1. bookVolume 30 (2015): Issue 1 (January 2015)
Journal Details
License
Format
Journal
eISSN
1178-8690
First Published
30 Jun 2022
Publication timeframe
1 time per year
Languages
English
Open Access

The importance of safe space and student voice in schools that serve minoritized learners

Published Online: 21 Apr 2019
Volume & Issue: Volume 30 (2015) - Issue 1 (January 2015)
Page range: 25 - 38
Journal Details
License
Format
Journal
eISSN
1178-8690
First Published
30 Jun 2022
Publication timeframe
1 time per year
Languages
English

Baldwin, W. (2011). Creating ‘safe spaces’ for adolescent girls. Promoting healthy, safe, and productive transitions to adulthood series, brief no. 39. All briefs available via The Population Council at: www.popcouncil.org/publications/serialsbriefs/TABriefs.asp10.31899/pgy12.1050 Search in Google Scholar

Brooks, J. S. & Arnold, N. W. (Eds.) (2013). Antiracist school leadership: Toward equity in education for America’s students. Charlotte, NC: Information Age Publishing. Search in Google Scholar

Clark, J. V. (2014). Closing the achievement gap from an international perspective. Netherlands: Springer Publishing.10.1007/978-94-007-4357-1 Search in Google Scholar

Emerson, R. M., Fretz, R. I., & Shaw, L. L. (1995). Writing ethnographic fieldnotes. Chicago, IL: University of Chicago Press.10.7208/chicago/9780226206851.001.0001 Search in Google Scholar

Fielding, M. (2004). Transformative approaches to student voice: theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295-311.10.1080/0141192042000195236 Search in Google Scholar

Fielding, M. (2001). Students as radical agents of change. Journal of Educational Change, 2(2),123-141. Goal Programme (2009). Creating a Safe Space. London, England: Standard Chartered Bank. Additional information available at: http://goalprogramme.org/ Search in Google Scholar

Greene, M. E., Cardinal, L., & Goldstein-Siegel, E. (2009). Girls Speak: A New Voice in Global Development: A Girls Count Report on Adolescent Girls. The International Center for Research on Women (ICRW). Report available at: www.icrw.org Search in Google Scholar

HGHW (Collaborative Fund for Healthy Girls, Healthy Women). (2001). The New Girls’ Movement: Implications for Youth Programs. The Ms. Foundation for Women. Report available at: www.ms.foundation.org Search in Google Scholar

Jean-Marie, G. & Mansfield, K. C. (2013). Race and racial discrimination in schools: School leaders’ courageous conversations. In J. S. Brooks & N. W. Arnold, (Eds.) Anti-racist school leadership: Toward equity in education for America’s students (pp. 19-36). Charlotte, NC: Information Age Publishing. Search in Google Scholar

Jeffrey, B. (2008). Characterising social settings as the basis for qualitative research in ethnography. In: G. Walford (Ed.), How to do educational ethnography (pp. 141-164). London, UK: The Tufnell Press. Search in Google Scholar

Jensen, E. (2006). Enriching the brain: How to maximize every learner’s potential. San Francisco, CA: Jossey-Bass. Search in Google Scholar

Lawrence-Lightfoot, S., & Hoffman Davis, J. (1997). The art and science of portraiture. San Francisco, CA: Jossey-Bass. Search in Google Scholar

Lawrence-Lightfoot, S. & Davis, J. H. (2002). The art and science of portraiture. San Francisco: Jossey-Bass. Search in Google Scholar

Mansfield, K. C. (2011). Troubling Social Justice in a Single-sex Public School: An Ethnography of an Emerging School Culture. Unpublished dissertation: The University of Texas at Austin. Search in Google Scholar

Mansfield, K. C. (2013). I love these girls - I was these girls: Women leading for social justice in a single-sex public school. Journal of School Leadership, 23(4), 634-657.10.1177/105268461302300404 Search in Google Scholar

Mansfield, K. C. (2014a). How listening to student voices can inform and strengthen social justice research and practice. Educational Administration Quarterly, 50(3), 392-430.10.1177/0013161X13505288 Search in Google Scholar

Mansfield, K. C. (2014b). ‘More than a school’: Providing a safe space for girls to rewrite, direct, and act their life stories. In W. S. Newcomb & K. C. Mansfield (Eds.). Women interrupting, disrupting, and revolutionizing educational policy and practice (pp. 59-78). Charlotte, NC: Information Age Publishing, Inc. Search in Google Scholar

Mansfield, K. C. (2015). Giftedness as property: Troubling whiteness, wealth, and gifted education in the US. International Journal of Multicultural Education, 77(1), 121-142.10.18251/ijme.v17i1.841 Search in Google Scholar

Mansfield, K. C. & Jean-Marie, G. (2015). Courageous conversations about race, class, and gender: Voices and lessons from the field. International Journal of Qualitative Studies in Education, 28(4), xx-xx.10.1080/09518398.2015.1036950 Search in Google Scholar

Mansfield, K. C., Welton, A., Halx, M. D. (2012). Listening to student voice: Toward a more inclusive theory for research and practice. In: C. Boske & S. Diem (Eds.), Global leadership for social justice: Taking it from field to practice (pp. 21-41). Bingley. United Kingdom: Emerald Publishing. Search in Google Scholar

McNae, R. (2014). “Activism and community engagement to promote girls and women: To have voice and choice.” In W. S. Newcomb & K. C. Mansfield (Eds.). Women interrupting, disrupting, and revolutionizing educational policy and practice (pp. 267-301). Charlotte, NC: Information Age Publishing, Inc. Search in Google Scholar

Mitra, D. L. (2008). Amplifying student voice: Students have much to tell us about how best to reform our schools. Educational Leadership, 20-25. Search in Google Scholar

Mitra, D. L. & Gross, S. J. (2009). Increasing student voice in high school reform: Building partnerships, improving outcomes. Educational Management Administration and Leadership, 37(4), 522-543.10.1177/1741143209334577 Search in Google Scholar

Sands, D. I., Guzman, L., Stevens, L., & Boggs, A. (2007). Including student voice in reform. Students speak out. Journal of Latinos in Education, d(4), 323-345.10.1080/15348430701473520 Search in Google Scholar

Singleton, G. E.. & Linton, C. W. (2005). Courageous conversations about race: A field guide for achieving equity in schools. Thousand Oaks, CA: Corwin Press. Search in Google Scholar

Skrla, L. E., McKenzie, K. B., & Scheurich, J. J. (Eds.) (2009). Using equity audits to create equitable and excellent schools. Thousand Oaks, CA: Corwin.10.4135/9781452218953 Search in Google Scholar

Smith, R. G., Crawley, A. L., Robinson, C., Cotman, T., Swaim, M., & Strand, P. (2011). Gaining on the gap: Changing hearts, minds, and practice. New York, NY: Rowan & Littlefield. Search in Google Scholar

UN Women. (2012). Safe public spaces for women and girls: What does planning and designing safe public spaces for women and girls mean? Produced by UN Women, The United Nations Entity for Gender Equality and the Empowerment of Women. Additional information available at: http://www.unwomen.org/ Search in Google Scholar

Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. New York, NY: Routledge.10.4324/9780203853214 Search in Google Scholar

Walford, G. (2008). The nature of educational ethnography. In G. Walford (Ed.), How to do educational ethnography (pp. 1-15). London, UK: The Tufnell Press. Search in Google Scholar

Wolcott, H. F. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage Publications. Search in Google Scholar

Wolcott, H. F. (2008). Ethnography: A way of seeing, 2nd edition. New York, NY: Alta Mira Press. Search in Google Scholar

Welton, A. D., Brock, B., & Perry, M. (2014). Building a youth leadership fortress: High school women of color as visible activists. In W. S. Newcomb & K. C. Mansfield (Eds.). Women interrupting, disrupting, and revolutionizing educational policy and practice (pp. 79-98). Charlotte, NC: Information Age Publishing, Inc.Search in Google Scholar

Recommended articles from Trend MD

Plan your remote conference with Sciendo