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  A Critically Self-Reflexive Model for Leader Professional Development: Centering Intersectionality

  Aubrey H. Wang and Margaret Grogan

  This concluding chapter describes one way to think about leadership development for a new generation of educational leaders with intersectional identities. Leaders who are committed to Critical Leadership Praxis (CLP) (Pak & Ravitch, 2021) need ongoing professional learning to remain true to their transformative mission. Wang and Grogan point out the limitations of traditional models of professional learning in education leadership and outline why it is imperative that leaders are encouraged to author their own professional identity anchored in their personal identities. They propose storytelling as a critically reflective leadership development tool and describe their process and concept. By combining the idea of CLP with storytelling, they suggest an effective approach to professional development. This approach helps leaders to interrogate their leadership, understand the connections between their values and their actions, and discern if they are leading with integrity to gain trust. It also helps leaders demonstrate their deep commitment to their communities, and provides leaders with a platform to connect and motivate others to go on the journey for transformative action. By centering leaders whose intersecting experiences of marginalization distinguish their narratives, this approach helps to generate a collection of compelling counter narratives that the field needs to hear.

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  Developments in School Counselling Practice in Vietnam

  Michael Hass and Hoang-Minh Dang

  This chapter will examine the development and status of school counselling in Vietnam. As part of that, we will discuss research on Vietnamese school children’s mental health and academic needs, the history of the development of school counselling and related professions in Vietnam, and the process of creating formal educational programs in school counselling. Lastly, we will discuss school counsellors’ distinct roles in Vietnam and how they relate to various stakeholders, including children, teachers, administrators, and parents. In addition, we will discuss a survey of practicing school counsellors (Hoang-Minh & Hass, 2023b) and interviews of program directors of university training programs in School Counselling and related fields in Vietnam (Hoang-Minh, & Hass, 2023a).

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  Introduction: Leading Social Change from the Lived Experience of Intersectionality

  Margaret Grogan and Aubrey H. Wang

  This introductory chapter explains why education leadership for social change is an urgent priority and how principals, superintendents and other leaders who identify as anti-racist, inclusive, and activist can conceptualize their work. To frame the examples of Critical Leadership Praxis (CLP), (Pak & Ravitch, 2021) that the seven practitioner-scholars write about, Grogan and Wang describe the current context of leadership expectations and review the development of leadership theories alternative to the mainstream discourse. They outline current theories of intersectionality, and consider how storytelling and counter stories can illuminate the value of lived experiences of multiple marginality. This introduction also describes a new type of professional development collaboration between practitioners and researchers that was used by the co-editors to magnify the voices of a new generation of educational leaders with intersectional identities. The practitioner-scholars were encouraged to use an intersectional analysis of their lived experiences to construct their identities (Moorosi, 2014), and to write Who I Am and Values in Action stories (Simmons, 2019) to illustrate their leadership.

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  Middle School Administrators' Perceptions and Processes in Supporting Their Teachers and Students

  Moses K. Ochanji, Roxanne Greitz Miller, Benjamin E. Seipel, Erika Daniels, and Rong-Ji Chen

  This paper explores the perceptions and processes of middle school administrators in California regarding the support for their students and teachers. Through semi-structured interviews, the study reveals how administrators conceptualize their roles, determine student needs, and ensure the provision of appropriate support. Key findings highlight the importance of a student-centered approach, the integration of social-emotional learning, and the significance of equity and inclusion in middle school leadership. These findings have implications for policy and practice, particularly in the context of professional development for middle school administrators.

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  Psychology in Vietnam

  Michael Hass and Hoang-Minh Dang

  The development of psychology in Vietnam is closely tied to its colonial history and the 30-year division of the country into two states. In the Democratic Republic of Vietnam, psychology was intricately connected with education, pedagogy, and teacher training. This emphasis continued throughout the country post-unification. As Vietnam reformed its economy in the late 1980s and 1990s, the social stresses associated with these changes led to a greater need for mental health services, especially for children and youth. This has led to the development of specialized graduate programs in clinical and school psychology. Currently, 28 universities offer bachelor’s degrees in psychology or educational psychology, and 9 offer master’s degrees in either clinical or school psychology. Education at the doctoral level remains general, with only one doctoral program in child and adolescent clinical psychology. Despite these modest shifts toward training practitioners, psychology is not an officially recognized profession in Vietnam, and there are no uniform standards for training or licensure. Because of this, many people who practice as psychologists have limited education and training. Recently, the government has taken steps to recognize clinical psychology alongside other health professionals.

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  Autism Spectrum Disorder and Generation A: A Forgotten Minority in the Workplace

  Cristina M. Giannantonio, Amy E. Hurley-Hanson, and Amy Jane Griffiths

  This chapter will focus on the work experiences and career outcomes of young adults with ASD who are at risk of becoming forgotten minorities in organizations. While there is relatively little research on the careers of individuals with autism spectrum disorder (ASD), research suggests that their life and work outcomes are less favorable than those experienced by the general population (Griffiths et al., 2016). It is predicted that one-half million young adults with ASD will reach adulthood and enter the workforce during the current decade. The term Generation A refer to this incoming cohort of young adults who are likely to need support to successfully navigate the school-to-work transition (Hurley-Hanson et al., 2020). With Generation A poised to enter the workforce in unprecedented numbers, research is needed to help individuals, organizations, and society work together to create successful work experiences and career outcomes for these young adults and to prevent them from becoming forgotten minorities. Specific issues to be addressed in this chapter include the scope and importance of understanding how individuals with ASD, particularly members of Generation A, may become forgotten minorities; the role of functioning level, self-concept, disclosure, stigma, and image norms in preventing Generation A from becoming a forgotten minority; suggestions for future research on forgotten minorities; and implications for human resource management policies and organizational practices.

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  Creating Restorative and Affirming Classrooms for LGBTQ+ Students

  Kris De Pedro, Holly Shim-Pelayo, and Annmary S. Abdou

  "It is critical that educators gain an understanding of the lived experiences of queer college students and to develop inclusive practices (e.g., restorative practices) to make college classrooms more affirming. In this chapter, we describe the research on the lived experiences of queer college students. In particular, we focus on sexual and gender minority stress theory to show that LGBTQ+ college students are vulnerable to mental health issues and other negative outcomes, while also showing the LGBTQ+ community's unique capacity to be resilient in the midst of homophobic and transphobic adversity. In the second half of this chapter, we outline restorative pedagogy as an approach for creating brave and safe classroom spaces for queer college students."

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  The Ranking Game

  William Yat Wai Lo and Ryan M. Allen

  "This chapter analyzes the prevalence of global university rankings within this context of the intensification of global competition in higher education and the associated call for developing world-class universities in Asia. Focusing on the cases of Western Anglophone countries, the literature considers neoliberal ideology and its pro-market practices as important forces driving internationalization of-higher education (e.g., Hazelkorn, 2008). According to this neoliberalization thesis, elite universities are differentiated and assigned to establish and maintain a country's status as a global higher education power, while mass universities are responsible for commercial provision of higher education, thereby enlarging the country's share in the global higher education market (Marginson, 2006). Thus, university rankings are seen as an important information tool helping international students choose their destinations and institutions. In a similar vein, partnerships, scholar exchanges, and other international collaborations hinge upon identifying peer partner institutions abroad. The top-ranked universities mostly choose to partner with other highly ranked institutions. Under these conditions, institutions consider their participation in global university rankings as part of their international marketing campaign targeted at multiple actors, both domestically and internationally (Hazelkorn, 2015).

  However, this chapter suggests that, different to the neoliberalization thesis, the global competition within the Asian context is largely grounded on the theories of late development and developmental states, which considers higher education internationalization as a way to sustain and enhance national competitiveness. In other words, the national goal of internationalizing higher education is to catch up and compete with the advanced nations. Thus, Asian countries and their universities endeavor to catch up with the standards of the Western academic model, which is perceived to be more advanced. These national desires have eschewed governmental cuts to higher education spending that have dominated Anglo-Western discourse. Instead, governments in the Asian region have poured funding into their universities, especially those on the elite end of the spectrum, with a keen focus on international league table positioning (Deem et al., 2008)."

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  Critical Theory: Rituals, Pedagogies and Resistance

  Peter McLaren

  This collection of essays incorporates some of the most important and longstanding foundational texts in education developed by the leading educational neo-Gramscian social theorist Peter McLaren. The volume provides a much necessary framework for understanding more precisely not only the historical and philosophical foundations for McLaren’s ideas, but even more importantly, it unpacks a clear understanding of the dynamics of ideological production framing the epistemicidal nature of capitalist schools.

  The chapters provide state of the art approaches grounded in both Marxist social theory and ‘post-critical’ sensibilities. They show the unique opportunities provided by critical theoretical approaches towards revolutionary pedagogies which are crucial to address the current challenges one is facing locally, nationally, and internationally.

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  E-Communities: How an HBCU Research-Practice Partnership's Community Cultural Wealth Galvanized Minoritized Students' Access to STEM Spaces

  Deena Khalil, Angel Miles Nash, Adrian Wayne Bruce, Joana Sánchez, and Meredith Kier

  "[I]n this chapter we describe how the Critical Race Design of an HBCU research-practitioner partnership, called E-Communities (Khalil & Kier, 2017, 2018, 2021a), afforded a space for stakeholders' active cultivation of community cultural wealth (CCW; Yosso, 2005). By centering stakeholders' voices, we illustrate how the pedagogical dimensions of community cultural wealth can engage minoritized learners in STEM resources by transforming exclusionary STEM environments into spaces that center civic engagement, community strengths, and social justice principles. In the next section, we describe how various forms of social and academic resources embedded in HBCUs' institutional missions, curricular activities, and instructional strategies serve as cultural resources that foster postsecondary students' STEM pathways. Afterwards, we describe the research design where community cultural wealth frames how such resources both contextualize and socialize minoritized students' engagement with STEM spaces. We conclude by describing the importance of establishing and sustaining meaningful research-practice partnership, particularly with HBCU with stakeholders seeking to dismantle the systemic inequities in STEM spaces."

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  Foreword: Democracy Under Siege and the Rise of the Unthinkable

  Peter McLaren

  This book offers an uncompromising and rigorous analysis of education and human rights by examining issues related to gender, race, sexuality, disability, and social class. Written as a companion to the very successful U.K. version, this volume reflects the economic, political, social, and cultural changes in educational and political policy and practice in the United States.

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  Gender and Education: The Revolutionary "Force and Reason" of Women

  Lilia D. Monzó and Kandace Branch

  This chapter on women’s “Revolutionary Force and Reason” considers women’s advancement in the context of a racialized and patriarchal global capitalist system. It dispels the myth that capitalism has given women greater opportunities, tracing the change in social conditions to some women’s lives to their own revolutionary struggles. Here we name the inequities among women within the U.S. and as a result of global capitalism, discussing how the increase in opportunities for middle class, predominantly White women in the U.S., comes at the detriment of BIPOC women, increasingly migrant women of the Global South, whose caring and working-class labor facilitates middle-class women’s access and entry into higher education and the professional labor market.

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  Peace Leadership Education: Stories of Growth, Training, and Development

  Rabab Atwi, Whitney McIntyre Miller, Annmary S. Abdou, Miznah Omair Alomair, Nicholas J. Irwin, Lisa Hilt, Negeen Lofti, sylvia murray, and Gabrielle Richmond

  Peace education is a philosophy and practice that aims to equip learners with the skills and behaviors to enable them to become peaceful citizens capable of resolving the conflicts faced in their communities and beyond and working to establish a culture of peace through dismantling systems that contribute to prejudice, violence, and hatred. This chapter argues that peace education is an alternative to the culture of violence that dominates many societies around the world and provides a discussion of important authors and scholars. These notions of peace education are then explored through the stories of four peace leadership education endeavors. Utilizing integral peace leadership as a guiding frame, these educational endeavors explored the ways to create cultures of peace in communities and schools. The chapter concludes with a commitment to use integral peace leadership as a vehicle for promoting a more peaceful culture committed to social change and overcoming the hindrances to local and international peace.

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  Supporting Student Mental Health: Essentials for Teachers

  Michael Hass and Amy Ardell

  Supporting Student Mental Health is a guide to the basics of identifying and supporting students with mental health challenges. It’s no secret that your responsibilities as a teacher go beyond academic achievement. You cover key socioemotional competencies in your classrooms, too. This book is full of accessible and appropriate strategies for responding to students’ mental health needs, such as relationship-building, behavioral observation, questioning techniques, community resources, and more. The authors’ public health, prevention science, and restorative practice perspectives will leave you ready to run a classroom that meets the needs of the whole child while ensuring your own well-being on the job.

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  Using Positive Student Engagement to Create Opportunities for Students with Troubling and High-Risk Behaviors

  Amy Jane Griffiths, Rachel Wiegand, and Christopher Tran

  Only half of adolescents feel engaged in school, with almost a quarter being actively disengaged. Engagement drops as students age because older students report feeling less cared for by adults and see less value in their work. Many of the students experiencing disengagement are those who exhibit high-risk and troubling behaviors. When considering the emotional or psychological aspects of engagement, which are routinely associated with high-risk behaviors, a student must somehow conclude that, at a minimum, at least one specific person at their school truly cares about them. Be it a teacher, coach, administrator, or counselor, when this caring individual expresses respect, concern, and trust in the student, these actions often contribute to a student’s belief that another person sees intrinsic value in them as a human being. In this chapter, we underscore the association between student engagement and high-risk behaviors in adolescence. Although all aspects of student engagement are essential to youth’s full development, the salience of student engagement when considering troubling and high-risk behaviors in schools warrants educators’ attention. We summarize research in this area and provide an overview of system-level interventions and strategies to build bonding and connectedness, specifically for those students who engage in high-risk behaviors.

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  A New Golden Age in International Higher Education: Challenges and Successes during the Pandemic and Beyond

  Krishna Bista, Ryan M. Allen, and Roy Y. Chan

  This is the introduction to the book Impacts of COVID-19 on International Students and the Future of Student Mobility International Perspectives and Experiences. These authors edited the book and also wrote the epilogue, "What’s Next? A New Era".

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  Apoyo Sacrificial, Sacrificial Support: How Undocumented Latinx Parents Get Their Children to College

  Stephany Cuevas

  Apoyo Sacrificial explores the experiences of undocumented Latinx parents as they support and guide their children’s pathways to higher education, and how their precarious immigration status impacts this support. In addition to analyzing the various understandings, interactions, and relationships undocumented Latinx parents develop with different education entities, including secondary schools and colleges and universities, the book also examines these in relation to the various social, political, and economic factors that shape parents’ engagement with their children’s education. Cuevas illuminates how the parents in her study engaged in supportive behaviors similar to those of middle- and upper-class families despite the barriers they faced, such as low-income households, undocumented legal status, and single parenting. Providing an alternative view of parental engagement and access to higher education, Apoyo Sacrificial will help educators truly meet the needs of marginalized students and communities.

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  Examining an Activity System of Learners, Tools, and Tasks in a Video Club

  Tara Barnhart

  "One skill that is integral to instruction centered around students’ thinking is attending to, interpreting, and responding to students’ thinking, a cluster of skills referred to as noticing (Luna & Sherin, 2017; Mason, 2002; Stroupe, 2014; Thompson et al., 2016). Video clubs, in which groups of teachers meet to analyze recordings of classroom practice, have been shown to be effective in supporting teachers in developing noticing of students’ ideas and adopting an interpretive lens to make sense of students’ ideas (Johnson & Mawyer, 2019; Luna & Sherin, 2017). However, simply gathering teachers together to analyze videos of teaching is not sufficient for changing either noticing or instruction (Blomberg et al., 2014). Video clubs must intentionally utilize tools, tasks, and talk to promote changes in teachers’ noticing of student thinking (van Es & Sherin, 2006). This chapter describes the design of one such video club of secondary science teachers and examines how different artifacts of practice, tasks to frame the participants’ attention on students’ thinking, tools generated from those framing activities, and facilitation moves coordinated to promote an inquiry stance into science teaching practice."

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  Growing the Revolutionary Intellectual, Creating the Counterpublic Sphere

  Peter McLaren and Lilia D. Monzó

  "Here we seek to illuminate some important nuances and articulations surrounding the challenges that face us as dissident intellectuals at this particular historical conjuncture and to explore ways in which the public intellectual can be reconceptualized and revitalized in revolutionary terms. This fits well with our goal for this essay— which intends to serve as a countervailing riposte to the role of the free- market intellectual and to insist on a materialist and indigenist recentering of the role of the intellectual in today’s social order."

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  Promoting School Safety, School Climate, and Student Mental Health: Interdependent Constructs Built Upon Comprehensive Multidisciplinary Planning

  Amy Jane Griffiths, Elena L. Diamond, Zachary Maupin, James Alsip, Michael J. Keller, Kathryn Moffa, and Michael J. Furlong

  "This chapter unpacks the complex topics of school violence, school safety, and school climate as they apply to modern schools. Relevant models will be discussed that have been used by schools and communities to fashion safe and supportive learning environments, specifically in an effort to foster welcoming school campuses and thriving student development. The following sections provide an overview of the interaction of school safety and school climate and how these constructs are directly linked to student mental and emotional well-being. We then discuss a multidisciplinary approach to addressing these constructs and share an existing model that can be used as a foundation to address school safety and mental health issues. We provide a process for moving toward action, which includes selecting an appropriate model for organizing intervention efforts, building a multidisciplinary team, developing a plan for assessment, and creating a systematic process for intervention implementation. Finally, we include a case study to illustrate how a school district might interpret and implement some of these key components in the real world."

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  Scallywag Pedagogy

  Peter McLaren and Petar Jandrić

  This chapter explores the dynamic between truth and deceit in twenty-first-century transnational capitalism, emerging neo-fascist movements, and post-truth media landscapes marked by the Covid-19 pandemic and the anthropogenic bioinformational challenge. It establishes the centrality of the concept of truth in revolutionary critical pedagogy and underscores the importance of linking true words with true actions in the formation of critical praxis. Revolutionary praxis consists of the dialectical process of self and social formation, while critical educators are situated as protagonistic agents who work in and through history. Truth is therefore not about a timeless or objective state we name history. Action creates history, humans are historical beings, and truth is firmly situated within the dialectic of history. Using the work of Walter Benjamin, we show that aesthetic entertainment provided by fascist national leaders such as Donald Trump distracts the oppressed from the economic and social forms of oppression, supporting asymmetrical relations of power and privilege that repurposes the dominion of the ruling class. In response, we develop the concept of scallywag pedagogy: postdigital, ontological, epistemological, historical, and revolutionary praxis aimed at ambushing oppressive power relations and transforming the world in the interests of social justice through speaking a true word.

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  Guevara, Ernesto ‘Che’ (1928–1967)

  Peter McLaren and Lilia D. Monzó

  "This essay explores the life and work of Argentine Marxist revolutionary, physician, author, guerrilla leader, military theorist, and diplomat, Ernesto ‘Che’ Guevara (1928–1967)."

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  “It Was Time for Us to Take a Stand”: An Ethnic Studies Classroom and the Power of Student Voice

  Jorge F. Rodriguez, Carah Reed, and Karen Garcia

  "In this chapter, we invite you to join us—a high school graduate, an Ethnic Studies teacher, and a university ally—as we reflect on a story of student mobilization for change. Some of us will share firsthand narratives while others, such as the university ally, will contribute an interpretive analysis. We all grew up in the region where our story takes place. This affords us a personal understanding of the cultural and political dynamics described in our story. To protect identities, we use pseudonyms for students and teachers."

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  Revolutionary Critical Pedagogy Is Made by Walking: In a World Where Many Worlds Coexist

  Peter McLaren and Petar Jandrić

  Postdigital Dialogues on Critical Pedagogy, Liberation Theology and Information Technology presents a series of dialogues between Peter McLaren, a founding figure of critical pedagogy, and Petar Jandric, a transdisciplinary scholar working at the intersections between critical pedagogy and information technology. The authors debate the postdigital condition, its wide social impacts, and its relationship to critical pedagogy and liberation theology, as part of a transdisciplinary effort to develop a new postdigital revolutionary consciousness in the service of humanity. Throughout the dialogues we see how McLaren's thinking on critical pedagogy and liberation theology have developed since the publication of Pedagogy of Insurrection, and how these developments play out in Jandric's theory of the postdigital condition.

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  Foreword to Life for the Academic in the Neoliberal University

  Peter McLaren

  A foreword to Life for the Academic in the Neoliberal University, edited by Alpesh Maisuria and Svenja Helmes.