*The PIENSO Framework (Caffrey, 2022) is a tool meant to help teachers and students think with equity-oriented theories. The descriptors synthesize ideas from a variety of scholars, such as Ciardiello (2004), Crowley & King (2015), Friere (1973), Hlavacik & Krutka (2021), King (1991), Rodriguez & Swalwell (2021), Patel (2016), Picower (2012), Sefa Dei (2017), Styres (2019), Tuck & Yang (2012), and Varga & Shear (2022).
REFERENCES:
Ciardiello, A.V. (2004). Democracy’s Young Heroes: An Instructional Model of Critical Literacy Practices. The Reading Teacher, 58(2): 138-147.
Crowley, R. & King, L. (2018). Making Inquiry Critical: Examining Power and Inequity in the Classroom. Social Education, 82(1), 14–17.
Freire, P. (1973). Education for Critical Consciousness. New York: Seabury Press.
Hlavacik, M. & Krutka, D.G. (2021). Deliberation can wait: How civic litigation makes inquiry critical. Theory & Research in Social Education, 49(3), 418-448.
King, J. (1991). Dysconscious racism: Ideology, identity, and the miseducation of teachers. The Journal of Negro Education, 60(2), 133-146.
Rodriguez, N.N. & Swalwell, K. (2022). Social Studies for a Better World. W.W. Norton & Co.
Patel, L. (2016). Decolonizing Educational Research: From Ownership to Answerability. Routledge.
Picower, B. (2012). Using their words: Six elements of social justice curriculum design for the elementary classroom. International Journal of Multicultural Education, 14(1), 1-17.
Sefa Dei, G. (2017). Indigenous philosophies and critical education: a reader. Peter Lang Publishing.
Varga, B.A., & Shear, S.B. (2022). Flows of anti-colonialism: (Re)Configurations and emplotments of more-than-witness(es/ing) in the an(thropo/glo)cene. AERA Annual Meeting, San Diego, CA.
Styres, S. (2019). Literacies of Land: Decolonizing Narratives, Storying, and Literature. In Linda Tuhiwai Smith, Eve Tuck, and K. Wayne Yang (Eds.), Indigenous and decolonizing studies in education: Mapping the long view. Routledge.
Tuck, E. & Yang, K.W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1).
REFERENCES:
Ciardiello, A.V. (2004). Democracy’s Young Heroes: An Instructional Model of Critical Literacy Practices. The Reading Teacher, 58(2): 138-147.
Crowley, R. & King, L. (2018). Making Inquiry Critical: Examining Power and Inequity in the Classroom. Social Education, 82(1), 14–17.
Freire, P. (1973). Education for Critical Consciousness. New York: Seabury Press.
Hlavacik, M. & Krutka, D.G. (2021). Deliberation can wait: How civic litigation makes inquiry critical. Theory & Research in Social Education, 49(3), 418-448.
King, J. (1991). Dysconscious racism: Ideology, identity, and the miseducation of teachers. The Journal of Negro Education, 60(2), 133-146.
Rodriguez, N.N. & Swalwell, K. (2022). Social Studies for a Better World. W.W. Norton & Co.
Patel, L. (2016). Decolonizing Educational Research: From Ownership to Answerability. Routledge.
Picower, B. (2012). Using their words: Six elements of social justice curriculum design for the elementary classroom. International Journal of Multicultural Education, 14(1), 1-17.
Sefa Dei, G. (2017). Indigenous philosophies and critical education: a reader. Peter Lang Publishing.
Varga, B.A., & Shear, S.B. (2022). Flows of anti-colonialism: (Re)Configurations and emplotments of more-than-witness(es/ing) in the an(thropo/glo)cene. AERA Annual Meeting, San Diego, CA.
Styres, S. (2019). Literacies of Land: Decolonizing Narratives, Storying, and Literature. In Linda Tuhiwai Smith, Eve Tuck, and K. Wayne Yang (Eds.), Indigenous and decolonizing studies in education: Mapping the long view. Routledge.
Tuck, E. & Yang, K.W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 1(1).
