Abolition Democracy: Beyond Empire, Prisons, and Torture

, 99

Absolute right to exclude

, 24–25, 29

Academic engagement

, 5–6, 69

Accountability

, 52

Achievement gap

, 47

for ELs

, 18

Advocacy for resources for inclusion

, 188

Affective engagement

, 6, 69

Agape

, 285

Agents of hope

, 275, 283–284

historical

, 275–287

America Is In The Heart (1973)

, 253–254

American education system

, 10

American Sign Language (ASL)

, 139

Anti-Black racism in schools

, 262, 264, 269

critical self-reflection through autoethnographies

, 265–267

naming anti-black suffering through poetic performances

, 267–269

Anti-Blackness

, 262

Anti-Terrorism Act of 2020

, 244

Anti-Terrorism Council (ATC)

, 244

Antiracism

, 66–67

Antiracist

, 65–66

Araw na Lubhang Mapanglaw

, 246, 248

Arborescent conversation, dangers of

, 148

Are Prisons Obsolete? (Davis)

, 96

Assessment

, 72–73

Assimilation

, 28, 197–198

ideologies

, 66–67

Assimilationist

, 65–66

Authentic engagement with parent and families

, 89–90

Autoethnographies, critical self-reflection through

, 265–267

Autonomous sense of belonging

, 51

Awareness

, 92

Bad hombres

, 96

Banking concept of education

, 31–32

Banking model

, 63–64

Basic Education Sector Reform Agenda (BESRA)

, 219

Battle of Mendiola

, 248

Behavioral engagement

, 69

Billionaire education “reformers”

, 104–105

Black, Indigenous, and other People of Color (BIPOC)

, 12

Black body

, 202–203

Black Critical Theory (BlackCrit)

, 83

Black people

, 177

Black Prisoners Caucus (BPC)

, 100–101

Black students

, 10, 79–80, 262–263

minding the margins

, 88–90

scholar voices

, 80–82

social marginalization of black students

, 82–88

Blackness

, 262

Bootstraps Myth, The

, 62

California Department of Education

, 21

Catholic Bishops’ Conference of the Philippines (CBCP)

, 214

Centering students

, 120

Central Intelligence Agency (CIA)

, 268–269

Child(hood)

exclusions

, 160

experiences

, 164

impacts on

, 159–160

needs during placement

, 159

outcomes

, 160

Co-taught courses

, 175

Co-teaching

as program implementation

, 175–176

for systems change

, 178–179

Coalition building for and commitment to antiracism

, 187

Cogenerative dialogue

, 178–179

Cognitive engagement

, 6, 69

Cognitive rigor

, 53–54

Collaboration

, 121

Colonizing pedagogy

, 31–33

Community

, 279–280

building

, 92

engagement

, 106–107

Concientizaçao

, 50–53

Conditions

, 181

Content

, 70

Contextualization

, 227–229

Core Commitments of Culturally Responsive Inclusive Approach

, 120

Courses

, 181

COVID-19 pandemic

, 2

Criminals

, 96–97

Critical consciousness of multiple identities

, 186–187

Critical determination

, 50–51

Critical narrative inquiry

, 179–180

Critical pedagogy theories

, 50–51

Critical race theory (CRT)

, 25–26

Critical theory

, 244

Critically examining beliefs

, 140

Critically reflective practices

, 67–69

Cultural competence

, 92

Cultural diversity

, 214

Cultural interface

, 199–200

Cultural politics

, 249

Cultural racism

, 36

Cultural safety

, 201

Cultural work for teachers

, 246–249

Cultural workers

, 245–246

Culturally appropriate curriculum for indigenous learners

, 223–230

historical context

, 223–224

IPEd curriculum

, 224–225

policy formulation for curriculum contextualization and pedagogy for IPEd

, 225–230

Culturally responsive approach to inclusive education

, 113

Culturally responsive inclusion framework

, 118–119, 124

Culturally responsive inclusive education, connections, intersections, and call for

, 116–118

Culturally responsive pedagogy (CRP)

, 71, 113, 115–116

Culturally responsive teaching (CRT)

, 254

Culturally sustaining pedagogy (CSP)

, 71, 144

Culture of Poverty Myth, The

, 62

Curricular justice

, 252–253

Curriculum

, 70

contextualization

, 227–229

indigenization

, 227

Dalawang Bayani ng Bansa

, 253–254

Dark money

, 45

Deficit ideologies

, 66–67

Deficit thinking

, 76

Dehumanization. See also Humanization

, 278

Delinquents

, 96–97

Democracy

, 106–107

Democracy and Education

, 106

DepEd

, 219–220, 234

Desegregation through intersectional praxis

, 176–178

Determination

, 50–51

Dialogic consciousness

, 136

Dialogic praxis as teaching

, 186

Dialogue

, 177–178

Differentiated design

, 135–136, 138–139

Differentiated Instruction (DI)

, 114–117

Dis/ability

, 156, 165–166

studies

, 113, 116, 137

Disability studies in education (DSE)

, 117

to a DisCrit lens for learning

, 117–118

Disarticulation of knowledge

, 30

Discourses in teaching ELs

, 22

DisCrit

, 113, 116, 137, 160–161

Dislodging

, 30

Divide and conquer

, 262

DO32

, 226–227

DO50

, 235

DO61

, 225–226

DO62

, 219, 223–224, 235

Doctorate program

, 281

Dominant narrative

, 144

Dropouts

, 96–97

Dual credential programs

, 174

Dual language instruction

, 27

Due recognition

, 22

Economics of policy making

education from wider perspective

, 44–46

equitable policies

, 50–54

policy environment of education

, 48–50

wealth gap affects frontlines of education

, 47–48

Educability Myth, The

, 62

Educating for Insurgency: The Roles of Young People in Schools of Poverty (2014)

, 54

Education(al)

, 2, 79, 88, 106–107, 212, 280–281

experiences of ELs

, 20

experiences of First Nations peoples in Australia

, 195–196

reform

, 44

from wider perspective

, 44–46

Educators

, 3, 12, 18, 60–61, 65–66, 89, 148, 157, 169, 203–204

significance to

, 73–74, 204–205

Elementary and Secondary Education Act (ESEA)

, 49

Emotional engagement

, 69

Encouragement

, 53

Engagement

, 5–6, 69

English as second language learners (ESLs)

, 20

English Language Arts (ELA)

, 3, 18

English language learners (ELLs)

, 4, 19, 139

English Language Proficiency Assessment of California (ELPAC)

, 28–29

English learners (ELs)

, 9–10, 18, 34

addressing needs of

, 23–24

critical reimagining in working with

, 37–38

educational experiences of

, 20

history matters in addressing needs of

, 26–28

language development and academic achievement

, 19

reading the word and world mindset in teaching

, 29–31

and understanding racialized world

, 21–23

viewing English language as property

, 28–29

Episcopal Commission on Indigenous Peoples (ECIP)

, 214

Equality

, 135–136

dangers of arborescent conversation

, 148

dialogue

, 138–146

educators

, 148

framework explanation

, 136–138

theories

, 138

Equitable pedagogies

, 22

Equitable policies

, 50–54

forming foundation

, 50–51

research builds frame of real and applicable solutions

, 51–53

sealing deal on frontlines in classroom

, 53–54

Equitable programs

, 146

Equity

, 18, 48, 138

influences student engagement

, 6–9

Eros

, 285

Ethnic minority

, 156

Ethos

, 136–138

Eurocentric education

, 197–198

Every Student Succeeds Act (ESSA)

, 49

Evildoers

, 96

Exclusions

, 80, 160

of First Nations Boys

, 202–203

Failures

, 96–97

Fight for black life

, 262

First Nations boys

, 193–194

assimilation and Eurocentric education

, 197–198

educational experiences of First Nations peoples in Australia

, 195–196

educators

, 203–204

First Nations children’s experiences of contemporary schooling

, 201–202

First Native Educational Institution

, 196

integration to self-determination

, 198–199

policy, hegemony, and cultural interface

, 199–200

protectionism and segregation

, 196–197

suspensions, exclusions, and incarceration of First Nations Boys

, 202–203

First Quarter Storm

, 248

Foster care experience

, 164–165

Foster placement

, 156

Foundational dynamics of IPEd

, 227–229

Funding inequities

, 63

Funds of knowledge

, 70, 73

Goals-Activity Matrix Education Plan (GAME Plan)

, 121

Gramsci’s Theory on Hegemony (1971)

, 194, 200

Hampton University

, 78

Hegemony

, 199–200

of normalcy

, 144

Hidden curriculum

, 103–104, 140

Higher education. See also Inclusive education

, 156

History matters

, 22

Hope

, 273–275, 283

Hopeless realities

, 274

Hopelessness

, 283

Horizontal violence

, 265–266, 278

Human dignity over labels, research terminology, and jargon

, 187

Humanization

, 285–286

through critical literacy

, 264–269

framing education for

, 263–264

Humble reflection

, 52

Identity

, 163

Ideological clarity

, 66–67

Incarceration of First Nations Boys

, 202–203

Inclusion

, 116

Inclusive context for learning

, 121–122

Inclusive education

, 113–116

in K to 12 basic education reform

, 215–216

tools and systems for

, 114–115

Inclusive pedagogy

, 9

framework for

, 118–124

Inclusive teaching. See also Teaching

, 111–112

connections, intersections, and call for culturally responsive inclusive education

, 116–118

culturally responsive pedagogy

, 113–116

disabilities studies

, 113–116

discrit

, 113–116

inclusive education

, 113–116

review of literature

, 112–113

subjectivity

, 112

unit planning tool for culturally responsive approach to inclusive instruction

, 124–128

Indigenization

, 227–229

Indigenous cultural communities (ICCs)

, 213

Indigenous Knowledge Systems and Practices (IKSPs)

, 214, 223–224

Indigenous Learning Systems (ILS)

, 218, 223

Indigenous peoples (IPs)

, 213

marginalization of indigenous peoples in Philippines

, 213–214

Indigenous peoples education (IPEd)

, 214

capacity building and two-pronged policy directions on teacher development

, 234–236

conversations in search of solutions

, 233–236

culturally appropriate curriculum for indigenous learners

, 223–230

dialogue and participatory policy formulation

, 219

going distance to nurture teachers for

, 230–236

historical challenges

, 230–233

historical context

, 217–219

inclusive education in K to 12 basic education reform

, 215–216

marginalization of indigenous peoples in Philippines

, 213–214

narrative inquiry

, 216–217

policies developed to enable affirmative government actions for

, 220–223

traversing education policy gaps with inclusive actions for

, 217–223

Indigenous Peoples’ Rights Act of 1997

, 214

Individual Faults Myth, The

, 62

Individual racism

, 26

Individuality

, 25–26

Individualized Education Plan (IEP)

, 121

Quick Glance Plan

, 121

Individuals with Disabilities Education Improvement Act (IDEIA)

, 112

Ineffective instruction

, 63–65

Inequity

, 209

with inclusion, justice, and hope

, 8–9

Information processing

, 93

Inquiring techniques

, 53

Inside-out course

, 101–106

Inside-Out Prison Exchange program

, 10–11, 101

Institutional racism

, 26

Instructional methods

, 71–72

Integration to self-determination

, 198–199

Intergenerational trauma

, 199

International Fund for Agricultural Development (IFAD)

, 214

Intersectional agility

, 175

analysis

, 181–185

co-teaching as program implementation

, 175–176

co-teaching for systems change

, 178–179

desegregation through intersectional praxis

, 176–178

findings

, 185–188

implications

, 188

methodology

, 179–188

Intersectional formative childhood experiences

educators

, 169

impacts on child

, 159–160

implications

, 169

literature review

, 157–158

Lucy

, 161–163

marginalization

, 156–157

need for understanding

, 157

prismatic phenomenology

, 161

problem

, 156–157

profile of child

, 157–158

theoretical framework

, 160–161

trauma

, 158

Intersectionality

, 163, 177, 182

Justice matters

, 22

Juvenile justice system, teaching inside

, 101–106

K-12

schooling experiences

, 166–167

students

, 53

Kindergarten achievement gaps

, 47–48

Know, understand and do (“KUDs”)

, 115

Knowledge of Self

, 263–264

Labor

, 64–65

Lakas and the Makibaka Hotel

, 253–254

Language

, 9–10, 19

matters

, 22

as property

, 28–29

for situated cultural action, social interaction, and meaning-making

, 19–21

Leadership

, 287

Learned helplessness

, 165

Learning

, 3, 5–6

through crisis

, 99–101

language

, 22

partnerships

, 93

Learning Statements and Educational Stance

, 120

Legitimate knowledge

, 64–65

Lesson planning

, 114–115

Limited-English proficient (LEP)

, 20

Linguistic diversity

, 214

Localization

, 227–229

Logos

, 137

Long-term English learners (LTELs)

, 20

Lucy

, 161–163

childhood experiences

, 164

college

, 167–169

dis/ability

, 165–166

foster care experience

, 164–165

identity

, 163

K-12 schooling experiences

, 166–167

story

, 163–169

Macroeconomics

, 44

Marginalization

, 96, 156–157

of indigenous peoples in Philippines

, 213–214

of students

, 140

Marginalized students

, 2–3

equity influences student engagement

, 6–9

learning

, 3

learning, motivation, and engagement

, 5–6

margins

, 4–5

Margins

, 4–5

Martial law

, 246–249

conversation

, 249–250

few resources for courageous teaching

, 252–254

influenced my critical thinking with regards to

, 250–251

making sense

, 251–252

Meaning-making

, 251–252

Mechanical uniformity

, 63–64

Mendiola

, 246, 248

Mentorship as act of humanization

, 286–287

Meritocracy

, 66–67

myths

, 25–26

Mind(ing) the margins

, 2, 9, 13, 88, 90, 144

authentic engagement with parent and families

, 89–90

connecting with care

, 88–89

opening academic doors of opportunity

, 89

Minority

, 156

Miseducation

, 20

Misrecognition

, 22

Modeling

, 53

Mother-to-infant adrenocortical transmission

, 61–62

Motivation

, 5–6, 33

Multicultural education

, 116

Myths about poverty

, 62

Nakata’s Indigenous Standpoint Theory (2007)

, 194

Naming

, 163

anti-black suffering through poetic performances

, 267–269

Narrative inquiry

, 216–217

National Council on Disability (NCD)

, 113

National IPEd Policy Framework

, 219–220, 224

Naturalization Act (1790)

, 23–24

New South Wales (NSW)

, 196

No Child Left Behind (NCLB)

, 49

Non-English speaking (NES)

, 20

Non-Indigenous educators

, 204

Nongovernment organizations (NGOs)

, 221–222

Nonrecognition

, 22

Objectivity

, 31

“One-size-fits-all” system

, 218

Oppression

, 62, 66, 81–82, 277–278

Oppressor

, 278

Outsiders, The

, 62–63, 65

Parent involvement

, 86–87

Parent–Teacher Association

, 87

Parramatta “Native Institution”

, 196

Pathos

, 137

Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (1998a)

, 253

Pedagogy of Hope

, 274

Perceptions about parents and families

, 86–88

Phileo

, 285

Philosophy and purposes of IPEd

, 227–229

Phonology

, 19

Planning for consistency, improvement, and sustainability

, 184–185

Policy

, 199–200

environment of education

, 48–50

formulation for curriculum contextualization and pedagogy for IPEd

, 225–230

Politics of Education: A Critical Introduction, The

, 252

Poverty

, 10, 59–60

effects on children

, 47

myths about

, 62

statistical data on poverty in United States

, 61–62

systems of oppression and manifestations of class in schooling

, 62–66

teaching models for children experiencing poverty

, 69–73

Power

, 200, 281–282

Power of Money and Other Stories, The (1990)

, 253–254

Pragmatics

, 19

Praxis

, 177–178

PreK-16 educators

, 2

Prismatic inquiry

, 136–137

Prismatic phenomenology

, 156, 161

Prismatic theory

, 136, 160–161

Prison

, 96

abolition

, 108

abolitionists

, 98

Privilege

, 281–282

Productive struggle

, 53

Professional learning communities

, 140

Program Support Fund (PSF)

, 219

Protectionism

, 196–197

Public schooling in United States

, 111–112

Questioning labels

, 139

Race

, 9–10, 19, 23, 25–26

in America

, 23–24

matters

, 9–10, 19, 22

Racial socialization

, 26

Racialized practices

, 193–194

Racism

, 25–26, 65–66, 199–200

Racist

, 65–66

Relationships

, 73

Report of the Parliamentary Select Committee on Aboriginal Tribes 1837 (RPSCAT)

, 195

Reproduction

, 64

Research-based knowledge

, 2

Resistance to historical marginalization

, 187–188

Restorative justice

, 108

Retributive justice

, 103

Revolution

, 284–285

Right of use and enjoyment

, 24–25, 29

Right to reputation and status property

, 24–25, 29

Rights of disposition

, 24–25, 29

Scholar(s)

in disability studies

, 174

voices

, 80–82

School(ing)

, 88, 96–97, 177, 262

funding inequities

, 63

ineffective instruction

, 63–65

institutions

, 4–5

and prisons on the margins

, 98–99

racism

, 65–66

systems of oppression and manifestations of class in

, 62–66

Scott-Hall Segregated School

, 196–197

Segregation

, 174, 196–197

forms

, 174–175

of students

, 113

Segregationist

, 65–66

Self-determination

, 50–51, 199–200, 263–264

Self-efficacy

, 54

Self-hate

, 262

Semantics

, 19

Shame of a Nation, The

, 47

Sharing instruction

, 183

Skepticism of separation of learner groups

, 187

Smarter Balanced Assessment Consortium (SBAC)

, 4, 18

Social capital

, 64

Social engagement

, 5–6, 69

Social exclusion

, 82

Social functions of knowledge

, 140

Social justice

, 282–283

critically reflective practices

, 67–69

foundations of growth for social justice educators

, 66–69

ideological clarity

, 66–67

pedagogy

, 10

Social marginalization of black students

, 82–88

compliance for sake of control

, 82–83

limited course offerings

, 83–86

perceptions about parents and families

, 86–88

Socialism and Man in Cuba

, 285

Socially and culturally situated classroom

, 245–246

Socially and culturally situated context

, 19

Socioeconomic status (SES)

, 157

Sociopolitical consciousness

, 93

Solidarity

, 263–264

Souls of Black Folks, The

, 79–80

Storge

, 285

Strategic co-teaching

, 179

Strategies

, 181

Structural inequality

, 199–200

Structural racism

, 26

Student engagement

, 5

equity influences

, 6–9

Student(s)

of color

, 4

with disabilities

, 4

needs of

, 146

voice

, 140

Stupidification

, 30

Subjectivity

, 31, 112, 136, 138

Suboppression

, 262

Suspensions of First Nations Boys

, 202–203

Syntax

, 19

Systematic marginalization

, 113

Systems and Tools

, 120, 122, 124

Talented Tenth, The

, 81

Tame problems

, 136

Teacher(s)

as agents for black life

, 270–271

as cultural workers

, 244

education programs

, 174

of ELs

, 37–38

in prison

, 99–101

recognition and utility of teacher positionality and power

, 187

reflection

, 178–179

in socially and culturally situated classroom

, 245–246

Teachers as Cultural Workers: Letters to Those Who Dare to Teach

, 246

Teaching. See also Co-teaching

, 2, 99, 101, 263–264, 287

analyzing assessment

, 72–73

analyzing content and curriculum

, 70

analyzing instructional methods

, 71–72

analyzing relationships

, 73

inside juvenile justice system

, 101–106

models for children experiencing poverty

, 69–73

on student learning

, 9–10

Tensions

, 174, 176, 181

Theory and Resistance in Education (2001)

, 252–253

Third space

, 276

Thought leaders

, 104–105

TLC Public Charter School

, 118

Training facilities for Black children

, 79–80

Translanguaging

, 37–38

Trauma

, 158

True equity

, 7–9

framework

, 287

True generosity

, 278–279

True love

, 285

Trusted parent

, 156

Two-tiered system

, 86

Unit planning tool for culturally responsive approach to inclusive instruction

, 124–128

Unit pre-planning

, 126–127

United States

public schooling in

, 111–112

statistical data on poverty in

, 61–62

Universal design

, 135–136, 138

Universal Design for Learning (UDL)

, 114–117, 138

University Belt

, 250

University of California at Los Angeles (UCLA)

, 78, 90

University of the Philippines (UP)

, 244

Center for Integrative and Development Studies

, 244

Unsettling Education

, 102–103

Voice from the South (1892)

, 80

War on poverty

, 49

Wealth gap affects frontlines of education

, 47–48

Whiteness

, 23–24

as property

, 24–25, 28

Wicked problems

, 136

Willpower

, 283

Work and Financial Plans (WFPs)

, 221–222

Youth of color

, 158