“It’s All Connected”: Critical Bifocality and the Liminal Practice of Youth Work

Complicating College Access: Understanding Compliance and Resistance for Latinx Youth in Suburbia

“…These logics, in turn, mark youth as the problem and put the burden of change on them rather than on the structures (e.g., schooling) that continue to let them down. These programs are also often beholden to corporate interests to implement their missions, which can put staff in what Baldridge (2020) calls the “youthwork paradox.” Staff in community‐based educational programs are caught between deepening inequality (given the neoliberal corporate backing) and wanting to disrupt deficit practices (Colvin et al, 2020; Renick et al, 2021; Vasudevan, 2019).…”

Resisting exclusion: DACAmented Latinx youth workers' facultad and conocimiento in community‐based educational spaces

“…While propositional and professional knowledge is developed through academic or professional training, personal knowledge "is not simply a matter of having had a collection of life experiences that may be similar to the youth, but rather that a youth worker has made meaning of her own life story" (Ross, 2013). Through this meaning-making youth workers can develop a lens of critical bifocality that situates the youth they work with, not just in the local context, but also within the larger structural systems that create inequality in our society (Renick et al, 2021). While personal meaning-making and critical consciousness development have been noted to be important in youth work, I aim to further this conversation by highlighting the connection between youth workers' understandings of their own experiences and their pedagogy and praxis.…”

Teacher noticing in mathematics education: a review of recent developments

“…However, the topics covered represent only a small portion of the available scope. Recent literature on teacher noticing reveals a rich diversity of research directions, including the use of technological tools to promote teacher noticing (Kosko et al, 2021;Lee, 2021), intercultural perspectives (Damrau et al, 2022;Dreher et al, 2021), and equity-related factors, such as racial and linguistic diversity in mathematics classrooms (Crespo et al, 2021;Renick et al, 2021;Shah & Coles, 2020;van Es et al, 2022). Recognizing the relevance of these new perspectives, below, we highlight 10 studies of particular interest for the noticing discourse that, among others, account for the emerging topics mentioned above.…”