Dear Colleagues,

Apologies for cross-posting.

We are pleased to announce the newest issue of the Berkeley Review of Education (BRE), an open-access, peer-reviewed journal edited by students from the Graduate School of Education at the University of California, Berkeley. We are currently accepting submissions on a rolling basis. For more information, visit http://berkeleyreviewofeducation.com. If you're interested in submitting to our journal, see our Call for Papers, which is also pasted below. Please forward to your colleagues, friends, SIG members, and other networks.

BRE Editorial Team

Volume 6, Issue 2, 2017

Since the founding of the Berkeley Review of Education (BRE) in 2011, we have committed to publishing a range of interdisciplinary scholarship focused on equity, diversity, and inclusion in education. The election of Donald Trump, which took place shortly after we began working on Volume 6, Number 2, has reinforced for us the importance of encouraging scholarly dialogue around the ways that education impacts the lives of American students from nondominant populations, including people of color, poor, women, LGBTQ+ people, people with disabilities, non-English speakers, immigrants, undocumented people, refugees, and other groups.

In the days since Trump’s election, young people from these groups have been the target of hateful rhetoric and bullying, even within their own schools (Jamieson, 2016). Meanwhile, the new presidential administration has supported initiatives that effectively undermine educational opportunity and access for such students. For example, Secretary of Education Betsy DeVos has embraced the rapid expansion of privatization efforts, including vouchers and for-profit charter schools, and President Trump’s proposed budget aims to increase funding for the expansion of charter schools (Klein, 2017). Yet research demonstrates that such initiatives disproportionately leave poor Black families with few quality schooling options in cities such as Detroit (Harris, 2016) and contribute to deepening levels of racial segregation across the country (Frankenberg, Siegel-Hawley, & Wang, 2011). President Trump’s proposed budget also threatens to cut funding for a range of programs that have long benefited nondominant communities, including college access programs such as TRiO, which provides services and supports to first-generation and low-income college students (Klein, 2017).
Read More…

Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry
Luis Poza

From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management
Jonathan Ryan Davis

Engaging Diversity and Marginalization through Participatory Action Research: A Model for Independent School Reform
Joseph Derrick Nelson, Tanya Maloney, & Zachary Hodges

The Ballot Initiative and Other Modern Threats to Public Engagement in Educational Policymaking
Peter Piazza

Call for Papers

The Berkeley Review of Education (BRE) encourages senior and emerging scholars, practitioners, and policy-makers to submit articles that address issues of educational diversity and equity from various intra/interdisciplinary perspectives. The editorial board especially welcomes submission of manuscripts that engage with one or more of our Board Priorities. For more information on the submission process and guidelines please see BRE Policies.

Address inquiries to the editors at [log in to unmask]. Submit manuscripts online through the “submit article” link, http://repositories.cdlib.org/ucbgse/bre.

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