Collectives and the Commons
The Role of Educational Scholars in Movement Building for Justice
Will be published approx. on 30. June 2026
Book
Paperback/Softback
320 pages
978-1-9755-0937-8 (ISBN)
Description
In today's troubling times, we frequently find ourselves in conversations with educational scholars, educators, and university students about feeling overwhelmed with the attacks on and challenges facing education, and unsure of how to act in this moment. What does it mean to leverage scholarship for public impact? What impact on public debate, awareness, or policy can collective action as large groups of scholars and leaders make that more traditional scholarship cannot or simply does not aspire to make? That is, when scholars and leaders speak in a collective and public-facing way, what interventions can we make in movement building for public education and for the public commons more broadly?
Collectives and the Commons: The Role of Educational Scholars in Movement Building for Justice grapples with such questions by diving into the years-long journeys of four scholar collectives working toward justice in and through education. Each emerged in different times, places, and circumstances, but in recent years have connected under a "collective of collectives" umbrella that allowed them to share resources and support one another in their work: CReATE (Chicagoland Researchers and Advocates for Transformative Education), CARE-ED (California Alliance of Researchers for Equity in Education), HSESJD (Hawai'i Scholars for Education, Social Justice and Diversity), and EDJE (Education Deans for Justice and Equity).
The result of this effort is this volume, which serves as a resource for scholars who are interested in working collectively for movement building and advocacy. With that goal in mind, each chapter consists of two key components: a narrative essay (how the collective formed, how they were organized and operated, their theory of change, the initiatives they undertook, how they pushed scholarship into the public space, challenges faced, and lessons learned or take-aways for others interested in educational advocacy) and a range of selected artifacts (research briefs and fact sheets; statements, petitions, testimonies; media and art work; and public events and symposiums).
Collectives and the Commons is needed today more than ever. The current assault on education is an assault on teachers and students, and on the welfare of everyone. This book should be read by every scholar interested in seeing social justice applied to schools, classrooms and students. It can also be adopted in a variety of courses in Colleges of Education.
Perfect for courses such as: Introduction to Education, Educational Equity, Educational Leadership, Educational Policy, Foundations of Education, Multicultural Education, Race and Education, Research Methods, Social Justice and Education, Teacher Education
Collectives and the Commons: The Role of Educational Scholars in Movement Building for Justice grapples with such questions by diving into the years-long journeys of four scholar collectives working toward justice in and through education. Each emerged in different times, places, and circumstances, but in recent years have connected under a "collective of collectives" umbrella that allowed them to share resources and support one another in their work: CReATE (Chicagoland Researchers and Advocates for Transformative Education), CARE-ED (California Alliance of Researchers for Equity in Education), HSESJD (Hawai'i Scholars for Education, Social Justice and Diversity), and EDJE (Education Deans for Justice and Equity).
The result of this effort is this volume, which serves as a resource for scholars who are interested in working collectively for movement building and advocacy. With that goal in mind, each chapter consists of two key components: a narrative essay (how the collective formed, how they were organized and operated, their theory of change, the initiatives they undertook, how they pushed scholarship into the public space, challenges faced, and lessons learned or take-aways for others interested in educational advocacy) and a range of selected artifacts (research briefs and fact sheets; statements, petitions, testimonies; media and art work; and public events and symposiums).
Collectives and the Commons is needed today more than ever. The current assault on education is an assault on teachers and students, and on the welfare of everyone. This book should be read by every scholar interested in seeing social justice applied to schools, classrooms and students. It can also be adopted in a variety of courses in Colleges of Education.
Perfect for courses such as: Introduction to Education, Educational Equity, Educational Leadership, Educational Policy, Foundations of Education, Multicultural Education, Race and Education, Research Methods, Social Justice and Education, Teacher Education
Reviews / Votes
"This timely book shows how equity and justice in education can be advanced, even during challenging times. Collectives and the Commons brilliantly distills wisdom from four collectives that were formed to connect education researchers with grassroots, advocacy, and professional organizations in order to advocate for common concerns. I highly recommend this book!" - Christine Sleeter, Professor Emerita, California State University Monterey Bay, and author of Critical Multicultural Education"Heavy work is lightened when many hands do their part. Right now, the work of those who believe in the transformative potential of education is heavy indeed, so Kevin Kumashiro's edited volume comes at the perfect time. Collectives and the Commons presents the stories of university-based education workers who organized to speak with one voice on the most pressing policy issues affecting our field. Their impact has been felt far beyond academics' usual sphere of conferences and journals. The artifacts that these four groups have produced-shared in the book as resources for all-have led to significant positive change in the real world of teachers, students, families, and communities." - Isabel Nunez, Dean and Professor, School of Education, Purdue University Fort Wayne, and author of Worth Striking For: Why Education Policy is Every Teacher's Concern
"Collectives and the Commons: The Role of Educational Scholars in Movement Building for Justice, Kevin Kumashiro's latest work, offers a vital roadmap for educational transformation through the lens of collective action. By chronicling the origins, policy analysis, and grassroots organizing efforts of four remarkable educator collectives, this book illuminates how sustained collaboration can drive meaningful progress toward equity and justice in our schools and communities. In an era when attacks on public education and educational equity have intensified, this book serves as both historical record and urgent call to action. Documenting these stories of collective resistance isn't just about preserving the past-it's about inviting others into this essential work. Kumashiro reminds us that our greatest strength lies in coming together, learning from those who have paved the way, and building the movements that will carry this work forward. This book is timely and essential reading for educators, organizers, and anyone committed to the belief that education can and must be a force for justice." - Denise Taliaferro Baszile, Dean and Professor, Wayne State University College of Education, and co-editor of Black Women Theorizing Curriculum Studies in Colour and Curves
More details
Language
English
Place of publication
United States
Target group
College/higher education
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 6 mm
Weight
318 gr
ISBN-13
978-1-9755-0937-8 (9781975509378)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Person
Dr. Kevin Kumashiro is an internationally recognized expert on educational policy, school reform, teacher preparation, and educational equity and justice, with a wide-ranging list of accomplishments and awards as a scholar, educator, leader, and advocate. He is the former Dean of the School of Education at the University of San Francisco; the founding Chair of the national network, Education Deans for Justice and Equity; and the award-winning author or editor of ten books, including Bad Teacher!: How Blaming Teachers Distorts the Bigger Picture; Against Common Sense: Teaching and Learning toward Social Justice; and most recently, Surrendered: Why Progressives are Losing the Biggest Battles in Education. His recent awards include the 2016 Social Justice in Education Award from the American Educational Research Association, and an honorary Doctor of Humane Letters from the Lewis and Clark Graduate School of Education and Counseling.
Content
Acknowledgments
Introduction Kevin K. Kumashiro
Chapter One
Chicagoland Researchers and Advocates for Transformative Education (CReATE)
Therese Quinn and Bill Ayers
Artifact 1.1. Chicago School Reform: Myths, Realities, and New Visions
Artifact 1.2. Highlights of Research Brief #1: Testing Today in Context: History, Impact, and Alternatives
Artifact 1.3. Research Brief #2. Increasing Safety Through Restorative Justice: Making Schools Safer for Girls and LGBTQ Students of Color in Chicago's Public Schools
Artifact 1.4. Research Brief #5. CReATE Research Brief on School Closures
Artifact 1.5. Misconceptions and Realities about Teacher and Principal Evaluation: An Open Letter of Concern
Artifact 1.6. Factsheet on Charter Schools
Artifact 1.7. Factsheet on Charter School Funding
Artifact 1.8. Factsheet on School Closures, Governance, and Accountability
Artifact 1.9. Factsheet on School Funding Formulas
Artifact 1.10. Factsheet on Tax Increment Financing
Artifact 1.11. Invitation Template to CReATE Research Symposium on Illinois Education Policy and Legislation
Artifact 1.12. Letter Template to Lawmakers about the Five Factsheets
Artifact 1.13. Statement in Support of the Chicago Teachers Union
Chapter Two
California Alliance of Researchers for Equity in Education (CARE-ED)
Ruchi Agarwal-Rangnath and Margarita Berta-Avila
Artifact 2.1. Open Letter to the Department of Education in Response to the Proposed Teacher Preparation Regulations under Title II of the Higher Education Act
Artifact 2.2. Highlights of Research Brief #1: Common Core State Standards Assessments in California: Concerns and Recommendations
Artifact 2.3. Research Brief #2: Ethnic Studies and Critical Multicultural Education: Educating for Democracy in California and Beyond
Artifact 2.4. Research Brief #3: Barriers to Diversity and Justice in the California Teacher Pipeline: Analysis and Recommendations for State Policy Regarding the Teacher Candidate
Artifact 2.5. Research Brief #4: The Shift to Online Education During and Beyond the COVID-19 Pandemic: Concerns and Recommendations for California
Artifact 2.6. Open Letter to the State Superintendent and Board of Education on "The Benefits of Ethnic Studies"
Artifact 2.7. Why the Social Science Credential is Not Sufficient to Teach Ethnic Studies
Artifact 2.8. Distinguishing Fact from Fiction about "Critical Race Theory" in Schools
Artifact 2.9. Understanding Gender-Related Parental Notification Policies
Artifact 2.10. Ending High-Stakes Standardized Testing in Teacher Education
Artifact 2.11. Position Paper on A Call to End the Mandated Use of Teacher Performance Assessments (TPAs) in California Teacher-Education Programs
Artifact 2.12. Racial Disparities in High-Stakes Assessments in California Teacher Education: Analysis of 2018-2023 Data on edTPA, CalTPA, and RICA
Artifact 2.13. Sample 2023 Guidance to CARE-ED about Submitting Testimonies
Chapter Three
Hawai'i Scholars for Education, Social Justice and Diversity (HSESJD)
Colleen Rost-Banik, Waynele E. Yu, E. Brook Chapman de Sousa, Lois A. Yamauchi, and Jonathan Y. Okamura
Artifact 3.1. Highlights of Brief #1: The Underfunding of Hawai'i's Public Schools and Proposed Supplemental Funding from Property Taxes
Artifact 3.2. Highlights of Brief #2: Increased Teacher Compensation Can Lead to More Equitable Education in Hawai'i
Artifact 3.3. Highlights of Brief #3: What We Know About Online Education and How It Affects Equity in Hawai'i's Public Schools
Artifact 3.4. Highlights of Brief #4: Racism and Discrimination against Micronesians in Hawai'i: Issues of Educational Inequity
Artifact 3.5. Highlights of Brief #5: The Chronic Underfunding of Hawai'i's Public Schools and Related Policy Recommendations
Artifact 3.6. Press Release of Brief #1
Artifact 3.7. Press Release of Brief #2
Artifact 3.8. Infographics about Brief #5, created by Ruadhan L. Hughes
Artifact 3.9. Testimony to the Board of Education Referencing Brief #2
Artifact 3.10. Testimony to the Board of Education about English-language Teachers
Artifact 3.11. Testimony to the State Legislature about English-language Teachers
Chapter Four
Education Deans for Justice and Equity (EDJE)
Katherine Schultz
Artifact 4.1. Public Education, Democracy, and the Role of the Federal Government: A Declaration of Principles
Artifact 4.2. Our Children Deserve Better: A Call to Resist Washington's Dangerous Vision for U.S. Education
Artifact 4.3. Seven Trends in U.S. Teacher Education, and the Need to Address Systemic Injustices
Artifact 4.4. Letter to Secretary-Designate Miguel Cardona to Waive Federal Mandates for 2021 Student Testing
Artifact 4.5. Framework for Assessment and Transformation
About the Contributors
Index
NOTE: Table of Contents subject to change up until publication date.
Introduction Kevin K. Kumashiro
Chapter One
Chicagoland Researchers and Advocates for Transformative Education (CReATE)
Therese Quinn and Bill Ayers
Artifact 1.1. Chicago School Reform: Myths, Realities, and New Visions
Artifact 1.2. Highlights of Research Brief #1: Testing Today in Context: History, Impact, and Alternatives
Artifact 1.3. Research Brief #2. Increasing Safety Through Restorative Justice: Making Schools Safer for Girls and LGBTQ Students of Color in Chicago's Public Schools
Artifact 1.4. Research Brief #5. CReATE Research Brief on School Closures
Artifact 1.5. Misconceptions and Realities about Teacher and Principal Evaluation: An Open Letter of Concern
Artifact 1.6. Factsheet on Charter Schools
Artifact 1.7. Factsheet on Charter School Funding
Artifact 1.8. Factsheet on School Closures, Governance, and Accountability
Artifact 1.9. Factsheet on School Funding Formulas
Artifact 1.10. Factsheet on Tax Increment Financing
Artifact 1.11. Invitation Template to CReATE Research Symposium on Illinois Education Policy and Legislation
Artifact 1.12. Letter Template to Lawmakers about the Five Factsheets
Artifact 1.13. Statement in Support of the Chicago Teachers Union
Chapter Two
California Alliance of Researchers for Equity in Education (CARE-ED)
Ruchi Agarwal-Rangnath and Margarita Berta-Avila
Artifact 2.1. Open Letter to the Department of Education in Response to the Proposed Teacher Preparation Regulations under Title II of the Higher Education Act
Artifact 2.2. Highlights of Research Brief #1: Common Core State Standards Assessments in California: Concerns and Recommendations
Artifact 2.3. Research Brief #2: Ethnic Studies and Critical Multicultural Education: Educating for Democracy in California and Beyond
Artifact 2.4. Research Brief #3: Barriers to Diversity and Justice in the California Teacher Pipeline: Analysis and Recommendations for State Policy Regarding the Teacher Candidate
Artifact 2.5. Research Brief #4: The Shift to Online Education During and Beyond the COVID-19 Pandemic: Concerns and Recommendations for California
Artifact 2.6. Open Letter to the State Superintendent and Board of Education on "The Benefits of Ethnic Studies"
Artifact 2.7. Why the Social Science Credential is Not Sufficient to Teach Ethnic Studies
Artifact 2.8. Distinguishing Fact from Fiction about "Critical Race Theory" in Schools
Artifact 2.9. Understanding Gender-Related Parental Notification Policies
Artifact 2.10. Ending High-Stakes Standardized Testing in Teacher Education
Artifact 2.11. Position Paper on A Call to End the Mandated Use of Teacher Performance Assessments (TPAs) in California Teacher-Education Programs
Artifact 2.12. Racial Disparities in High-Stakes Assessments in California Teacher Education: Analysis of 2018-2023 Data on edTPA, CalTPA, and RICA
Artifact 2.13. Sample 2023 Guidance to CARE-ED about Submitting Testimonies
Chapter Three
Hawai'i Scholars for Education, Social Justice and Diversity (HSESJD)
Colleen Rost-Banik, Waynele E. Yu, E. Brook Chapman de Sousa, Lois A. Yamauchi, and Jonathan Y. Okamura
Artifact 3.1. Highlights of Brief #1: The Underfunding of Hawai'i's Public Schools and Proposed Supplemental Funding from Property Taxes
Artifact 3.2. Highlights of Brief #2: Increased Teacher Compensation Can Lead to More Equitable Education in Hawai'i
Artifact 3.3. Highlights of Brief #3: What We Know About Online Education and How It Affects Equity in Hawai'i's Public Schools
Artifact 3.4. Highlights of Brief #4: Racism and Discrimination against Micronesians in Hawai'i: Issues of Educational Inequity
Artifact 3.5. Highlights of Brief #5: The Chronic Underfunding of Hawai'i's Public Schools and Related Policy Recommendations
Artifact 3.6. Press Release of Brief #1
Artifact 3.7. Press Release of Brief #2
Artifact 3.8. Infographics about Brief #5, created by Ruadhan L. Hughes
Artifact 3.9. Testimony to the Board of Education Referencing Brief #2
Artifact 3.10. Testimony to the Board of Education about English-language Teachers
Artifact 3.11. Testimony to the State Legislature about English-language Teachers
Chapter Four
Education Deans for Justice and Equity (EDJE)
Katherine Schultz
Artifact 4.1. Public Education, Democracy, and the Role of the Federal Government: A Declaration of Principles
Artifact 4.2. Our Children Deserve Better: A Call to Resist Washington's Dangerous Vision for U.S. Education
Artifact 4.3. Seven Trends in U.S. Teacher Education, and the Need to Address Systemic Injustices
Artifact 4.4. Letter to Secretary-Designate Miguel Cardona to Waive Federal Mandates for 2021 Student Testing
Artifact 4.5. Framework for Assessment and Transformation
About the Contributors
Index
NOTE: Table of Contents subject to change up until publication date.