Abstract

In this article, we argue that students, families, educators, administrators, and policymakers are in the eye of a storm ravaging the U.S. education system. The eye is defined by a growing commitment to top-down policies and practices that dismiss culture, history, and context and attempt to improve the education of all students with and without dis/abilities through standardizing the education process. In a rush to coordinate and align systems, communities, families, educators, and students are subjected to standard protocols that seek to govern and regulate the personal, relational process of learning. The need for formal education has never been greater; the question is to what end? Innovation comes not from standardizing what is to be known but from expanding how we question the tools we use for learning and the degree to which our learning communities honor diversity in thought, culture, and activity. Communities will thrive where their members have the capacity to learn collectively, synthesize information and resources, and produce knowledges to solve the great challenges of the 21st century. We propose educator learning that centers students’ needs and capacities and advance the notion of creating intersectional learning spaces that bring students, educators, and diverse communities together.

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