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There are very few Black children in programs for gifted children when both historical and contemporary research indicate that such environments contain elements very similar to those described as advantageous for Black children. Presented here is an overview of the research regarding Black children’s learning styles, multiple intelligences, and cultural expectations around adult-child interactions and a comparison to characteristics of gifted (and potentially gifted) children. In addition, the evolution and refinement of the definition of giftedness is outlined along with the impact of those definitions on Black children. The identification, assessment, and testing processes used to place students in gifted programs are outlined along with policies (e.g., universal screening) and practices (e.g., more multicultural education and gifted education in teacher in-service and pre-service education) that can transform gifted programs into diverse and inclusive learning environments where gifted Black students learn, grow, and thrive. Finally, classroom practices that cultivate the genius and giftedness of Black children are presented – practices that give teachers an opportunity to add to their repertoire of strategies and pedagogy in order to increase their ability to create more inclusive learning environments that benefit all children in general and Black children in particular.

This chapter challenges the notion that Black males in science, technology, engineering, and mathematics (STEM) are missing from the discipline and proposes a model that presents underrepresentation as a function of Black males being both intentionally undiscovered and/or deliberately disconnected from particular academic disciplines. Our work offers a tangible and implementable yet aligned theory/method/exemplar for supporting the STEM genius of Black males through a hip-hop development (HHD) approach that aligns with a unique pedagogical method rooted in hip-hop culture.

In this chapter, we describe a hip-hop based science program as an intervention that combats STEM undiscovery and disconnectedness. We suggest that this program (through its theoretical and methodological roots) provides a set of practices that have the potential to bolster both academic content knowledge and knowledge of self. We argue that this program supports the development of the students' full socioemotional selves – which is a necessary prerequisite to pursuing academic content knowledge.

This paper aims to explore how one elementary school administrative team responded to their changing student populations to include Latin(x) within their black community. The responses included looping practices, relationship building with families and culturally relevant pedagogies. In particular, this paper considers how the three aspects of the change worked together toward the goal of providing its students with quality educational opportunities and enhancements.

The research presented here is part of a longitudinal (four-year) qualitative study where ethnographic approaches to data collection were adopted.

The four-year immersion in the values of culturally relevant pedagogy created a reciprocal growth in understanding among the teachers and the students of the black and Latin(x) populations, sustained the overarching ideas of deep family connections and contributed to asset-driven curriculum.

A national trend shows rapid changing demographics where Latin(x) families are moving into black neighborhoods and schools. This change in schools’ student populations finds educators facing new challenges in addressing the educational and cultural needs of two minoritized populations. This research adds to the existing scholarship by documenting how one school shifts their learning atmosphere to deeply engage students in culturally relevant pedagogies.

The purpose of this paper is to describe the practice of using student technology teams (STTs) offered at a high school within a 1:1 district.

This qualitative case study (Merriam, 1998, 2009) documents how an STT program functioned in 2015-2016 academic year.

Findings show the STT provided a rich and authentic learning opportunity for students interested in information technology. The district benefits greatly through both cost savings and personnel support related to its 1:1 initiative.

As there is no current research on K-12 STTs, this study serves as a foundation for a practice that is growing within schools.

A collaborative autoethnography (CAE) conducted by six Belizean educators in a US-based PhD program in Language, Literacy, and Culture Education and one of their faculty members is presented in a creative, dialogic format in this chapter. The group of educators embarked on this reflective self-study to explore how their programmatic language and literacy education knowledge was taken up, remixed, rejected, indigenized, or transformed into local Belizean pedagogies and curricula. Using CAE methods of narrative data generation and dialogic analysis and reflection, the educator-researchers examined the degree to which their program met the expectations of Tierney's (2018) global meaning making endeavor. They found that being vulnerable learners and building their own disciplinary confidence and competence enabled them to take up the new ideas they were encountering, and that new learning led to transformative shifts in their pedagogical philosophies that included culturally relevant and proactive pedagogies. They also innovated and remixed pedagogies in their teaching contexts while wobbling with how to create sustainable changes. This work indicates that Western, US-based universities and programs can, with intentional macro- and micro-curriculum design and ongoing critical reflection, facilitate cross-cultural, international language and literacy programs that enact decolonizing and emancipatory curricula and practices.

This paper aims to highlight a reconstructive lens on one white teacher’s critical approach to teaching literacy. This work equally highlights the importance of anti-racist approach to critical pedagogies centered on a humanizing ethic of cariño.

Drawing on portraiture and qualitative methods, this paper uses the reconstructive analysis of one white teacher’s efforts to disrupt white supremacy through critical pedagogies.

The author posits that Mr Hope was able to take on critical approaches to teaching literacy and design anti-racist pedagogies by honoring his students’ lived experiences. An ethic of cariño is embodied to design critical pedagogical choices and interactional moves that center the experience of immigrant-origin Latinx youth.

This study contributes to a growing body of literature on reconstructive discourse analysis. The author suggests that taking a “reconstructive” approach to discourse analysis requires that researchers move beyond a narrow focus on transcripts of classroom interaction. The author suggests that a reconstructive lens requires that focus is not solely placed on the interactional level of the transcript, but rather that interactional data be put in conversation with other data sources.

The author offers pedagogical implications for anti-racist teaching perspectives and offers key elements to critical pedagogies that engage Latinx students and center their experiential knowledge as a catalyst for curriculum design.

To date, few studies have explored how teachers of immigrant-origin Latinx students are intentionally resisting white supremacy and crafting anti-racist approaches to critical pedagogies.

Based on a series of thoughts, heavily influenced by the sun and rum, this paper attempts to synthesise a number of disparate influences including micro‐businesses in Barbados, marketing in rapid growth markets, mainstream texts, and creativity in marketing and in smaller firms. This journey is undertaken in order to seek inspiration for a theory of small firm marketing but questions are raised as to how far one all encompassing theory is either possible or desirable.