I study coloniality in education in order to decolonize and reimagine with community how to structure education that centers and empowers minoritized, racialized, and indigenous languages, cultures, knowledge, histories, and literacies. My research and teaching look at:
(1) examining how educational policies and practices devalue, silence, and marginalize minoritized, racialized, and indigenous languages (ways of speaking), cultures (ways of being and doing), knowledge (ways of knowing), histories, and literacies;
(2) examining how educational leaders reinforce and/or resist policies and practices that marginalize and silence their minoritized, racialized, and vulnerable students and family;
(3) highlighting stories of resistance among minoritized, racialized, and vulnerable groups that can inform how to change educational policies and practices. Read More
- Thoughts on Educational Change
- Language of Assessment Matters: New Evidence from Ghana 🇬🇭Our recent study, published in the Journal for Multicultural Education, found that primary school students in Ghana performed significantly better in scientific reasoning when tested in Twi – their native language – rather than English. Key findings: 🧩 Language of assessment was the strongest predictor of reasoning skills. 🏫 Students assessed in Twi outperformed theirContinue reading “Language of Assessment Matters: New Evidence from Ghana 🇬🇭”
- New Edited BookBook Reviews An “improvement movement” is afoot in education, in the United States and around the world. This movement empowers local teachers, leaders, family members, and community advocates to use rigorous approaches to local innovation to address local educational opportunities, needs, and problems. Improvement Science in the Field gives voice to these local change agents, makes their practice visible to others, and providesContinue reading “New Edited Book”
Edwin Nii Bonney 