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The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy.

The essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research.

The literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples’ participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process.

Emphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people.

The connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.

Civic education in the US has historically centered the nation-state. This is often disempowering for marginalized students who exist outside the national narrative and political sphere.

This year-long ethnographic study considers what counts as civic education in the US Virgin Islands, a territory of the US. This paper draws on critical theory and critical pedagogy to understand ways teachers in a politically and culturally marginalized space can reimagine civic education. Classroom observations, interviews and curriculum content analysis are used as data.

The findings suggest that teachers centered the local by surfacing the unjust political relationship between the US and its territories and incorporating local history, civic engagement, resistance and culture to politically empower their students.

This research will contribute a deeper understanding of the possibilities for civic education to be empowering for those who are marginalized and often excluded from the national political arena.

This paper aims to consider the role of social media platforms as educational technologies given growing evidence of harms to democracy, society and individuals, particularly through logics of efficiency, racism, misogyny and surveillance inextricably designed into the architectural and algorithmic bones of social media. The paper aims to uncover downsides and drawbacks of for-profit social media, as well as consider the discriminatory design embedded within its blueprints.

The authors used a method of a technological audit, framed through the lenses of technoskepticism and discriminatory design, to consider the unintended downsides and consequences of Twitter and Instagram.

The authors provide evidence from a variety of sources to demonstrate that Instagram and Twitter’s intersection of technological design, systemic oppression, platform capitalism and algorithmic manipulation cause material harm to marginalized people and youth.

The authors contend that it is a conflict of professional ethics to treat social media as an educational technology that should be used by youth in educational settings. Thus, they suggest that future scholarship focus more on addressing methods of teaching about social media rather than teaching with social media.

The paper concludes with recommendations for educators who might work alongside young people to learn about social media while taking informed social actions for more just technological futures.

This paper fulfills an identified need to challenge the direction of the field of social media and education research. It is of use to education scholars, practitioners and policy makers.

Social media offers youth a virtual platform to build community and amplify underrepresented voices. Online spaces are often used to respond to societal issues and adopt various roles. This article aims to focus on Laura's case, spotlighting the intersection of online activism by a youth of Color, and social media literacies used to demonstrate civic engagement around contemporary social justice issues.

Through case study methods, the author examined how a youth of Color used social media to employ critical literacy practices as tools for civic engagement, advocating for social justice, and navigating the complexities of identity work in online spaces, spotlighting Laura, a self-identified Mexican and Ecuadorian Latine 18-year-old activist, to understand how social media shapes multimodal literacy practices, how youth build culture, engage in literacies and craft civic identities online.

Findings examine Laura’s social media literacies toward social justice activism, contributing to the understanding of youth activism, digital identity and civic engagement. Findings will also examine how Laura enacts online literacy practices related to her racialized identities, and how she engages in activism and civic participation related to social justice issues. These findings contribute to the understanding of youth activism, digital identity and civic engagement.

This paper focuses on Laura’s practices within the larger frame of politics, digital space and youth culture. Moreover, it also highlights the potential of youths' multifaceted social media literacies to redefine the educator's role by fostering youth identity and social justice literacies.

This article discusses the underlying teaching framework of relational cultural theory (RCT), as well as additional teaching practices used within a doctoral-level, interdisciplinary social studies course on critical social justice. Areas for future development are identified.

A research-engaged, conceptual report on practice was used to identify and integrate relevant scholarship for the purpose of formulating and analyzing teaching practices for this type of course, and to iteratively identify possible directions for future development.

RCT is a generative, underlying teaching framework for the interdisciplinary social study of critical social justice. Additional teaching practices including a community agreement to guide challenging discussions; participant-led presencing activities at the outset of classes; and, co-creation by participants of the content topics can be fruitfully embedded within RCT. Potential future development could include team-based, community-engaged, experiential term projects aimed at further deepening interdisciplinarity and civic engagement skills.

Practical guidance is provided on the use of RCT, community agreements, co-creation, presencing activities and Indigenous land acknowledgments or contemplations on Indigenous works.

RCT can be used across different educational levels or contexts. Practices of co-creation, presencing and contemplation of Indigenous works are receiving increased consideration in diverse contexts. However, conventional grading procedures can be inconsistent with critical social justice, suggesting the need for research-engaged policy review.

This article responds to recent scholarly calls for discussion of teaching practices in the interdisciplinary, social study of critical social justice in post-secondary education.

There is little to no empirical research on the phenomenon of ways in which the racism of whiteness transpires within the faculties and classrooms of US-based ALA-accredited library and information science (LIS) education programs. We do have scholars publishing meaningful work exploring diversity-equity-inclusion topics and initiatives to evolve the LIS discourse on these issues (Honma, 2005; Chancellor, 2019; De LaRosa et al., 2021; Gibson, 2019; Mehra et al., 2023; Colón-Aguirre et al., 2022; Hands, 2022). This research substantiates the conceptual research that exists by empirically exposing the ways in which the racism of whiteness functions at the interpersonal level of work culture in LIS programs (i.e. the academy) in the US.

Adapting Baima and Sude’s (2020) modified Delphi Method, a focus group of 13 BIPOC (Black, Indigenous, and People of Color) library and information science faculty members in the United States were recruited to participate in a one-time 60-min virtual Zoom session. Participants were engaged in three iterative rounds of reflective inquiry to reach a consensus of experience. The study design was embedded with critical race theory-based (CRT) ethnographic methods such as testimony (counterstorytelling), collective affirmation (shared narratives), and silence.

BIPOC LIS faculty (tenure-track and tenured) have similar ideas about whiteness and how it is operationalized as micro- and macro-aggressions in the LIS academic workplace, most significantly inside the classroom. The experience of whiteness was prevalent among all study participants in two areas: workplace meetings with faculty colleagues and classroom sessions (face-to-face and online) with students.

The findings offer empirical evidence to support the prolific conceptual literature in LIS discourse concerning ways in which critical race theory (CRT) interrogates LIS’s socio-professional injustices and inequities (e.g. Gibson et al., 2018; Stauffer, 2020; Leung and Lopez-McKnight, 2021; Jennings and Kinzer, 2022; Snow and Dunbar, 2022). There remains a dearth of empirical research that reports how whiteness is reproduced in the practices, knowledge, and resources that make up the ethos of the LIS faculty meeting and classroom. Documenting the testimonies of BIPOC LIS faculty solidifies the existence of whiteness as a toxic reality in the LIS academy.

The importance of socially just leadership has been increasingly acknowledged in recent years as integral for tackling issues of disadvantage and inequality across education and schooling systems. However, there are still remaining questions about what these leadership practices look like in the everyday work of school leaders. This chapter draws on a research project to embed Indigenous perspectives in schools as an example of socially just leadership. The links between Indigenous communities and schools are a key focus area for improving educational outcomes for Indigenous students. This project sought to bring Indigenous community members into classrooms in six schools in New South Wales, Australia. Community members were recruited to work with teachers as co-constructors of learning activities that explicitly value and work with Indigenous perspectives. This chapter outlines the positive outcomes from this project as well as challenges faced by schools, teachers, principals, and community members as part of this culturally responsive work. The practices of community members, teachers, and principals are theorized using the notion of culturally responsive leadership. The chapter argues for an approach to leadership that is grounded in culturally responsive understandings to improve the educational outcomes and opportunities for Indigenous students and the cultural understanding and awareness of non-Indigenous students, to better promote reconciliation. This chapter provides a concrete example of powerful leadership practices that are working towards equity and social justice for their schools and communities. While the cases are specifically from the Australian context, they are relevant for a variety of schooling contexts and leadership practices.

This chapter underscores the increasing importance of diversity, equity, inclusion, and justice (DEIJ) education in business schools, citing societal disparities, corporate commitments, and social movements. The Association to Advance Collegiate Schools of Business (AACSB) emphasizes the role of diverse representation in faculty, staff, and curriculum to inspire learners and foster diverse leadership in business. The call for integrated DEIJ throughout the business curriculum is not new, and the text suggests introducing these topics through a stand-alone foundational course. It acknowledges the challenges of curricular changes and recommends democratic processes for effective implementation. This chapter encourages exploring the impact of biases in artificial intelligence (AI) and suggests incorporating discussions on AI tools like ChatGPT as educational opportunities to address biases within the context of business and society.

Although a significant share of undergraduates, first-generation college students (FGCS) remain difficult to characterize. Consequently, academic libraries are challenged to identify the services most important to FGCS. This study measured the perceived importance of and satisfaction with library services among undergraduate students at an R1 land-grant university. The study further compared FGCS’s perceptions of library services with those of their non-first generation peers.

The authors measured importance and satisfaction using the Measuring Information Services Outcomes (“MISO”) Survey. They further analyzed responses according to first-generation status. The authors then compared mean scores and used the Wilcoxon rank-sum test to find statistical differences in perceived importance and satisfaction between first-generation and non-first-generation respondents.

The difference between first-generation and non-first-generation student responses was statistically significant for 35% of library services. FGCS rated library services higher than their non-first-generation peers for both importance and satisfaction. FGCS perceived library services related to physical spaces and access/discovery as most important. Library services that provide student support or access to technology showed strong evidence of difference between first-generation and non-first-generation student responses. The authors also determined the MISO Survey is a measure for assessing FGCS perceptions of library services.

This study adds quantitative evidence to research on FGCS and academic libraries, further demonstrating the importance of library services to FGCS.