel systems to prepare educators to serve students with disabilities; another national center seeking to end educational segregation of students with disabilities; and a state-center focused on eliminating disproportionate special education representation for students of Color. Each center’s authors will present a study or a theoretical/conceptual paper grounded in practice of how a collaborative equity-driven research and improvement partnership facilitated renewal of education systems to benefit youth who have experienced access, participation, and outcome injustices.

Sub Unit

• Division G - Social Context of Education / Division G - Section 5: Inquiry, Transformation, and Communities

Chair

• Kathleen A. King Thorius, Arizona State University

Papers

• Students’ Catalyzation of Districtwide Anti-Oppression Remedies: An Equity Assistance Partnership in a Midwestern Town - Kathleen A. King Thorius, Arizona State University

• Systems-level Responses to Systemic Inequities: Collaboration for Effective Educator Development, Accountability, and Reform - Erica D. McCray, University of Florida

• The Utility of the Guardians of Equity Process to Remedy Disproportionate Suspension Outcomes of Black Students - María G. Hernández, New York University; Reed Swier, New York University

• Equity via Technical Assistance Partnerships toward Rightful Presence for Dynamic Learners - Dawn Miller, University of Kansas; Karmen Clark, University of Kansas; Hollie Pettersson, University of Kansas; Sheila Wells-Moreaux, University of Kansas; Jeong Hoon Choi, University of Kansas

Discussant

• Elizabeth B. Kozleski, Stanford University