Transformational Spaces: Marginalized School Communities’ Projects of Resistance

• In Event: Roundtable Session 66

Session Submission Type: Roundtable Session

Abstract

This session illuminates ways in which students and communities engage in contested spaces and projects of transformational resistance (i.e., actions informed by an awareness of oppressive conditions and motivated by social justice, Solórzano & Delgado Bernal, 2001). Each paper sheds light on educational inequalities and ways in which individuals and community groups make meaning of inequalities and strategically organize projects of resistance for social justice in education. They also highlight meanings and transformative possibilities of different spaces of education including schools and school districts, classrooms, a college campus, and community organizations. This session contributes toward the growth of critical education scholarship that privileges the voices of historically marginalized individuals and communities (Stovall, 2006; Ladson-Billings & Tate, 1995).

Sub Unit

• Division G - Social Context of Education / Section 4: Social Context of Educational Policy, Politics, and Praxis

Chair

• Daniel Gilbert Solorzano, University of California - Los Angeles

Papers

• Asymmetrical Equity: Reconciling Cultural Relevance With School Finance to Serve Students of Color - Kip Austin Hinton, The University of Texas - Brownsville

• Mapping College Opportunity: Inequalities and Community Assets in Post-Katrina New Orleans - OiYan A. Poon, Loyola University Chicago

• Convergent Meanings of Race and Space: The Spatial Duality of Higher Education for Asian American Students - Michelle Samura, Chapman University

• Mapping for Social Change: Exploring the Use of Geographic Information Systems for Community-Based Organizing With Latina Immigrant Mothers - Veronica Nelly Velez, University of California - Los Angeles