Marnie Curry

University of California, Santa Cruz, Education, Assistant Researcher

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Address: Alameda, California, United States

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E. Wayne Ross

University of British Columbia

Anthony J. Nocella II

Salt Lake Community College

Paul R Carr

Université du Québec en Outaouais

Scott R. Stroud

The University of Texas at Austin

David Seamon

Kansas State University

Martin O'Neill

University of York

Liam Shields

The University of Manchester

LaGarrett King

University of Missouri Columbia

Viacheslav Kuleshov

Stockholm University

Christine Sleeter

California State University, Monterey Bay

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Papers by Marnie Curry

Authentic Cariño: Transformative Schooling for Latinx Youth

Proceedings of the 2022 AERA Annual Meeting

Will You Stand for Me? Authentic Cariño and Transformative Rites of Passage in an Urban High School

American Educational Research Journal, 2016

This case study documents a small, urban high school that implements firewalks, innovative rites ... more This case study documents a small, urban high school that implements firewalks, innovative rites of passage in which low-income, racially, culturally, and linguistically diverse youth publicly reflect on their personal and academic development. Drawing from anthropological scholarship on rites of passage and scholarship on color-conscious care, I examine firewalks through a model of authentic cariño, which incorporates interpersonal and institutional care and emphasizes the dynamic interplay of familial, intellectual, and critical care. Based on analyses of school culture and firewalk enactment, I argue that authentic cariño is essential to nondominant students’ success and that rituals like firewalks productively help youth negotiate emergent cultural identities and develop collective social conscience, reflexivity, and agency.

These Doors Are Open

Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform

Teachers College Record, 2008

Background/Context: This study builds upon research on teacher professional communities and high ... more Background/Context: This study builds upon research on teacher professional communities and high school restructuring reforms. It employs a conceptual framework that draws upon theories of "community of practice" and "community of learners." Purpose/Objective/Research Question/Focus of Study: This study analyzes how teachers' professional inquiry communities at the high school level constitute a resource for school reform and instructional improvement. Setting: This research focused on a reforming, comprehensive urban public high school with site-based management. Population/Participants/ Subjects: This study investigates the practices of six school-based oral inquiry groups known as Critical Friends Groups (CFGs), which were selected as cases of mature professional communities. Twenty-five teachers and administrators participated as informants. Research Design: This research involved a video-based, qualitative case study. Data Collection and Analysis: Data included observations of CFG meetings, interviews with teachers and administrators, and document collection. Analysis entailed coding with qualitative software, development of analytic cross-CFG meta-matrices, discourse analytic techniques, and joint viewing of video records with informants. Findings/Results: The author explores four particular design features of CFGs-their diverse menu of activities, their decentralized structure, their interdisciplinary membership,

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In Pursuit of Engaged Learning with Latinx Students: Expanding Learning beyond Classrooms through Performance-Based Engagements

Teachers College Record: The Voice of Scholarship in Education

Background/Context Urban public high schools serving low-SES communities historically have unders... more Background/Context Urban public high schools serving low-SES communities historically have underserved nondominant culturally and linguistically diverse students by divesting them of social and cultural resources and delivering impoverished curriculum and instruction. Associated with such subtractive schooling, many Latinx youth have suffered from academic disengagement and limited academic success and futures. Focus of Study This study investigates one school's efforts to promote Latinx students’ academic and intellectual engagement through a schoolwide system of performance-based assessments (PBAs) that featured meaningful, embodied, discourse-rich activities, many of which occurred beyond classrooms during after-school hours. We examine the scope of PBA opportunity across the school and the ways educators enacted PBAs to optimize nondominant students’ engagement. We also report the organizational structures that enabled the PBA system and some implementation challenges/tensio...

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The Promise and Limitations of a College-Going Culture: Toward Cultures of Engaged Learning for Low-SES Latina/o Youth

Teachers College Record: The Voice of Scholarship in Education

Background/Context Literatures on college-going cultures offer patterns and lists of practices th... more Background/Context Literatures on college-going cultures offer patterns and lists of practices that promote schoolwide attention to college-going for nondominant youth, often with organization-level analyses of policies and procedures. Other literature identifies promising practices and challenges to conventional instruction, often examining pedagogical discourse. Seldom are ideas from these two literatures brought together to examine promises and tensions of effectively preparing youth of color for higher education. Our study examined both school and classroom levels to develop such understanding. Purpose/Objective/Research Question/Focus of Study The purpose was to learn how high schools committed to reversing historic underrepresentation of low-SES students of color in higher education may leverage two dimensions of schooling to hit this goal: development of a school-wide college-going culture with norms and roles that articulate high expectations and provide extensive supports t...

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Being the Change: An Inner City School Builds Peace

Phi Delta Kappan, 2013

A school and community reach deep to heal and halt violence.

Looking at Student Wo r k Fo r Te a ch e r Le arning, Te a ch e r C o m m u n i ty, and S chool Re f o r m Teachers are usually alone when they examine student work and think about student perf o rmance. The authors describe several projects that have enabled teachers to leave the isolation of th...

Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform

... to CFGs and exposing that membership to a wide range of instructional practice and reform iss... more

Looking at Student Work for Teacher Learning, Teacher Community, and School Reform

Phi Delta Kappan, 2003

... Looking at Student Work for Teacher Learning, Teacher Community and School Reform. ... 85, 20... more

Will You Stand for Me? Authentic Cariño and Transformative Rites of Passage in an Urban High School

These Doors Are Open!

Leadership, 2013

(Re)labeling Social Status: Promises and Tensions in Developing a College-Going Culture for Latina/o Youth in an Urban High School

American Journal of Education, 2015

Organizing High Schools for Latina/o Youth Success: Boundary Crossing to Access and Build Community Wealth

Urban Education, 2014

This article presents a 2-year critical case study of an urban high school innovating to enhance ... more This article presents a 2-year critical case study of an urban high school innovating to enhance the academic performance of low-income Latina/o students, highlighting high-leverage practices that promote boundary crossing between school and community. First, we highlight foundational elements of school logic, mission, and community ethos that enabled boundary crossing. Second, we identify a key set of boundary-crossing practices that tap and build community wealth, and forms of capital that are shared, by bringing community into school and fostering youth engagement in community. We also reveal opportunities afforded and complexities arising from boundary crossing between school and community.

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In Pursuit of Reciprocity: Researchers, Teachers, and School Reformers Engaged in Collaborative Analysis of Video Records

Theory Into Practice, 2012

In the ideal, reciprocity in qualitative inquiry occurs when there is give-and-take between resea... more In the ideal, reciprocity in qualitative inquiry occurs when there is give-and-take between researchers and the researched; however, the demands of the academy and resource constraints often make the pursuit of reciprocity difficult. Drawing on two video-based, qualitative studies in which researchers utilized video records as resources to enhance reciprocity, this article explores how educators and researchers can negotiate relationships to make the research enterprise mutually beneficial. In particular, this article examines specific events where researchers and educators collaboratively analyzed video data, including video of the research team engaged in analytic conversations. The resulting conversations interrupted traditional boundaries between researchers and participants and yielded understandings that benefited both parties. The conclusion provides a set of questions educators can pose to researchers to help ensure reciprocity.

Examining the practice of beginning teachers’ micropolitical literacy within professional inquiry communities

Teaching and Teacher Education, 2008

This paper investigates beginning teachers collaboratively making sense of and responding to the ... more This paper investigates beginning teachers collaboratively making sense of and responding to the micropolitical environments of their schools. Drawing on a qualitative multi-case study conducted within the context of a universitysponsored, inquiry-based induction program, this research employs a community of practice frame to examine how novice teachers came to practice ''micropolitical literacy.'' The paper identifies four dimensions of micropolitical discourse that surfaced in the situated setting of the inquiry groups. The analysis further illustrates how beginning teachers, while participating in inquiry groups, coconstructed understandings of the organizational structures and professional cultures of their schools.

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Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform

... to CFGs and exposing that membership to a wide range of instructional practice and reform iss... more

Looking at Student Wo r k Fo r Te a ch e r Le arning, Te a ch e r C o m m u n i ty, and S chool R... more Looking at Student Wo r k Fo r Te a ch e r Le arning, Te a ch e r C o m m u n i ty, and S chool Re f o r m Teachers are usually alone when they examine student work and think about student perf o rmance. The authors describe several projects that have enabled teachers to leave the isolation of their own classrooms and think together about student work in the broader contexts of school improvement and p rofessional development.

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Structuring Talk About Teaching and Learning: The Use of Evidence in Protocol-Based Conversation

In this chapter Judith Warren Little and Marnie Curry critique a conversation among secondary tea... more In this chapter Judith Warren Little and Marnie Curry critique a conversation among secondary teachers in a critical friends group in the USA. The conversation is driven by a problem of professional practice using artifacts of teaching and learning with the discussion guided by specifically designed protocols. These conditions both promoted opportunities for them to learn while at the same time limiting that learning. Through the discussion some teachers recognized and revealed their tenuous grasp of important aspects of discipline content knowledge but the protocols did not provide for this unexpected development. The authors raise the important issue of expertise in facilitation if such protocols are not to take on a formulaic or ritual character that limits rather than enhances professional learning.

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Authentic Cariño: Transformative Schooling for Latinx Youth

Proceedings of the 2022 AERA Annual Meeting

Will You Stand for Me? Authentic Cariño and Transformative Rites of Passage in an Urban High School

American Educational Research Journal, 2016

These Doors Are Open

Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform

Teachers College Record, 2008

Download

In Pursuit of Engaged Learning with Latinx Students: Expanding Learning beyond Classrooms through Performance-Based Engagements

Teachers College Record: The Voice of Scholarship in Education

Download

The Promise and Limitations of a College-Going Culture: Toward Cultures of Engaged Learning for Low-SES Latina/o Youth

Teachers College Record: The Voice of Scholarship in Education

Download

Being the Change: An Inner City School Builds Peace

Phi Delta Kappan, 2013

A school and community reach deep to heal and halt violence.

Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform

... to CFGs and exposing that membership to a wide range of instructional practice and reform iss... more

Looking at Student Work for Teacher Learning, Teacher Community, and School Reform

Phi Delta Kappan, 2003

... Looking at Student Work for Teacher Learning, Teacher Community and School Reform. ... 85, 20... more

Will You Stand for Me? Authentic Cariño and Transformative Rites of Passage in an Urban High School

These Doors Are Open!

Leadership, 2013

(Re)labeling Social Status: Promises and Tensions in Developing a College-Going Culture for Latina/o Youth in an Urban High School

American Journal of Education, 2015

Organizing High Schools for Latina/o Youth Success: Boundary Crossing to Access and Build Community Wealth

Urban Education, 2014

Download

In Pursuit of Reciprocity: Researchers, Teachers, and School Reformers Engaged in Collaborative Analysis of Video Records

Theory Into Practice, 2012

Examining the practice of beginning teachers’ micropolitical literacy within professional inquiry communities

Teaching and Teacher Education, 2008

Download

Critical Friends Groups: The Possibilities and Limitations Embedded in Teacher Professional Communities Aimed at Instructional Improvement and School Reform

... to CFGs and exposing that membership to a wide range of instructional practice and reform iss... more

Download

Structuring Talk About Teaching and Learning: The Use of Evidence in Protocol-Based Conversation

Download

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