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This book promotes collaborative ways of knowing and group accountability in learning processes to counteract the damaging effects of neoliberal individualism prevalent in educational systems today. These neoliberalist hierarchies imposed through traditional, autocratic knowledge systems have driven much of the United States' educational policies and reforms, including STEM, high stakes testing, individual-based accountability, hierarchical grading systems, and ability grouping tracks. The net effect of such policies and reforms is an education system that perpetuates social inequalities linked with race, class, gender, and sexuality. Instead, the author suggests that accountability pushes past individualism in education by highlighting democratic methods to produce a collective good as opposed to a narrow personal success. In this democratic model, participants contribute to the common goal of elevating the entire group. Drawing from a well of creative praxes, reflexivity, and spiritual engagement, contributors incorporate collective dreaming to envision alternate realities of learning and schooling and summon the spirit into action for change

"The well-known and controversial Mexican American studies (MAS) program in Arizona's Tucson Unified School District set out to create an equitable and excellent educational experience for Latino students. This book offers the first comprehensive account of this progressive program by those who created it, implemented it, and have struggled to protect it"--

AbstractThe article reports on Latina/o high school students who conducted participatory action research (PAR) on problems that circumscribe their possibilities for self‐determination. The intention is to legitimize student knowledge to develop effective educational policies and practices for young Latinas/os. PAR is engaged through the Social Justice Education Project, which provides students with all social science requirements for their junior and senior years. The mandated curriculum is supplemented with advanced‐level readings from Chicana/o studies, critical race theory, critical pedagogy, and, most important, PAR. The intention is for students to meet the requirements for graduation and to develop sophisticated critical analyses to address problems in their own social contexts.

Brings together work by leading scholars from various disciplines to highlight the effects of punitive and 'zero tolerance' policies on young people's educational experience and well-being. This work contains essays that look at how issues of social justice in education can be incorporated into public policy. It is intended for policy makers

Latinx youth are often engaged in critical action to transform social injustices, yet we know little about the wellbeing of Latinx youth activists. This study draws on critical ethnographic research to understand the multidimensions of wellbeing that Latinx youth experienced when they engaged in critical action toward anti-immigrant politics during the Trump Era. Data collected through open-ended interviews with Latinx youth who participated in social protests revealed that (a) concepts of wellbeing need to be extensively explored for a more nuanced understanding of its characteristics, and (b) when youth engage in critical action, they experience physical and socioemotional wellbeing in distinct ways. This research contributes to the critical consciousness and wellbeing scholarship by (1) adding to the dearth of research on Latinx youth physical wellbeing and critical action, (2) theorizing nuances of physical, mental, and socioemotional wellbeing as simultaneously present during critical action, and (3) centering the voices and experiences of Latinx youth, specifically Latina youth, who have historically been omitted from the literature.