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This article offers Ancestral Computing for Sustainability (ACS) to dismantle the logics of settler colonialism that affect accessibility, identities, and epistemologies of computer science education (CSE). ACS centers Indigenous epistemologies in researching CSE across four public universities in the United States. This paper describes Ancestral Computing for Sustainability and explores reflections of two students engaging as researchers in ACS inquiry. Drawing on Indigenous methodologies and Participatory Action Research, they share their reflections as co-researchers in ACS through storywork. These critical reflections include their relationship to computing, observations of the interdependent work within ACS, ethics and sustainability, and their experiences within the focus groups. The article ends with recommendations for furthering ACS as a decolonial approach that centers Indigenous epistemologies in CSE. Recommendations for CSE education include Ancestral Knowledge Systems and adding sustainability as a topic within computing education pathways and building student-faculty relationships based on trust is recommended to foster students' academic and personal growth within CSE education and research.

This study presents the perspectives and pedagogical practices of teachers who self-identify as social justice educators. Interviews with these social justice educators, who teach in large, diverse, metropolitan school districts, show that they create equitable spaces for their students. An analysis of the interview data concerning their beliefs and the ways that they describe their engagement with culturally and linguistically diverse learners showed that the practices of these social justice educators center students' perspectives, propose culturally sustaining choices, provide access to multicultural resources, and offer a space for counternarratives and revisionism in their classrooms.

Arts integration is a transformative platform for teacher candidates to think, plan, and teach for understanding that extends beyond the curriculum. This qualitative content analysis explores what pre-service teachers learned about arts integration as a route to cultural competence. The researchers show how pre-service teachers' experiences with arts integration shift their thinking about their future pedagogical practices. Using Culturally Relevant Pedagogy as a lens, the researchers analyzed written reflections from teacher candidates (n = 15), who experienced creative processes such as problem-solving and art-making in an Arts Integration course at the end of a secondary teacher preparation program. Teacher candidate reflections show a new consideration for a culturally relevant solution to an ongoing problem or perception; plans to relate and connect to students' interest, perspectives, and ideas; and a focus on the barriers and benefits of creative and critical problem-solving in and through the arts. The paper concludes by suggesting an art-integration themed program in teacher education as well as art-based learning as a component of professional development for novice teachers.

Achievement gap studies examining race overwhelmingly reveal that White children and Asian children outperform Black children and Latino children, few studies have outcomes that show Black children outperforming their peers. Critical race theory frames this work, which examines the performance of English Learners (n = 198) in a large school district in the Mid-Atlantic region of the United States. Using one-way analysis of variance and multiple regressions, data show that Black English Learners' mean scores are higher than their peers on both a state reading assessment and the Scholastic Reading Inventory. These findings serve as a counterexample in achievement gap research.

Despite decades of sociolinguistic research, African American Language (AAL) remains stigmatized throughout the United States education system. There have been proposals to counteract this through curricula and/or ideological interventions targeted at teachers that seek to validate AAL while maintaining Dominant American English (DAE) as an educational target. However, such approaches have been criticized for giving limited attention to combating the racism that underlies much linguistic marginalization. We used a mixed‐methods approach to explore the benefits and limitations of a dialect‐shifting curriculum in shaping teachers' language ideologies. Participants (n = 40) were K‐1 teachers in a predominantly Black mid‐Atlantic city. They were participating in an efficacy study of a dialect‐shifting curriculum; schools were randomly assigned to teach the curriculum (intervention condition) or continue with business as usual. Before and after the intervention, teachers completed a survey of their language attitudes, and a subset (n = 16) participated in semi‐structured interviews. On the survey, teachers displayed more favorable attitudes toward language variation at the end of the school year, regardless of condition. The interviews revealed a range of perspectives, revealing a tension between a belief in the utility of DAE for their students and an understanding that many students will wish to use AAL in their communities. The curriculum provided shared vocabulary to discuss this tension and increased some teachers' acceptance of AAL in non‐academic settings, but many did not view dialect variation as relevant to their priorities as K‐1 teachers. These findings clarify the trade‐offs involved in work toward a more (linguistically) inclusive education system. [ABSTRACT FROM AUTHOR]

Citizen science provides an opportunity for students to capture data both locally and globally while supporting the real-time work of scientists seeking to understand natural events. In this article, the authors present a project-based approach that explores climate at home and abroad to help develop elementary students' local-to-global perspectives. Third-grade students "virtually" travel to a faraway place, compare and contrast this place to their local environment, examine photographs taken by scientists there, and report what they see. By engaging with this authentic project, elementary learners contribute actual data to make a difference in current scientific endeavors.

This study presents the perspectives and pedagogical practices of teachers who self-identify as social justice educators. Interviews with these social justice educators, who teach in large, diverse, metropolitan school districts, show that they create equitable spaces for their students. An analysis of the interview data concerning their beliefs and the ways that they describe their engagement with culturally and linguistically diverse learners showed that the practices of these social justice educators center students' perspectives, propose culturally sustaining choices, provide access to multicultural resources, and offer a space for counternarratives and revisionism in their classrooms. [ABSTRACT FROM AUTHOR]

Arts integration is a transformative platform for teacher candidates to think, plan, and teach for understanding that extends beyond the curriculum. This qualitative content analysis explores what pre-service teachers learned about arts integration as a route to cultural competence. The researchers show how pre-service teachers' experiences with arts integration shift their thinking about their future pedagogical practices. Using Culturally Relevant Pedagogy as a lens, the researchers analyzed written reflections from teacher candidates (n = 15), who experienced creative processes such as problem-solving and art-making in an Arts Integration course at the end of a secondary teacher preparation program. Teacher candidate reflections show a new consideration for a culturally relevant solution to an ongoing problem or perception; plans to relate and connect to students' interest, perspectives, and ideas; and a focus on the barriers and benefits of creative and critical problem-solving in and through the arts. The paper concludes by suggesting an art-integration themed program in teacher education as well as art-based learning as a component of professional development for novice teachers. [ABSTRACT FROM AUTHOR]

Purpose: As a means of addressing bias against speakers of African American English (AAE) that is prevalent within the ethos of too many K-12 educators, this article aims to challenge speech-language pathologists (SLPs) to reconceptualize their roles in schools and classrooms from informed professionals to advocates for AAE. The authors will draw from the American Speech-Language-Hearing Association's (2012) "Roles and Responsibilities of Speech-Language Pathologists in Schools Dos and Don'ts: SLPs in Schools Working Group" document to highlight the need that extends beyond understanding and involves advocacy by SLPs based on funds of knowledge-the lens for this work. Method: "Funds of knowledge" provides a framework for helping SLPs to reimagine their roles regarding advocacy around AAE in the K-12 classroom as a means of influencing inequitable academic outcomes for speakers of AAE. [ABSTRACT FROM AUTHOR]