Redefining Resistance: Narratives of Marginalized Teachers, Students, and Communities highlights stories of resistance against oppressive educational systems and policies, celebrating the creativity, courage, and resilience of marginalized communities. By sharing these narratives, we aim to inspire systemic change and promote justice and equity in education.
The book has been curated as a resource for educators, policymakers, and activists seeking strategies to challenge inequity and implement culturally relevant and justice-centered practices. With a strong framework grounded in critical theoretical frameworks such as decolonial studies, Black studies, critical race theory, queer theory, and critical feminisms, among others, Redefining Resistance serves as a platform to lift marginalized communities beyond the traditional limitations of educational systems.
Table of Contents:
Section I. "We Were Born Sovereign" – Resistance Rooted in History, Rage, and Reclamation
Chapter 1. Stop Playing in Our Faces, Behind Our Backs: Myths and Hidden Truths of Educational Reform Policies; Sabrina Tiggs
Chapter 2. Plantations, Politics, and Teacher Evaluation; Jocelyn C. Foshay
Chapter 3. "I Said, What I Said": Black Science Education Beyond the White Gaze A Black Teacher’s Proclamation; Eddie Taylor, Jr.
Chapter 4. Redefining Resistance: Teaching Defiance at the Edge of Dominion; Charles E. Becknell, Jr. and Charlia Boyer
Section II. "Rebel Revolt Return" – Borderlands, Language, and Cultural Uprisings
Chapter 5. Translanguaged Zines and Pop-Up Puppetry as Performative Activism; Neda Izadi and Christen Sperry Garcia
Chapter 6. Fronterizo Resistance: Redefining Advocacy Through Dual Language Education in the Rio Grande Valley; Erika Rendón-Ramos
Chapter 7. Subaltern Educators Engaged in Minoritized Language Work; Vahid Turan
Chapter 8. Roots of Resistance: Latinas Forging a Path Forward in the Wake of SB17; Melissa A. Martinez and Camrie Piper
Chapter 9. Decolonial Indigenous Methodologies: Exploring Self-Identities Through Pláticas and Gupshup; Miryam Espionsa-Dulanto and Vejoya Viren
Section III. "We Are Sacred" – Reclaiming Self Through Intersectional Praxis and Pedagogical Imagination
Chapter 10. The Pícaro Seat; Isaac A. Torres
Chapter 11. Rhymes of My Life: An Exploration of Student Identity via Hip-Hop, Spoken Word, and Diversity, Equity, and Inclusion (DEI) for First-Year Students; Ellise Antoinette Smith
Chapter 12. Tending the Soil of Resistance: Cultivating Joy and Agency in Education; Nicole Williams-Hines
Chapter 13. Walking Away from the Coloniality of Being: Teacher’s Epistemic Loosenings as Coyolxauhqui; Dalia Mendoza and Laura Jewett
Chapter 14. Beyond Resistance: A Critical Approach to Teaching Quantitative Methods; Amber Holton-Thomas and Da'Shay Templeton
Section IV. "Re-member. Restore. Rejoice." – Healing as Resistance, Pedagogy as Rebirth.
Chapter 15. She Gets It From Her Mama: An Intergenerational Duoethnography on Giftedness and Black Girlhood in Urban Schools; Dowan McNair-Lee and Autumn Lee
Chapter 16. Cultivating Resistance: Poetry as a Therapeutic Vessel for Navigating Inequities in Education; Darius Phelps
Chapter 17. Mirrors and Megaphones: Centering Student Identities and Creative Expression in Literacy Instruction; Michelle C. S. Greene
Chapter 18. Radical Delusion as Social Activism: Reclaiming and Reimagining Democratic Futures and Radical Imaginaries in Early Childhood; Nidhi Menon and Lisa Johnston
Chapter 19. We Are Here For More: A Poetic Analysis of Creative Resistance in Teaching; Michael J. Seaberry
Section V. Closing Invocation
Conclusion: Resistance as a Living Practice; Kara M. Taylor, Evan M. Taylor, Taylor Box
About the Author :
Kara M. Taylor, PhD is a public intellectual and a clinical associate professor of literacy at Indiana University Indianapolis dedicated to the emancipation/liberation of marginalized communities.
Evan M. Taylor, PhD is a mathematics education researcher and an adjunct professor at Indiana University Indianapolis whose research centers on the experiences and narratives of Black males in mathematics education.
Taylor Box is a former classroom teacher whose research interests include cultivating critical consciousness, whiteness, and teacher education.
