Ability grouping

, 39

Abolitionist pedagogy

, 102, 104–105

Abolitionist teaching

, 41–42

Abolitionist Teaching Network

, 135

Achievement gap

, 46–48

Activism

, 132–133

Adequate yearly progress (AYP)

, 11

Administrators

, 131

Advanced Placement (AP)

, 23, 39–40

Aesthetic care

, 78

Affirmative action laws

, 17–19

African American curriculum and courses, erasure of

, 22–23

African American Studies

, 23, 63

Aggressive militarism

, 49

All Handicapped Children’s Act

, 9

American Civil Liberties Union (ACLU)

, 17–18

Anti transgender (trans) legislation

, 26–27

Antiwar movement

, 41

Aspirational capital

, 77, 104, 106

Asset-based educational practices

, 76

Asset-based practices

, 76–77

Authentic care/caring

, 77–78

at MHS

, 84–85

Authoritarianism

, 58

Baby boom to equity strides in 1970

, 7–10

democracy in education From 1950s to 1970s

, 8

“Back-to-basics” movement

, 7

Becoming leaders of social justice

, 129–131

Binary narrative

, 37–38

Black, Indigenous, and/or People of Color (BIPoC)

, 9, 129–130

Black American curriculum and courses, erasure of

, 22–23

Black freedom

, 41

Black Lives Matter movement

, 25–26, 50

“Blame-the teacher” movement

, 11

Brave learning communities (BLCs)

, 135

Butler’s theory of performativity

, 32

Change movements

, 50–51

“Chilling out” effect

, 7

“Choice” concept in education

, 38

Civil Rights Act, The (1964)

, 9

Civil Rights Movement, The

, 7–9

Co-teaching

, 40

Coalition of Essential Schools (CES)

, 43–44

Coalition-building

, 40

Collaboration as norm

, 117–118

Committee of Ten

, 3–5

Common Core State Standards (CCSS)

, 12–13

Common schools movement

, 1

Communication

, 114–116

Community

, 113

nights for health and wellness

, 117

school as

, 112–113

Community cultural wealth (CCW)

, 74, 103, 105

of DHS students

, 105, 112

students’ aspirational capital

, 106

students’ familial capital

, 107

students’ linguistic capital

, 106–107

students’ migration capital

, 111–112

students’ navigational capital

, 107–108

students’ resistant capital

, 108–111

students’ social capital

, 107

Community-organizing approach

, 132–133

Conservative modernization

, 13–27

affirmative action laws

, 17–19

attacks on critical race theory

, 21–22

contemporary challenges to advancement of transformative democracy in education

, 14–15, 17

of education

, 14

erasure of Black and African American curriculum and courses

, 22–23

fundamental rights for women

, 23–24

Mexican American/Raza Studies in Tucson Unified School District

, 20–21

post-Katrina and transformation of New Orleans Public Schools

, 19–20

recent opposition

, 18–19

theory applied to practice

, 27

Contemporary interpretations of hegemony

, 31–33

Converging pandemics

, 24–26

Counter-hegemonic foundation

, 60

COVID-19

impact of

, 25

pandemic

, 25

Critical action

, 66

Critical care

, 78

Critical consciousness

, 64–66, 68

praxis

, 66–68

praxis, education, and Freire

, 67–68

theory applied to practice

, 69

transformative practices in K-12 schools

, 68–69

Critical curriculum leadership

, 134–135

Critical Friends Group

, 80–81

Critical hope

, 78–79

Critical inclusivity

, 118–120

Critical inquiry groups

, 131–132

Critical race theory (CRT)

, 21–22, 42, 57, 133

attacks on

, 21–22

Critical reading and reflection circles

, 62–63

Critical reflection

, 65

Critical teaching and leadership practices

, 131–132

Critically-just democracy

, 58–62

countering political and social movements as transformative action

, 63–64

and education

, 59–60

mis/interpretation of democracy and education

, 61–62

to transformative action

, 62–64

we teams implementation

, 60

Critically-just educators

, 60–61

Cultural capital

, 103–104

Cultural hegemony

, 36

in education

, 33–34

Culture of community, building and sustaining

, 116–117

Curriculum leaders

, 134–135

Curriculum leadership

, 133

#CurriculumSoWhite movement

, 137

Curriculum theory

, 133

Decolonizing curriculum

, 133

Decolonizing education

, 133–136

Deficit thinking

, 76

Democracy

, 1–2, 44–45, 55, 58

aligning critically-just democracy to transformative action

, 62–64

critically-just democracy

, 58–62

in education

, 3, 5–6, 13, 56, 58

education evolutions

, 4–5, 7, 10–11, 13

expanding educational opportunities

, 64–68

mis/interpretation of

, 61–62

new dogma of

, 13–27

theories

, 5–7

veneer of democracy at DHS

, 102–103

Democratic education

, 1–2

Democratic system

, 61

Desegregation

, 7, 9

Desert High School (DHS)

, 42–43, 80, 93, 97, 128–129

amplifying student voice at

, 80–82

community cultural wealth

, 103, 105, 112

data from

, 93, 103, 105

dispossession at

, 99–102

funds of knowledge

, 103

hegemony at

, 98–99

neoliberalism at

, 93–98

veneer of democracy at

, 102–103

Detracking

, 40

Dewey, John

, 1–2

Dispossession

, 44, 51, 128

achievement gap

, 46–48

change movements

, 50–51

contemporary interpretations of

, 45–51

at DHS

, 99–102

foundations of

, 45

perpetuation of dispossession in schools, policies, and practices

, 51–53

re/envisioning opportunities in schools, policies, and practices

, 53–54

within school “culture”

, 99–100

within school structures

, 101–102

school-to-prison pipeline

, 48–50

theory applied to practice

, 54

Economic debt

, 47

Education

, 1–2, 36, 68, 132–133

conservative modernization

, 13–27

contemporary challenges to advancement of transformative democracy in

, 14–15

critically-just democracy and

, 59–60

cultural hegemony in

, 33–34

democracy in

, 3, 5, 13, 56, 58

evolutions

, 4–5, 7, 10

hegemony and philosophy of

, 32–33

mis/interpretation of

, 61–62

Educational debt

, 47

Educational institutions

, 33

Educational system

, 59

Educative dimension

, 74

Educative leaders

, 74

Educative leadership

, 74

Educators

, 2–3, 34–35, 50, 120–121

educator-driven communication

, 115

of social justice

, 128–131

Elementary and Secondary Education Act (ESEA)

, 9

Emancipatory pedagogy

, 36

Embark Education

, 137–138

English as a Second Language (ESL)

, 39–40

English as Language of Power

, 98–99

in assessment

, 99

English Language Development (ELD)

, 42, 80, 93, 128–129

block

, 52–53

counselor

, 101

English proficiency test (EPT)

, 96

English-language learners, students labeled

, 125

Equitable school collaboration team

, 132–133

Equity audits

, 122, 134–135

Equity community collaboration audit

, 132–133

Equity strides in 1970s, baby boom to

, 7–10

Ethic of care

, 77, 82

Ethic of community

, 62

Ethical dimension

, 74–75

Ethnicity

, 124

Every Student Succeeds Act (ESSA)

, 12–13

Familial capital

, 104, 107

Finding Voice club, The

, 102

Finding Voice project, The

, 82

Foundational theories

, 4

Freire, Paolo

, 20–21, 36, 67–68

Fundamental Rights for Women

, 15, 23–24

Funds of knowledge

, 103

Gender identity

, 126

Gifted and talented ability groups (GT ability groups)

, 39–40

Gramsci, Antonio

, 29–31

Guest speakers

, 117, 135

Harvard University, cases of

, 18–19

Hegemonic mechanisms

, 33

Hegemony

, 29, 37, 128

contemporary interpretations of

, 31–33

cultural hegemony in education

, 33–34

at DHS

, 98–99

English as language of power

, 98–99

English as language of power in assessment

, 99

heteronormativity and

, 31–32

historical foundations

, 30–31

neoliberalism as hegemony in schools, policies, and practices

, 42–44

perpetuation of hegemony in schools

, 33

and philosophy of education

, 32–33

Heteronormative hegemony

, 32

Heteronormative matrix

, 31

Heteronormativity

, 31–32

Heterosexual matrix

, 31

Heterosexuality

, 31–32

Hidden curriculum

, 34–36

countering hegemony in schools

, 36–37

re/envisioning opportunities in schools, policies, and practices

, 53–54

theory applied to practice

, 54

Hip-Hop-Based Education (HHBE)

, 41–42

Historical debt

, 47–48

Ideological hegemony

, 33

Implicit bias

, 48–49

Individual praxis

, 66

Information age

, 136–138

Innovations

, 86–87

Institute of Educational Sciences (IES)

, 17–18

Intellectuals

, 33

International Baccalaureate (IB)

, 39–40

Interview protocol

, 122

Justice

desire for

, 103–105

enactments of

, 112–113

falling short of

, 120–121

stagnation of and desire for

, 93–103

K-12 landscape

, 84

K-12 schools

, 79

transformative practices in

, 68–69, 71, 75

Knowledge, funds of

, 103

Ladson-Billings, Gloria

, 21–22

Leadership

, 71–72

Learning

, 56

Least restrictive environment (LRE)

, 9

Linguistic capital

, 77, 104, 106–107

Linguistic hegemony

, 99

Linguistic imperialism

, 98

Love, Bettina

, 41–42

Mann, Horace

, 1–2

Marginalized youth

, 58

Meritocracy myth in action

, 39–40

#MeToo Movement

, 23–24, 32, 50

Mexican American Studies (MAS)

, 20, 63

program

, 20

in Tucson Unified School District

, 20–21

Migration capital

, 104, 111–112

Military complex

, 49

Millennium High School (MHS)

, 42, 79–80, 82–83, 112–113, 117, 119–120, 128–129

authentic caring at

, 84–85

enactments of justice and transformation at

, 112–113

falling short of justice and transformation at

, 120–121

members of millennium high school community

, 83

Mis/interpretation of democracy

, 61–62

Multicultural initiatives

, 35–36

Multilingual learners (MLs)

, 40

Myth of meritocracy

, 39–40

Nation at Risk, A (1980)

, 10–11, 37

democracy in education From 1980s to 1990s

, 10

National Center for Educational Statistics (NCES)

, 17–18

National Education Association (NEA)

, 4–5

National School Lunch Program (NSLP)

, 87

Navigational capital

, 77, 104, 107–108

Neoliberal discourses

, 42

Neoliberal policy

, 11–12

Neoliberal principles

, 13–14

Neoliberalism

, 10–11, 13–14, 36–37, 42, 45, 128

contemporary interpretations of

, 39–40

countering neoliberalism in schools

, 40–42

at DHS

, 93–98

dispossession at DHS

, 99–102

hegemony at DHS

, 98–99

as hegemony in schools, policies, and practices

, 42–44

historical and present foundations

, 37–38

myth of meritocracy in action

, 39–40

re/envisioning opportunities in schools, policies, and practices

, 53–54

standardized testing

, 95–97

state report card

, 94–95

theory applied to practice

, 54

turnaround

, 97–98

veneer of democracy at DHS

, 102–103

Neuroplasticity theory

, 129

New Orleans Public Schools (NOLA Public Schools)

, 51

transformation of

, 19–20

No Child Left Behind Act (NCLB Act)

, 11–13, 37–39, 61–62, 94

democracy in education from 2000s to present

, 12

“No excuses” charter schools

, 49

Norm, collaboration as

, 117–118

Null curriculum

, 133

Pandemics, converging

, 24–26

Performativity

, 29, 50–51, 53

Perpetuation of hegemony in schools

, 33

Philosophers

, 45

Picower, Bree

, 46, 136–137

Pinar, William

, 57

Political democracy

, 56

Political movements as transformative action, countering

, 63–64

Politicians

, 57

Post-Katrina

, 19–20

“Post-truth” era

, 136–137

Posttraumatic stress disorder (PTSD)

, 101

Praxis

, 66–68

Primarily white institutions (PWIs)

, 50

Primarily working-class schools

, 35

Professional development (PD)

, 97

Professional learning communities (PLCs)

, 135

Progressive educators

, 58

Public accountability

, 38

Public discourse

, 39

Public education

, 1–2

Race

, 124

Race to the Top (RTTP)

, 94

Race-conscious admissions policies

, 19

Racial justice, continuing fight for

, 25–26

Radical care

, 78

Radical consciousness

, 134–135

Raza studies in Tucson Unified School District

, 20–21

Recovery School District (RSD)

, 20

Red Scare, The

, 7

Reflective prompts

, 54

Reflective prompts

, 69

Resistant capital

, 104, 108, 111

Roe v. Wade

, 23–24

Rote memorization techniques

, 35

School “culture”, dispossession within

, 99–100

School community

, 112–113, 121

building and sustaining culture of community

, 116–117

collaboration as norm

, 117–118

community nights for health and wellness

, 117

critical inclusivity

, 118–120

falling short of justice and transformation at millennium high school

, 120–121

revisiting transparency and communication

, 114–116

theory applied to practice

, 121–122

transparent communication across

, 87–88

School structures, dispossession within

, 101–102

School-as-business model

, 56–57

School-to-prison pipeline

, 48–50

School-wide critical reading and reflection circles

, 135

Schools

, 7, 9, 46, 51, 53

countering hegemony in

, 36–37

countering neoliberalism in

, 40–42

neoliberalism as hegemony in

, 42–44

perpetuation of hegemony in

, 33

re/envisioning opportunities in

, 53–54

transformative practices in

, 75–80

Science, Technology, Engineering, and Mathematics-focused courses (STEM-focused courses)

, 32

Sexual orientation

, 126

Social and emotional learning (SEL)

, 131

Social capital

, 104, 107

Social class

, 123

Social Justice Education Project (SJEP)

, 20–21

Social justice in education

, 13

Social media platform in information age

, 136–138

Social movements as transformative action, countering

, 63–64

Social-emotional learning (SEL)

, 131

Socio-political consciousness

, 59

Sociopolitical debt

, 47–48

Special education (SpEd)

, 39–40

State standardized test (SST)

, 95–96

Student council (StuCo)

, 51

Student Success Team (StST)

, 115

Student voice

at desert high school

, 80–82

opportunities

, 79–80

Students

, 52–53, 108, 115

labeled English-language learners

, 125

labeled with disabilities

, 124–125

Teach For America (TFA)

, 50

Teachers

, 131

Team teaching

, 40

Test scores

, 95–96

1619 Project

, 22–23

TikTok

, 137

Tracking

, 39–40

Transformation

desire for

, 103–105

enactments of

, 112–113

falling short of

, 120–121

stagnation of and desire for

, 93–103

Transformational dimension

, 73–74

Transformative action

, 72

aligning critically-just democracy to

, 62–64

countering political and social movements as

, 63–64

plan

, 138

Transformative democracy

contemporary challenges to advancement of transformative democracy in education

, 14–15

in schools

, 21–22

Transformative educators

, 132–133

Transformative leaders

, 73–74, 76, 112–113, 131

Transformative leadership

, 80

in (in)action

, 80–82

in action

, 82–88

amplifying student voice at desert high school

, 80–82

collectives

, 3–4

critical dimension

, 72–73

critical practices

, 84–85

desire for justice and transformation

, 103–105

educative dimension

, 74

educative practices

, 86–87

ethical dimension

, 74–75

ethical practices

, 87–88

framework

, 71, 75

millennium high school

, 82–83

neoliberalism at DHS

, 93–98

school as community

, 113–121

stagnation of and desire for justice and transformation

, 93–103

stories from field

, 105, 112–113

transformational dimension

, 73–74

transformational practices

, 85–86

Transformative PD

, 135–136

Transformative practices

, 127

asset-based practices

, 76–77

authentic caring

, 77–78

creating and sustaining

, 128–138

critical hope

, 78–79

educators for social justice and activism

, 130

in K-12 Schools

, 68–69, 71, 75

stories from field

, 80, 82, 88

student voice opportunities

, 79–80

theory applied to practice

, 88

transformative leadership framework

, 71–75

transformative practices in schools

, 75–80

Transformative practices survey

, 121–122

Transformative Professional Development (PD)

, 145

Transformative school surveys

, 88

Transparency

, 114–116

Transparent communication across school community

, 87–88

Traumatic brain injuries (TBIs)

, 101

True democracy

, 137

Tucson Unified School District (TUSD)

, 20, 60

Turnaround

, 43, 82

U.S. Department of Education

, 10

University of North Carolina (UNC)

, 17–19

Veneer of democracy

, 14, 61–62

at DHS

, 102–103

Visioning process

, 74

Voting Rights Act (1965)

, 47–48

West, Cornel

, 13, 41, 49

White savior

, 129–130

Women

anti-trans legislation

, 26–27

continuing fight for racial justice

, 25–26

converging pandemics

, 24–26

impact of COVID-19

, 25

fundamental rights for

, 23–24

Me Too Movement

, 23–24

overturning of Roe v. Wade

, 24

rights movements

, 32

Youth participatory action research (YPAR)

, 20–21

YouTube

, 137

Zero-tolerance discipline policies

, 48, 61–62