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Thriving in Context: Exploring Dimensions of Variation in Equity-Driven Partnership Research
Sun, April 12, 7:45 to 9:15am PDT (7:45 to 9:15am PDT), InterContinental Los Angeles Downtown, Floor: 5th Floor, Hancock Park WestSession Type: Symposium
Abstract
This symposium features three research-practice partnerships (RPPs)—from Maryland, California, and Florida—that investigate and disrupt systemic educational inequities. Composed of district leaders and academic researchers, these RPPs examine how organizational conditions, racialized and ableized structures, and local spatial histories shape access and opportunity for Black, Indigenous, multilingual, and disabled students. Each team will advance the dimensions of RPP (Farrell et al., 2021)—goals, composition, research approach, funding strategies—by contrasting these dimensions with critical, participatory, and spatially informed concepts stemming from their research (e.g., Henderson & Laman, 2019; Ko et al., 2021; Soja, 2013). These cases offer actionable insights into how context-responsive, equity-driven inquiry builds district capacity to foster inclusive, affirming, justice-oriented learning environments that support marginalized students’ thriving.
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Chair
Papers
Inclusion in an Anti-DEIA Time: Lessons Learned from a Partnership Using a Critical Inclusion Framework - Rachel Saperstein McClam, Johns Hopkins University; Alexandra Shelton, Johns Hopkins University; Rebecca A. Cruz, Johns Hopkins University; Lindi Shepard, Johns Hopkins University; Sarah A Caroleo, Brown University; Matthew L. Love, San Jose State University; Christina Davis, Montgomery County Public Schools
From Tinkering with Disability Proportions to Building Systems for Thriving: Leveraging Spatial Inquiry in RPPs - Alfredo J. Artiles, Stanford University; Allison Firestone, San Francisco Unified School District; Laticia Errie De Erving, San Francisco Unified School District; Mauricha Robinson, San Francisco Unified School District; Rebecca A. Cruz, Johns Hopkins University; Chris Lukinbeal, University of Arizona; Hari Subramonyam, Stanford University; Michelle Casas, Stanford University; Lavar Edmonds, Stanford University; Isun Malekghassemi, Johns Hopkins University; Yura Oh, Stanford University
Banned Words, Living Practice: Enacting Inclusion, Equity, and Systemic Transformation in a Time of Dread - Aydin Bal, University of Wisconsin - Madison; Dywayne Hinds, Pinellas County Schools; Keisha Albritton, Pinella County Schools; Dominque Dudley, Pinellas County Schools; Elizabeth Schrader, University of Wisconsin - Madison