“A very belonging kind of place”: A community-based exploration of inclusive school practices.
Authors: University of Michigan Community-based Ethnographic Research Team- Michelle J. Bellino, Saraí Blanco Martinez, Claire Boeck, Scott J. Bridges, Erin R. Elliot, P., Alexander Miles, Katelyn M. Morman, Matt F. Park, Bernardette J. Pinetta, TasneemPota, Darrius D. Robinson, Angela M. Schöpke-Gonzalez, & Melody Wilson.
Products co-created with above list of authors: Attached is a PDF of the report and a brief video presentation, which you can access here.
Sponsor: This was a project sponsored by the Ginsberg Center‘s Community Engagement Grant.
Description: This project emerged in the context of a graduate-level course on ethnographic research methods and community partnerships, set in a school that has responded proactively to a rapidly changing community context. In dialogue with school leaders working in Melvindale High School (MHS), we ask: How do we create schools that are welcoming and inclusive for newcomer students and families with diverse identities and experiences? Our question centers on diversity, equity, and inclusion in Southeast Michigan communities, exploring the experiences of im/migration, schooling, and belonging within and across borders. It also attends to U-M students’ needs as learners and educational researchers-in-training in a globalized world, where transnational identity and belonging are central to individual, community, and school experiences. Access the full report (PDF)
Teaching Peace in a Charged Landscape: The Democratic Potential of Peace Education During Colombia’s Peace Process
As Colombia transitions from more than fifty years of internal armed conflict, how will educators engage with students around the complex causes and consequences of protracted violence, and the fragile transition to peace?
Education and Belonging in the Context of an Unknowable Future: Youth Aspirations in Kakuma Refugee Camp
Research has demonstrated the significant role of schools in shaping young people’s evolving sense of civic identity, agency, and belonging. Yet we know little about the educational experiences of refugee youth whose opportunities for participation are constrained by encampment and exclusionary citizenship policies.
This project seeks to develop a research cluster centered on the linkages between education as a sector and transitional justice. Drawing on semi-structured interviews with global leaders of transitional justice initiatives, the study aims to better understand the myriad ways that education is positioned and envisioned as a mechanism of transitional justice.
In the aftermath of mass violence, history education that depicts the violent past is considered an essential element of transitional justice processes, clarifying the historical record, reestablishing moral frameworks, promoting reconciliation, and acknowledging public memory of past atrocity for future generations. But how do individuals and communities narrate recent injustice in ways that empower youth, foster civic agency, and promote democratic culture?