The massification of higher education in Argentina has created a central dilemma for public universities: how to uphold open access while ensuring that traditional literacy standards do not exclude the most disadvantaged students. This qualitative study examines how writing instructors and program administrators at three public universities in the…

This study explores how White principals in the Seattle metropolitan area implemented an active anti-racist stance through school-based racial equity collaborations. Using participatory action research, the study follows three White principals in the Ally Engagement program, a community-based racial affinity leadership intervention, during the…

Globally, schools continue to espouse commitments to equity and racial justice, yet racialized opportunity gaps continue to exist in schools, especially schools located in urban communities. In this research, we offer an empirically based explanation for this phenomenon by demonstrating how white district leaders resist enacting meaningful…

This inquiry is part of a larger study focused on whether white male presidents in higher education can respond to racism. In the initial study, the author concluded that while presidents were responsive, their responses were not void of privilege, and highlighted the need to further address white Fragility amongst this group. In an effort to…

Drawing on perspectives from top state-regional universities' authorities (known as "rectors") and public statistics on higher education, we discuss the sources of regional inequality in the Chilean university system. While there is scarce research on regional inequality for Chilean higher education, it is a well-recognized concern…

This study examined the intentions of education policy documents and the conceptualizations of secondary school principals and teachers regarding curriculum differentiation. Regular and special day schools were selected using purposive sampling based on their experiences with different types of curriculum differentiation. Two school principals and…

The current context of standards-based reform has positioned regional service centers (RSCs), intermediary governmental agencies that support state policy implementation in local districts, as a critical source of professional development (PD). In this article, we ask how a governing body that districts often interact with during challenging…

This paper explores the evolving landscape of K-12 education in the aftermath of the 2020 COVID-19 pandemic and the "racial awakening" following George Floyd's murder. Despite the return to in-person learning, persistent pre-pandemic barriers hinder academic opportunities, particularly for minoritized students. The study focuses on…

This article examines attempts to professionalize the teaching workforce in the Pacific Islands (PI) in response to the United Nation Sustainable Development Goal 4c -- "Increase the Supply of Qualified Teachers in Developing Countries." The experience of PI educators provides insight into the clash between global standard agendas,…

The COVID-19 pandemic heightened the tensions between rural community needs and politicized state-level school closure mandates. District leaders faced competing demands of meeting the basic needs of vulnerable families, supporting the mental health of students and teachers, protecting the health of all community members, and creating new…

Since 2003, the Mexican government has opened 11 intercultural universities serving a total of 15,000 students, a majority of whom are members of Mexico's Indigenous minority. While there is a growing body of work analyzing the intercultural model from public policy and theoretical perspectives, few studies focus on the experiences of the students…

School principals deal with a variety of increasingly complex responsibilities (Trudeau, 2013). They must therefore develop and hone professional competencies that will enable them to effectively perform their pedagogical, organizational, relational, or administrative duties (Barber, Whelan & Clark., 2010; Bisaillon et al., 2009;…

Research on leadership is historically biased, with little consideration for different experiences of leaders of color. In this study, we applied the integrated race and leadership framework (Ospina & Foldy, 2009) and utilized a case study approach focused on the context of institutional communication to analyze the experiences of six Black…

In this study, we aim to deepen understanding of what it would take to develop the relationships, common understandings, and collective expertise that might support district-wide improvement efforts by examining the implementation of the Common Core and a teacher evaluation policy. Drawing on three years of social network data in three districts,…

Researchers have demonstrated how venture philanthropic networks advance the growth of charter schools underpinned by market tenets. However, little remains known about how progressive charter schools mobilize financial support when most funding from philanthropic networks flows to market-oriented charters. This qualitative study examines how…