Index
ISBN: 978-1-78350-461-9, eISBN: 978-1-78350-462-6
ISSN: 1479-358X
Publication date: 12 September 2017
This content is currently only available as a PDF
Citation
(2017), "Index", The Power of Resistance (Advances in Education in Diverse Communities, Vol. 12), Emerald Publishing Limited, Leeds, pp. 465-487. https://doi.org/10.1108/S1479-358X20140000012002
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
Academic achievement of Latino immigrant adolescents
, 266
CILS
, 268
limitations
, 282
literature review
, 268–272
methods
, 272–276
negative school factors
, 266–267, 281–282
results
, 277–281
school-based socialization experiences
, 267–268
Accelerated Learning Program (ALP)
, 247–248, 254
“Acceptable Chinese” in Oakville
, 92
Acculturation
, 93, 269
Achievement gap
, 24, 313
Activism
, 341
collective
, 341
early homophile
, 147
media and
, 116–119
student
, 344, 353–358
university
, 348–351
youth
, 197
see also Activist; Political activism
Activist
, 130, 196
identities
, 212–214
student organization
, 203
see also Youth activists
Adolescent development
, 269
Africa, LGBT population in
, 160
African American women
, 410
see also Black Americans
Agency
, 11, 210, 233, 356
Ahmadinejad
, 368, 370
Al Jazeera English
, 119, 120, 124, 128, 129, 131
Al-Azhar University
, 299, 300, 347
al-Nashar, Mohamed
, 349
al-Sisi, Abdel Fattah
, 352
Alternative Education System (AES)
, 247
Alternative media
, 105, 117
America
CRT in
, 115
LGBT rights movement
, 154–155
understanding racial inequality in
, 108–109
“American Dream”
, 32, 106–108
American high school diploma
, 68–69
American law enforcement
, 110
American School Counselor Association (ASCA)
, 229
American University in Cairo (AUC)
, 349
Analytical framework
, 197, 273–274, 374
Analytical strategies
, 275–276
Anglo-Egyptian condominium rule
, 245
Anglo-normative behavioral policies
, 234
Anthropology
, 83
Anti-Black racism
, 104
Anti-Defamation League (ADL)
, 328
Anti-war movements
, 147
Antiblackness
, 104
Anticipation phase
, 39–41
April 6 Movement
, 340, 349
Arab education systems
, 62–63
Arab nationalism
, 60, 63, 72
Arab Spring
, 70, 340
Arab uprisings. See Arab Spring
Arab-Israeli peace process
, 64–65
Arabic
, 62
in Egypt
, 299
language
, 61, 65–66, 68
and national educational discourse of Sudan
, 246
Arc of School Year
, 444
Aryan Nations
, 154
Asian American community
, 194
Asian Americans United (AAU)
, 214n1
Asian Development Bank (ADB)
, 172
Asian immigrant
, 81–82
youth
, 202, 204
Asian immigrant students
, 193
identities
, 199–200
Asian Student Association of Philadelphia (ASAP)
, 195–196
ASSET Bill
, 447
Assimilation
, 93, 94, 222
Association for Freedom of Thought and Expression
, 349
Attachment theories
, 253
Australia
formal literacy
, 392
humanitarian immigrants
, 384
participation in PISA
, 30
percentages of self-identified LGB adults
, 161
study of refugee youth in
, 390
study of Sudanese refugees in
, 385
Authentic use of language
, 209–210
Authoritarian structured universities, challenges of
, 346–348
Bandura
, 35–36
Beach Boys
, 149
Beat poets
, 148
Beliefs
, 32
beliefs
, 45
capacity of
, 33–34
see also Teacher beliefs
Bell, Derrick
, 115
Between-level model
, 276
“Big 6”
, 117, 131, 136
Bilateral international organizations
, 65–66
Black adolescents
, 316
Black Americans
, 235, 411
Black feminism
, 233, 415
Black feminist
, 236
scholars
, 417
Black girls
, 227
black females and hip hop culture
, 232–234
black girls muted in school
, 228
data on Black girls suspension rates
, 227–228
reconsidering, recalibrating, and reclaimála hip hop
, 236
Black Lives Matter Movement (BLM Movement)
, 100, 104–105, 122
American law enforcement
, 110
anti-Black racism
, 104
context and significance
, 116–119
data and methods
, 119–121
discussion
, 130–135
inequality and elusive nature of American dream
, 106–108
mainstream media outlets
, 101
racial inequality and resistance in BLM coverage
, 124–130
social media
, 106–107
source and time differences in article returns
, 122–124
theoretical frameworks
, 113–116
understanding lived experience of inequality
, 111–112
understanding racial inequality in America
, 108–109
whiteness
, 102–103
Black mothering
, 412
othermothering
, 413–414
resistance and self-definition
, 414–415
Black students
, 314
criminogenic framing of
, 226–227
Black women artists
, 233
Black youth
, 225
Blackness
, 225
“Blocked opportunity” framework
, 313
Boat People SOS (BPSOS)
, 201
Boolean operators
, 121
“Bootstrap theory”
, 80
Bourdieu, Pierre
, 38, 78–79, 95
Boys
, 61, 244, 245, 247, 249, 400
in armed groups
, 253
disadvantaged life situations
, 252
effect of playing sport
, 400
primary education programs
, 247
pseudonyms
, 247
Bracey, Christopher Alan
, 110
“Bridging Social Capital”
, 210–212
Brown, Michael
, 110, 127, 131
Brown v. Board of Education
, 103, 115
“Built spaces”
, 390
Bureaucracy
, 64, 192
see also Resisting hegemony of school bureaucracy
“Butch lesbians”
, 144
Cairo University
, 346, 349, 358n7, 359n10
Camp David Accords
, 64
Campaign for Southern Equality v. Mississippi Department of Human Services
, 157
Capacity of beliefs
, 33–34
Capital
, 203, 210–211, 218–219, 391, 393
church and faith-based groups
, 393–399
sport
, 399–401
see also Cultural capital
Carlisle Indian Industrial School
, 224
Central Agency for Public Mobilization and Statistics (CAPMAS)
, 183
Centre for British Teaching (CfBT)
, 173–174
Charter school
, 201, 430, 437, 442
Charting identities
, 203, 218–219
Chatham House MENA program
, 179
Chi-square test statistics
, 276
Chicago African American mothers’ power of resistance
beauty of brown skin and other qualities
, 420–422
black feminist scholars
, 417
black mothering
, 412–415
community and policy implications
, 423–425
institution of motherhood as contested site of resistance
, 418–420
lived experiences of African American women living in Englewood
, 410
lives of African American women
, 411
South Chicago Black Mothers’ Resiliency Project
, 415–417
stereotypes and images of beauty with African American women
, 412
“Child soldiers”
, 248, 251, 257, 258
Children
, 245
Children Associated with Armed Forces and Groups (CAAFG)
, 244–245
Children of Immigrants Longitudinal Study (CILS)
, 268, 269, 272–273
China
, 20, 84
“Chinese American”, fluidity of discourse of
, 79–80
Chinese and dynamics of social reproduction
, 89–91
immigrant experience
, 86–89
Chinese immigrants
, 78
global flows of Chinese immigrants encountering racial and class discourses
, 79–83
Chineseness
, 78, 89, 93
dynamics and social reproduction of Chineseness in global context
, 82–83
Christian schools
, 69, 299
Christianity
, 370, 377
Church based groups
, 393–399
Citizenship
, 102–104, 342, 346, 353
Egyptian
, 340
rights
, 116, 134
City planning
, 410
Civic engagement
, 103
backbone of strong economies
, 293–294
educational disparity
, 299–302
gender disparity
, 302–305
map of Egypt
, 293
poverty
, 294–295
social immobility
, 305–308
social injustice
, 292–293
unemployment
, 295–299
Civil Rights
, 103, 147
Class reproduction, struggles of
, 91–93
Classroom activities
, 438–439
Clinton, Bill
, 109, 146, 155
“Closed District Ordinance”
, 245
Coates, Ta-Nehisi
, 111
Coding Tree
, 436
Cognitive frames
, 114
Collective activism
, 341
Collectivist-oriented societies
, 253
Colonial schooling, legacy of
, 223
Colonialism/colonizers/neocolonialism
, 61, 62, 65, 225
Colorblindness
, 103–104
Communications Act (1934)
, 116
Communism/communist
, 146
Community
, 423–425
building
, 456
connectedness
, 397
struggles
, 193–194
Community-based Participatory Action Research (CBPAR)
, 415, 416
Comparative fit index (CFI)
, 276
Comprehensive Peace Agreement (CPA)
, 246
Compromised Peace Agreement (CPA2)
, 246
Compulsory primary education program
, 299
Computer-mediated technologies
, 105
Conceptualization
of identity
, 198
of justice
, 223
Conspiracy theory
, 65–66
Constructivism/constructivist
, 113
beliefs about teaching
, 37
constructivist-style teaching
, 37
social
, 113–115
Contextualizing Stonewall legacy
, 157–160
“Controlling images” of African American women
, 411–412
Counseling theories
, 230
“Crack” cocaine
, 109
Cradle-to-prison pipeline
, 228
Criminal justice system
, 108, 109, 222, 236
Criminogenic framing of black students
, 226–227
Critical Civic Inquiry (CCI)
, 434–435
Critical consciousness
, 197, 205, 431, 432
Critical discourse analysis (CDA)
, 10–11
Critical literacy
, 197
Critical race theory (CRT)
, 115–116
Criticism of Bourdieu’s concepts of capital
, 392
Cultural capital
, 211, 312, 391–393
dominant forms
, 334
nondominant
, 333
role of
, 314–317
see also Capital
Cultural/culture
, 78–79
context
, 373
discrepancy
, 93
empowered school counselors
, 230–232
in global contexts
, 222
landscapes
, 410
mainstreamers
, 332
norms of patriarchy dictate
, 304
practices
, 259–260
straddlers
, 332
wars
, 112
Curriculum-based test
, 300
Data collection
, 41–42, 435
Data organization
, 42
Data sources and analysis
, 435–437
Daughters of Bilitis (DOB)
, 147
December 3, 2009 incident
, 194–195
Decentralization, education
, 66–70
Deficit lens
, 46
Deficit-oriented approach to education
, 432
“Dehumanizing”
, 445
Demobilization
, 251
demobilized child soldiers
, 251
and education
, 251–252
social and economic disadvantages
, 252–255
Democracy
, 62, 68, 81, 117, 342, 345
Democratic societies
, 341
Department of Immigration and Citizenship (DIAC)
, 384
Dependent variable
, 274
Descriptive statistics
, 277, 278
Desegregation
, 224, 312, 316, 318
Designing Spaces of Hope (De. SH)
, 422, 423–425
Developing Responses to Poverty through Education and Meaning (DREAM)
, 422, 423–425
Diagnostic and Statistical Manual (DSM)
, 145
Diaspora
, 79, 412
Digital epidermalization
, 225
Digital media
, 101, 105, 114, 117
Digital workforce
, 181
Dinka group
, 246
Direct-transmission
beliefs
, 37
teaching methods
, 38
Disarmament, demobilization and reintegration (DDR)
, 251
Discourse
analysis
, 6, 10–11
on equity in education
, 8–9
theory
, 9–10
Discrimination
, 146, 160, 269–270
Disillusionment phase
, 39–41, 47–48
Doctrinal issues
, 376–377
Document context
, 12
Dominant educational discourses
, 89–91
Dominant racial discourse
, 93–95
Dow Jones Factiva database
, 119
Dow Jones Factiva Global News Database
, 120
Draconian school discipline policies
, 226
“Drag queens”
, 144
“Dreamers”
, 111
Dress codes
, 366–367, 374, 378
Dress rules
, 374–375
Dropout friends
, 270
DuBois, W. E. B.
, 109, 417
Dynamic(s)
of contemporary Chinese immigrants
, 81–82
knowledge-based economy
, 9
and social reproduction of Chineseness in global context
, 82–83
Eclectic coding methods
, 43
Economic
, 7
capital
, 391
constitutionalism
, 171
development
, 4
growth
, 13
liberalization
, 67
productivity
, 13
resources
, 93
sector
, 64–65
Economists
, 176–177
The Economist Intelligence Unit
, 351–352
Education for All initiative (EFA initiative)
, 173
Educational opportunity
analysis
, 42–43
capacity of beliefs
, 33–34
changes toward specific groups
, 48–50
changing beliefs
, 45
data collection
, 41–42
data organization
, 42
disillusionment phase
, 47–48
implications for social reproduction in schools
, 51–53
new teacher beliefs
, 36–37
power of teachers’ beliefs
, 34–35
research design
, 39
school purpose
, 45
schooling for social justice
, 38–39
site selection
, 40–41
social reproduction in schools
, 37–38
study limitations
, 53
survival phase
, 46–47
teacher beliefs
, 35–36, 43
teaching for social justice
, 44–45
teaching practice
, 44
theoretical lenses
, 34
Educational/education
, 4
change
, 343–344
classical conceptions of equity in
, 7–8
cultural practices
, 259–260
DDR processes
, 251–252
decentralization under Mubarak
, 66–70
demobilization and
, 251
discourse on equity in
, 8–9
disparity
, 299–302
and economy
, 15
emphasis on privatization and PPPs in education
, 182–183
equity
, 8
expectations
, 271–272
framing PPPs in education
, 172–175
impacts of war
, 255–259, 263
inequality
, 302
liberalization
, 63–66
under Nasser
, 61–63
policy in Egypt
, 175–179
PPPs in
, 168
researchers
, 32
sector
, 64–65
social and economic disadvantages
, 252–255
system
, 11, 65
theoretical framework for analyzing PPPs globalization
, 169–171
Egyptian Education Initiative (EEI)
, 167, 179–182
Egyptian education policy
education decentralization under Mubarak
, 66–70
education liberalization
, 63–66
education system
, 176–177
education under Nasser
, 61–63
Egyptian regimes
, 70–74
“Open Door policy” under Sadat
, 63–66
Egyptian Student Union (ESU)
, 351
Egyptian Universities & Research Networks (EURN)
, 180
Egyptian/Egypt
, 60
Arab League
, 340
challenges of authoritarian structured universities
, 346–348
Constitution
, 357
education policy in
, 175–179
emphasis on privatization and PPPs in education
, 182–183
employment market
, 295
implications of student activism on university reform
, 356–358
labor force survey
, 296
labor survey
, 295
Ministry of Education
, 71
politics and educational change
, 343–344
PPPs in
, 179–182
public education system
, 181
puzzles
, 292
Revolution
, 340, 353
social movement theory and university
, 345–346
social movements
, 341–342
society
, 72
student activism
, 344, 353–355
student movements
, 344
universities after ousting of Morsi
, 351–353
university activism
, 348–351
university student movements in post-2011
university system
, 347
El Sadat, Anwar
, 60
Emcees. See Black women artists
Emotional capital
, 398
Emotionality
, 437
classroom activities
, 438–439
conversations about race
, 439
increasing trust between teachers and students
, 441
resistance to conversations about injustice
, 439–441
school context
, 437
students’ active resistance toward injustice
, 441–442
teacher description
, 437–438
teachers and students jointly challenging unjust policies
, 442
Employment guarantee scheme
, 62, 65, 69
Empowerment
, 73, 151, 212, 315, 316, 357, 411
English for Students of Other Languages (ESOL)
, 195, 199–201
English Language Learners (ELLs)
, 192–193
Equity
, 7, 62
background to OECD and PISA
, 6–7
classical conceptions of equity in education
, 7–8
countries participating in 2012 PISA
, 30
data analysis process
, 12–15
discourse analysis
, 10–11
discourse on equity in education
, 8–9
discourse theory
, 9–10
discussion and implications
, 23–25
document context
, 12
findings and interpretations
, 15
globalization
, 4
literature review
, 7
meaning, production and implications of equity
, 15–18
mediators of educational equity
, 22
methodology
, 11
socio-economic status as primary mediator
, 18–21
structural inequities within and between schools and nations
, 23
theoretical framework
, 9
transnational organizations
, 5
Ethnic minority students
, 281
Ethnicity
, 21
Ethnographic/ethnography
, 84
methods
, 196
research
, 95
study
, 83–84
Everyday spaces
, 385–386, 389–390, 393
church and faith-based groups
, 393–399
sport
, 399–401
Exclusionary discipline methods
, 225
“Exit”
, 82–83
Exogenous variables
, 274
Expelled/expulsion
, 156, 227, 230, 352
Extremism/radicalism/militant Islamic fundamentalism
, 63, 65, 67, 342
“Fag”
, 144
Faith-based groups
, 393–399
“Falling through cracks”
, 387
“False wins”
, 438–439
Familial capital
, 395
Family reintegration
, 253
“Family”
, 253
Federal Bureau of Investigation (FBI)
, 146
Federal Communications Commission (FCC)
, 116
Federal Fair Housing Act
, 155
Feminism
Black
, 233, 415
hip-hop
, 233
Iranian
, 369
Ferguson
, 107, 124, 127, 132
Field arena
, 211
Finance-driven reforms
, 170
First generation immigrant
acquiring identities through social justice action
, 198–205
acquiring literacy practices
, 209–212
analytical frameworks
, 197
charting identities, capital and literacies
, 218–219
community struggles
, 193–194
ELLs
, 192–193
experience of political activism
, 206–209
identity and identities
, 197–198
literacy and literacies
, 198
methodology
, 196
school violence and immigrant communities
, 193
site and participants
, 195–196
SPHS and December 3, 2009 incident
, 194–195
theoretical frameworks
, 196
youth activism
, 197
“Flame queens”
, 144
Fluidity of discourse of “Chinese American”
, 79–80
Foreign investment
, 64, 172, 178, 294
Formal compulsory education
, 384–385
Former child soldiers
, 244, 255
demobilization and education
, 251–260, 263
education and conflict in South Sudan
, 245–247
methods
, 247–249
reintegration process
, 244–245
theoretical framework
, 249–251
Framing theory
, 114
Free education policy
, 63
Free-market ideology
, 170
Freedom and Justice Party
, 350, 351, 352
Freire, Paulo
, 432
Freirean notions of intergenerational equity
, 197
Functionalist approaches
, 342
Fuzhounese immigrants
, 87
Gang
activity
, 202, 226
affiliations
, 202
kids
, 199
Gates, Bill
, 5
Gay Activists Alliance (GAA)
, 152
Gay Liberation Front (GLF)
, 152
Gay
, 144
bars
, 146–147
long-term impact of Stonewall riots on gay rights in United States
, 153–157
rights groups
, 153
Gender
, 19
differences
, 385
disparity
, 302–305
in Iran
, 366–369
segregation
, 367
Genomics for© You course
, 424
Geographic misplacement
, 325
Gini coefficient
, 292
Girls
, 245, 400
effect of playing sport
, 400
Global contexts
culture, ideology and social reproduction in
, 222
dynamics and social reproduction of Chineseness in
, 82–83
Global economic structures
, 78
Global Education Initiative
, 179, 182
Global education policy, PPPs in
, 170–167
in education
, 168–175
education policy in Egypt
, 175–179
EEI
, 179–182
emphasis on privatization and PPPs in education in post-revolution Egypt
, 182–183
Global educational discourse
, 5, 6
Global flows of Chinese immigrants
conflict of race and class
, 80–81
dynamics and social reproduction of Chineseness in global context
, 82–83
dynamics of contemporary Chinese immigrants
, 81–82
encountering racial and class discourses
, 79
fluidity of discourse of “Chinese American”
, 79–80
Globalization
, 4, 15
theoretical framework for analyzing PPPs
, 169–171
Google
, 8
Government experimental schools
, 299
GPA
, 272, 274–275
educational expectation
, 280–281
indirect effect of negative school social relationships
school safety
, 280
Gross Domestic Product (GDP)
, 292, 302
Grounded theory approach
, 320
Gulf War
, 67, 177
Habitus
, 210–211
“Hanging out” strategy
, 248
Harm, forms of
, 433
oppression
, 433
reduction
, 433
Hate Crimes Prevention Act
, 154
Hierarchical family structure
, 252
High school
, 317–318, 320
Higher education
, 385
Higher Education Enhancement Program (HEEP)
, 346
Highly professional Chinese immigrants
, 81–82
Hijab
, 367, 368, 370, 375, 378
Hip-hop culture
, 231–232
black females and
, 232–234
black girls reconsidering, recalibrating, and reclaimála hip hop
, 236
hip hop and school design
, 237–238
school counselors and
, 234–236
Hip-hop feminism
, 233
Holistic coding methods
, 42
Homogenous group
, 78
Homophile activism, early
, 147
Homophile movement
, 144
Homophobia
, 205
Homosexuality
, 144–146, 376
historical and political context
, 146–147
Human agency
, 78–79
Human geography
, 410
Hysteresis
, 203
Identity/identities
, 197–198
through social justice action
, 198–205
Ideology in global contexts
, 222
Illiteracy
, 61, 177, 293, 295
Immigrant communities
, 193
Immigrant Exclusion Acts
, 80
Immigrant experience of Chinese and dynamics of social reproduction
, 86–89
Immigrant immigration
, 13, 16, 18, 19, 27, 449
Immigrant youth
, 269
Asian
, 202, 204
immigrant youth activists
, 195
Immigration and Customs Enforcement (ICE)
, 446
Immigration status
, 19
Income
, 37, 252
Indirect student services
, 229
Individual/individuality
, 373
cognitive frames
, 114
frames
, 114
geographic location
, 305
semi-structured interviews
, 247
Individualized Educational Plan (IEP)
, 330
Inequality
, 93
and elusive nature of American dream
, 106–108
racial inequality and resistance in BLM coverage
, 124–130
understanding lived experience of
, 111–112
understanding racial inequality in America
, 108–109
InfoDEV
, 179
Informal labor markets
, 297
Informal learning
, 390–391
Information and communication technology (ICT)
, 4, 166, 169–171
Institution of motherhood as contested site of resistance
, 418–420
Intercommunial storytelling
, 232
Intergenerational supports
, 210–212
Intergovernmental organizations
, 4
International aid
, 67
International assessments
, 6
International Baccalaureate
, 68–69
International Computer Driving License certification (ICDL certification)
, 180
International General Certificate of Secondary Education (IGCSE)
, 68–69
International Labor Organization (ILO)
, 249, 295–296
International Monetary Fund
, 66
International organizations
, 174
Internet
, 133
Interpretation
, 273
Intersectionality
, 103, 115
Interviews
, 42
Intimacy, boundaries of
, 375–376
“Invisible institution” of civil society
, 397
Iran
boundaries of intimacy
, 375–376
doctrinal issues
, 376–377
dress rules
, 374–375
gender and religion in
, 366–369
Iranian educational system after revolution
, 369–371
Islamic Revolution
, 378
methods
, 373–374
moral dilemmas
, 371–373, 377–378
results
, 374
Iranian educational system after revolution
, 369–371
Iranian feminism
, 369
Islam/Muslim
, 367, 369, 373, 375–376, 377
Islamic radicalism
, 63
Islamic Republic of Iran (IRI)
, 366
Islamic Revolution
, 366, 370, 378
“Islamic State” in Syria and Iraq
, 384
Islamist feminists
, 369
Islamization
, 366
Israel
, 161
and Egypt
, 64, 177
participation in PISA
, 30
peace treaty with
, 175
percentages of self-identified LGB adults
, 161
Jim Crow
, 103–104, 108, 109
Jobs
, 5, 9, 62–63, 69, 146, 213, 426
Jordan Education Initiative (JEI)
, 180
Judaism
, 370
Justice
, 223
Kameny, Frank
, 147
King Farouk
, 61, 64
King Fouad
, 61
Knowing and Learning in Everyday Spaces project (KaLiEDS project)
, 386–387
Ku Klux Klan
, 154
Labor demand
, 293
Labor Force Survey
, 296, 297
Language
, 19
authentic use of
, 209–210
barriers
, 93
game
, 168
Latino adolescents
, 316
Latino immigrant adolescents academic achievement
, 266
analytical framework and measurements
, 273–275
analytical strategies
, 275–276
CILS
, 268
data
, 272
descriptive statistics
, 277
indirect effect of negative school social relationships on GPA
, 280–281
limitations
, 282
linking negative school social relationships, school safety and educational expectations
, 271–272
literature review
, 268
methods
, 272
multi-level structural equation modeling
, 277–280
negative school factors
, 266–267, 281–282
negative school social relationships
, 269–271
results
, 277
school-based socialization experiences
, 267–268
socialization
, 268–269
Latino students
, 314
Latino students and white teachers
, 431
Lawrence v. Texas
, 144
Legacy, contextualizing Stonewall
, 157–160
Legal system
, 11
Lesbian, gay, bisexual (LGB)
, 144
percentages of self-identified LGB adults
, 161
U.S. Cities with highest population of LGB adults
, 159
Lesbian, gay, bisexual, transgender, questioning, and queer (LGBTQQ)
, 156–157
Lesbian, gay, bisexual and, transgender (LGBT)
, 145
community
, 150–151, 155–156, 157
global estimates of LGBT population
, 160–161
percentages of self-identified LGBT adults in U. S.
, 160
Lesbian, gay, bisexual transgender, queer, intersex and, asexual persons (LGBTQIA)
, 145
Lesbian, gay, bisexual transgender and, queer (LGBTQ)
, 145
Likert scale
, 274, 275
“Limp-wrist”
, 144
Literacy
acquiring literacy practices
, 209
authentic use of language
, 209–210
charting identities, capital, and
, 203, 218–219
intergenerational supports
, 210–212
and literacies
, 198
Lived experiences of African American women living in Englewood
, 410
“Lived spaces”
, 390
Lorde, Audre
, 417
Mahram
, 367
Mainstream media
, 10, 112, 116–118, 131
newspapers
, 134–135
outlets
, 101
Mainstream newspapers
, 101, 117
Malaysia
, 84
participation in PISA
, 30
Mansour, Adly
, 351, 352
March 9 Professors Movement
, 346, 358n8
Marginalization of Black women
, 411–412
Market multilateralism
, 167, 175
Marx
, 78
Marxist theories
, 11
Mass incarceration
, 108
Mass media
, 113
Mattachine Society
, 147
Mayfair High School
, 317–318, 319, 323, 326
Media
, 114, 116
and activism
, 116–119
framing theory
, 113–115, 134
Mediating variables
, 274
Men who have sex with men (MSM)
, 160–161
Mental health
, 230, 231, 423
Michael Brown
, 100, 101, 110–112, 117, 118, 120, 122, 124, 127–133
Micro transitions
, 353
Middle East and North Africa (MENA)
, 166, 292
Middle-class
Chinese, immigration experiences of
, 87–89
Chinese parents
, 94–95
Chinese parents’ negotiations of educational discourse
, 90–91
Chinese’ negotiation of model minority ideology
, 91–92
Migration
, 86
Militant Islamic fundamentalist movements
, 67
Military
, 63, 64, 118, 146, 148, 154, 155, 248–249, 251, 351, 352
Minister of Higher Education (MOHE)
, 346–347, 349–350
Ministry of Communications and Information Technology (MCIT)
, 178
Ministry of Education (MOE)
, 176, 177–178
Ministry of Higher Education
, 348
Minnesota Multiphasic Personality Inventory (MMPI)
, 145
Model minority
, 80
ideology
, 80–81
negotiating model minority ideology
, 91–93
yellow peril to model minority ideology
, 79–80
Modern Egypt, youth in
, 294
backbone of strong economies
, 293–294
educational disparity
, 299–302
gender disparity
, 302–305
map of Egypt
, 293
poverty
, 294–295
social immobility
, 305–308
social injustice
, 292–293
unemployment
, 295–299
Moral
, 251, 368, 371, 373
dilemmas in Iranian schools
, 371–373
directives
, 394–395
sensitivity
, 372
Morsi, Mohamed
, 350
universities after ousting of
, 351–353
university activism under
, 350–351
Mothering/mother/mothers/motherhood
, 92, 249, 302, 315, 369, 398, 412, 413, 414, 416–417, 418, 419, 420, 422, 424–426, 430, 441
Moynihan Report
, 413
Mplus
, 6, 276
Mubarak, Hosni
, 60, 176
education decentralization under
, 66–70
Multicultural counseling
, 230
Multiculturalism
, 4, 230
Multilateral international organizations
, 65–66
Multilevel structural equation modeling (MSEM)
, 275–276, 277–280
Multinational corporations
, 4
Multistakeholder partnerships (MSPs)
, 179–180
Multistakeholder policy network
, 173
Multivariate normality assumptions
, 276
Muslim Brotherhood
, 63
Nasser, Gamal Abdel
, 60
education under
, 61–63
National “no-excuses” charter network
, 437
National Amusements, Inc.
, 117
National Association for Advancement of Colored People (NAACP)
, 222
National Council of Vocational Education and Research (NCVER)
, 390, 400–401
National Democratic Party
, 349
National Education Longitudinal Study
, 270
National educational systems
, 60
National Gay and Lesbian Task Force
, 154
National Health and Nutrition Examination Survey (NHANES)
, 159
National Health Interview Survey (NHIS)
, 159
National security
, 63, 67, 70
National Survey of Family Growth (NSFG)
, 159
Nationalism
, 60, 63, 72
Naturalization Act (1790)
, 102–103
Necropolitical
, 224
Negative school social relationships
, 269
composition of school social relations
, 270–271
discrimination
, 269–270
indirect effect on GPA through school safety
, 280
linking school safety, educational expectations and
, 271–272
Negative social
contexts
, 266
relationships
, 267
Neoliberal economic policies
, 170
Neoliberal model
, 170
Neoliberalism/neoliberal
, 72, 73, 170, 171, 214
Network closure
, 395
New Literacy Studies (NLS)
, 197
New teacher beliefs
, 36–37
New York City
, 85, 86, 87, 146–147, 148, 150, 151
New York State Liquor Authority
, 147
New York Times (NYT)
, 124, 128, 129, 195
New York-based Asian American Legal and Education Defense Fund (AALDEF)
, 211
“No-excuse”
approaches
, 455
charter school
, 442–443
Nominal liberalization
, 294
Nonacademically oriented peers
, 270
Nonconforming believers
, 332
Nondominant cultural capital
, 333
Nongovernmental organizations (NGOs)
, 4, 307
Norm entrepreneurs
, 167, 173–174
North High School
, 447
Oakville
, 83–84, 85, 90
Obama, Barack
, 106, 110, 146, 154–155, 157
Obergefell v. Hodges
, 157
Open Door policy
, 60, 63–66, 175
“Oppositional culture” theory
, 313
Oppression as violence
, 433
Organization for Economic Cooperation and Development (OECD)
, 5–7, 167, 169, 400
Organization for European Economic Co-operation (OEEC)
, 6–7
Organizational theory
, 342
Othermothering
, 413–414, 420, 426
“Overhaul” of research-based methods
, 36
Parental socioeconomic status
, 305
Parents/parenting
, 19, 61, 68–69, 84–85, 89, 91, 92, 209, 269, 294, 300–301, 315, 334, 404, 412, 418, 434
Participants
, 84–85, 373
Participatory action research
, 415, 434
Patriarchy
, 233, 304
Pedagogy of transition
Arab League
, 340
challenges of authoritarian structured universities
, 346–348
implications of student activism on university reform
, 356–358
politics and educational change
, 343–344
social movement theory and university
, 345–346
social movements
, 341–342
student activism
, 344, 353–355
student movements
, 344
universities after ousting of Morsi
, 351–353
university activism
, 348–351
Peer relationships
, 270
Pennsylvania State System of Assessments (PSSA)
, 194
Philadelphia
, 153, 193, 195
Philadelphia Chinatown Development Corporation (PCDC)
, 214n1
Philadelphia Commission on Human Relations (PCHR)
, 206
Philadelphia Human Relations Commission
, 195
Photography
, 388
Photovoice technique
, 388
Plessy V. Ferguson decision
, 103
Police
Articles from mainstream U. S. News outlets
, 125–126
percent of Black Lives Matter Articles
, 127–128
and shooting victims
, 124
Washington Post Fatal Force database
, 128–129
see also State police; Security forces; State security
Policy
decisions
, 115
implications
, 423–425
platform
, 105
relationship
, 102–103
Policymakers
, 172, 183
Political activism
, 206
significance of journeys
, 208–209
Vietnamese young people
, 209
youth activism and community service
, 207
Political resistance
, 314
Politics and educational change
, 343–344
“Polycentric” lens
, 172–175
Positive role models
, 45, 394–395
Post-revolution Egypt
, 182–183
Post-traumatic stress disorder (PTSD)
, 256
Postcompulsory options
, 385
Poverty
, 255, 294–295
Power of teachers’ beliefs
, 34–35
Pragmatic approach
, 442
arc of school year
, 444
description of Dave
, 443
expanded opportunities for students to share knowledge
, 446–447
forming resistance
, 445–446
resisting unjust systems
, 447
school context
, 442–443
trust building and talking about injustice
, 444–445
“Praxis” concept
, 197
Pre-service teachers
, 36, 45, 54
Pre-Stonewall Era
, 146–147
Primary socialization
, 250
Private movements
, 375
Private schools
, 299
Private sector
, 171, 175, 178, 183
Private tutoring
, 302
Privatization, emphasis on
, 182–183
Professional development in schools
, 455
Programme for International Student Assessment (PISA)
, 5, 6–7
countries participating in 2012 PISA
, 30
Progress in International Reading Literacy Study (PIRLS)
, 12
Protest
, 100–101, 118, 122, 129
Law
, 352
motivation to
, 111–112
Prototypical whiteness
, 225
Psychological resistance
, 313
Public criticism
, 307
Public Finance Initiative (PEI)
, 171
Public morality
, 368
Public Private Partnerships (PPPs)
, 166
in education
, 168–175
in education in post-revolution Egypt
, 182–183
in Egypt
, 179–182
Public schools/public schooling/public education
, 7, 60–61, 66, 69, 84, 90, 171, 174, 183, 223, 267, 273, 281, 282, 299, 301
Public sector jobs
, 297
“Queer”
, 145
Quotas for admitting female students
, 368
Quran
, 366, 367, 369, 375, 377
Race
conversations about
, 453
and ethnicity
, 19
Racecraft
, 232–233
Racial bias
, 129
Racial inequality
in America
, 108–109
police and shooting victims
, 124–129
racial inequality broadly
, 129
resistance
, 129–130
and resistance in BLM coverage
, 124
Racism
, 102
racist policies
, 109
racist structures and ideology
, 108–109
Real social identity
, 254, 258
“Reception”
, 82–83
Reduction, harm of
, 433
Reflection phase
, 41, 43
Refugee youth
, 384, 386, 387, 388, 397
acquisition of capitals
, 393
everyday spaces supporting
, 387
information literacy and learning practices
, 386
Photovoice technique and
, 388
in regional Australia
, 387
study of
, 390–391
Refugees
, 384, 385, 387, 390, 391
Reintegration process
, 244–245
Rejuvenation phase
, 39
Religion in Iran
, 366–369
Repetitive dream
, 250
Reproduction
, 78–79
reproductive labor
, 413–414
theories
, 7
Reproduction of inequality in Chinese American community
chinese immigrants
, 78
contextual background
, 79–83
methodology
, 84
Oakville
, 83–84
participants
, 84–85
reproducing social inequality
, 79
social reproduction of class in global flow
, 85–95
Resiliency
, 424
Resistance
, 129–130, 312, 414–415, 433–434
and accommodations under unequal racial hierarchy
, 93–95
in BLM coverage
, 124–130
to conversations about injustice
, 439–441, 453
forms of
, 313–314
institution of motherhood as contested site of
, 418–420
for liberation
, 313, 314
to stereotypes
, 320, 323–326
see also Resources for resistance
Resisting hegemony of school bureaucracy
acquiring identities through social justice action
, 198–205
acquiring literacy practices
, 209–212
analytical frameworks
, 197
charting identities, capital and literacies
, 218–219
community struggles
, 193–194
ELLs
, 192–193
experience of political activism
, 206–209
identity and identities
, 197–198
literacy and literacies
, 198
methodology
, 196
school violence and immigrant communities
, 193
site and participants
, 195–196
SPHS and December 3, 2009 incident
, 194–195
theoretical frameworks
, 196
youth activism
, 197
Resources for resistance
cultural capital
, 312
descriptive of sample
, 321–322
dominant forms of cultural capital
, 334
forms of resistance
, 313–314
Mayfair High School
, 317–318
methodology and data
, 319–320
nondominant cultural capital
, 333
resistance to policies, practices, and programs
, 326–331
resistance to stereotypes, stereotypes as resistance
, 320, 323–326
role of cultural capital
, 314–317
students of color
, 332
see also Resistance
Responsive services
, 229
Revenge
, 259
Revolution, Iranian educational system after
, 369–371
Riots
immediate aftermath of Stonewall
, 152–153
long-term impact of Stonewall riots on gay rights in United States
, 153–157
pre-cursors and correlates of Stonewall Inn
, 147
Stonewall Inn
, 150–151
Root-mean-square-error of approximation (RMSEA)
, 276
Rural areas
, 292, 300, 304, 413
Sadat, Anwar
, 63
“Open Door policy” under
, 63–66
Sampling methods
, 248
SCAF, university activism under
, 348–350
School counselors
, 228–230
culturally empowered
, 230–232
and hip hop
, 234–236
School Reform Commission (SRC)
, 202
School safety
indirect effect of negative school social relationships on GPA
, 280–281
linking negative school social relationships, educational expectations and
, 271–272
School-to-prison pipeline (STPP)
, 222, 235–236
black females and hip hop culture
, 232–234
black girls muted in school
, 228
black girls reconsidering, recalibrating, and reclaimála hip hop
, 236
criminogenic framing of black students
, 226–227
culturally empowered school counselors
, 230–232
data on Black girls suspension rates
, 227–228
hip hop and school design
, 234–236, 237–238
legacy of colonial schooling
, 223–226
power of resistance
, 222
school counselors
, 228–230, 234–236
see also Cradle-to-prison pipeline; School-prison nexus
School(s)
, 225
contexts
, 455
discipline
, 222
hip hop and school design
, 237–238
implications for social reproduction in
, 51–53
justice
, 222
level exogenous variables
, 274
purpose
, 45
school-based socialization experiences
, 267–268
school-prison nexus
, 228
school-related discrimination
, 267
social reproduction in
, 37–38
systems
, 299
violence
, 193
Schooling for social justice
, 38–39
Science, technology, engineering, and mathematics (STEM)
, 20
Secondary socialization
, 250
Security forces
, 247–248, 306–307, 348, 352
Segregation
, 20, 110, 112, 131, 133, 225
Self-definition
, 414–415
to resist ideologies and stereotypes
, 410
Self-identifying as youth activists and organizers
, 204
Sex/sexism
, 144, 147, 149, 154, 155, 157, 160–161, 205, 228, 233, 412, 417
Sexual orientation
, 158–159
Shadow education. See Private tutoring
Shift schools
, 52, 455
Singapore
, 30, 84
Sit up straight, lean forward, activate your thinking, note key information, track speaker (SLANT)
, 456
Slavery
, 104, 413, 421
Sobel statistics
, 281
Social arena
, 211
Social capital
, 211, 391–393, 396
Social class
, 78–79, 83
Social constructivism
, 113–115
Social contexts
, 274
Social futures
, 204–205
Social immobility
, 305–308
Social inequality
, 79
alarming mixture of
, 410
in education
, 32
Social justice
, 437
organization
, 211
schooling for
, 38–39
teaching for
, 44–45
Social justice action
, 198
arriving as outsider
, 200
Asian immigrant student identities
, 199–200
charting identities, capital, and literacies
, 203
before December 3
, 200–201
possible selves
, 204–205
self-identifying as youth activists and organizers
, 204
from victims to youth activists
, 201–202
Social learning theory
, 35–36
Social media
, 101, 105–106, 133
advent of
, 117, 119
platforms
, 117
Social mobility
, 92, 112, 270, 294, 307, 393, 395
Social movement theory
, 342
and university in Egypt
, 345–346
Social movements
, 341–342
Social problems with African American family
, 412
Social relations
, 267
Social reproduction
in global contexts
, 222
implications for social reproduction in schools
, 51–53
processes
, 83
in schools
, 37–38
theory
, 32
Social reproduction of class in global flow and negotiations of ideologies
, 85
immigrant experience of Chinese and dynamics of
, 86–89
negotiating dominant educational discourses as Chinese and dynamics of
, 89–91
negotiating dominant racial discourse
, 93–95
negotiating model minority ideology and struggles of class reproduction
, 91–93
Social sciences, scholarship in
, 411
Socialism
, 63
Socialization
, 249, 250
theory
, 245
Socio-economic status (SES)
, 13, 14, 15, 16, 32, 305
as primary mediator of outcomes and equity
, 18–21
Socio-technical spaces
, 393
Sociocultural theoretical frame
, 198
Socioeconomic class
, 78–79
reproduction
, 83
Sociogenomics
, 423
Sociology and participatory action research
, 434
Sociopolitical development (SPD)
, 431, 432, 435
Sodomy laws
, 144
Solidarity with black girls
black females and hip hop culture
, 232–234
black girls muted in school
, 228
black girls reconsidering, recalibrating, and reclaimála hip hop
, 236
criminogenic framing of black students
, 226–227
culturally empowered school counselors
, 230–232
data on Black girls suspension rates
, 227–228
hip hop and school design
, 234–236, 237–238
legacy of colonial schooling
, 223–226
power of resistance
, 222
school counselors
, 228–230, 234–236
Song Complexion
, 235
South Carolina Act (1740)
, 224
South Chicago Black Mothers Resiliency Project
, 415, 425
data analysis
, 417
research design
, 416–417
sample
, 416
South Middle School students
, 440, 441, 442
South Philadelphia High School (SPHS)
, 193–194, 199–200
December 3, 2009
, 194–195
School and Neighborhood
, 194
South Sudan, child soldiers in
, 244
demobilization and education
, 251–260, 263
education and conflict in
, 245–247
methods
, 247–249
theoretical framework
, 249–251
Spatial patterns
, 410
SPHS Asian Student Advocates (SASA)
, 196
Spirit murder
, 228
Sport
, 399–401
St. Louis Post-Dispatch
, 120, 121, 122, 124, 127, 129, 132–133
Stabilization and Structural Adjustment Agreement with Fund
, 66–67
Standard errors
, 276
State police
, 347–348, 349
State security
, 346, 348
“Statecentric” lens
, 172–175
Stereotype(s)
, 199–200, 411–412
as resistance
, 320, 323–326
Stereotyping
, 257–258
Stigma
, 160, 250, 251, 257, 258
Stigma theory
, 250, 251
Stigmatization
, 251, 257
Stimulated recall
, 248
Stonewall Inn riots
, 150–151
pre-cursors and correlates
, 147
Stonewall Riots
contextualizing Stonewall legacy
, 157–160
global estimates of LGBT population
, 160–161
historical and political context of homosexuality in United States
, 146–147
homosexuality
, 144–146
immediate aftermath of
, 152–153
long-term impact of Stonewall riots on gay rights in United States
, 153–157
pre-cursors and correlates of Stonewall Inn riot
, 147
Stonewall Inn riots
, 150–151
Stonewall popularity
, 148–150
Structural equation modeling
, 276
Structural reforms
, 13, 292
Student activism
, 344, 353–355
implications on university reform
, 356–358
Student social movements. See Student—movements
Student(s)
active resistance toward injustice
, 441–442, 454
increasing trust between teachers and students
, 441, 454
movements
, 344
of color
, 332
teachers and students jointly challenging unjust policies
, 442
unions
, 72, 349, 350
voice
, 433, 456
Students Against Coup (SAC)
, 352
Subjective misbehavior
, 226
Sudan People’s Liberation Movement/Army (SPLM/A)
, 246
Sudanese People’s Liberation Army (SPLA)
, 246
Suez Canal
, 61
Supreme Council of Universities (SCU)
, 346–347
Survey of Young People in Egypt (SYPE)
, 306
Survival phase
, 39–40, 43, 46–47
Suspension
of Black youth
, 226
data on black girls’ suspension rates
, 227–228
out-of-school
, 237
stories of Black girls
, 228
Symbolic deficiency
, 89
Syria
, 384
Systemic racism
, 102
Tactical Patrol Force (TPF)
, 151
Tahrir Square
, 303–304
Taiwan
, 82, 84, 85, 88, 95
Tamarod
, 351
Taxonomic and domain coding methods
, 42
Taylor, Keeanga-Yamahtta
, 107, 109–110
Teach for America (TFA)
, 437, 438
Teacher beliefs
, 32
change
, 35–36
power of
, 34–35
Teacher Beliefs Survey (TBS)
, 41
Teacher/student relationships
, 436
challenging unjust policies
, 442, 451–452, 454
increasing trust between
, 441, 451, 454
resistance
, 435
Teaching and Learning International Survey (TALIS)
, 41
Teaching/teachers
, 33, 34, 36, 37, 42, 43, 44, 48, 51, 54, 248–249, 378, 455
development
, 455
education
, 366, 370
increasing trust between teachers and students
, 441, 454
practice
, 44
for social justice
, 44–45
Technical education
, 67, 385
Tehran
, 366, 373
Telecommunications Act
, 116–119, 234
Thematic Apperception Test (TAT)
, 145
Theoretical Foundation of Fundamental Transformation in Educational System of Islamic Republic of Iran (TFFTES)
, 370
Third Space
, 237
“Tiger mother” approach
, 92
Title VII of Civil Rights Act (1964)
, 155
Transnational corporations (TNCs)
, 166
Transnational epistemic communities
, 172
Transnational organizations
, 5, 9
“Transscalar spaces”
, 172
Trauma theory
, 250
Trends in International Mathematics and Science Study (TIMSS)
, 5, 12, 300, 301
“Trojan horse”
, 170
Tucker-Lewis Index (TLI)
, 276
Tutoring
, 68, 302
U.S. Department of Justice–Justice Department, United States Department of Justice
U.S. Equal Employment Opportunity Commission
, 155
Unemployment
, 295–299
United Nation Educational, Scientific and Cultural Organization (UNESCO)
, 173
United Nations Human Rights Council
, 157
United States
, 159
historical and political context of homosexuality in
, 146–147
long-term impact of Stonewall riots on gay rights in
, 153–157
United States Agency for International Development (USAID)
, 167, 172
University
implications of student activism on university reform
, 356–358
after ousting of Morsi
, 351–353
University activism
under President Morsi
, 350–351
under SCAF
, 348–350
University student movements in post-2011 Egypt
Arab League
, 340
challenges of authoritarian structured universities
, 346–348
implications of student activism on university reform
, 356–358
politics and educational change
, 343–344
social movement theory and university
, 345–346
social movements
, 341–342
student activism
, 344, 353–355
student movements
, 344
universities after ousting of Morsi
, 351–353
university activism
, 348–351
Unjust policies, teachers and students jointly challenging
, 442, 454–455
Unjust systems
, 447
Upper Egypt
, 292, 295
Uprisings
, 70, 74, 340, 350
Urban administrative regions
, 305
Urban education
, 40, 211
Urban schools
, 32, 40
US Department of Justice
, 430–431
Value
, 391
Vietnamese ELL students
, 195
Vietnamese young people
, 209
Vietnam—Vietnamese
, 196, 209
The Village Voice
, 151, 152
Violence, forms of
, 433
Virginia Revised Code (1819)
, 225
Visibility
, 257
Voting Rights Act (1965)
, 103
Vouchers
, 170
The Wall Street Journal
, 120, 128
War
, 104, 177, 252
impacts of
, 244, 245, 255–259, 263
of position
, 353–354
War on Drug policies
, 109
war-related factors
, 255
The Washington Post
, 120, 122, 124, 128, 129
Washington Post Fatal Force database
, 128–129
Welfare queen
, 411–412, 420
Western European countries
, 161
While women of color
, 315
White Anglo-Saxon Protestants (WASPs)
, 102
White Racial Frame
, 225
White Supremacist heteropatriarchy
, 222
White supremacy
, 103
White teachers/Latinx students revising resistance
building community
, 456
case studies
, 437
CCI
, 434–435
classroom activities
, 449–450
conversations about race
, 450, 453
critical consciousness
, 432
data collection
, 435
data sources and analysis
, 435–437
emotionality
, 437–442
existential questions
, 447
increasing trust between teachers and students
, 451, 454
institutional violence
, 431
Latinx students
, 434
oppression as violence
, 433
pragmatic approach
, 442–447
resistance
, 433–434
resistance to conversations about injustice
, 450–451, 453–454
school context
, 447, 455
sociopolitical development
, 432
student voice
, 456
students’ active resistance toward injustice
, 454
teacher description
, 448–449
teacher development
, 455
teachers and students jointly challenging unjust policies
, 451–452, 454
themes
, 452
Whiteness
, 102–103, 104
Wikipedia
, 8
Women
, 323
activists
, 369
of color experience
, 314
cultural capital
, 333
in school system
, 319
in stereotype resistance
, 332
Working-class
Chinese immigrants
, 81–82
Chinese parents
, 93–94
Chinese parents’ negotiations of educational discourse
, 89–90
Chinese’ negotiation of model minority ideology
, 92–93
Chinese’s renegotiation of immigrant experience
, 86–87
World Bank
, 5, 68, 71, 176, 302
World Development Indicators
, 297
World Economic Forum (WEF)
, 167, 172, 175, 180, 182
Global Education Initiative
, 175
objectives of EEI
, 180
World Trade Organization
, 5, 8–10
Worldwide discourses on human capital
, 4
Xenophobia
, 79, 80, 439
Year of Egyptian Youth (2016)
, 307
Yellow peril to model minority ideology
, 79–80
Young people. See Youth
Youth
activism
, 197, 207
Asian immigrant youth
, 202, 204
backbone of strong economies
, 293–294
black
, 225
of color
, 222, 230, 437–438
community service
, 207
educational disparity
, 299–302
from victims to youth activists
, 201–202
gender disparity
, 302–305
immigrant
, 269
leadership development
, 197, 212
map of Egypt
, 293
in modern Egypt
, 294
poverty
, 294–295
refugee youth
, 384, 386, 397
self-identifying as youth activists and organizers
, 204
social immobility
, 305–308
social injustice
, 292–293
unemployment
, 295–299
Youth activists
self-identifying as youth activists and organizers
, 204
from victims to
, 201–202
Youth participatory action research (YPAR)
, 435
Yuan-Bentler T2 test statistics
, 276
“Zap”, political demonstration technique
, 152
Zero tolerance policies
, 226
Zoroastrianism
, 370
- Prelims
- Section 1 Institutional and Historical Factors in Inequality
- Conceptions of Equity in an Age of Globalized Education: A Discourse Analysis of How the Program for International Student Assessment (PISA) Discusses Equity
- Advancing or Inhibiting Educational Opportunity: The Power of New Teachers to Reinforce or Deconstruct Social Reproduction in Urban Schools
- Tracing Egyptian Education Policy in Changing Eras and Regimes: From 1954 to 2011
- Accommodating and Resisting Dominant Discourses: The Reproduction of Inequality in a Chinese American Community
- An Examination of Mainstream Media as an Educating Institution: The Black Lives Matter Movement and Contemporary Social Protest
- The Stonewall Riots: Moving from the Margins to the Mainstream
- PPPs in Global Education Policy: Looking at the Case of the Egyptian Education Initiative
- Section 2 Students, Youth, and Families as Agents of Resistance
- Resisting the Hegemony of School Bureaucracy and Organizing for Safe Schools: First Generation Immigrant Asian Students Develop Activist Identities and Literacies
- Standing in Solidarity with Black Girls to Dismantle the School-to-Prison Pipeline
- Educational and Social Challenges in the Reintegration Process of Former Child Soldiers
- Academic Achievement of Latino Immigrant Adolescents: The Effects of Negative School Social Relationships, School Safety, and Educational Expectation
- Youth in Modern Egypt: Toward an Understanding of Civic Engagement and Underlying Social Dynamics
- Resources for Resistance: The Role of Dominant and Nondominant Forms of Cultural Capital in Resistance among Young Women of Color in a Predominantly White Public High School
- Pedagogy of Transition: Understanding University Student Movements in Post-2011 Egypt
- Gender-Specific Religious Moral Dilemmas in Iranian Schools
- The Role of Everyday Spaces of Learning for Refugee Youth
- Chicago African American Mothers’ Power of Resistance: Designing Spaces of Hope in Global Contexts
- Bound Together: White Teachers/Latinx Students Revising Resistance
- Epilogue: The Call for Freedom
- Index