Justice, Equity, Diversity, and Inclusion in Education

School-University-Community Research

Edited by:
R. Martin Reardon, East Carolina University
Jack Leonard, University of Massachusetts Boston (retired)

A volume in the series: Current Perspectives on School/University/Community Research. Editor(s): R. Martin Reardon, East Carolina University. Jack Leonard, University of Massachusetts Boston (retired).

In Press 2024

As Dr. Martin Luther King, Jr. intimated in his speech in the National Cathedral (March 31, 1968), there is sense of moving towards—of journeying—rather than arriving in the context of justice (and, I would add, equity, diversity, and inclusion). We who embark on this journey are incomplete—not fully formed, despite our amazing competence in so many ways. We are travelers in the fashion of the figure in Catalano’s KHADINE sculpture (, gazing unfazed on a world of superlative human achievements, clasping our bag firmly in one hand even though there is something missing in our core. In fact, as in KHADINE, our bag holds us together individually but, in relationship to our fellow travelers, our baggage holds us apart.

Introduction. SECTION I: COLLABORATIVE ACTION. Moving From Parent Engagement to Family Collaboration: Reconsidering K–12 Educational Systems for Diversity, Equity, and Inclusion, Rachel Renbarger, Liza Rodler, LaMicah Lindsey, and Risa Sackman. Coming Together as Classmates: Participatory Heritage as Socially Just and Age-Friendly Praxis Through an Intergenerational School–University–Community Preservation Project, Ayana Allen-Handy, Karena Alane Escalante, Isaiah Lassiter, Jahyonna Brown, Ronald Ray, Catherine Nettles, Arania Goldsmith-Carter, Michelle S. Allen, and Bonnie Poole-Linder. SECTION II: FORMAL PARTNERSHIPS. The Dynamic and Reciprocal Dimensions of an Equity-Focused: Research Practice Partnership, Mary A. Avalos, Wendy Cavendish, Jennifer Murray, LaKesha Wilson-Rochelle, and Jennifer Andreu. Practicing Equity in Research–Practice–Policy Partnerships: Case of Illinois, Heather E. Price, Malik S. Henfield, Eilene Edejer, and Ken Fujimoto. The Promise of District–University–Community Partnerships in Navigating the Tensions of Change, Kevin Tan, Nicole Rummel, and Rachel Roegman. SECTION III: DISRUPTIVE ASPECTS. Checking the Box or Doing the Work? The Importance of Faculty Perspectives on Service and the Relationship to Power in Higher Education, and the Role of DEIJ Initiatives in Culture Change, Kari Havenaar, Dyann Logwood, and Cassandra Barragan. Towns and Gowns: A Study in Crisis Leadership, S. Gavin Weiser, Linsay DeMartino, and Paige Buschman. SECTION IV: RIGHTFUL PRESENCE. Disability as Diversity in Higher Education Spaces, Rebecca B. Smith Hill and Chelsea VanHorn Stinnett. A Teacher’s Successful Efforts to Support Diversity and Equity: Despite Contextual Obstacles, Mariana Alvayero Ricklefs. Understanding Teacher Perceptions of LGBTQ+ Representation Through Portraiture, S. Luke Anderson. SECTION V: SOCIAL EMOTIONAL LEARNING. Cultivating Collaboration and Centering Community: Making Youth Matter: A School–University–Community-Based Partnership, Celeste L. Hawkins. Culturally Relevant Social and Emotional Student Support in Title I Schools Increasing the Opportunity for Student Growth, Marie Byrd. About the Editors. About the Contributors.