Love, Bettina L. (2014). "I 'See' Trayvon Martin": What Teachers Can Learn from the Tragic Death of a Young Black Male. Urban Review: Issues and Ideas in Public Education, v46 n2 p292-306 Jun. The goal of this article is to examine the racially hostile environment of U.S. public schooling towards Black males. Drawing on the work of Foucault ("Discipline and punish. The birth of the prison," Penguin Books, London, 1977; "Michel Foucault: beyond structuralism and hermeneutics," The Harvester Press, Brighton, 1982) regarding the construction of society's power relations and Bourdieu's ("Power and ideology in education," Oxford University Press, New York, 1977; "Handbook of theory and research for the sociology of education." Greenwood Press, New York, 1986; "The logic of practice." Polity Press, Cambridge, 1990) work concerning how beliefs are established, this article demonstrates how power operates within schools alongside racism, racial profiling, and gender stereotypes to criminalize Black males. Additionally, the utilization of the theoretical lenses of populational reasoning (Popkewitz in "Struggling for… [Direct]

Loyd, Vanessa (2015). Illuminating the Experiences of African-American Nursing Faculty Seeking Employment in Higher Education in Nursing. ProQuest LLC, Ph.D. Dissertation, University of Missouri – Saint Louis. This study explored and described the experience of female African-American nursing faculty seeking employment in higher education in nursing. The lack of diversity in the nursing workforce has been attributed as a major underlying cause of disparity in healthcare in the United States. The importance of increasing the number of minority nursing faculty has been recognized as important for providing quality, culturally competent care. In other words, the shortage of minority nursing faculty, largely African-American, continues to present a pervasive problem for the nursing profession and for providing quality patient care. Pervasive problems include limited knowledge of the value systems of people of color; ineffective cross-communications; inadequate skills in treating patients of color more specific to their phenotype; and insufficient understanding of how to impact access for this population. Studies have examined the experiences of African-American nursing faculty in higher… [Direct]

Jahng, Kyung Eun (2013). Rethinking "the" History of Education for Asian-American Children in California in the Second Half of the Nineteenth Century. Educational Philosophy and Theory, v45 n3 p301-317. This article brings to light discourses that constituted the education of Asian-American children in California in the second half of the nineteenth century. Guided by Foucaultian ideas and critical race theory, I analyze California public school laws, speeches of a governor-elect and a superintendent, and a report of the board of supervisors, from the 1860s to the 1880s. During this targeted period, the images and narratives of Asian-American children were inscribed with racism. Racializing politics rendered them to be disqualified from attending public schools. Segregated schooling for them was legally ordered and therefore unquestioned. It was a discursive practice implemented on their bodies by dint of a mechanism of a spatial division. This article reveals the shifting dominancy of discourses regarding Asian-American children. Rather than accepting the given historical facts, I intend to reread historical texts in order to rethink the education of Asian-American children through… [Direct]

Michael, Ali (2015). Raising Race Questions: Whiteness and Inquiry in Education. Teachers College Press Conversations about race can be confusing, contentious, and frightening, particularly for White people. Even just asking questions about race can be scary, because we are afraid of what our questions might reveal about our ignorance or bias. "Raising Race Questions" invites teachers to use inquiry as a way to develop sustained engagement with challenging racial questions and to do so in community so that they learn how common their questions actually are. It lays out both a process for getting to questions that lead to growth and change, as well as a vision for where engagement with race questions might lead. Race questions are not meant to lead us into a quagmire of guilt, discomfort, or isolation. Sustained race inquiry is meant to lead to antiracist classrooms, positive racial identities, and a restoration of the wholeness of spirit and community that racism undermines. This book features: (1) New insights on race and equity in education, including the idea that a… [Direct]

Bouvier, Victoria (2018). Truthing: An Ontology of Living an Ethic of "Shakihi" (Love) and "Ikkimmapiiyipitsiin" (Sanctified Kindness). Canadian Social Studies, v50 n2 p39-44. I remember the exact day when I received the email inviting me to participate on a panel speaking to the notion of "post-truth," and how perplexed I was by the idea that we, in Canada, might be post-truth or that truth might be dead (Scherer, 2017). Post-truth is defined as "relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief" [ CITATION Oxf16 \l 4105 ], thus meaning that facts are deemed less important or even irrelevant. The day I received the email was sunny and warm and I was at the park with my dog. I took a few extra laps that afternoon, mulling over what this post-truth might mean and the implications this might have on me, as a Michif-M√©tis woman, and main stream education system. A scroll of questions began to flow through my mind as I tried to align the meaning of post-truth and my own understanding of truth as a process of coming to know. I first… [PDF]

Fallace, Thomas (2012). Recapitulation Theory and the New Education: Race, Culture, Imperialism, and Pedagogy, 1894-1916. Curriculum Inquiry, v42 n4 p510-533 Sep. In this historical study the author argues that the most influential pre-World War I educational theorists subscribed to different forms of the recapitulation theory that conceptualized non-White cultures as childlike, prior steps toward the more advanced, industrialized West. The author demonstrates how the pedagogies of William Torrey Harris, Frank Lester Ward, Charles McMurray, John Dewey, Charles Hubbard Judd, and G. Stanley Hall all reflected some form of the recapitulation approach. Therefore, racism was built right into the underlying structure of almost all of the proposed reforms of the new education and appeared in some of the most widely used educational materials of the period (1894-1916)…. [Direct]

Edmundson, Jeff; Kahn, Richard; Martusewicz, Rebecca A. (2012). On Membership, Humility, and Pedagogical Responsibilities: A Correspondence on the Work of Wendell Berry. Mid-Western Educational Researcher, v25 n3 p44-68 Sum. Wendell Berry is a novelist, essayist, conservation activist and farmer who has had a lot to say over the last half century about the impact of modern industrial society on small farm communities and the land especially since WWII. In this three-way conversation, the authors take up central aspects of Berry's work to think about how it has influenced their thinking as teacher educators focused on the intersections between social and ecological crises challenging our world. Themes of responsibility, leadership, community membership, friendship, \settler colonialism,\ racism, land use, and ecological sustainability are brought to bear on education for just and healthy communities. (Contains 4 footnotes.)… [PDF]

Covarrubias, Alejandro (2017). Exploring the Racial and Gender Identity Formation of Men of Color in Student Leader Roles Who Have White Women Supervisors and Advisors in Higher Education. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. Daily experiences of isolation and invalidation create adverse campus climates that often lead to men of color dropping out of higher education. Student leadership positions can increase feelings of belonging, provide greater access to campus resources and increase retention for men of color, particularly when they centralize identity exploration. White women are overrepresented in student affairs direct student contact positions in higher education and are likely to supervise and/or advise men of color student leaders, but many student affairs professional are not properly trained to supervise or advise through an identity-based framework. This study explored: how do men of color make sense of their racial and gender identity formation during their undergraduate experiences in student leadership settings? and how do men of color describe their experiences of racial and gender identity formation while being supervised and/or advised by white women student affair professionals? It… [Direct]

Kang, Soon-Won (2010). Multicultural Education and the Rights to Education of Migrant Children in South Korea. Educational Review, v62 n3 p287-300 Aug. This study reviews the current state of multicultural education for migrant children in South Korea and calls for a critical reorientation of multicultural education for all. Racism was deepened during the colonial period in Korea, and continues to this day. Thus I argue that the ambivalent, dualistic ethnic prejudice distorted by colonialism can be resolved only through a decolonization of thinking. Currently South Korea is moving from being a homogeneous and mono-cultural community into a heterogeneous and multicultural society. In this context, immigrants are subject to discrimination and excluded from ethnocentric Korean society, and abused in terms of universal human rights. This is the environment for the urgently needed multicultural education. Multicultural education is one of the avenues through which we are able to confront racism today throughout the world. Multicultural education in Korea needs to be reconsidered in accordance with the rights to education for all children… [Direct]

Dana Nickson (2020). Black Movement, Black Striving: Perceptions of Place and School Choice Decision-Making in Metropolitan Detroit. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Using a critical phenomenological methodology (Salamon, 2018; van Manen, 1990), this study aims to better understand how Black families' perceptions of place shape their physical movement in pursuit of quality schools and educational opportunity in Metro Detroit. By perceptions of place, I refer to the ways in which families think about, feel about, and imagine Metro Detroit municipalities. Moreover, I draw from theories on spatial imaginaries and opportunity structures to emphasize the intertwined nature of place, race, access to opportunity, and sense-making in the U.S. The Metro Detroit region has experienced significant Black demographic shifts over the past 20 years, where what some call "Black flight" has dramatically changed school and communities. Indeed, from 2000 to 2010, Detroit had the largest Black population loss in the U.S., and many Black families relocated from Detroit to surrounding suburbs (Frey, 2011). Given this phenomenon of Black movement and… [Direct]

Nieto, Sonia (2003). What Keeps Teachers Going?. This book examines what can be learned from veteran teachers who not only continue to teach but also manage to remain enthusiastic about it despite deprivation and challenges. Nine chapters are: (1) "Teaching as Evolution" (e.g., lessons learned along the way and the promise of multicultural education); (2) "Teaching as Autobiography" (teacher autobiographies and a response from the editor); (3) "Teaching as Love" (e.g. effective urban school teachers and respecting and affirming students' identities); (4) "Teaching as Hope and Possibility" (e.g., the promise of public education and faith in their own abilities as teachers); (5) "Teaching as Anger and Desperation" (e.g., bureaucratic restructuring and indignity at the lack of respect); (6) "Teaching as Intellectual Work" (e.g., the need for adult conversations and sustaining community in teaching); (7) "Teaching as Democratic Practice" (the struggle for equal…

Bruce, Judy (2015). On Racism and Prejudice: Exploring Post-Critical Possibilities for Service-Learning within Physical Education Teacher Education. Asia-Pacific Journal of Health, Sport and Physical Education, v6 n3 p233-244. Service-learning (S-L) is becoming an increasingly prominent pedagogical practice within physical education teacher education (PETE) contexts [Miller, M. P., & Nendell, J. D. (Eds.). (2011). "Service-learning in physical education and related professions: A global perspective." Sudbury, MA: Jones and Bartlett]. While numerous benefits for students and community partners have been reported, S-L programs are not without their critics. Concerns primarily centre upon the problematic nature of the server-served dichotomy which typically places students (as servers) in positions of power and privilege; reasserting notions of ethnocentrism and paternalism. Responding to these limitations, and drawing upon Biesta's [2006. "Beyond learning." Boulder, CO: Paradigm Publishers, 2013. "Receiving the gift of teaching: From learning from to being taught by." "Studies in Philosophy and Education," 32(5), 449-461] idea of a "pedagogy of… [Direct]

Smith, Barbara A. (2014). White Students' Understanding of Race: An Exploration of How White University Students, Raised in a Predominately White State, Experience Whiteness. ProQuest LLC, Ed.D. Dissertation, University of Maine. This study examines White university students' understanding of race. Based in the scholarship on higher education and diversity, and framed in Critical Race Theory (CRT), this study explores the racial awareness of White students. This study contributes to the literature on the racial experience of Whites and an understanding of how White students conceptualize race. Findings from this study can inform college and university educators as they seek to engage the racial majority in a multicultural campus. Fifteen 18-19 year old White students raised in a predominately White state, and attending their first year at a predominately White university, participated in this qualitative study. Each participant was invited to two interviews and responded twice to the writing prompt "What is race?" Interviews were audio recorded and transcribed. Both the transcriptions and free writes were coded for themes and sub themes. Findings are presented in three categories reflecting the… [Direct]

Evans, Ma. Cecilia Fierro; Pons, Flavio Rojo (2012). An Intercultural Education for Mexico: Career and Contributions of Sylvia Schmelkes. Curriculum Inquiry, v42 n1 p103-125 Jan. This article introduces Sylvia Schmelkes's contributions in the field of intercultural education. An outstanding Mexican educational researcher, Schmelkes was General Coordinator of the Intercultural and Bilingual General Coordination (GCIBE) at the Mexican Ministry of Public Education from its inception in 2001 until 2007. This article provides a perspective on interculturality and a brief overview of the Mexican context as it has been marked by political transition preceded by the Zapatista insurrection in Chiapas. The article then describes Schmelkes's approach and her most significant contributions to the work of the GCIBE. We argue that Schmelkes's main contribution was her commitment to building bridges between the research findings, the Indigenous demands contained in the San Andres agreements, and the Mexican state. The depth of the challenges faced by Indigenous education in Mexico, and the extent of racism in the country were some of the challenges faced by her direction…. [Direct]

Stevens, Peter A. J. (2008). Exploring Pupils' Perceptions of Teacher Racism in Their Context: A Case Study of Turkish and Belgian Vocational Education Pupils in a Belgian School. British Journal of Sociology of Education, v29 n2 p175-187 Mar. This article employs ethnographic data gathered from one Belgian (Flemish) secondary school to explore the meaning Belgian and Turkish-speaking minority pupils enrolled in technical and vocational education attach to teacher racism and racial discrimination, and to explore variations between pupils in making claims of teacher racism. A symbolic interactionist framework is employed to explore how pupils define teacher racism and how a particular context and interactions between pupils and teachers informs pupils' perceptions of racism. This article builds on a strong research tradition in British sociology of education on racism and discrimination by focusing the analysis on pupils' perceptions of such incidents and by investigating how racism is experienced by a generally neglected group of Turkish minority pupils in a particular Belgian education context. (Contains 4 notes.)… [Direct]

Awokoya, Janet Tolulope; Clark, Christine (2008). Demystifying Cultural Theories and Practices: Locating Black Immigrant Experiences in Teacher Education Research. Multicultural Education, v16 n2 p49-58 Win. The number of immigrants of color residing in the United States reached 13.5 million in March 2005, the highest in U.S. history. By 2010 the number of Black immigrants and their children is estimated to reach five million, and will represent twelve percent of the Black population in the United States. To date, the majority of Black immigrants in the United States are from Trinidad and Tobago, Grenada, Haiti, and Jamaica, but substantial numbers of immigrants also come from various African countries, including Ethiopia, Ghana, Nigeria, and South Africa. As a result of these demographic trends, educational researchers have increased their focus on how Black immigrant youth fare once in the United States. This scholarly attention is varied, emanating from three primary conceptual perspectives: Cultural Ecological Theory, Culture-Centered Theory, and Critical Race Theory. While these theories are promising in providing insight into the experiences of Black immigrant youth, none of them… [PDF] [Direct]

Martinez, Magdalena (2023). Keeping the Higher Education "Promise" in Nevada: Latina/o Legislators Policy Ways of Knowing. Journal of Hispanic Higher Education, v22 n1 p94-107 Jan. In this case study, I draw attention to key Nevada Latina/o legislators' policy ways of knowing and their higher education policy priorities. A focus on the policy actors uncovered structural, racial, and cultural assumptions in policy-making often absent in the exclusive analysis of policy interventions. Their policy ways of knowing were shaped in at least three ways: acknowledging and naming the sources of structural inequities, embracing political humility, and challenging policy knowledge-generating practices…. [Direct]

Locke, Michelle Lea; Page, Susan; Povey, Rhonda; Trudgett, Michelle (2023). Hidden in Plain View: Indigenous Early Career Researchers' Experiences and Perceptions of Racism in Australian Universities. Critical Studies in Education, v64 n4 p355-373. Despite extensive impact studies over the past two decades documenting the insipid and debilitating health, social, and emotional impacts of racism on Indigenous peoples in Australia, racism remains a key factor impacting negatively on the lives of Indigenous Australians at all levels of education. Racism experienced by Indigenous early career researchers is much-neglected area of research to date: the aim of this paper is to force a conversation about the prevalence of institutional racism in the higher education sector through an examination of the impact of racism on the experiences and career trajectories of Indigenous early career researchers in Australian universities. We challenge the day-to-day perceptions of normalcy where the Whiteness of the institution goes unnoticed and make clear that claiming ignorance does not absolve the individual or the institution of accountability. Although grounded in Australian experiences of institutional racism in higher education, the study… [Direct]

Kisha Porcher; Shamaine Bertrand (2023). Black Gaze Framework: Centering & Celebrating Blackness in Education for Liberation. Journal of Urban Learning, Teaching, and Research, . Black Gaze Framework (BGF) is a promising pathway to center and celebrate Blackness in education for liberation. We provide an overview of anti-Blackness within education and teacher education, share the BGF, and apply that framework to courses within teacher education, we have taught. Like BlackCrit, BGF calls for "the specificity of the Black" (Dumas & ross, 2016) and moves into action to center Blackness for liberation in education. BGF has five tenets: 1.) Honoring the OGs: Black history & wisdom; 2.) Elevating our Stories: Black multifaceted experiences; 3.) Preaching Points: Action steps for Black folx; 4.) What You Doin' With Yo' Life?: Black thought past & present; and 5.) I See You!: Black acknowledgement & elevation…. [PDF]

Jett, Christopher Charlie (2009). African American Men and College Mathematics: Gaining Access and Attaining Success. ProQuest LLC, Ph.D. Dissertation, Georgia State University. The research literature regarding African American male college students reports that they often experience difficulties with mathematics (Stage & Kloosterman, 1995; Treisman, 1992). It is also reported that many African American students enter college seeking to complete their degrees in mathematics and science, but few of these students successfully complete the core requirements (Hrabowski, Maton, & Greif, 1998; Treisman, 1992). In spite of these reported trends, there are some African American male students who, indeed, achieve in college mathematics. The purpose of this study was to analyze how being African American and male might play out in the college mathematics experiences of high-achieving African American men. Employing qualitative research methodology, specifically, multiple case study research (Bogdan & Biklen, 2007; Merriam, 1998) situated in critical race theory (CRT; Bell, 1992; Tate, 1997), I administered a survey instrument, conducted three interviews, and… [Direct]

Brainard, Patricia Jones (2009). White Lies: A Critical Race Study of Power and Privilege. ProQuest LLC, Ed.D. Dissertation, National-Louis University. This was a phenomenological study of racial privilege as experienced by White people who have struggled to become more racially aware and socially active in dismantling racism and White privilege. The primary conceptual framework for this study was Critical Race Theory with Transformative Learning theory and Racial Identity Development as additional theoretical lenses. The purpose of this study was to increase our awareness of how White people come to understand their racial privilege and what change in behavior occurs as a result of that increased awareness. Its goal was to promote and influence White adult educators to find explicit ways in which to address White privilege and racism in adult education settings. There were seven participants in this study. These were White adults who could articulate their understanding of White privilege and were willing to share those critical incidents that led to an increased consciousness about that privilege. The findings of the study… [Direct]

Cabrera, Peggy; Megwalu, Anamika; Roy, Mantra; Steffens, Kate; Strykowski, Jill (2022). CRT in Praxis: Library and Archival Collections at San Jos√© State University. Education for Information, v38 n4 p247-366. Through various efforts, the staff and faculty of San Jos√© State University's Dr. Martin Luther King, Jr. Library (King Library) are working towards creating more equitable and inclusive collections. Examining the library's collecting practices and collections by and about African Americans, this article presents the ongoing work of a working group that was formed in 2020 in response to an Anti-Racism Action Plan developed in the library. By using some of the tenets of the CRT framework such as intersectionality, counter-storytelling, and deconstructing colorblindness and white supremacy, the authors discuss the steps that are being taken to revise, review, and revisit the King Library's collecting practices in relation to the history of SJSU's African American Studies program, the Africana Center, and other relevant community history…. [Direct]

Smalling, Susan E. (2022). Overcoming Resistance, Stimulating Action and Decentering White Students through Structural Racism Focused Antiracism Education. Teaching in Higher Education, v27 n5 p601-614. There are significant inherent challenges in teaching students about structural racism resulting from white supremacist systems but overcoming these challenges leads to better outcomes. The goal may be to create a level of awareness that spurs action from the micro- to macro level. However, the means may result in further marginalizing students of color and either creating resistance in white students (who refuse to concede they have privilege) or guilt and shame in white students (who focus on their individual atonement rather than promoting structural change). This paper will discuss flaws in current theoretical and pedagogical approaches to antiracism education including first-person accounts of such errors from the experiences of the author. It will then posit how a primary focus on the history and current context of structural white supremacy in the United States may help alleviate the aforementioned failures of educating around issues of race…. [Direct]

Madsen, Lian Malai; Ringsager, Kristine (2022). Critical Hip Hop Pedagogy, Moral Ambiguity, and Social Technologies. Anthropology & Education Quarterly, v53 n3 p258-279 Sep. This article investigates hip hop activists within different organizational structures and their approach to hip hop as cultural form in itself, their cultural assumptions and educational ideologies as well as their relationship to institutional education, the music market and the citizen formation related to the Danish state's integration projects. We argue that while hip hop has certainly proven to be a fruitful alternative to traditional educational practices, it also involves its own dilemmas and challenges…. [Direct]

Lori D. Patton (2024). Still Climbing the Hill: Intersectional Reflections on Brown and Beyond. Educational Researcher, v53 n2 p73-84. National Youth Poet Laureate Amanda Gorman's poem "The Hill We Climb"–among the most powerful moments of the 2021 presidential inauguration–inspired the central inquiry of the 18th Annual "Brown" Lecture in Education Research: Why are we still climbing the hill of educational equity 67 years after the U.S. Supreme Court's landmark decision in "Brown v. Board of Education?" The purpose of this article is to challenge dominant narratives surrounding "Brown" and introduce perspectives that might help account for a general lack of progress–perspectives that typically are overlooked or erased in wider "Brown" discourses. Inspired by her poem, Patton Davis offers a scholarly analysis and contributes a robust understanding of "Brown" and its historical and contemporary meanings in the sociopolitical contexts of racism and white supremacy. Patton Davis considers pressing questions: How can study of the circumstances that have… [Direct]

Amie Rapaport; Anna Rosefsky Saavedra (2024). What Do Adults Know about Public Education?. Phi Delta Kappan, v106 n1 p8-14. Adults' beliefs and knowledge about the state of the U.S. education system drive decisions about policy, funding, program adoption, student participation in programs, and the selection of decision makers to elected positions. Amie Rapaport and Anna Rosefsky Saavedra share national survey data showing that U.S. adults have little knowledge about what is being taught in schools, express neutrality about belief systems undergirding education policy, and report experiences misaligned with hard-data trends on student academic progress in recent years. With adults reporting they learn about issues crucial to our education system mainly from "personal experience," better information has the potential to improve U.S. education…. [Direct]

Azemi, Yllka; Griffin, Andrea; Hobson, Charles J.; Novak, John M.; Solinas-Saunders, Monica; Szostek, Jana (2024). Descriptive National Evidence Comparing Hispanic and White Student Graduate Degree Completion Rates. Journal of Hispanic Higher Education, v23 n1 p17-31. Using data from the U.S. Department of Education National Center for Education Statistics Integrated Postsecondary Education Data System (IPEDS), longitudinal trends in graduate degree completion rates for Hispanic and White students were analyzed over a period of 17 years (2002-2019). The results indicated that there was a significant positive linear trend in graduation rates for both Hispanic and White graduate students, with no adverse impact in graduate degree completion rates for Hispanic students when compared to White students…. [Direct]

Gavin Meyer Furrey (2024). Who's Indoctrinating Whom?: Searching for Anti-Racist Ideology in Educational Policy since 2020. Journal of Curriculum Studies, v56 n6 p782-807. Amid debates about CRT in education, this paper critically analyses laws that have reportedly sought to expand 'education on racism, bias, the contributions of specific racial or ethnic groups to U.S. history, or related topics' with the hypothesis that there would be little evidence of anti-racist ideology in policies pertaining to curriculum. The research design thus leans on King and Chandler's (2016) distinction between non-racist and antiracist stances, as well as Andreotti et al'.s (2015) social cartography that maps out 'soft-reform' and 'radical reform' spaces, to achieve a latent content analysis of 14 pieces of legislation across 13 states since 2020 to identify and analyse the ideological characteristics of these pieces of legislation. Only four of the 14 documents from four different states contain a significant anti-racist ideological leaning; the others express a liberal multicultural ideological position that celebrates difference and recognizes contributions, but does… [Direct]

Nikki Lynne Mee Kahealani Chun (2024). Eia Ka Lei: A Kanaka College Choice Framework for Our Survivance and Ea. ProQuest LLC, Ph.D. Dissertation, Colorado State University. This research study makes a significant contribution to understanding the experiences of Native Hawaiian students in higher education and their college choice process. Research and literature focused on or inclusive of Native Hawaiians in higher education is scarce and limited (Reyes, 2018), so there is very little known about how Native Hawaiian students navigate to and through higher education. The central research question focused on developing a college choice framework specifically tailored to Native Hawaiians: What might a college choice framework look like when developed by and for Native Hawaiians? Employing KanakaCrit (Reyes, 2018) as a theoretical framework, lei making as the research design framework (Alencastre, 2017; Vaughan, 2019), and talk story methodology (Kovach, 2010; Sing et al., 1999), the study successfully elicited stories on the college choice experiences of Native Hawaiian students. The findings led to the creation of a culturally responsive Kanaka College… [Direct]

Ausmer, Nicole M. (2009). Redefining Leadership: Examination of African American Women Serving as Presidents in Institutions of Higher Education. ProQuest LLC, Ph.D. Dissertation, University of Cincinnati. There is an apparent dearth in the leadership literature of African American women when juxtaposed with race, gender and social class. This scarcity appears to be connected with the small percentage of African American women who hold the position of president in institutions of higher education. Additionally, recent reports have noted, that the growth they saw twenty years prior has reached a standstill. This research scoped the range of leadership for African American women presidents, giving them the opportunity to self-define. In addition to self-definition, the study was based on the belief that leadership development happens over a lifetime. Thus, the purpose of this research was to examine what factors contributed to and define the leadership for African American women presidents. Defining and understanding their leadership will lead to greater opportunities in the academy. This study used a qualitative approach that triangulated interviews, biographical questionnaires, and… [Direct]

Lynn, Marvin (2006). Race, Culture, and the Education of African Americans. Educational Theory, v56 n1 p107-119 Feb. In this essay, Marvin Lynn explores a range of perspectives on African American education, with particular focus on three works: \Black American Students in an Affluent Suburb: A Study of Academic Disengagement,\ by social anthropologist John Ogbu; \African-Centered Pedagogy: Developing Schools of Achievement for African American Children,\ by teacher education expert Peter Murrell; and \African American Literacies,\ by Elaine Richardson, professor of English and applied linguistics. Lynn draws on Charles Valentine's sociological framework for understanding culture in order to interrogate how the concept of culture is used in these works. Lynn concludes that critical race theory in education–a rapidly emerging discourse on schooling and inequality–may be a useful tool for lucidly framing the conditions under which African Americans are educated as well as the possible solutions to the perennial problems faced by this historically marginalized group…. [Direct]

Brooks, Stephanie; Julye, Stacey; Lawless, John J. (2006). Textual Representation of Diversity in COAMFTE Accredited Doctoral Programs. Journal of Marital and Family Therapy, v32 n1 p3-15 Jan. The use of the Internet is growing at a staggering pace. One significant use of the Internet is for potential students and the parents of potential students to explore educational possibilities. Along these lines potential marriage and family therapy students may have many questions that include a program's commitment to cultural diversity. This study utilized qualitative content analysis methodology in combination with critical race theory to examine how Commission On Accreditation for Marriage and Family Therapy Education (COAMFTE) accredited doctoral programs represented cultural text on their World Wide Web pages. Findings indicate that many COAMFTE-accredited doctoral programs re-present programmatic information about diversity that appear to be incongruent with cultural sensitivity. These apparent incongruities are highlighted by the codification, inconsistent, and isolated use of cultural text. In addition, cultural text related to social justice was absent. Implications and… [Direct]

Maia Sheppard (2025). Legislating Whiteness: An Emotion Discourse Analysis of Divisive Concepts Legislation. Pedagogy, Culture and Society, v33 n1 p179-197. This research examines a state-level response to national political movements to decentre whiteness in American social studies education. Aiming to better understand how emotions systemically sustain and build connections to whiteness, this emotion discourse analysis examined how fear and hope shaped the content of and support for legislation mandating a race-evasive approach to teaching in public schools. Fear of what learning about racism might provoke and disrupt was a driving force behind the policy. Despite emotion discourses resisting the policies and identifying the harm such censorship would cause for students and education more broadly, the policy became law laying the foundation for further policy moves to protect whiteness in education spaces. This research highlights the need for social studies curricula that expand students' capacity to identify and analyse the social and political significance of emotions…. [Direct]

Turner, Michelle R. (2010). Embracing Resistance at the Margins: First-Generation Latino Students' Testimonios on Dual/Concurrent Enrollment High School Programs. ProQuest LLC, Ph.D. Dissertation, University of Denver. Despite moderate gains in equal educational opportunities over the past 60 years, low-income students of color continue to lag behind their middle-class, White peers. This is particularly true for first-generation Latina/o students who: (a) have the highest K-12 drop-out rate than any other ethnic group in U.S. schools; (b) are underrepresented in high quality, rigorous secondary curricular tracks; and (c) continue to be overrepresented in two-year institutions and postsecondary vocational schools. Using a conceptual framework comprised of critical race theory (CRT), social theory, and community cultural wealth theory it was clear that the U.S. education system is still plagued by systemic and endemic racism. Contrary to the predominate neoliberal discourse that emerged in the education field after the "Brown v. Board of Education" ruling, it is clear that meritocracy is a myth and students continue to face disproportionate opportunities to learn. One of the current school… [Direct]

Coles, Justin A. (2023). Black Desire: Black-Centric Youthtopias as Critical Race Educational Praxis. International Journal of Qualitative Studies in Education (QSE), v36 n6 p981-1002. Through the conception of Black desire, a Black-specific rendering of Eve Tuck's researching for desire, I argue that educational research lacking critiques of antiblackness can cultivate damage-centered narratives that misguidedly identify brokenness in Black youth, rather than brokenness in society. Drawing from a yearlong critical race ethnography, rooted in BlackCrit, I demonstrate how four Black high school students' critical engagements with literacy reveal the ways antiblackness operationalizes in their lives and how they compose counter structures to this oppressive regime. Through critical literacy artifacts and interview data, I analyze the utility of centering a critique of antiblackness in researching for Black desire as revealed through the voices of the Black youth. Through the findings, I contend that Black students asserting ownership over their reality demonstrates the ways Black desire, through a pointed critique of antiblackness, can function as a tool for critical… [Direct]

Hou, Minghui (2023). AsianCrit Lens on Chinese International Student Multi-Dimensional Transitions and Experiences in the US. Higher Education, Skills and Work-based Learning, v13 n3 p488-501. Purpose: The purpose of this study is to examine Chinese international students' narrative stories, experiences and racial dynamics while studying in the United States to argue that Chinese international students navigate multi-dimensional transitions and experiences in different stages. This study uses an AsianCrit lens to address the gap in existing research focusing on Chinese international students' narratives and experiences. Design/methodology/approach: Narrative inquiry with a social constructivist paradigm was used to provide an in-depth exploration of Chinese international students' navigation and negotiation in multi-dimensional experiences. Three phases of semi-structured interviews and journal entries were utilized to examine participants' experiences and struggles while studying in the United States. Descriptive coding, deductive coding and restorying were used to analyze and feather narrators' voices and stories for interpretation. Findings: The findings in this… [Direct]

Berends, Joel; Jones, Brittany (2023). Enacting Antiracist Pedagogy: An Analysis of Lebron James and Doc Rivers' Antiracist Discourse. Equity & Excellence in Education, v56 n3 p434-449. In the summer of 2020, powerful protests against police brutality took place throughout the United States in response to the unlawful deaths of George Floyd, Breonna Taylor, Ahmaud Arbery, and the shooting of Jacob Blake. Though the types of protests ranged from local grassroot organizations walking the streets to athletes using their platforms to address the injustices, the protests had one goal in mind–to bring attention, awareness, and hopefully change to an unjust legal system that consistently and disproportionately affects unarmed Black people. The aim of this article is to focus on the responses of both LeBron James and Doc Rivers to the shooting of Jacob Blake, a Black man who was shot seven times in the back by police in Kenosha, Wisconsin. Using Critical Discourse Analysis (CDA), as informed by Black Critical Theory (BlackCrit), we argue that the dynamic words of these two Black men not only operate as an act of protest and an act of resistance, but also they provide… [Direct]

Stovall, David (2023). The Gradual and Immediate Violence of an Engineered Conflict: School Closings, Public Housing, Law Enforcement, and the Future of Black Life in Chicago. Teachers College Record, v125 n5 p79-92 May. Background/Context: This article considers violence, both structurally and interpersonally, in Chicago, a city that moves to isolate and contain many of its Black working-class/low-income/no-income residents. Violence (particularly death by gun violence) should never be understood as a singular social problem that requires unilateral decisions on how to address the issue. Instead, it is critical to understand that homicides and other forms of violence are often the outcomes of conflict exacerbated by planned scarcity and abandonment (engineered conflict). In short, we should consider these conflicts as largely engineered by the state, declaring some Chicago residents to be of value along the lines of race, class, gender, age, (dis)ability, and sexual orientation, while others are deemed disposable. Purpose/Objective/Research Question/Focus of Study: Instead of the deficit narrative of crazed, pathological criminals roaming the streets, another conversation pushes us to understand… [Direct]

Allen A. Womble (2023). Agency: A Key Driver of Students with Minoritized Identities into Student Activities Leadership. Journal of Campus Activities Practice and Scholarship, v5 n2 p105-117. With marginality and power, forms of resistance, and student development literature serving as a framework, this article explores how student leaders' minoritized identities impact their student involvement journeys. Utilizing the methods of Constructivist Grounded Theory, this paper answers the following research question: "In what ways do student leaders with minoritized identities exercise power in their involvement choices and involvement experiences." Findings indicate that student leaders with minoritized identities exercised power in what they chose for involvement and that they chose opportunities that provided agency to execute their agendas…. [PDF]

Wu, [Chinese characters omitted] Lin (2022). "Sounds about White!": Countering the Erasure of Asian American Scholars in Critical Whiteness Studies. International Journal of Qualitative Studies in Education (QSE), v35 n7 p730-736. As the field of critical whiteness studies (CWS) grows, some white scholars argue that only whites should undertake the study of whiteness. Other white scholars acknowledge the contributions of scholars of Color to the academy, yet rarely draw on the scholarship of authors of Color to push the field to grow. This commentary critiques these phenomena by tracing the scholarly lineage of CWS and highlighting Asian American scholars' theorizing of whiteness. It concludes with a bilingual poem to illustrate how Asian American scholars can counter both the exclusion of their voices in CWS and the ongoing violence against the Asian Diasporas as escalated by the COVID-19 pandemic…. [Direct]

Kamhi, Michelle Marder (2022). Confronting Woke Groupthink in Art Education. Academic Questions, v35 n2 p52-61. Michelle Marder Kamhi argues that the the U.S. is a "systemically racist" nation has taken hold in art education. Concern regarding its toxic effects led her to write "Poisoning the Well of Art Education" for "Academic Questions," and to begin a discussion thread about it on the Open Forum of the National Art Education Association (NAEA), of which she is a longtime member. The NAEA response was overwhelmingly negative by teachers who subscribe to the prevailing or "groupthink" view. Virtually no consideration was given to the substance of her contrarian view or to the relevant facts she cited. She also started a discussion thread on transgenderism, citing an article by Abigail Shrier which also received a negative response. In the end, the NAEA webmaster informed her that her membership in the NAEA Collaborate Community, with access to the Open Forum, had been terminated because her posts had violated the group's Rules and Etiquette. [For… [PDF]

Jennifer Ervin (2024). Work Hard for Whom? A Critical Autoethnography on the Policies and Practices of a KIPP Charter School. Critical Questions in Education, v15 n1 p19-37. In this critical autoethnography, I reflect on my experience teaching in a KIPP charter school in an urban, racially diverse city in the southwestern U.S. Over the past few decades KIPP has gained both prestige and resentment as a major character in the charter school movement. Their focus on supporting students from underrepresented racial backgrounds in achieving academic success has gained them ample support in many communities. How-ever, in this article I draw attention to the KIPP policies and practices that work directly against the organization's aims and instead support a process of acculturation. I engage with storytelling to bring the reader into my classroom experiences so that we might col-lectively trouble these disconnections and (re)consider how policies may impact students of Color in similar institutions…. [PDF]

Antonio J. Castro; Jason Williamson (2024). "There's Something Wrong in Society": Teaching for Racial Civic Literacy Using Young Adult Fiction. Theory and Research in Social Education, v52 n1 p66-96. This multiple case study traced how secondary preservice social studies teachers grappled with understanding race/racism in their reading of the novel, All American Boys. Participants, all self-identified as white, consisted of two cohorts of students who attended a large midwestern university and were enrolled in an advanced social studies methods course. Drawing on notions of racial civic literacy, we analyzed participants' responses to the novel, especially as it related to the police officer character who committed racial violence on an unarmed Black youth. We asked whether the officer's actions were racist. Findings showed that participants reacted to the officer's actions in three ways: calling-out race/ism, justifying his actions, and distancing from making judgments. Participants who called out Officer Galluzzo's actions as racism saw this character as symbolic of larger systemic issues in society, whereas those who sought to justify Galluzzo's actions demonstrated faith in… [Direct]

Derek R. Ford (2024). What's so Marxist about Marxist Educational Theory?. Policy Futures in Education, v22 n8 p1570-1587. The antagonism between "class" and "race" have plagued educational theory for decades. As a communist organizer seeking to move Marxist educational theory out of the stagnant waters of theoretical debates, I turn to recent CRT scholarship, which I find much more in line with the communist project. Yet, this literature omits world-historic and ongoing transformations inaugurated particularly since the beginning of the 20th century by erasing, discounting or, denouncing them. I argue the primary factors inhibiting educational researchers: Anticommunism. The global revolutionary era led largely by revolutionary communists contains the most fruitful explanations of those conditions and connections (and the historical legacies accounting for mass movements in the U.S. today, like the historic 2020 uprising against the War on Black America). This rich and dynamic legacy is what can get educational scholarship beyond the cages of academia. After outlining the… [Direct]

Laura C. Ch√°vez-Moreno (2024). How Schools Make Race: Teaching Latinx Racialization in America. Race and Education. Harvard Education Press In "How Schools Make Race," Laura C. Ch√°vez-Moreno uncovers the process through which schools implicitly and explicitly shape their students' concept of race and the often unintentional consequences of this on educational equity. Ch√°vez-Moreno sheds light on how the complex interactions among educational practices, policies, pedagogy, language, and societal ideas interplay to form, reinforce, and blur the boundaries of racialized groups, a dynamic which creates contradictions in classrooms and communities committed to antiracism. In this provocative book, Ch√°vez-Moreno urges readers to rethink race, to reconceptualize Latinx as a racialized group, and to pay attention to how schools construct Latinidad (a concept about Latinx experience and identity) in relation to Blackness, Indigeneity, Asianness, and Whiteness. The work explores, as an example, how Spanish-English bilingual education programs engage in race-making work. It also illuminates how schools can offer ambitious… [Direct]

Eric Cordero-Siy; Frances K. Harper; Michael Lolkus (2024). Whiteness and Fear: Backlash to Mathematics Education Reforms. Thresholds in Education, v47 n1 p23-39. Recent reform efforts to center issues of equity and social justice in mathematics classrooms have been under fire from the loudest sectors of right-wing media. The hysteria around incorporating social justice issues in mathematics classrooms is captured in the artificial binary: STEM or CRT. In our paper, we examine resistance to reform efforts in mathematics education in artifacts geared towards audiences beyond mathematics education researchers through the lens of whiteness. We analyzed artifacts from the Math Wars of the late 1990's and the current backlash towards mathematics education reform (Math Culture Wars) in California and Florida. We identified fear as a significant mechanism to upholding whiteness in the backlash to mathematics education reforms, particularly centering white fear. By describing how fear is constructed in the artifacts, scholars may find more targeted responses to the backlash by addressing the ideas perpetuated in these artifacts. Still, the field of… [PDF]

Lesley Doricely Meza (2024). Disrupting the Status Quo: Narratives of Women of Color Leaders at California Community Colleges. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. The California Community College (CCC) system is the largest higher education system in the United States and serves diverse students. However, CCC's leadership does not mirror the diversity of its student population. Senior-level positions continue to be dominated by White men, highlighting the lack of diversity among leadership at these institutions and exposing the ongoing underrepresentation of women, especially women of color (WOC), in leadership positions due to the ingrained hierarchal and patriarchal systems in CCCs. This qualitative study aimed to provide a deeper understanding of the lived experiences of WOC, who are midlevel administrators at the CCC system. A critical race feminist (CRF) framework guided this study. This study used a critical race counter-storytelling technique to highlight voices and experiences of five WOC participants: Frida (Mexican), Sheila (African American), Valentina (Mexican), Rudii (Black), and Jamie (Chinese American). The findings revealed… [Direct]

Fredua-Kwarteng, Eric (2006). African Studies in a Canadian Academy: A Tool for Liberation or Marginalization?. Online Submission, Paper presented at the Annual Dean's Graduate Student Research Conference: Diverse Perspectives in Education (Ontario, Canada, Apr 24-25, 2006). This research uses critical race theory (CRT) as a conceptual perspective to study and analyze the experiences of ten students of African descent who enrolled in several African studies courses or related courses in an Ontarian university. The students, two females and eight males were interviewed between June and August 2005, using Semi-structured questions. The result of the study indicates that the organization of African studies program, the appointment of program coordinator/professors of African studies, selection of course materials/ readings, and the pedagogical practices of professors in that university tend to marginalize students enrolled in those courses and the program itself. Marginalization takes a variety of forms, including emotional torture, a sense of powerlessness, trivialization of African intellect, and tacit exclusion of Africa from intellectual discourses. The paper concludes by suggesting diversity policies that should be pursued by the academy in order to… [PDF]

Lee, Clifford; Tamerat, Jalene (2023). Centering Educators of Color in Teacher Preparation. Phi Delta Kappan, v104 n8 p12-18 May. Traditional teacher education and alternative teacher preparation programs struggle to recruit and retain prospective and early-career educators of color. To address this challenge, Jalene Tamerat and Clifford Lee recount their experiences as teachers and teacher educators-of color. They propose a reframing of pedagogies, curricula, and programmatic structures so they will more effectively center the cultural assets and critical perspectives among future educators of color. They share their personal reflections and offer an overview of the current educational landscape to contextualize and ground their recommendations for how teacher training programs can be more attuned to the needs of teacher candidates from minoritized and historically marginalized backgrounds…. [Direct]

Kennette, Lynne N.; Lin, Phoebe S.; Van Havermaet, Lisa R. (2023). Encouraging White Allyship in Anti-Racism by Decentring Whiteness. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, v16 n1 p31-54 Spr. Racism in higher education continues to harm Black, Indigenous and People of Colour (BIPOC) students, so white faculty need to be good allies in anti-racism by decentring whiteness to better support BIPOC individuals. To increase self-awareness, white faculty should reflect on how they benefit from white privilege and then use this privilege to better support BIPOC students at both the interpersonal and institutional level, to centre BIPOC voices, to advocate for social justice, to condemn racism privately and publicly, to create teachable moments to better inform white students on the harms of prejudice and to intervene if BIPOC students are discriminated against. By being good allies, white faculty can show other white individuals how to use one's privilege to take action in anti-racism…. [Direct]

Crutchfield, Jandel; Eugene, Danielle R.; Keyes, Latocia; Webb, Sarah (2023). Looking Within: Implicit Skin Tone Bias among Teachers of Color. Intercultural Education, v34 n1 p1-21. Colorism is a salient aspect of race in the knowledge construction and preparation of teachers across the globe. This paper reports the findings of a study that investigated attitudes and experiences of colorism among preservice teachers of color, including their own levels of implicit skin tone bias, and implications for their teaching practice. The results revealed that family background greatly influenced participant understanding and attitudes towards colorism. The results also demonstrated similar experiences across racial groups, highlighting the cross cutting and intercultural nature of colorism. Lastly, intersectionality contributed to participants ability to critically explain how colorism manifests in teaching practices. Implications for policy and practice efforts are discussed…. [Direct]

Allison-Burbank, Joshuaa D.; Conn, Annahbah; Vandever, Daniel (2023). Interpreting Din√© Epistemologies and Decolonization to Improve Language and Literacy Instruction for Din√© Children. Language, Speech, and Hearing Services in Schools, v54 n3 p707-715 Jul. Purpose: Culturally responsive teaching (CRT) is a recurring topic in preservice teacher and special education personnel training, especially as academic institutions work to implement anti-racist and anti-oppressive teaching pedagogies. These methods of instruction, specifically in the areas of language and literacy, can be implemented by programs that understand the needs of the Indigenous students that their trainees or students will eventually serve. Academic institutions must transform their teaching and mentoring approach to better prepare educators and clinicians who engage with Indigenous communities. Method: This tutorial includes a critical review and will focus on the Din√© traditional perspectives of Sa'ah Naagh√°√≠ Bik'eh H√≥zh√≥√≥n (SNBH), as it applies to the educational experiences of Din√© students. The principle, which represents the process of lifelong learning and reflection, will be used as a model for how Indigenous epistemologies can be used within a decolonized… [Direct]

Keith, Anthony R., Jr. (2023). On Being Ed Emcees: Toward Hip-Hop Educational Leadership Theory, Research, and Praxis. Equity & Excellence in Education, v56 n3 p372-394. Advocating for the advancement of hip-hop based education, critical qualitative research, and leadership for educational equity, I explain a theory of hip-hop educational leadership and discuss findings from my hip-hopography of hip-hop educational leaders who are spoken word artists, poets, rappers, or emcees and serve as community partners inside urban high schools across the United States. Using blackout poetic transcription to analyze data, I suggest that these individuals can be called educational emcees, who invoke love as a condition for learning and engagement in their schools through a series of meaningful practices. These individuals also embody poetry and spoken word as an organic hip-hop pedagogy. Opportunities for additional qualitative research about hip-hop educational leadership and educational emcees are presented, along with implications for education leadership preparation, recruitment, and development…. [Direct]

Livingston, Donovan (2023). Beats, Rhymes, and College Life: Making a Case for Mixtape Methodology in Higher Education Research. International Journal of Qualitative Studies in Education (QSE), v36 n3 p314-325. In this article, I will do two things: (1) synthesize existing literature exploring critical methodological frameworks that center race and hip-hop in educational contexts; and (2) propose future considerations for research for research, and introduce a new qualitative methodology called mixtaping. The aim of this article is to contribute to a growing body of scholarship supporting the decolonization of methodological practices, by framing minoritized voices — which are in this case, Black men in higher education, who identify as hip-hop artists — as both the subject of research and the producers of new knowledge…. [Direct]

Lackey, Danny; Lowery, Kendra (2023). Where Are the African American Males? Enrollment Criteria and the Placement of African American Males in Advanced Placement Courses. Urban Education, v58 n10 p2628-2657. This qualitative study was a critical race analysis of Advanced Placement criteria and under-enrollment of African American males in two midwestern urban high schools. Analysis of faculty interviews and documents generated four themes. AP criteria and enrollment were implemented through formal and informal practices, and key roles of individual faculty and collaboration with faculty and families supported AP structures. However, assumptions about African American males, and color and gender-blind dialogue contributed to disproportionate African American male enrollment in AP courses…. [Direct]

Moffa, Eric; Winston, Jake (2023). Examining Virginia's African American History Course through the Lens of Racial Pedagogical Content Knowledge. Social Studies, v114 n6 p266-281. During the 2020-2021 academic year, Virginia piloted a state-designed secondary African American history elective in 16 school divisions. Using the framework of Racial Pedagogical Content Knowledge (RPCK), this study examined the treatment of race in the new course by analyzing the state-created curriculum materials and interviewing three teachers that were part of the pilot program. Findings suggest that the curriculum challenged problematic traditional historic narratives, addressed issues of identity and structural racism, and applied racial knowledge through civic action projects. Teachers felt prepared to teach the course due to sustained racially conscious professional development facilitated by the Virginia Department of Education. The curriculum of the state-designed course and its implementation by teachers align with the core tenets of RPCK, such as its interrogation of power structures and inequalities, examination of intersectionality, and empowerment of students to… [Direct]

Loutzenheiser, Lisa W.; MacIntosh, Lori B. (2004). Citizenships, Sexualities, and Education. Theory Into Practice, v43 n2 p151-158 May. This article endeavors to pull together various theoretical approaches to curricular reform using the queer student body and queer theory as its starting point. The authors outline the implications of naming, and the possibilities and polemics of citizenship. Offering the intersections of queer theory and critical race theory as a model of intervention, they outline an alternative to universalist discourses of difference and assimilation. In doing so, they hope to develop a better understanding of who queer students are, and an understanding of how they are harmfully positioned as Other within the various discourses of citizenship, curriculum, and educational research….

Ashley D. Dom√≠nguez; Carlos R. Casanova (2024). Countering Racist Nativism through a Liberating Pedagogy of Praxis. Anthropology & Education Quarterly, v55 n1 p43-64. This article uses a framework that combines LatCrit theory, racist nativism, and liberating pedagogy of praxis (LPP) to examine how a community youth program's LPP practices countered the racist nativism Latinx youth experience in their high school. LPP practices challenged racist nativism by creating a space where Latinx youth faced each other in circles to engage in authentic collective intergenerational dialogue about lived experiences of racist nativism, which cultivated solidarity and a call to action…. [Direct]

Jennifer Grace; Ren√©e E. Lastrapes (2024). What Do School Administrators Think about Race? A Critical Race Mixed-Method Study. Journal of School Leadership, v34 n2 p177-201. Purpose: This study intends to be a catalyst in preparing school leaders to go beyond the call of social justice, to step into the role of anti-racist school leaders who advocate and actualize systemic changes in the educational landscape. Research Methods: Data were gathered using a mixed method approach, starting with an online survey (ARDSA) of 223 school administrators across Texas followed by in-depth interviews with a representative sample of 19 school administrators. Data analysis techniques included quantitative analysis of surveys to determine school and district administrators' perceptions of racism in schools and need for professional development followed by qualitative analysis to look for patterns and themes. Findings: Women agreed significantly more than men on Perceptions of Racial Inequities, Perceptions of Equitable Expectations, Addressing Racism, Critical Self-Awareness about Race, and Professional Development on Antiracism. Black and Latinx participants placed… [Direct]

Desiree O'Neal; James C. Bridgeforth (2024). (Re)Setting the Racial Narrative: Antiblackness and Educational Censorship. Education Policy Analysis Archives, v32 n9. Antiblackness is a persistent feature of American society with continued implications for the experiences, outcomes, and well-being of Black communities. In the wake of widespread protests against antiblack police brutality and heightened awareness of racial injustices in 2020, federal, state, and local political actors swiftly began a concerted effort to maintain the illusion of racial progress within the United States. These efforts, which we identify as manifestations of what Carol Anderson (2016) describes as White rage, have taken the form of educational censorship policies that have been successfully enacted in at least 18 states. This study interrogates the policy development process of two such censorship policies in Texas and North Dakota. Drawing on Black critical theory and insights from critical policy analysis, we demonstrate the ways that antiblackness was made legible in the policy development process and conclude with recommendations for combatting the further spread… [PDF]

Bryan Mann; Jaclyn Dudek (2024). Education Policy Is Spatial Policy: Using Spatial Imaginaries to Enhance Education Policy Research. Policy Futures in Education, v22 n5 p826-845. Education policy scholars must consider spatial theories and related methodologies. Spatial theories encourage rich understandings of education policy because education and place are intimately connected. This article shows how scholars can use "spatial imaginaries" to enhance knowledge of place and education policy. We explain these connections in three ways. First, we outline theoretical concepts and analytical considerations of spatial imaginaries. Second, we provide examples of lines of inquiry related to spatial imaginaries and education policy. Third, we consider methodological techniques. Education policy is spatial policy, so building theory and methods about place and education policy is vital to the field…. [Direct]

Aleman, Enrique, Jr. (2007). Situating Texas School Finance Policy in a CRT Framework: How "Substantially Equal" Yields Racial Inequity. Educational Administration Quarterly, v43 n5 p525-558. Purpose: The purpose of this article is to conduct a critical race policy analysis of Texas school finance policy. This empirical article examines three chapters of the Texas education code (TEC) and identifies the racial effects that the school funding system has on seven majority-Mexican American school districts. Methodology: Critical Race Theory (CRT) and Latina/o Critical (LatCrit) theoretical frameworks are employed in this article in which race and property are highlighted as concepts central to the analysis. The methodology allows for a critical perspective on history and the racial effects of policy to be outlined. First, a historical analysis of race and racism, schooling, and politics in Texas contextualizes the debate over school finance equity. Second, an analysis of the effects that the school finance system has on communities of color is completed. Analysis and Findings: An examination of primarily 2002-2003 school finance data, Texas Supreme Court opinions, and TEC… [Direct]

Rodriguez, Terri L. (2011). Stories of Self, Stories of Practice: Enacting a Vision of Socially Just Pedagogy for Latino Youth. Teaching Education, v22 n3 p239-254. This narrative inquiry examines how one Latina novice teacher articulates and implements a vision of teaching for social justice within the contexts of her teacher education program and her practice as a bilingual resource teacher. Informed by Latino/a critical race (LatCrit) theory, the analysis traces connections between stories of self and practice, focusing on her development of an innovative middle school literacy course for Spanish speakers. This article highlights the ways in which she recruits her experiences as a member of a marginalized group and brings them to bear on practice in the crafting of a critical pedagogy that takes learners' interests and concerns as central while encouraging social action. Findings are discussed in light of the following themes: critical questioning and resistance; analysis of systems of oppression and positioning; and encouraging social action and practicing democracy. This study has implications for teacher preparation committed to socially… [Direct]

de Saxe, Jennifer Gale (2021). Unpacking and Interrogating White Supremacy Educating for Critical Consciousness and Praxis. Whiteness and Education, v6 n1 p60-74. This article draws on theoretical frameworks that work to unpack and challenge white supremacy and hegemonic whiteness. The first section discusses the importance of contextualising ones' standpoint and positionality, demonstrating how both are interconnected to critical self-reflexivity, educating for critical consciousness, and praxis. Part two unpacks the "walls of whiteness," reinforcing the ways in which university education placates and upholds racial domination by failing to present and challenge systemic and institutional racism and white supremacy. Section three engages with a multi-faceted theoretical framework that aims to interrogate institutional and hegemonic whiteness discussed in section two. Here, I draw on the work of Mills, Leonardo, and Ladson-Billings, who all offer provocative arguments regarding the sustainability and omnipresent nature of racial domination through the Racial Contract and the Education Debt. Finally, section four considers some of the… [Direct]

Fraser-Burgess, Sheron (2023). Provincializing White Racial Ideology: Mills' Social Ontology and Philosophy of Education. Theory and Research in Education, v21 n1 p33-51 Mar. Social ontology examines the nature and mechanisms in human society of concepts that pertain to various kinds of social collectivities. A pioneer in the development of this philosophical field, Mills theorised a social metaphysics of "racial constructivism" for modern philosophy in order to explain the enduring orthodoxies of its Anglo-centric dominance. This paper invokes the term, supervenience, to further elucidate the causal bearing of race on individual and social facts. Turning to the philosophy of education, the ontological bifurcation of asymmetrical racial worlds is a salient divide to which discourses of normative individual ethics, analytic critical thinking, and generalized social justice contribute. Given the pervasiveness of supervenience, in the unwillingness to traffic in the ontology of race, educational philosophy hamstrings the creative and critical dimensions of advancing education for a racially equitable and pluralistic democracy…. [Direct]

Kolomyjec, Wanda (2023). Transformative Learning and Ideological Shifts: Implications for Pedagogy for the Privileged. Journal of Transformative Education, v21 n2 p283-302 Apr. Blood spilling into the streets in Charlottesville in August 2017 during a "Unite the Right" white supremacist rally, an August 2019 murderous rampage targeting Latinos at a Walmart in El Paso, Texas, and the most recent January 2021 storming of the U.S. Capitol represent only a few of the violent events that have occurred in the past 5 years initiated by far-right white supremacists. Fringe and violent behaviors do not exist in a vacuum. Every day, privileged white folks adhere to hegemonic ideals and engage in racist transgressions that stoke the fires of extreme violence. Significantly, however, some members of the privileged class eventually reject racist ideology and emerge as activists for marginalized populations. Drawing on the theoretical frameworks of Pedagogy for the Privileged, Pedagogy of the Oppressed, Transformative Learning Theory, and Critical Whiteness Studies, this paper asks the question: What facilitates a significant ideological shift?… [Direct]

Grosland, Tanetha; Matias, Cheryl E. (2023). Racial Justice and the Emotional Dichotomy: Reading Emotion in Critical Educators' Narratives on Politics and Policy amid Protest. Journal of School Leadership, v33 n4 p343-354 Jul. In this essay, we contend that there continues to be a lack of attentiveness in educational leadership and policy to addressing how critical educators "emotionally" navigate social and political issues generally, and racism particularly–both of which are emotional issues. As such, using brief examples of reflections from critical educators in urban educational leadership, we conduct a theoretical textual analysis of "emotions" in a time of heightened emotion, using the 2015 Baltimore Uprising as a case. In our critical-humanities-oriented essay, we focus on documenting narratives as large social concerns. Our theoretical treatment of emotion reveals the ways such treatments can be applied to school leadership for the purposes of praxis on critical practice in times of widespread conflict. These concerns include matters of emotional labor in educational sites (as microspaces permeated by racial turmoil unfolding in macrospaces). We foreground how racial… [Direct]

Doharty, Nadena; Esoe, Mboe (2023). 'Demonstrable Experience of Being a "Mammy" or "Crazy Black Bitch"' (Essential). A Critical Race Feminist Approach to Understanding Black Women Headteachers' Experiences in English Schools. Race, Ethnicity and Education, v26 n3 p318-334. This paper builds on the emerging, but significant scholarship of Critical Race Feminism (CRF) in education. It adds to the literature in this area by applying the theoretical and methodological underpinnings to the British education context where such applications are vanishingly small in favour of broader critical race applications. Supported by racialised and gendered images of professional Black women in leadership roles as the analytical standpoint for understanding a Black woman Headteacher's experiences in an English school, this paper argues that Black women's tenure and trajectories are underpinned by the white racial colonial logics of the "Mammy, Crazy Black Bitch, Superwoman" and/or "Feisty Sapphire." In so doing, institutional racism continues to underpin "and undermine" Black women Headteachers' leadership potential, experiences and outcomes…. [Direct]

Kealoha, Michiko (2023). Reeling and Healing from Hate Speech: Student Affairs Professionals of Color Share Post-Pandemic Imaginations for Community Colleges. Educational Studies: Journal of the American Educational Studies Association, v59 n2 p163-183. Throughout history, people have united to demand change and accountability in the face of injustice. Although freedom of speech and assembly rights have been essential in uplifting and empowering marginalized communities throughout history, it is important to name the existence of speech that seeks to expand rights and speech which aims to restrict rights. Hate speech occurrences have increased dramatically since 2016 and many scholars cite college campuses as a specialized place for hate and social movements. Despite this increase in incidents and scholarly attention focused on on-campus hate speech, there is a gap in knowledge regarding those staff members who oversee hate speech incidents as people of color, especially those who work in community colleges. Utilizing a Critical Race Study lens, this study explored how student affairs professionals of color in California community college settings experience and navigate hate speech and White supremacy. Through eight collective… [Direct]

Knight, David S.; Yang, Ji Ho (2023). Adopting a Critical Lens: A Conceptual Framework for Analyzing Local School Resources. Journal of Education Human Resources, v41 n3 p594-623 Jul. Current studies of school finance equity focus on quantitative approaches to understanding resource disparities. Analyses of school resources that capture stakeholder perceptions and values are better positioned to critically examine the historical, cultural, and political significance of different types of school resources. The purpose of this article is to advance a framework for analyzing school resources at the site level through a critical lens. We propose a novel conceptual framework, which we refer to as the "Critical School Level Resources" framework, to capture how local school stakeholders, specifically principals, teachers, and families, understand, allocate, and use school resources. Our hope is to see this framework push the field's conceptualization of resources to include qualitative and critical approaches, in addition to quantitative or a-critical metrics, while incorporating more stakeholders in the evaluation of resources at their schools…. [Direct]

Alyssa Hadley Dunn; Jessica James Hale; Rogers S. Smith; Stephanie Behm Cross (2023). The Intersections of Individuals and Institutions: Critical Engagement, Consciousness, and Whiteness in Teacher Preparation. SoJo Journal: Educational Foundations and Social Justice Education, v9 n1 p1-23. Drawing on critical Whiteness studies (CWS) alongside theories of engagement and critical consciousness, we share the story of two student teachers (STs) who were identified as "fully engaged" during urban student teaching. At the program level, results indicate that the STs' teacher preparation program favored compliant engagement over rebellion and reinforces and recenters White-dominant norms and ideologies. Looking specifically at the STs' experiences, both engaged in relationship building, resisted curriculum, and felt a sense of responsibility to and for their students. Despite these similarities, only one of the student teacher's stories included enactments of criticality while the other displayed more dysconscious ways of doing/being in the field. Implications for how we conceptualize student teacher engagement within teacher preparation programs, including how to support student teachers to engage critically during field experiences, are shared…. [Direct]

Wenyu Guo (2023). Exploring Literary Responses to Culturally Relevant Texts through an AsianCrit Lens: A Collective Case Study of Chinese American Students in a Community-Based Book Club. ProQuest LLC, Ph.D. Dissertation, University of South Carolina. Building on AsianCrit, reader response theory, and critical literacy perspective, this dissertation study investigated how second-generation Chinese American students at age eight to twelve respond to culturally relevant texts which portray contemporary and historical Chinese American people's lives and experiences in the United States. In addition, this study explored how these students negotiate their understanding of race, racism, and anti-Asian racism through associating with the stories, their everyday experiences, family traditions, and interactions with peers and researchers in a community-based book club. Specifically, this study examined how students of Chinese descent respond to xenophobia, discrimination, and racism towards Asian people, especially people of Chinese descent, during the COVID-19 pandemic through reading a text set and news related to COVID-19 and hate crimes. Situated within a critical theory paradigm, this single-site, collective case study forefronted and… [Direct]

Ladson-Billings, Gloria (2006). The Meaning of "Brown"… for Now. Yearbook of the National Society for the Study of Education, v105 n2 p298-315 Oct. The last few years (2004-05) have been filled with commemoration, reflection, and scholarship around the landmark Supreme Court decision, "Brown v. Board of Education" (1954). It was right and proper to take a 50-year retrospective at one of the more significant court rulings of the 20th century. It was also important to look at the decision in relationship to the current conditions of U.S. public schools and to ask what meaning "Brown" has for contemporary schooling. In this chapter, the author uses the theoretical lens of Critical Race Theory (CRT) to interrogate the "Brown" decisions (both 1954 and 1955) to consider what they mean for education today. The author looks at three scenarios that respond to the question of whether or not "Brown" could be decided in the same manner today as it was decided in 1954. (Contains 3 notes.)… [Direct]

Karen Howard (2024). Whiteness as Property in Music Education: Considering the Acceptance of Hamilton: An American Musical. Whiteness and Education, v9 n1 p105-122. In consideration of white music educators' perceptions of and engagement with matters of race and music, the purpose of this qualitative study was to problematise the acceptance and valuation of "Hamilton", and possible hypervaluation of Whiteness through the perceptions and experiences of eight White music educators who were fans of the show. The research was guided by the following questions: (1) Does this acceptance of "Hamilton" reflect the repertoire and cultures included in their music curricula?; (2) Does "Hamilton" function as propertized Whiteness thereby deeming it worthy of inclusion in music education settings?; and (3) Does the experience that is "Hamilton" pass as white, therefore making it feel comfortable and accessible to white music educators commonly uncomfortable with rap music? Interviews were analysed using a framework of whiteness as property including: rights of disposition, rights to use and enjoyment, reputation as… [Direct]

Anjal√© D. Welton; Deonte E. Iverson; Sarah Diem; Sarah W. Foster Walters (2024). A Path toward Racial Justice in Education: Anti-Racist Policy Decision Making in School Districts. Educational Policy, v38 n7 p1526-1562. The U.S. education system has been a critical site in the nation's ongoing fight for racial equity. Yet, despite many attempts to promote equity within and across schools, efforts fall short in a system designed to uphold norms rooted in whiteness and white supremacy. We need anti-racist educational leaders who can identify and push back at the racial bias embedded in educational policies. Through a research-practice partnership with a Midwestern high school, we sought to understand how an anti-racist policy decision-making protocol can be used to redress inequitable policies to be racially just. The anti-racist policy decision-making protocol promotes social justice by empowering school practitioners to become policy agents. Implications from our findings point to the need for school practitioners to be critically introspective and identify and directly address the politics of whiteness that can ensue when working in partnership to do anti-racist policy change…. [Direct]

Dianne Wellington; Jessica McClain (2024). A PSA I'm Here Too: Exploring the Harmful Experiences of Black Students through Critical Narratives. International Journal on Social and Education Sciences, v6 n3 p427-438. The paper illustrates the digital narratives of 219 Black students within the K-12 educational setting of a large West coast state in the United States. The researchers employed the method of storytelling to analyze Instagram posts created by students, which aimed to shed light on the various forms of injustice experienced by Black students. These online contributions effectively revitalized the significance of Black students' narratives and encounters with racism. The authors posit that educational institutions should reconsider their approach to mitigating the negative consequences encountered by Black students within educational environments. The present study serves as a call to action for educators and stakeholders to confront systemic anti-Blackness and create inclusive educational environments that prioritize the well-being and success of all students. Through collective effort and a commitment to antiracist practices, we can work towards a more equitable and just educational… [PDF]

Courtney O'Grady; Jennifer Ryan Newton; Megan Vinh; Ruby Batz; Sheresa Boone Blanchard (2024). Beyond Omission: Analysing the Erasure of Disability and Inclusion in the Developmentally Appropriate Practices. International Journal of Early Years Education, v32 n3 p647-657. The 4th edition of the National Association for the Education of Young Children's (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. "Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research." In "Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue," edited by S. Kessler, and E. B. Swadener, 3-20. New York, NY: Teachers College Press.; Cannella [1997]. "Deconstructing Early Childhood Education: Social Justice and Revolution." New York, NY: Peter Lang.; Escayg [2019]. "Who's got the Power?": A Critical Examination of the Anti-Bias Curriculum." "International Journal of Child Care and Education Policy" 13 (1): 1-18. doi.org/10.1186/s40723-019-0062-9.; Langford [2010]…. [Direct]

Vanna Nauk; Varaxy Yi (2024). "You Weren't Good Enough, so Here's a Bronze Medal": Southeast Asian American Students and Racialized Community College Stigma. Community College Review, v52 n4 p434-457. Objective: This study aims to understand how Southeast Asian American (SEAA) community college students experience community college stigma. Methods: This phenomenological study employs AsianCrit as a framework to examine the realities of SEAA students in community college. Ten SEAA community college students underscore how racialization and community college stigma shape their self-perception and college-making decisions. Results: The findings indicate that SEAA community college students experience community college stigma in distinct ways, as shaped by the racialized contexts in which they experience stereotypes in education and in which their peers, educators, and family members inadvertently or intentionally reinforce this stigma. Contributions: These findings indicate that SEAA students experience racialized community college stigma shaped by their raced and racialized positionings within the Asian American racial category and intersecting with the stigmas of attending… [Direct]

Brian Cabral (2024). Get "With It": Extending the Study of Educational Carcerality and an Educational Abolitionism Praxis. Educational Studies: Journal of the American Educational Studies Association, v60 n3 p289-307. The merging of prison or carceral studies and education is longstanding. In fact, there is an omnipresence of an educational studies foundations that analyzes and interrogates the role of carceral logics in schools and prisons. I refer to these foundations as the study of "educational carcerality," and in this article, I demonstrate how such an analytical heuristic affords a more capacious understanding of how carcerality structures schooling and educational processes. However, the interpellation of abolition with educational carcerality is taking a newfound life as social movements across the United States have researchers, scholars, and organizers theorize on the abolition question more explicitly. As education scholars, we are in urgent need of continued thoughtful scholarly engagement with existing and developing literatures and questions centered on pedagogy and education through an abolitionist perspective. I offer "educational abolitionism praxis" as a… [Direct]

Sachin Maharaj; Stephanie Tuters; Vidya Shah (2024). Anti-CRT Attacks, School Choice, and the Privatization Endgame. Critical Education, v15 n2 p29-36. Across Canada, school districts have been confronting a backlash to their equity and social justice initiatives. Critics of public education have been arguing that the solution to these controversies is to increase school choice. Using several examples from the United States, this paper argues that the endgame of these strategies is to undermine the legitimacy of public education and increase support for private alternatives. To protect its future viability, the paper also calls on public education advocates to grapple with ongoing marginalization within school systems which make private options increasingly attractive…. [PDF]

Akua Nkansah-Amankra; Eupha Jeanne Daramola; James C. Bridgeforth; Taylor Enoch-Stevens (2024). "On a Risky Slope of Democracy": Racialized Logics Embedded in Community-School Board Interactions. Educational Evaluation and Policy Analysis, v46 n3 p506-533. As school board meetings are integral sites of local education policymaking, scholars must consider how structural racism manifests in these spaces across various district contexts. We examine how racialized institutional logics undergird the interactions between majority-Black district leadership and a local Black community during school board meetings. Through an ethnographic case study of school board meetings over the 2019-2020 school year, we find that racialized pressures led predominantly Black school board members and district administrators to uphold policies and practices that limited two-way authentic interactions with their Black constituents. In conclusion, we argue that racial representation in educational politics may be important, but is not sufficient unless accompanied by changes to policies and practices that privilege Whiteness and reproduce racism…. [Direct]

Christina L. Dobbs; Christine Montecillo Leider (2024). The Centrality of English as One Legacy of Lau: An Interest Convergence Theory Analysis of Massachusetts Policy for English Learners. Bilingual Research Journal, v47 n4 p438-454. Using the theoretical framework of interest convergence, this document analysis explores the legacy of Lau v. Nichols as a gateway to instructional programs for classified English learners in the state of Massachusetts that maintain the hegemony of English as the primary goal of schooling. Findings reveal that interest convergence is an organizing principle for how instruction for classified ELs has historically been organized and delivered throughout Massachusetts as a move both toward and away from English-only instructional policy…. [Direct]

Apple, Michael W. (2009). Is Racism in Education an Accident?. Educational Policy, v23 n4 p651-659. People live in a time where neoliberal positions, with their assumption that private is good and public is bad, are dominant. Yet, as the author and others have demonstrated, such positions consistently privilege particular and identifiable classed and raced groups. This is not accidental. Society, like many others throughout the world, is organized around extremely powerful dynamics that are very hard to interrupt. As David Gillborn, author of the book \Racism and Education,\ would claim, this privileging is one of the predictable effects of the ways in which such things as \race\ permeates people's everyday lives. It is not intentional in the usual sense of that word. However, to say that the effects are potent is to engage in understatement. How are people to understand these effects and the realities that both produce and are produced by them? Do people see them as accidental, as oddities that somehow seem to happen? Or are they truly constitutive dynamics that are at the very… [Direct]

Shirazi, Roozbeh (2022). "Why Do We Need to Know about This?": U.S. Imperialism, Persepolis, and Knowledge Production on Iran in the Classroom. Journal of Teacher Education, v73 n4 p397-409 Sep-Oct. Contributing to a growing body of research on acknowledging U.S. imperialism within teacher education, this article explores how knowledge production on Iran–and U.S.-Iran relations more broadly–in secondary education represents a site of what Britzman has called difficult knowledge. Here, the difficulty of classroom engagements with the theme of U.S. imperialism is highlighted in several epistemic stumbling blocks, notably notions of White epistemic authority, neoliberal multiculturalism, and imperial feeling. Drawing upon data collected during a 9-month ethnographic study, the analysis presents classroom scenes from a high school world literature unit on Marjane Satrapi's "Persepolis," selected by the teacher to explore themes of colonialism, imperialism, and revolution. Despite these intentions, classroom engagements with the text often reproduced Orientalist understandings. These findings inform the concluding argument that mobilizes contrapuntal reading as a… [Direct]

Snipes, Vincent T.; Waters, Roderick D. (2005). The Mathematics Education of African Americans in North Carolina: From the Brown Decision to No Child Left Behind. Negro Educational Review, The, v56 n2-3 p107-126 Jul. For several years now, an achievement gap has been in existence between African American students and white students in mathematics. The purpose of this study is to (1) report on an in-depth case study of a former state mathematics consultant to describe his experiences of the mathematics education of African Americans in public high schools in North Carolina from 1950-1980 and (2) to examine North Carolina African American students' progress in mathematics from the Brown vs. the Board of Education Decision to the "No Child Left Behind Act" Era. The data for this study are analyzed utilizing the critical race theory of education perspective…. [Direct]

Burgess, Cathie; Fricker, Aleryk; Weuffen, Sara (2023). Lessons to Learn, Discourses to Change, Relationships to Build: How Decolonising Race Theory Can Articulate the Interface between School Leadership and Aboriginal Students' Schooling Experiences. Australian Educational Researcher, v50 n1 p111-129 Mar. When conversations about Aboriginal student educational success emerge, they are usually focussed on the high levels of underachievement and disengagement. School leadership is seen as critical to contributing to student outcomes. For Aboriginal students, creating inclusive learning environments that support culture and identity, and building trusting relationships with families and community members are also critical goals. As part of the Aboriginal Voices project, this paper uses Decolonising Race Theory (Moodie, 2018) to analyse interviews with four Principals in urban, regional, and rural locations to understand their perceptions and experiences of leading Aboriginal education in schools. From the interviews, three key themes emerged: leading culture, identity and school-community relationships, leading curriculum, pedagogy and teacher development, and leading student participation and achievement. Decolonising Race Theory (Moodie, 2018) is applied as an analytical tool to view… [Direct]

Garcia, Nichole M.; Huber, Lindsay P√©rez; V√©lez, Ver√≥nica N. (2023). Can Numbers Be Gender and Race Conscious? Advocating for a Critical Race Feminista Quantitative Praxis in Education. Equity & Excellence in Education, v56 n1-2 p190-205. In this article, we (re)imagine quantitative approaches in educational research to (re)evaluate our experiences as Chicana/Latina feminists, which are always inextricably both raced and gendered. Using a Chicana feminist epistemology in education, a framework that explicitly challenges the perceived objectivity and universal foundations of knowledge that undergird traditional qualitative approaches, and quantitative critical (QuantCrit) research in education, which centers how statistics have long been racist and racialized, we consider whether numbers can be race and gender conscious. We put forth a critical race feminista quantitative praxis in education through an empirical application that explores Chicana educational attainment and occupational outcomes using secondary data from the U.S. Census Bureau. We conclude with implications for educational research…. [Direct]

Johnson, Marcus W.; Nicol, Maureen W. (2023). Introducing Curricular and Pedagogical Resuscitation (CPR): A Black Approach to Reviving the Self and Collective through Social Studies. Urban Education, v58 n9 p1887-1911 Nov. Social studies has been lagging in the race to gain classroom instructional time due to the impact of high-stakes testing in urban schools. Furthermore, social studies can be particularly uninteresting to Black students whose diverse sociocultural histories and perspectives remain diminished or absent. Therefore, this paper advances curricular and pedagogical resuscitation (CPR) as a renewed and continuing quest to properly address and privilege Black students and their lived experiences. Employing BlackCrit, we forward CPR as a more accurate, timely, and holistic social studies approach–addressing the body, spirit, and mind of our students…. [Direct]

Velasco, Richard Carlos L. (2023). Constant Critical Reflexivity: Engaging in an Archaeology of Self to Promote Racial Literacy in a Math Teacher Education Program. Educational Forum, v87 n3 p177-191. Racial literacy is critical pedagogy that seeks to end racism. Developing racial literacy in math teacher education programs is a crucial step in preparing preservice teachers to acknowledge and resist prejudiced and racist math teaching policies and practices before they enter the K-12 classroom. In this essay, I unpack and share how I engaged in critical reflexivity and an Archaeology of Self to promote racial literacy and antiracist pedagogy in my MTEP courses…. [Direct]

Bohonos, Jeremy William; James-Gallaway, ArCasia D.; James-Gallaway, Chaddrick; Turner, Francena F. L. (2023). Black History in Adult Education in the United States: A Historical Review and Historiographical Critique. Adult Education Quarterly: A Journal of Research and Theory, v73 n4 p345-362. This article pushes towards the integration of the history of Black Adult Education (AE) into the broader history of AE literature and it contributes a critique of the field's general omissions and misrepresentations of Black history. The purpose of this paper is twofold: (1) to critique the white-dominated history of AE texts and (2) to provide a historiographical essay that highlights works focused on the Black history of AE. In doing so, we offer a historical counternarrative rooted in the secondary historical literature that addresses the history of Black education. Ultimately, this paper critiques historiographical essays focused on AE, situates our discussion within debates on approaches to race in AE, and revisits works of Black AE from within the field as well as key works by educational historians that address issues related to Black AE…. [Direct]

Cobb-Roberts, Deirdre; Esnard, Talia (2023). Mentoring to Subvert Racialized-Gendered Spaces: Critical Perspectives of Black Women Academic Administrators. New Directions for Student Services, n182 p121-131 Sum. Black cis/trans women faculty face many challenges that impact their access to and success within administrative positions. We use critical race feminism (CRF) to highlight the role of mentoring in subverting multiple axes of power Black women encounter along the pathway to academic administration…. [Direct]

Jessica Lee Stovall (2023). Cycles of Fugitivity: How Black Teacher Fugitive Space Shapes Black Teacher Pedagogies. Equity & Excellence in Education, v56 n4 p560-573. As conservatives ban the teaching of Black history and critical understandings of race across the country, Black teachers are turning again to fugitive pedagogies, or subversive ways of teaching, to counter anti-blackness and imagine the world anew. This study drew on data from interviews, classroom observations, and student focus groups to demonstrate how a Black teacher fugitive professional learning space helped to motivate and inform the pedagogies of a Black secondary school teacher. Using the theoretical framing of BlackCrit and the concept of fugitivity, I share how one teacher reflected on and made sense of how his participation in this professional learning space impacted his pedagogical practice. The research provides insight into how Black teachers learn to use fugitive pedagogies to create Black-affirming collective learning spaces for their students…. [Direct]

Bernadeia Johnson; Julianne E. Schwietz (2023). Making a Case for Exemplary Principal Leadership for Racial Equity. Thresholds in Education, v46 n2 p193-208. The concurrent crises of climate change, a pandemic, and social unrest have laid bare systemic inequities in our economic, health, education, and criminal justice institutions that negatively impact people of color. School leaders face unprecedented challenges as they navigate these dilemmas and are compelled to address the implicit biases and resulting behaviors and policies responsible for the opportunity gaps in their schools. A path to equitable educational opportunities for all students in an era beset with compounding crises can begin with a new focus on character and virtues to provide a framework for right action. This prioritization of character and virtues dates back to nineteenth-century American educator Horace Mann, who asserted that the goal of public education should be to instill character and civic virtue. Our proposition that the philosophical analysis of character and virtue can be an effective framework for leading for educational equity is followed by an example… [PDF]

Cynthia D. Villarreal; Guillermo Ortega; Rom√°n Liera (2024). A Composite Counterstory of Latinx Faculty Navigating and Resisting a Culture of Niceness. Journal of Hispanic Higher Education, v23 n2 p104-120. Latinx faculty play a significant role in supporting the success of Latinx students. However, a culture of niceness at Historically White Serving Institutions with Hispanic-Serving Institution designations could reproduce inequities for Latinx faculty and thus contribute to their departure. We created a composite counterstory from interview data with Latinx faculty to illustrate how Latinx faculty created validating and supporting environments to critique and collectively transform the culture of niceness…. [Direct]

Anna Falkner (2024). 'This Is Almost Like Ruby Bridges': Young Children's Demonstration of Racial Literacy. Race, Ethnicity and Education, v27 n1 p118-137. Young Children of Color in the United States experience the effects of racism on a daily basis. There have been calls for anti-bias and anti-racist education across the field of education, yet most recommendations are based on older students or studies in laboratory settings. Additionally, state and local governments have enacted legislation designed to make it harder for teachers to engage in anti-racist, anti-oppressive education. In this ethnographic study of two early childhood classrooms, children explored individual and collective racialized identities and investigated the role of race in the lives of children across time, including 6-year-old Ruby Bridges, who integrated New Orleans schools in 1960. Children also applied theories of justice to ideas about race. Findings suggest racial education should support students' racial inquiry by acknowledging what they already experience, do, and wonder about race…. [Direct]

Maggie R. Beneke; Mar√≠a Cio√©-Pe√±a; Valentina Migliarini (2024). Solidarity on the Screen and Six Feet Apart? DisCrit Mothering amid Multiple Social Crises. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2582-2599. In justice movements, solidarity means showing up for the humanity of others. This paper explores DisCrit mothering as a form of solidarity with children and families dehumanized by ableism and racism. As three motherscholars, who occupy varying spaces of privilege/marginalization in the academy, we reflect on our attempts to support our communities through DisCrit mothering, especially amid a global pandemic, uprisings for racial justice, and ongoing climate crises. As we encountered physical distance from our children's learning communities, we asked: What might solidarity look like? To answer this question, we share how we attempted solidarity from a distance…. [Direct]

Claire Syler (2024). Wall of Whiteness: Applied Theatre and Institutional Life. Research in Drama Education, v29 n4 p570-582. This essay urges the field of applied theatre to extend its critical focus to examine how whiteness differentially shapes our institutional homes, scholarship, and creative practice. Drawing from Sara Ahmed's (2012) notion of 'institutional life', the essay takes readers into my academic home at the University of Missouri, a predominantly white public institution in the middle of the US, to examine my direction of a critical performance effort, "The Revolutionists" Project. Throughout the essay, I show how a wall of whiteness shaped the design of the performance project and, as such, worked to obstruct critical conversations about racism and institutional life…. [Direct]

Janae Asali Oliver (2024). Racialized Lived Experience and Equitable Decision-Making among Philanthropic Leaders: A Narrative Inquiry. ProQuest LLC, Ed.D. Dissertation, Pepperdine University. This qualitative study explored the influence of racialized lived experiences (RLEs) on equitable decision-making among philanthropic leaders, employing a narrative inquiry approach. It examined how diversity within philanthropy, beyond tokenistic representation, can introduce a wide range of perspectives that enhance equitable decision-making processes. The study emphasized the significance of RLEs in philanthropic leadership and decision-making, despite potential institutional constraints on grant processes. Twenty philanthropic leaders from various backgrounds, including private and family foundations, community foundations, and corporate social responsibility initiatives, participated in the study. Utilizing a critical race conceptual and theoretical framework, the researcher analyzed philanthropic leader's narratives of race, racism, and equity relative to equitable decision-making and grantmaking praxis. These narratives were collected through interviews framed as… [Direct]

Alex Allen-Barrett; Ayana Bass; Elizabeth Bettini; Loretta Mason-Williams; Tammy Ellis-Robinson; Tuan D. Nguyen (2025). Ethnoracial Diversity of the Special Educator Workforce over Time. Exceptional Children, v91 n2 p144-165. Teachers of color are critical for improving students' educational experiences and outcomes, especially for students of color. Yet, more than 80% of special education teachers (SETs) in U.S. public schools are white. Thus, we examined how the ethnoracial diversity of the SET workforce changed over time, from 2012-2021, in relation to the increasingly ethnoracially diverse population of students with disabilities. Analyzing multiple waves of several nationally representative datasets, we found that any growth in the number of SETs of color nationally is wholly insufficient to keep pace with growth in the population of students of color with disabilities. With growing ethnoracial disparities between the SET workforce and the population of students with disabilities, race-evasive recruitment and retention initiatives are not justifiable. Instead, coordinated, race-conscious policies and practices are needed across policy, teacher education, and in-service school districts, to foster a… [Direct]

Howard, Tyrone C.; Reynolds, Rema (2008). Examining Parent Involvement in Reversing the Underachievement of African American Students in Middle-Class Schools. Educational Foundations, v22 n1-2 p79-98 Win-Spr. In this study, the authors examined the school experiences of middle-class African American parents and students, because they are largely overlooked in the professional literature when it comes to underachievement and parent involvement. Although No Child Left Behind (NCLB) highlights parent involvement and school accountability through the use of test data, the authors posit that non-White and non-Asian students in middle-class schools are frequently overlooked in the reporting and investigation of school achievement, particularly as it relates to parental involvement and engagement. Using Critical Race Theory (CRT) as a conceptual framework to examine parent involvement as it pertains to African Americans in middle-class schools, the authors attempt to account for an explicit intersection of race and class to be used in their analysis. CRT allows for the incorporation of counterstorytelling as a methodological tool so that parent voice can be a focus of this study. The purpose of… [PDF] [Direct]

Ashlee, Kyle C.; Wilkinson, Peter; Young, Natasha (2022). Critical Whiteness Studies and Racial Justice Activism with White Student Affairs Professionals. New Directions for Student Services, n180 p27-37 Win. Using Critical Whiteness Studies (CWS), two student affairs professionals share their personal narratives about their professional practice. Each reflect on how they challenge white supremacy both personally and professionally. We provide recommendations for using CWS as a framework to inform racial justice activism and support with white student affairs professionals…. [Direct]

Boda, Phillip Andrew; Kulkarni, Saili S.; Nusbaum, Emily A. (2022). From 'What Is' toward 'What If' through Intersectionality: Problematizing Ableist Erasures and Coloniality in Racially Just Research. International Journal of Research & Method in Education, v45 n4 p356-369. Drawing from critical theory and intersectionality, we speak with and through racially just methodologies and epistemologies to problematize who is being centred, for what purpose, and encourage the visibilizing of identities not explicitly engaged within this work. We argue that for racially just research to challenge how whiteness and ableism are embodied by traditional research design approaches it needs to problematize the coloniality wedded in such commitments and bear witness to the importance that disability identities, culture, justice, and freedom have in this endeavour. We first unpack what racially just methodologies and epistemologies have enquired from the late 1990s-2020, as well as where disability and coloniality have been represented (erased) in this work. Then, we engage with Mignolo's seminal theorization of "epistemic disobedience" and its importance in the generation of our thesis. Finally, we make visible the need to conceptualize the margins within… [Direct]

Dalton; Kath; King, Hannah; O'Brien, Kate; Phillips, Josie; Phoenix (2022). "Education as the Practice of Freedom?" — Prison Education and the Pandemic. Educational Review, v74 n3 p685-703. Throughout the COVID-19 pandemic there has been a corner of society where the spotlight has not fallen — the black hole of prisons, confining predominantly poor, minoritised and often younger adults. Globally, during the pandemic, people detained in prison have been locked away in solitary, or near solitary, confinement for up to 23-hours a day. In the UK, this meant choosing between fresh air, exercise or a phone call to loved ones each day. There has been little mention of education. Those in custody endured over a year locked in a cell without access to basic education let alone Higher Education (HE). In examining the state's responsibility to provide "education for all", we demonstrate, through our collective participation in the Inside-Out Prison Exchange Programme, the value and importance of prison education beyond the current focus on risk, responsibility and recidivism. We evidence the transformative and humanising potential of HE in prison through three key… [Direct]

Naidoo, Shantha; Shaikhnag, Noorullah (2022). Managing Racial Integration in BRICS Higher Education Institutions. Bulgarian Comparative Education Society, Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (20th, Virtual, Jun 2022). The Sustainable Development Goals (SDGs) were developed by the United Nations in 2015 to encompass universal respect for equality and non-discrimination regardless of race, gender, ethnicity, and cultural diversity. Since 2000, Brazil, Russia, India, China, and South Africa (BRICS) have aligned with SDG 4.3 by developing higher education institutions (HEIs) which aims to "By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university". This was intended to create equal opportunities and permit full realisation and prosperity of human rights and human dignity. This paper explores the effectiveness of managing racial integration in BRICS HEIs and illustrates remarkable progress in research and policy enactment. Particular attention is devoted to the period from the mid-2000s when evidence around the globe exposed the presence of many forms of violence, which inhibit management of effective racial… [PDF]

Curtis, Andy, Ed.; Romney, Mary, Ed. (2006). Color, Race, and English Language Teaching: Shades of Meaning. Lawrence Erlbaum Associates (Bks) The unique contribution of this book is to bring together Critical Race Theory and narrative inquiry and apply them specifically to a largely overlooked area of experience within the field of TESOL: What does it mean to be a TESOL professional of color? To address this question, TESOL professionals of color from all over the world, representing a wide range of racial, ethnic, and cultural backgrounds, offer accounts of their own experiences, responding to two related questions: (1) Can you identify critical events or conditions in your personal or professional life that are the result of you being a person of color that affect who you are now and what you do as a TESOL professional of color? and (2) What have you learned from these events or conditions that have had a bearing on your life as a TESOL professional of color? This book is intended for researchers, professionals, and students in the field of English language teaching. The book is designed as a text for MATESOL programs… [Direct]

Gulson, Kalervo N.; Webb, P. Taylor (2011). Education Policy as Proto-Fascism: The Aesthetics of Racial Neo-Liberalism. Journal of Pedagogy, v2 n2 p173-194 Dec. We argue that neo-liberal educational policy has emerged as a proto-fascist governmentality. This contemporary technology relies on State racisms and racial orderings manifested from earlier liberal and neo-liberal practices of biopower. As a proto-fascist technology, education policy, and school choice policies in particular, operate within a racial aesthetics that connects ultra-nationalisms with microfascisms of racialized bodies. We discuss historical examples of liberal school segregation and residential schools in relation to contemporary examples of chartered ethnic-identity schools to illustrate the complexities of proto-fascist education policy…. [Direct]

Sutherland, Alexandra (2013). The Role of Theatre and Embodied Knowledge in Addressing Race in South African Higher Education. Studies in Higher Education, v38 n5 p728-740. This article examines the role of theatrical performance as a means of addressing the embodied and spatio-temporal manifestations of race and racism within South African higher education. As part of Jansen's proposal for a post-conflict pedagogy in South Africa, the article argues for the development and inclusion of embodied knowledges as an appropriate means of addressing issues of diversity and social transformation on South African campuses. Through a case study of one theatrical production aimed at tackling issues of diversity with incoming first year students at Rhodes University, it is argued that it was the embodied processes that the student performers in the production did that enabled them to interrogate the complexities of power and identity. The article suggests a move from intellectualised and abstracted engagements with race towards pedagogical methods that involve embodiment that, in this case, facilitated significant shifts in thinking about race and racial privilege… [Direct]

Lall, Rajinder; Wilkins, Chris (2011). "You've Got to Be Tough and I'm Trying": Black and Minority Ethnic Student Teachers' Experiences of Initial Teacher Education. Race, Ethnicity and Education, v14 n3 p365-386. Whilst Black and minority ethnic (BME) recruitment to initial teacher education (ITE) in the UK is increasing, completion rates are lower than for White students, and this study reports the experiences of BME student teachers on a primary postgraduate programme that had been particularly successful in increasing recruitment of BME students. Amongst some positive experiences, they report concerns about social isolation, stereotypical attitudes amongst White peers and instances of overt racism, particularly in school placements. Whilst conscious of the distinctive contribution they are able to make to schools, the student teachers are aware of the dangers of marginalization where their contribution is solely defined by their ethnicity. This paper draws attention to the parallels between these experiences and those revealed in similar studies undertaken up to two decades ago. It explores possible factors behind the persistence of these experiences and questions the effectiveness of the… [Direct]

Bursa, Sercan; Ersoy, Arife Figen (2016). Social Studies Teachers' Perceptions and Experiences of Social Justice. Eurasian Journal of Educational Research, n64 319-340. Problem Statement: Social justice addresses inequality in society, including economic inequality, global migration, racism, xenophobia, prejudice against disabled people, and class discrimination. In Turkey, social studies curriculum aims to cultivate active, democratically minded citizens who value justice, independence, peace, solidarity, tolerance, freedom, and respect and demonstrate critical thinking skills, problem solving skills, social participation, and empathy. Purpose: Since social justice education affects teachers' values, beliefs, experiences, practices, and views on social justice, we aimed to understand social studies teachers' perceptions and experiences of social justice. Methods: Following a phenomenological research design selected in accordance with maximum variation sampling, we recruited 10 teachers for our sample. We collected data by conducting semi-structured interviews with the teachers and classroom observations of four of them. We analyzed data by… [PDF]

Stewart, Pearl (2012). The Uphill Climb. Diverse: Issues in Higher Education, v29 n11 p16-17 Jul. Despite decades of research and recommendations, a revolving door continues to cycle Black and Hispanic faculty into and out of predominantly White higher education institutions. Interviews with the scholars and researchers who have examined this issue in recent years suggest that, although some institutions have ramped up their recruitment and retention efforts, more proactive measures need to be taken. In addition, numerous racial incidents on university campuses have focused attention on the composition of faculty at many top universities. Why do the disparities persist? Much of the literature suggests that the continued underrepresentation of faculty of color is largely attributable to persisting institutional racism and to individuals who continue to–intentionally or unintentionally–perpetuate racially disparate outcomes…. [Direct]

Milner, H. Richard, IV (2013). Analyzing Poverty, Learning, and Teaching through a Critical Race Theory Lens. Review of Research in Education, v37 n1 p1-53 Mar. In this article, the author explores poverty as an outside-of-school factor and its influence on the inside-of-school experiences and outcome of students. He considers the interconnected space of learning, instructional practices, and poverty. In particular, he uses critical race theory as an analytic tool to unpack, shed light on, problematize, disrupt, and analyze how systems of oppression, marginalization, racism, inequity, hegemony, and discrimination are pervasively present and ingrained in the fabric of policies, practices, institutions, and systems in education that have important bearings on students–all students–even though most of the studies reviewed did not address race in this way. He analyzes the interrelationship between race and poverty. His point in using race as an analytic site is not to suggest that people are in poverty because of their race but to demonstrate how race can be a salient factor in how people experience and inhabit the world and consequently… [Direct]

Novak, John M., Ed. (1994). Democratic Teacher Education: Programs, Processes, Problems, and Prospects. SUNY Series, Democracy and Education. This book focuses on the creative work and struggles of democratic teacher educators. After "Introduction: The Talk and the Walk of Democratic Teacher Education" (John M. Novak), the book is organized in three sections. Section I, "Programs," includes: (1) "The Institute for Democracy in Education: Supporting Democratic Teachers" (George Wood); (2) "Foxfire Teachers' Networks (Viewed through Maxine Greene's 'The Dialectic of Freedom')" (Hilton Smith); (3) "Doing Women's Studies: Possibilities and Challenges in Democratic Praxis" (Cecilia Reynolds); (4) "Democratic Empowerment and Secondary Teacher Education" (Thomas E. Kelly); (5) "Teaching for Democracy: Preparing Teachers To Teach Democracy" (Keith Hillkirk); (6) "Deliberately Developing Democratic Teachers in a Year" (Barbara McEwan); and (7) "An Institute for Independence through Action, Process, and Theory" (J. Cynthia McDermott). Section…

Hughes, Sherick (2011). Justice for All or Justice for Just Us? Toward a Critical Race Pedagogy of Hope through "Brown" in Urban Education. Urban Education, v46 n1 p99-110 Jan. This article uses critical theoretical methods to reconsider the potential of "Brown v. Board of Education of Topeka" in urban education. It finds "Brown" as a potentially useful tool for coconstructing critical race pedagogy of hope that involves (a) Socratic questioning of the endemic nature of racism and power dynamics of public education and the political discursive innovations of "Brown"; (b) a commitment to justice in urban education for all stakeholders, including stakeholders representing injustices linking race to class and gender; and (c) tragicomic hope–locating, critiquing, and ultimately engaging the action of hope to sustain participation in the struggle for distributive justice in public education…. [Direct]

Kiyama, Judy Marquez; Qui√±ones, Sandra (2014). "Contra La Corriente" (Against the Current): The Role of Latino Fathers in Family-School Engagement. School Community Journal, v24 n1 p149-176. A community-based, multisite study using mixed methods examined the experiences and perspectives of Latino students and families in a low performing urban school district in New York State. This research project was spearheaded by a Latino Education Task Force which brought together multiple stakeholders in a collaborative effort to counteract high dropout rates and deficit thinking about Latino youth and their families. The findings reported here, drawn from a thematic analysis of data collected specifically from focus groups with parents, center on Latino fathers' perspectives and experiences. We utilized a conceptual framework of Latino family epistemology and alternative parental role theory to explore the role of Puerto Rican fathers in family-school engagement. Findings reveal that these fathers: (a) cultivate education as a family and community affair in order to promote school success; (b) critique dynamics within the parent-school–istrict system and advocate for their… [PDF]

Hudson, Nicholas (2017). Undocumented Latino Student Activists' Funds of Knowledge: Transforming Social Movements. ProQuest LLC, Ed.D. Dissertation, The George Washington University. There are approximately 28,000 to 55,000 undocumented enrolled in postsecondary institutions in the United States (Passel, 2003). In order to achieve their educational ambitions despite the structural social, socioeconomic, political, and legislative barriers facing them, undocumented students utilize various resources they have at their disposal. Minoritized populations, specifically undocumented Latino students, have employed individual and collective agency in overcoming structural racism and barriers enacted to maintain the status quo. This study of eight undocumented Latino student activists in Virginia and Washington reveals the various forms of resources available undocumented Latino student activists and documents how these students utilize them to navigate the barriers they encounter, shape the undocumented student social movement, and achieve their educational aspirations. This study seeks to uncover what resources undocumented Latino student activists have at their… [Direct]

Ramos, Teresa (2013). Critical Race Ethnography of Higher Education: Racial Risk and Counter-Storytelling. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, v6 n3 p64-78 Win. The Ethnography of the University Initiative (EUI) joins a long history of critique, challenge and transformation of higher education. EUI courses are an important site for the creation of non-traditional narratives in which students challenge "business-as-usual" in higher education. For under-represented students, this includes inquiry and analysis of the racial status quo at the University. In this article, I provide a student's perspective on EUI through my own experiences with EUI research as both an undergraduate and later graduate student investigating race and racism at the University of Illinois at Urbana-Champaign (U of I). Using ethnographic methods and drawing on critical race theory, I provide two examples of EUI research that critiqued the University's management of race. The first example is a collaborative ethnography of the Brown versus Board of Education Commemoration at U of I–a project that I joined as an undergraduate (Abelmann et al. 2007); and the… [Direct]

Urban, Mathias (2015). Sufficiently well Informed and Seriously Concerned? European Union Policy Responses to Marginalisation, Structural Racism, and Institutionalised Exclusion in Early Childhood. Alberta Journal of Educational Research, v61 n4 399-416 Win. Throughout the European Union, children from marginalised communities experience an appalling reality of poverty, exclusion, discrimination, and racism. Growing up in poverty and social exclusion shapes the reality of the lived experience for an increasing number of children in one of the wealthiest regions of the world. In the UK, a member of the G7, a significant number of children suffer from hunger, malnutrition, and cold (Lansley & Mack, 2015) while the government has abandoned child poverty reduction targets; in Croatia, a recent accession to the EU, "it is normal that Roma children are mostly sick," according to a recently published report (≈ ikic-Micanovic, Ivatts, Vojak, & Geiger-Zeman, 2015, p. x). Rather than examining the situation in specific countries, in this paper I undertake a critical inquiry into policy approaches and responses to inequality at the level of the European Union–including the EU Framework for National Roma Integration… [Direct]

McGinnis, Kathleen (1994). Celebrating Racial Diversity. This book is a teacher's guide to lessons on racism and multicultural education for students in preschool through grade 12. The emphasis is on the Catholic tradition, and suggestions are given for using the manual to support a religious education program. Suggestions are also provided for using the manual in social studies and language arts curricula in which the orientation is not specifically religious. The first section deals with racism, defining three goals of a curriculum on racism: distinguishing racism from prejudice, increasing awareness of the realities of institutional racism in the United States, specifically in educational institutions, and offering strategies for attitudinal change. Four lessons are accompanied by student worksheets. The second section deals with multicultural education. It is designed to increase understanding of multicultural education, to explain the nature of stereotyping, and to suggest strategies and activities for building positive multicultural…

Boyle, Bill; Charles, Marie (2012). "In My Liverpool Home": An Investigation into the Institutionalised Invisibility of Liverpool's Black Citizens. Journal of Education Policy, v27 n3 p335-348. Reviewing the 22 years that have elapsed since Gifford's 1989 report labelled Liverpool as racist, the authors focus on the fact that in a city which has had a British African Caribbean (BAC) community for over 400 years, there is minimum representation of that community in the city's workforce. The authors investigate two major forms of employment in the city, i.e. the teaching workforce and the city's Council workforce and one major route to employability, i.e. Higher Education Institutions in the city. They set out an evidenced argument which demonstrates the under-representation of the BAC community in two of the city's major areas of employment. The authors hypothesise that this under-representation is grounded in institutional and structural racism. (Contains 7 notes.)… [Direct]

Zachos, Dimitris (2012). Institutional Racism? Roma Children, Local Community and School Practices. Journal for Critical Education Policy Studies, v10 n1 p53-66 Apr. This article tries to discuss the conditions Roma pupils face within the Greek educational system. In the first part, through a brief history of Roma groups in Greece followed by a short analysis of their legal status and leaving conditions, I attempt to present a critical approach in Romani Studies. Thereafter, using Institutional Racism as a lens and based on official documents and secondary data, I am trying to make a concise analysis of the educational policy of the Greek state towards Roma pupils. In the second part, based on an ethnographic research in a Greek primary school, I investigate the influence of the local Greek authorities, local communities and school personnel on Roma origin pupils' education. (Contains 13 footnotes and 2 tables.)… [PDF]

Jordan, Lorien S. (2023). Integrating Qualitative Inquiry and Critical Whiteness in Psychology Research Methods Courses. Teaching of Psychology, v50 n2 p112-118 Apr. Introduction: This paper merges two neglected components within the psychological sciences broadly and research methods courses specifically: Critical whiteness and qualitative methodologies. Statement of the Problem: In psychology programs, regardless of discipline, research courses remain one area where issues of race and racism, such as critical whiteness, are deemphasized. Similarly, methods courses rarely integrate qualitative inquiry and critical theory. Literature Review: First, I briefly review the relevant literature on the state of qualitative research in psychology. I then discuss critical whiteness, contextualizing the idea of whiteness, before moving into a review of the current research on whiteness in psychology. Teaching Implications: I present three experiential learning activities that further students' skill development in qualitative methods while learning about three specific aspects of whiteness. Practicing observations, photovoice, and qualitative coding,… [Direct]

Butler, Bettie R.; Hoon Lim, Jae; Lewis, Chance; Starker Glass, Tehia; Williams, John A., III (2023). The Discipline Gatekeeper: Assistant Principals' Experiences with Managing School Discipline in Urban Middle Schools. Urban Education, v58 n8 p1543-1571 Oct. School discipline disparities for African American students in urban schools continue to be a topic of contention. While research has rightfully called into question the practices and preparation of teachers and principals, the role that assistant principals serve as disciplinary gatekeepers has gone relatively unnoticed in the literature. The purpose of this study was to explore the experiences of five assistant principals at two urban middle schools to ascertain how they addressed issues of race amid applying school discipline interventions for African American students. The findings are analyzed and discussed through a critical race theoretical framework…. [Direct]

Cooper, Yichien; Hsieh, Kevin; Lai, Alice (2023). No More Yellow Perils: Antiracism Teaching and Learning. Studies in Art Education: A Journal of Issues and Research in Art Education, v64 n2 p150-168. The ongoing news about anti-Asian hate crimes prompted us to address racism through art education. In this article, we exemplify a model of antiracism art education implemented through three workshops: (1) Imagining Asians, which adopts an anticolonial pedagogy to destabilize the colonial and racist gaze toward Asians; (2) Animating the Chinese Taotie, which applies critical multicultural art education approaches to contextualize Chinese Shang arts and culture (1600-1046 BCE) and issues of social inequalities; (3) Layering Identity, which follows the cultural competence standards to emphasize the complexity of identity work and raise awareness of diverse identity-based narratives and issues. After explaining the conceptual foundation for each workshop, we describe the individual workshop and showcase selected preservice art teachers' artworks reflecting their informed and empowered interpretation of Asian artifacts and intersectional identity. We conclude that the participants gain… [Direct]

Carter, Heather; Gebhard, Amanda; Novotna, Gabriela; Oba, Funke (2023). Racism Plays a Disappearing Act: Discourses of Denial in One Anti-Discrimination Campaign in Higher Education. Whiteness and Education, v8 n2 p229-247. This article responds to a university's anti-discrimination campaign, ostensibly launched to combat racism. Taking up poststructural principles and anchored in anti-racism literature, we employ a discourse analysis to examine the truth productions about racism circulated by the campaign, and the subject positions to which they give rise. We analyse the consequences and possibilities for anti-racist action in the light of our argument that the campaign produced the university as an always already anti-racist space, becoming a means to an end to meaningful action. Through themes of belonging, denial, innocence, colour-blindness, and erasure, we demonstrate that the messaging of the campaign aligns with national narratives about Canadian society as free of racial inequity. We bring readers to consider how an anti-discrimination campaign effectively delegitimised the need for anti-racist action, imploring future initiatives to guard against re-inscribing the very forms of inequality they… [Direct]

Kirk D. Rogers; Liane I. Hypolite (2023). Closing STEM Opportunity Gaps through Critical Approaches to Teaching and Learning for Black Youth. Theory Into Practice, v62 n4 p431-447. This article builds upon prior work by suggesting how public, K-12 education systems across the United States can address longstanding opportunity gaps in STEM education. More specifically, we bring together the work of critical perspectives in education, STEM pathway research, as well as best practices from teaching and learning scholarship. We suggest that through critical, interconnected, and aligned approaches to pedagogy, curricula, and instruction, educators can effectively advance the holistic success of Black youth. We begin by summarizing some of the systemic barriers to STEM pathways for Black students. We then highlight how extant studies have pointed to 3 essential teaching and learning strategies that empower Black youth toward academic, social, and civic engagement. We suggest that through: (1) culturally responsive, relevant, and sustaining pedagogies, (2) problem- and project-based, participatory curricula, and (3) a commitment to civic action and civic engagement, we… [Direct]

Carter, Dorinda J. (2008). Cultivating a Critical Race Consciousness for African American School Success. Educational Foundations, v22 n1-2 p11-28 Win-Spr. In the field of education, much of the research on Black student achievement focuses on cultural and/or structural explanations for the academic outcomes of these adolescents. A vast amount of the research on Black student achievement perpetuates a continuous discussion of Black underachievement. Race continues to remain central across discussions that include psychological, anthropological, and sociological analyses. While this research highlights individual, environmental, institutional, and societal factors that affect Black students' schooling experiences, there is a lack of in-depth examination of how these factors interact with students' individual identities to shape their attitudes and beliefs about schooling and subsequent school behaviors. This article does not focus on the schooling experiences of urban, Black high school students; rather, it illuminates students' attitudes about race and racism, achievement, and the utility of schooling for upward mobility. In the… [PDF] [Direct]

Ariel Chasen; Mariel A. Pfeifer (2024). Empowering Disabled Voices: A Practical Guide for Methodological Shifts in Biology Education Research. CBE – Life Sciences Education, v23 n3 Research Methods 1. Biology education research provides important guidance for educators aiming to ensure access for disabled students. However, there is still work to be done in developing similar guidelines for research settings. By using critical frameworks that amplify the voices of people facing multiple forms of marginalization, there is potential to transform current biology education research practices. Many biology education researchers are still in the early stages of understanding critical disability frameworks, such as Disability Critical Race Studies (DisCrit), which consists of seven tenets designed to explore the intersecting experiences of ableism and racism. Our Research Methods Essay uses DisCrit as a model framework and pulls from other related critical disability frameworks to empower disabled voices in biology education research. Drawing from existing scholarship, we discuss how biology education researchers can design, conduct, and share research findings. Additionally, we… [Direct]

Manali J. Sheth (2024). Excavating Hegemonic Rules of Engagement for Women and Queer Students of Color in Academic Spaces. Review of Education, Pedagogy & Cultural Studies, v46 n4 p597-621. In this study, the author examines how persistent exclusionary epistemic norms and practices become internalized as barriers for women and queer students of color to pursuing liberatory learning in justice-oriented academic spaces at traditionally white institutions. Using an epistemic oppression framework rooted in critical race and intersectional feminist perspectives, the author analyzes critical episodes when women and queer students of color felt constrained in their desired participation in an educational foundations learning community to reveal hegemonic rules of academic engagement that operated to stifle their participation. The author argues that these rules, informed by dominant epistemologies and epistemic harms, limit WQSoC license to ask questions, claim their experiential knowledge, and assert critiques from their positionalities toward critical educational praxis. This research has implications for theorizing conditions that explicitly attune to and counter these… [Direct]

Anwar S. Cruter (2024). From Strain to Strength: The Stressful Realities and Coping Mechanisms of Black Student Affairs Professionals in Predominantly White Institutions. ProQuest LLC, Ed.D. Dissertation, University of Georgia. Black student affairs professionals are not the primary group of focus in most empirical studies. Much of the literature about Black people at PWIs in higher education focuses on student and faculty experiences (Wolfe & Dilworth, 2015). The purpose of this narrative qualitative study was to explore experiences and strategies Black student affairs professionals use to cope, work through, and overcome various forms of racism and discrimination at predominantly white institutions (PWIs). Through a transformative paradigm, this study utilized BlackCrit (Dumas & Ross, 2016) as a guide to the emancipation of non-dominant groups to uncover stories using sociocultural lenses, as well as The Transactional Model of Stress and Coping (Lazarus & Folkman, 1984), as frameworks to understand how participants expressed navigating through anti-Black environments. Twelve individuals participated in a 60-minute semi-structured interview. The analysis indicated that there are significant… [Direct]

Duran, Lynda (2022). The Authenticity Trap: A Critical Race Interrogation. About Campus, v27 n4 p13-17 Sep-Oct. The author recounts how they could not "be myself" or be authentic in the same way that White peers could without being stereotyped as anything other than a typical college student. The article endeavors to interrogate the loose, subjective definition of authenticity in higher education as a potentially precarious practice for BIPOC who lack a layer of insulation from a judgment that White colleagues benefit from. It discussed the need to reclaim authenticity beyond the socially constructed and oppressive traditions and create spaces in which BIPOC can experience authentic liberation on their own terms…. [Direct]

Little, Shafiqua J.; Welsh, Richard O. (2022). Rac(e)ing to Punishment? Applying Theory to Racial Disparities in Disciplinary Outcomes. Race, Ethnicity and Education, v25 n4 p564-584. In recent decades, racial disparities in K-12 disciplinary outcomes in the United States have garnered considerable attention. Empirical studies have established that schools' discipline policies and practices play an important role; however, the lack of an integrated theoretical framework inhibits the discourse on bias and discrimination as a contributing factor. This study aims to close the gap between theory and empirical evidence by examining the contributors to the racial disparities in disciplinary outcomes through theoretical lenses. Our findings indicate that school discipline approaches that predominantly focus on policing minor and subjective behavior may facilitate racial bias in enforcement. Our results suggest that the racial discipline gap may be the product of the: (a) heightened focus on risk management, (b) cultural and demographic mismatch between the teaching workforce and students, and (c) transmission of dominant values through school discipline policies and… [Direct]

Henderson, Jessica (2022). Impacting Resilience of Black Students through Critically Conscious Institutional Leadership and Policy. Journal of Education, v202 n4 p576-584 Oct. The author develops a conceptual framework that defines characteristics of critically conscious institutions and proposes their effectiveness in the promotion and strengthening of resilience in black students. Black students' development within an anti-black society is framed as a sustained and continuous adversity, and this article expands the critical consciousness conversation by shifting the focus from changes in student characteristics to institutional change, mirroring the shift in resilience literature from a critique of individuals' characteristics to a critique of the interactions between individuals and the proximal and distal environments with which they engage…. [Direct]

Basile, Vincent; Black, Ray; York, Adam (2022). Who Is the One Being Disrespectful? Understanding and Deconstructing the Criminalization of Elementary School Boys of Color. Urban Education, v57 n9 p1592-1620 Nov. This research aims to contribute to understanding what criminalization for boys of color looks like in urban elementary school settings and to offering insights into what we must do to disrupt criminalization in urban schools. Using multiple sources of data from four elementary schools across a 2-year period, we found that boys of color in the study were subjected to criminalization as part of their daily educational experiences. Their bodies and behaviors were hyper-policed, disparately punished, and routinely labeled with criminalizing terms. Furthermore, we found masternarratives framing boys of color as disrespectful and habitually truant to be ambiguous and empirically false…. [Direct]

Rafael Zavala (2022). "I Think I've Always Thought I Have to Prove Myself": Interpretations, Perceptions, and Teacher Sensemaking at a Distance. ProQuest LLC, Ed.D. Dissertation, San Jose State University. This grounded theory, constant comparative method study provides a Critical Race Institutional Logics Perspective account of Latina teacher sensemaking of distance learning. Distance learning–while not a particularly new school initiative, school reform effort, or organizational change–brought forth an organizational change that unmasked racist systems and deficit policy models perpetuating persistent, pervasive, disproportionate, low academic achievement for Latinx students. This study looked at how Latina teachers made sense of and enacted distance learning from their own personal values, beliefs, perceptions, and or impressions. Particularly, this study analyzed the role of race and its effects in shaping Latina teacher practice through these perceptions. This study argues that the incongruence between policy and lived experience is not strictly an organizational question, but an epistemological question that is best addressed through a critical analysis of Latina teacher… [Direct]

Gadd, Sonja R.; Pass, Michelle B.; Wiggan, Greg (2023). Critical Race Structuralism: The Role of Science Education in Teaching Social Justice Issues in Urban Education and Pre-Service Teacher Education Programs. Urban Education, v58 n9 p2209-2238 Nov. Using critical race structuralism (CRS), a new contribution, as well as primary and secondary data, this article explores the role of science in teaching social justice issues in urban education. In the United States, a teaching workforce, which is predominately White, middle class, and female, intersects with an increasingly diverse student population, creating a need for culturally responsive teaching practices, particularly in science, technology, engineering, and math (STEM), and science, technology, engineering, arts, and math (STEAM) classes. An investigation of existing literature reveals the need for greater emphasis on environmental racism and social justice as they pertain to students living in low-income and urban communities. Our findings reveal that CRS can be utilized in a collective effort to transform teacher education programs and teacher pedagogy, to effectively address environmental racism and other social justice issues in urban schools and communities…. [Direct]

Prendergast, Monica; Shenfield, Robyn (2023). Curriculum Violence in Drama Education. Research in Drama Education, v28 n3 p392-404. This article examines a concept called 'curriculum violence' that offers a contribution to the field of curriculum studies, in deepening both teachers' and scholars' awareness of the ways in which our best intentions in the drama classroom may lead to potential harm for our students. We present two drama structures, both Canadian; the first by Carole Miller and Juliana Saxton and the second by Larry Swartz and Debbie Nyman. We then discuss what we view as a High risk issue; a new provincial curriculum to be implemented in Alberta, that we view as causing potential curriculum violence to students…. [Direct]

Moos, Andrew (2023). The Language Ideologies of White First-Year Composition Instructors: Exploring Intersections between Writing Pedagogy, Attitudes toward Language, and White Identity. ProQuest LLC, Ph.D. Dissertation, University of Michigan. First-year composition (FYC) has historically functioned as a space for furthering the linguistic assimilation of students into "appropriate" forms of communication in academic spaces. While often going unstated in course/writing program goals, Standardized American English (SAE) has typically been the language variety elevated in FYC classrooms. As SAE is associated with White individuals, the (un)spoken privileging of this variety in the classroom has been heavily critiqued as a way of furthering White supremacy. Further research into specifically how uncritical writing pedagogies can work to foster environments of White supremacy is one necessary avenue for further inquiry. In particular, research into how the language ideologies, or beliefs about language, may contribute to or resist these systemic problems can help understand the motivations instructors may have in enacting various pedagogical practices. To engage in such research, I completed a two-semester… [Direct]

Valeria G. Dominguez (2023). Counter-Stories of Women of Color Navigating the Trusteeship: A Critical Race Feminism Analysis of the Organizational Culture of Higher Education Boards in the U.S. ProQuest LLC, Ph.D. Dissertation, University of California, Riverside. This dissertation explores the internal cultures of (14) United States higher education boards from the perspectives of (18) Women of Color trustees. Guided by Critical Race Feminism, Intersectionality, and Organizational Culture Theory, the author develops a framework to study the impact of race "and" gender on historically underrepresented Women of Color Trustees. The counter-stories presented in this analysis inform how internalized behaviors, norms, and interactions of trustees reinforce racial and gender inequity on higher education boards. Moreover, the study poses the unique contributions of Women of Color trustees as leaders in higher education. This dissertation's novelty comes from the lack of governance scholarship informed through the lens of Women of Color. The findings of the study contribute to the empirical and theoretical work in governance research and provide guidance for any Women of Color interested in the trusteeship. [The dissertation citations… [Direct]

Ebejer, Mary; Johnson, Detra D.; Roberts, LaSonja; Wong, Lok-Sze (2023). Consequential Issues of Censoring Curriculum: Who Has the Right to Ban What's Read?. Journal of Cases in Educational Leadership, v26 n4 p62-74. Ms. Sampson, a White eighth-grade teacher in a predominately White suburban school district in the southern United States, decided to include several books in her lesson plan. Selected books were from the school's library and had been previously approved by stakeholders as instructional resources for the district. One parent, a school board member, became enraged when he heard about the readings during a Parent Teacher Organization (PTO) back-from-spring-break celebration and contacted the district superintendent. A book was subsequently removed from the library and Ms. Sampson was placed on administrative leave without pay. This case centers on the critical race debate in public schools and how school leaders and other stakeholders address a teacher's decision to diversify curriculum and instructional resources amid stakeholder pushback…. [Direct]

Meir Muller (2024). Anne and Emmett: University Education Students' Reactions to a Course in Countering Racism and Antisemitism in the Classroom. Journal of Curriculum and Pedagogy, v21 n1 p109-130. Teacher educators are called to replace the foregrounding of courses from Eurocratic practice to those that better prepare pre-service teachers to use equity pedagogy to address issues of justice. This study analyzed the reactions of twelve undergraduate and graduate education students in a one-semester course that used the lives of Anne Frank and Emmett Till to learn pedagogical insights to counter racism and antisemitism in the classroom. Themes that emerged from the findings were the ways that children hide and are made visible in classrooms and the role of the teacher in this phenomenon; the importance of respecting and partnering with families; the benefits of teaching through stories, teaching against the grain, and recognizing the ability of children to use critical thinking to support change; and the impact of a professor's ability to "cross borders" through authentic dialog and model how to have weighty conversations with practical applications…. [Direct]

Gabriela Chavira; Ilene N. Cruz; Jaqueline V. Dighero (2024). Predicting Academic Success Using a Critical Approach: The Impact of Campus Climate, Ethnic Identity, and Self-Esteem among Latinx High School Students. Journal of Hispanic Higher Education, v23 n2 p88-103. Using LatCrit and QuantCrit, we examined the effect of school climate, ethnic identity, and self-esteem on GPA in a sample of 300 Latinx high school students. We found significant positive correlations between climate and GPA as well as self-esteem and GPA. Moreover, using structural equation modeling, we found self-esteem mediated the relationship between climate and GPA. This highlights the role of institutions in improving the educational experiences and increasing the educational attainment of Latinx students…. [Direct]

Jean Swindle; Marsha Simon (2024). Daring to Be a Mother: A Case Study on Being Black, Being Pregnant, and Being a STEM Doctoral Student. Educational Studies: Journal of the American Educational Studies Association, v60 n5 p551-573. This singular holistic case study examined the experience of a Black pregnant mother pursuing doctoral studies in a science, technology, engineering, and math (STEM) field at a predominantly white flagship institution in the southern United States. We employed the tenets of critical race feminism in this study to demonstrate the ways in which structural racism and pervasive gender stereotypes, specifically as they relate to Black women, present obstacles to successful completion of doctoral STEM studies. We narrate her story to highlight the insight inherent within her intersecting identities that challenges dominant narratives about a Black pregnant doctoral student. In bringing to the fore four themes surfaced: the triple consciousness of layered Blackness, the pregnant Black tax, Chemical imbalance: mapping a white man's reality onto a Black mother's body, and internal struggles and the complex intra-actions that birthed them — we present a counternarrative to the dominant… [Direct]

Adriel A. Hilton; Crystal J. Bryant; Sheena Howard (2024). The Relevance of Historically Black Colleges and Universities: From a Critical Race Theorist Standpoint. Peabody Journal of Education, v99 n2 p201-208. Historically Black Colleges and Universities (HBCUs) were created to provide educational opportunities for African Americans when other educational pathways were closed or restricted. These higher education institutions with the assistance of the American Missionary Association and the Freedmen's Bureau, churches and philanthropists, continue to educate African American leaders and advance society at large. From a Critical Race Theorists (CRT) perspective, the promotion and sustainability of HBCUs is relevant and much needed in the 21st century particularly with the gradual elimination of affirmative action standards at mainstream institutions. Acknowledging the persistence of racism, which CRT implores us to do, it is clear that HBCUs are critical educational entities as they lessen equity gaps and create opportunities for marginalized and disproportionately recognized students across the globe…. [Direct]

Mayra Puente; Ver√≥nica N. V√©lez (2024). Ground-Truthing as Critical Race Feminista Methodology: Toward an Embodied and Community-Centered GIS in Educational Inquiry. International Journal of Qualitative Studies in Education (QSE), v37 n5 p1287-1306. This article extends the methodological proposal of "ground-truthing" in Critical Race Spatial Analysis (CRSA) to consider GIS as Critical Race Feminista Methodology (CRFM). Traditionally, GIS technicians are sent into the field to verify remote-sensing data via "ground-truthing." This process was repurposed in CRSA to "ground" mapmaking in the spatial wisdom of Communities of Color to examine "color-lines" and their everyday impact. Missing in this initial (re)conceptualization was the theoretical and methodological sensitivity to examine "spatiality" in these experiences–the more intimate aspects of space that center on identity and knowledge of place. The authors engage CRFM to extend ground-truthing to capture structural and embodied experiences in socio-spatial relationships by redefining technical GIS approaches key to ground-truthing–"projection," "layers," "scale," and "visualization."… [Direct]

Ferdinand, Debra (2009). Workforce Education and Development Curriculum Responsiveness to Culturally and Internationally Diverse Graduate Students: A Mixed Methods Study. ProQuest LLC, Ph.D. Dissertation, Southern Illinois University at Carbondale. This descriptive study used a mixed methods design and sought to examine students' perceptions on workforce education and development (WED) curriculum responsiveness to culturally and internationally diverse graduate students at a Midwestern university on four dimensions: "teaching strategies (to include delivery)," "curriculum inclusiveness," "international responsiveness," and "curriculum improvements." The research study design consisted of the mixed methods Follow-up Explanations Model (QUAN emphasized) complemented by the With-in Stage Mixed Model. A pragmatic paradigm guided the collection and analysis of the study's census data (survey and focus groups). A newly developed WED Curriculum Responsiveness Survey (0.850 Cronbach's alpha index) containing closed- and open-ended questions facilitated data collection from all the population. Three follow-up focus groups gathered qualitative data for explaining the survey quantitative results…. [Direct]

Taylor, Janis Swenson (2001). Through a Critical Lens: Native American Alienation from Higher Education. This paper is an analysis of Native American student alienation on a predominantly White university campus viewed through the lens of Critical Race Theory. It uses the narratives of 16 students in a qualitative study to question the assumption that minority student alienation is the result of a failure to adjust, adapt, integrate, and become involved with the traditional college setting. It suggests, in contrast, that certain aspects of university environments create and support forces that alienate. It recommends a broader, more inclusive curriculum and pedagogy, and urges higher education to listen to the voices of these students and to envision and create a new higher education culture that will provide support and services and an education relevant to their needs. (Contains 48 references.) (Author/SLD)… [PDF]

Denzin, Norman K., Ed.; Lincoln, Yvonna S., Ed. (2000). Handbook of Qualitative Research. Second Edition. This handbook's second edition represents the state of the art for the theory and practice of qualitative inquiry. It features eight new topics, including autoethnography, critical race theory, applied ethnography, queer theory, and "testimonio"every chapter in the handbook has been thoroughly revised and updated. The book contains:"Preface" (1 chapter); "Part I–Locating the Field" (4 chapters); "Part II–Paradigms and Perspectives in Transition" (7 chapters); "Part III- -Strategies of Inquiry" (11 chapters); "Part IV–Methods of Collecting and Analyzing Empirical Materials" (10 chapters); "Part V–The Art and Practices of Interpretation, Evaluation, and Representation" (6 chapters); "Part VI–Future of Qualitative Research" (2 chapters). Contains two indices. (BT)…

Boyce, Benjamin S. (2021). Racist Compared to What? The Myth of White Wokeness. Whiteness and Education, v6 n2 p115-129. Citizens of the contemporary Unites States are faced with the cognitive dissonance of a society which claims to reject the racist, sexist, homophobic and ableist ways of our ancestors, while daily experience betrays the inaccuracy of that world view. When confronted, those in privileged positions have learned to lean on social scripts in which we compare our behaviour to some of the worst examples we can conjure up, and in so doing we position ourselves as moral compared to that person. Chronic wokeness is a symptom of the incurable human condition of wanting to be a good person. Our cultural willingness to ignore obvious evidence in favour of a story that makes us feel better about ourselves has become our legacy. We are a country floating on the intoxicating cloud of permanent denial, thriving on narratives that present us as thoughtful, self-reflexive, and progressive — in a word, woke…. [Direct]

McCarthy-Brown, Nyama (2021). Dancing with Race: A Multiple Case Study on the Use of Critical Dance Pedagogy in Dance Making. Whiteness and Education, v6 n1 p19-38. This qualitative, multiple case study examines high-school and college-student experiences in a critical pedagogy choreographic process focused on race. Whiteness studies are illuminated throughout, as this scholarship correlates directly with the findings of denial and resistance that emerged when students were required to investigate race-based systems of oppression in our society. Also revealed is the value of embodied dialogues in the educational experience. Herein I describe, examine, and reflect upon the use of critical inquiry in dance classes. As students explore their embodied knowledge and abilities in non-verbal communication, a framework is presented for kinaesthetic learners to soar. The described embodied learning experiences proved impactful for over 90% of participants. This research can be used as a model for educators who wish to enter into difficult dialogues with students in dance and other disciplines…. [Direct]

Smith, R. Kweku Akyierfi (2022). "Mines in the Classroom": Black Student's Safety with General and Special Educators. Multicultural Learning and Teaching, v17 n2 p143-158 Sep. How Black learners are made to feel in the classroom by their general and special education professionals affect how they learn and navigate their world. An historical account of American education for the Black mind can be viewed as dull, dangerous, and deadly. It is imperative that each child feels physical and psychological safety in every educational environment. This is the premise of this article…. [Direct]