Arreguin, Mireya; Barrera, Ana Maria; Coble, Kim; Eroy-Reveles, Alegra; Harris, Marissa; Macha-Lopez, Alex; Perez, Michaela; Tran, Khanh (2022). Cultivating Cultural Capitals in Introductory Algebra-Based Physics through Reflective Journaling. Physical Review Physics Education Research, v18 n2 Article 020139 Jul-Dec. At a large, diverse, hispanic-serving, master's-granting university, the Alma Project was created to support the rich connections of life experiences of science, technology, engineering, and mathematics (STEM) students that come from racially diverse backgrounds through reflective journaling. Utilizing frameworks in ethnic studies and social psychology, the Alma Project aims to make learning STEM inclusive by affirming the intersectional identities and cultural wealth that students bring into STEM classrooms. Approximately once per month students who participate in the Alma Project spend 5-10 min at the beginning of class responding to questions designed to affirm their values and purpose for studying STEM in college. Students then spend time in class sharing their responses with their peers, to the extent that they feel comfortable, including common struggles and successes in navigating through college and STEM spaces. For this study, we analyze 180 reflective journaling essays of… [Direct]

Brown, M. Christopher, II, Ed. (2007). Still Not Equal: Expanding Educational Opportunity in Society. Peter Lang New York \Still Not Equal: Expanding Educational Opportunity in Society\ addresses the successes and failures of \Brown v. Board of Education\ and the Civil Rights Act of 1964, as well as the continuing challenge of expanding educational opportunity in the United States and across the Black diaspora. The educational, political, and social influence resulting from \Brown,\ the Civil Rights Act, and their progeny have shaped the dynamics of the collective educational and social experiences of people of color. Notwithstanding, the obstacles, barriers, and enablers of educational, occupational, and economic status outcomes impact the formation and interpretation of public policy, specifically, and public perception, generally, about racialized notions of schooling and learning. The pursuit of educational access, attendance, and attainment is intertwined with the implications of academic research and public policy to improve local practices in school settings. Inasmuch as a diverse research… [Direct]

Plank, David N., Ed.; Schneider, Barbara, Ed.; Sykes, Gary, Ed. (2009). Handbook of Education Policy Research. Routledge, Taylor & Francis Group Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored "Handbook". Organized into seven sections, the "Handbook" focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation. Drawing from multiple disciplines, the "Handbook's" over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what… [Direct] [Direct]

Weissberg, Robert (2002). Administrative Careerism and PC. Academic Questions, v15 n2 p58-68 Mar. That the contemporary university is exceedingly \user friendly\ is beyond any reasonable doubt. While chancellors reaffirm their commitment to inclusiveness sans intellectual boundaries, lowly teaching assistants award gentleperson's C's to functional illiterates. Such odious requirements as foreign language proficiency or familiarity with mathematics have largely vanished, lest these impede \education.\ University administrations now overflow with specialists assigned to rescue the academically lame and halt. Entire parallel curricula, everything from well-entrenched women's and black studies to \cutting edge\ forays into whiteness, critical race, queer theory, and French flavored disorders too numerous to mention by name, now guarantee diplomas to those once lucky to survive high school. It is tempting to dismiss such perpetrator cravenness in terms of character or personality deficiencies. While this moralistic fervor makes superb therapy, it exaggerates the personal depravity… [Direct]

DiAngelo, Robin; Sensoy, Ozlem (2011). Is Everyone Really Equal? An Introduction to Key Concepts in Social Justice Education. Multicultural Education Series. Teachers College Press This practical handbook will introduce readers to social justice education, providing tools for developing "critical social justice literacy" and for taking action towards a more just society. Accessible to students from high school through graduate school, this book offers a collection of detailed and engaging explanations of key concepts in social justice education, including critical thinking, socialization, group identity, prejudice, discrimination, oppression, power, privilege, and White supremacy. Based on extensive experience in a range of settings in the United States and Canada, the authors address the most common stumbling blocks to understanding social justice. They provide recognizable examples, scenarios, and vignettes illustrating these concepts. This unique resource has many user-friendly features, including "definition boxes" for key terms, "stop boxes" to remind readers of previously explained ideas, "perspective check boxes"… [Direct]

Johnson, Lauri (2013). Segregation or "Thinking Black"?: Community Activism and the Development Of Black-Focused Schools in Toronto and London, 1968-2008. Teachers College Record, v115 n11. Background/Context: On January 29, 2008 the Toronto District School Board (TDSB) approved a city-wide Africentric elementary school under their Alternative School policy, sparking a contentious debate. Calls for Black-focused schools also arose in 2008 in London in response to the disengagement of African Caribbean youth. The historical record indicates, however, that community campaigns for Black educational programs stretch back over 40 years in both cities. Focus of the Study: This paper analyzes the development of Black-focused education in Toronto and London from 1968 to 2008 through the responses of Black parents and community activists to the historic underachievement of African Caribbean students (particularly males) in the public schools of both cities. Black-focused education is situated within the larger social, political, and national contexts and the critical incidents that fueled the development of race equality policy. The article explores how the "politics of… [Direct]

Burris, Annette M.; Gray, Ashley L.; Hubbard, Katrina M. (2013). Classroom Experiences through the Lens of Social Justice: The Postsecondary Experiences of Three Black Female Students. International Perspectives on Higher Education Research This chapter examines the educational perspective of three black, female graduate students within the context of a social justice framework. The US educational system has a long history of racial discrimination, which has created an environment that is in many ways hostile to those who are different. For many students of color, negotiating this culturally hostile environment can lead to feelings of invisibility and isolation. This chapter explores these dynamics and their impact upon an individual's educational, social, and personal development from the perspective of nondominants in a dominant culture. Through the exploration of our own experiences, we highlight the various coping mechanisms employed by three minority students to deal with the socially constructed hierarchies that exist in the classroom environment as a result of differences across racial and gender lines. It is our hope that this chapter will provide insight to educators who desire to develop a well-balanced… [Direct]

Harwood, Stacy A.; Huntt, Margaret Browne; Lewis, Jioni A.; Mendenhall, Ruby (2012). Racial Microaggressions in the Residence Halls: Experiences of Students of Color at a Predominantly White University. Journal of Diversity in Higher Education, v5 n3 p159-173 Sep. Students of color often perceive the campus climate more negatively than do their White counterparts. Our study begins to uncover what students of color experience in residence halls. Using focus group data from a larger study exploring racial microaggressions at a predominantly White institution (PWI), we identified over 70 racial microaggressions experienced by African American, Asian American, Latino, and Native American undergraduate and graduate students. Through the use of the racial microaggression taxonomy developed by Sue et al. (2007), four racial microaggression themes were identified: (a) racial jokes and verbal comments, (b) racial slurs written in shared spaces, (c) segregated spaces and unequal treatment, and (d) denial and minimization of racism. Findings contribute to the literature by detailing the types of racial microaggressions that students of color experienced when living in residence halls at PWIs. Implications for diversity in higher education and… [Direct]

Sokolower, Jody (2012). \Multiplication Is for White People\: An Interview with Lisa Delpit. Rethinking Schools, v27 n1 p25-28 Fall. In the introduction to her new book, \\Multiplication Is for White People\: Raising Expectations for Other People's Children,\ Lisa Delpit describes her response when Diane Ravitch asked her why she hasn't spoken out against the devastation of public schools in her home state of Louisiana and the efforts to make New Orleans the national model. She explained to Ravitch that she has been concentrating her efforts where she feels she can make a difference: working with teachers and children in an African American school. She says her \sense of futility in the battle for rational education policy for African American children had gone on for so long . . . that I needed to give my \anger muscles\ a rest.\ This article presents an interview with Delpit wherein she discusses major issues from her book, with an emphasis on the relationship between racism and special needs…. [Direct]

Skerrett, Allison (2011). English Teachers' Racial Literacy Knowledge and Practice. Race, Ethnicity and Education, v14 n3 p313-330. This article examines how secondary English teachers in two racially diverse schools–one in Massachusetts, USA, the other in Ontario, Canada–described their knowledge of and practices for teaching about race and racism. The extent and quality of teachers' racial literacy knowledge and practice were considered in light of the literature on racial literacy, racial literacy instruction, and anti-racist education. Three approaches to racial literacy instruction were identified: apprehensive and authorized; incidental and ill-informed; and sustained and strategic. The paper explores the strengths and weaknesses of teachers' knowledge and skills in order to suggest content and structures for professional development in support of racial literacy instruction. (Contains 1 note.)… [Direct]

Sarah Wellberg (2023). A QuantCrit Investigation of Instructional and Testing Practices in U.S. Mathematics Classes. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Boulder. The instructional and assessment environments that students experience can have an enormous impact on their mathematical success, their understandings of what mathematics is, and their views of themselves as learners and doers of mathematics. While there has been ample research conducted about how teachers use assessment results to inform their instructional practices, the few studies specifically addressing the relationship between the instructional approaches and the types of assessments that teachers use have yielded inconsistent results. The aim of this dissertation was to explore this relationship and how it may be impacted by the racial composition of a class. Systemic racism and white supremacy have an enormous, yet often invisible, impact on all aspects of life in the U.S., which certainly extends to the classroom. Consequently, this dissertation used the Critical Race Theory (CRT) and QuantCrit frameworks to examine whether and how classes with different racial compositions… [Direct]

Casanova, Saskias; Martin, Margary; McGuire, Keon M. (2018). "Why You Throwing Subs?": An Exploration of Community College Students' Immediate Responses to Microaggressions. Teachers College Record, v120 n9. Background/Context: Current research within four-year university settings reveals the daily encounters students of color and faculty have with microaggressions–brief, intentional or unintentional comments and behaviors communicating covert biases toward individuals based on their social group membership (Sue et al., 2007). The majority of all undergraduate students of color currently attend community colleges (American Association of Community Colleges, 2016), but the occurrence of microaggressions in the community college classroom has been overlooked. We situate our study of microaggressions within the racial microaggressions model framework (P√©rez Huber & Sol√≥rzano, 2015), which addresses how microaggressive events are mediated by institutional racism through systematic policies, practices, and processes that (re)produce inequitable stratification in higher education. Further, we analyze the immediate effects of and students' responses to classroom microaggressions…. [Direct]

Francis, Dennis; le Roux, Adr√© (2011). Teaching for Social Justice Education: The Intersection between Identity, Critical Agency, and Social Justice Education. South African Journal of Education, v31 n3 p299-311. In line with national policy requirements, educators are increasingly addressing forms of social justice education by focusing on classroom pedagogies and educational practices to combat different forms of oppression such as racism and sexism. As all educators have a role to play in dismantling oppression and generating a vision for a more socially just future, teacher education has the responsibility to capacitate pre-service teachers to work in areas of social justice education. It is, however, difficult to conceptualise programmes for social justice education without considering the interconnection between various social identities and how such identities can feed into critical agency and education for social justice. Working with the assumption that white women teachers must be part of the solution to bring about social change in South African education, we used in-depth interviewing to explore pre-service teachers' emerging identities as teachers, and how these identities are… [PDF]

Partasi, Evgenia (2011). Experiencing Multiculturalism in Greek-Cypriot Primary Schools. Compare: A Journal of Comparative and International Education, v41 n3 p371-386. Within the context of a monocultural and monolingual education system, this paper seeks to explore and compare the experiences of Cypriot and non-Cypriot pupils in Greek-Cypriot primary schools with culturally diverse pupil populations. The concept of multiculturalism has been introduced only very recently in Cyprus and there has been little research on pupils' experience and understanding of multiculturalism. Using a narrative approach, this inquiry seeks to provide an understanding of the experience of studying in multicultural primary school classrooms. The pupils of two classrooms, aged between 10 and 12, describe their experience through terms such as new knowledge, religion, language, racism and stereotypes. (Contains 3 notes.)… [Direct]

Marcy, Jennifer Jerusha (2018). Exploring the Socialization and Transnational Social Fields of International Doctoral Scholarship Students: Experiences of African Agricultural Scientists. ProQuest LLC, Ph.D. Dissertation, Michigan State University. This research study explores the doctoral socialization and transnational experiences of sub-Saharan African doctoral students whose education is sponsored by the U.S. Agency for International Development (USAID). This study is designed to explore the convergence of the international student experience, doctoral student socialization, and the influences of the USAID scholarship program. Using a qualitative inquiry research design, the study aims to give a voice to the scholarship students, providing a greater descriptive understanding of their experiences participating in the scholarship program, and their academic lives in the United States. The lived experiences of USAID scholarship students while they are obtaining their degrees in the United States is generally unknown and unexplored in the literature. Therefore, this study investigates how the students progressed through their academic programs and met their professional development goals while adhering to the rules and… [Direct]

Barrett, Sarah Elizabeth; Mujuwamariya, Donatille; Pashby, Karen; Pinto, Laura Elizabeth; Portelli, John P.; Rottmann, Cindy (2012). Social Justice: The Missing Link in School Administrators' Perspectives on Teacher Induction. Canadian Journal of Educational Administration and Policy, n129 Feb. Critical scholars view schooling as one piece of a larger struggle for democracy and social justice. We investigated 41 school administrators' perceptions about the role and importance of equity, diversity and social justice in new teacher induction in the province of Ontario. Interviews reveal that principals were interested in shaping teacher induction programming in their schools and school districts, but that they regularly prioritized technical issues like classroom management and pedagogy over systemic issues like equity and social justice. When asked directly about equity, principals spoke about learning styles, special needs and differentiated instruction, but they regularly ignored new teachers' abilities to counter systemic oppression–racism, sexism, and classism. Our findings suggest that without an explicit focus on equity and social justice in provincial policy documents, teacher induction programming runs the risk of reproducing a transmission model of new teacher… [PDF]

Mosqueda, Lawrence J.; And Others (1981). The Persistence of Institutional Racism in Higher Education: Its Roots and Remedies. An overview of the historical roots of racism is presented, and the role of higher education within the institutional structure of American society is analyzed. Two case studies are reviewed in detail, along with the relevant political issues and change strategies to help remedy racism in America. A key dimension of racism involves education, which has been viewed as a means for social progress in the United States. Higher education institutions have in the past systematically excluded women, blacks, Chicanos, and other unfavored groups from entry as students and in the professional labor market. American universities are distinguished from most of those of Western Europe by bureaucratic, lay control over university policies, the dependence of universities on business and government funds, and a lack of a strong professional and ethical tradition among academics. Originally, American university curricula were expected to reflect aristocratic values and culture and have consequently…

Callaghan, Tonya; Mizzi, Robert C. (2015). Educational Administration and Queer Educators: Building Relationships of Inclusion and Diversity. Canadian Journal of Educational Administration and Policy, n173 p1-8 Nov. The editors of this special collection of the "Canadian Journal of Educational Administration and Policy" open this introductory essay with the words of Margaret Mead in order to underscore an important message contained in all of the essays of this collection: education administrators and policy makers are paramount to creating learning environments that are respectful of sexual and gender diversity for all staff and students. This holds true for a variety of educational settings ranging from publicly-funded Catholic and non-Catholic kindergarten to Grade 12 schools (K-12) to higher learning settings such as colleges, universities, transnational teaching abroad programs, and adult and community education spaces. This collection represents a plethora of emergent perspectives on queer educators. The collection begins in Canada with Tonya Callaghan's empirical study, which illustrates the current struggles facing queer educators in Catholic schools in Alberta and Ontario. Jan… [PDF]

Puchner, Laurel; Roseboro, Donyell L. (2011). Speaking of Whiteness: Compromise as a Purposeful Pedagogical Strategy toward White Students' Learning about Race. Teaching in Higher Education, v16 n4 p377-387. This article discusses pedagogical issues that arise in higher education when instructors of color teach classes with predominantly white students. We use student interview data collected during one graduate social foundations of education course to argue that in order to be effective, pedagogical decisions in a foundations course centered on race necessitate certain compromises in terms of power. To open up spaces of dialogic possibility for the discussion and understanding of white privilege, the authors suggest that instructors engage in a pedagogy of purposeful compromise. Such a pedagogy accepts that most white students will not, in the space of one course, recognize their own agency in the perpetuation of privilege and racism, but they might recognize white privilege as a larger structural process that inhibits the opportunities of people of color. (Contains 2 notes.)… [Direct]

O'Daniel, Richard M. (1994). Empowerment Issues of An Afrocentric Perspective: Disempowering Racism in American Education. This paper explores a facet of the organizational implications of an Afrocentric perspective in American education, primarily in public schools. It also explores, through two focus groups, the perceptions of 10 African-American school administrators and 10 teachers in a graduate education supervision class. The focus groups made it clear that the Afrocentric perspective in American education is an issue that has come of age; however, the data identified a few critical distinctions between administrators' and teachers' perceptions. Because of these differences in perspective, the argument arises that there is a need for Afrocentric resource centers within schools and educational systems and that the Afrocentric idea is an essential step toward progress and greater inclusion of Blacks into the American dream. (Contains four references.) (GLR)… [PDF]

Benjamin, Lois, Ed. (1997). Black Women in the Academy. Promises and Perils. This book includes 30 essays by black women college administrators and faculty. The essays explore the thematic issues of identity, power, and change and examining the impact of racism and sexism in institutions of higher education. Essay authors come from both historically black and predominantly white institutions, public and private institutions, research and teaching institutions, coeducational and women's colleges, and from diverse disciplines, regions, and age strata. The volume consists of seven parts which address: (1) an overview of black women in the academy; (2) epistemological and ontological issues; (3) teaching and research issues for black women faculty; (4) black women administrators; (5) the social dynamics of academic life; (6) black women in diverse academic settings; and (7) the future of black women in higher education. Among the topics covered in the essays are: feminism for African American women; black women in the sciences; black women and the college music…

Wilkins-Langie, Rosa G. (2016). Profiles of Successful Persistence for Women in Science, Technology, Engineering, and Mathematics (STEM). ProQuest LLC, Ed.D. Dissertation, University of Southern California. In the last three decades, there has been a growing concern regarding the dearth of Science, Technology, Engineering and Mathematics (STEM) degree attainment for women. Women are considered the untapped resource with an affinity towards STEM fields; however, they tend to be absent in higher education commencements across the country. After nearly 30 years for a call to action by economists, scientists, workforce organizations, and the government, this disparity is chronically pervasive in these academic disciplines. Women entering into STEM fields are seen as crucial as it ensures the continuation of intellectual capital–the 21st century commodity needed for global competitiveness and strong economy. The study's impetus was to understand those women who, despite the historical and modern barriers have maneuvered to success through the STEM pipeline from undergraduate degree procurement to career. This success has been daunting for all women, due to their historical educational… [Direct]

Coretta Roseboro Walker (2020). Still I Rise: The Role of Social Capital on the Experiences of African American Women Senior Administrators in Higher Education. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro. While the racial and ethnic diversity of the United States of America's overall population (especially the college student population) are expanding at unprecedented levels, the leadership within higher education's Ivory Tower has remained consistent for the past 300 years. At the highest levels, leadership remains largely monolithic — this is both White and male (Pratt-Clarke & Maes, 2017). African American women are severely underrepresented in senior level leadership positions. Defined as being at the Director level or above (Bertrand Jones et al. 2012), these types of administrative positions include titles such as Director, Associate Vice President/Chancellor, Associate/Assistant Dean, Vice President/Vice Chancellor, Provost and President/Chancellor. Whether teaching in the classroom or serving as an administrator, the narrative remains the same. In the classroom, African American women account for 8.04% or 25,114 of all full-time faculty members at degree-granting… [Direct]

Berry, Theodorea Regina, Ed.; Hughes, Sherick A., Ed. (2012). The Evolving Significance of Race: Living, Learning, and Teaching. Peter Lang New York Individuals are living, learning, and teaching by questioning how to address race in a society that consistently prefers to see itself as colorblind, a society claiming to seek a "post-racial" existence. This edited volume offers evidence of the evolving significance of race from a diverse group of male and female contributors self-identifying as Black, Latino, Asian, White, Gay, Lesbian, Jewish, Christian, and Muslim. Individuals' attempts to provide every child and adult learner with what they need–equity–to make the most of their educational experiences–excellence–are still consciously and unconsciously thwarted by the ingrained nature of racism in this society. This point becomes obvious when individuals begin teaching those audiences that represent diverse lived experiences of race about the changing significance of race and how to develop a more critical, reflexive lens focused upon the politics of race. This book invites readers to co-construct and implement a… [Direct]

Aragon, Antonette; Kaminski, Karen (2012). Racist Facebook Event against Native Americans: Preservice Teachers Explore Ethical and Critical Multicultural Implications. Journal of Educational Technology, v9 n1 p35-43 Apr-Jun. This exploratory case study sought to analyze data from Collaborative Learning Modalities (Brantmeier, Aragon & Folkestad, 2011) on-line threaded discussions in a teacher education course where pre-service teachers examined the nature of a Facebook event revealing unethical and racist notions against Native Americans. In 2010 a university student posted a Facebook event titled, "Cowboys vs. Indians" inviting fellow students to wear "Indian headdress" to rouse team spirit for a rival basketball game. This Facebook event stimulated commentary from many university students decrying Native Americans. Participants in this study believed unethical racism was present in this event because of the prolific nature of on-line communication where offensive statements and ideas were cruelly exposed about Native Americans. Such offensive ideas asserted against Native Americans were performed under a false sense of anonymity or autonomy. Yet anonymity was revealed by the… [PDF]

Brown, Anthony L.; De Lissovoy, Noah (2013). Antiracist Solidarity in Critical Education: Contemporary Problems and Possibilities. Urban Review: Issues and Ideas in Public Education, v45 n5 p539-560 Dec. This paper argues that antiracist solidarity in education remains urgent, but that in framing solidarity projects critical educators have not been sufficiently attentive to the shape and extent of racism as a global ordering of social life. We describe the paternalism that has determined historical efforts at solidarity between African Americans and Whites and then extend our analysis of whiteness to the contemporary context, outlining its expressions in schooling and the challenges they pose for solidarity projects. Drawing on recent work in cultural studies and philosophy, we describe whiteness as a basic ordering of human being as well as a system of material and cultural oppression, and suggest that antiracist solidarity has to involve a reorganization of ways of being and knowing as well as a vision of global coexistence that respects epistemological difference and autonomy. On this basis we identify several key principles that should guide projects of antiracist solidarity in… [Direct]

Short, Donn (2011). Safe Schools: The Threat from within?. Education Canada, v51 n3 Sum. Safe school policies in many urban schools in Ontario have featured security guards, electronic surveillance, student identification tags, discipline, and zero tolerance. In 2000, the Ontario Ministry of Education passed the Safe Schools Act, which set out a list of offences that could trigger expulsion, suspension, and other disciplinary responses. Interestingly, it did not define safety. In a parallel move, the Toronto District School Board (TDSB) adopted The Equity Foundation Statement in 1999–a comprehensive commitment to equity and a rally against racism, homophobia, sexism, and oppression based on class. This article explores the disconnect between students' and teachers' conceptualization of safety and equity, and how they experience them on a day-to-day basis. (Contains 1 endnote.)… [Direct]

Hearn, Mark (2009). Color-Blind Racism, Color-Blind Theology, and Church Practices. Religious Education, v104 n3 p272-288 May-Jun. Color-blind racism develops when persons ignore color in people and see them simply as individuals. As persons of color in racialized societies such as the United States are unequally treated on account of their color, the issue becomes a matter of faith and religious experience as religious leaders and educators, who disregard color, overlook important aspects of a person's ability to live wholly and abundantly. Using participant observation and literature-based research in several areas of scholarly inquiry (sociology, history, theology, and Religious Education), the author argues that certain church practices and theology reflect color-blind racism. (Contains 2 footnotes.)… [Direct]

O'Neill, John H. (1969). Report on Offerings of the Sixteen-Credit Course, Problems in Contemporary Race Relations, Fall, 1968, and Winter, 1969. The General College Studies, v6 nl 1969-1970. After a first experiment dealing with poverty in the Twin Cities (ED 028 781), a second was undertaken to examine race relations. As the problem was immediately important, materials would be plentiful. Four courses (speech, composition, social studies, literature) and three instructors dealt exclusively with this 2-quarter, 16-credit project. The Fall 1968 class of 25 had only four blacks in it; the next had 14. The students did field work in the community; their reports were their writing assignment. As previous pre- and post-tests of attitudes had shown a student gain in empathy with other ethnic groups, the tests were not used for these two quarters. The investigators will reinstate them next time, however, as this one revealed that the black students lost less anti-white prejudice than expected. It was also clear that, after initial hesitations, the different perspectives of team teaching contributed to the vitality of instruction. It was disappointing to discover that not all… [PDF]

Gentry, Ruben (2010). Life for Minority Professors of Special Education Ain't Been No Crystal Stair. Online Submission, Paper presented at the Annual Meeting of the Council for Exceptional Children (33rd, St. Louis, MO, Nov 2-6, 2010). To expect an \easy life\ as a professor of special education is to expect what never was nor never will be. But when the playing field is uneven for minorities, or even worse, when it is not even recognized that the playing field is uneven, there is cause for action. For example, Bonner (2004) stated that minority faculty face tremendous challenges (including racism) in achieving tenure and promotion; Lovell (2004) countered that several of the experiences lamented by Bonner commonly happen to white faculty as well. It seemed not to be recognized that racism can negatively impact all of the necessary activities and accomplishments to earn tenure and promotion. The journey to becoming a professor of special education is long and tedious. It is making good grades in college for admission to a reputable graduate program, obtaining suitable employment in a promising university, becoming a successful teacher, being of service to students, and most certainly, launching a record of… [PDF]

Hoechsmann, Michael; Taylor, Lisa K. (2011). Beyond Intellectual Insularity: Multicultural Literacy as a Measure of Respect. Canadian Journal of Education, v34 n2 p219-238. We report on a survey of 942 grade 10 and 11 students from 10 urban and "rurban" boards in 5 Canadian provinces that takes stock of multicultural education three decades on in the context of youth's multiple, multimedia spheres of learning. This survey is presented as an innovative research instrument measuring "what young people know" about the struggles as well as the intellectual, political and cultural legacies of racialized peoples globally and nationally "and where they learned it (school, media, family, community)". Bivariate analysis of demographic, knowledge and attitudinal questions suggests schools' unique role in building a common knowledge base to combat Eurocentrism and cultural racism. (Contains 2 tables and 6 footnotes.)… [PDF] [Direct]

Gill, Wanda E. (2013). U.S. Department of Education Chapter of Blacks In Government's Reaction to the EEOC African American Workgroup Report. Online Submission The U.S. Department of Education Chapter of Blacks in Government (BIG) reviewed and responded to the EEOC [Equal Employment Opportunity Commission Office] African American Workgroup Report. The BIG ED Chapter considered whether: There is any evidence indicating that the number and percentage of African Americans employed by any federal government agency is a variable in the barriers described in the Report. Articulated another way, do barriers still exist in agencies with large numbers and percentages of African Americans relative to the total number of employees in an agency? Do barriers exist in those agencies with small numbers and percentages of African Americans? The recommendations were timely and strategic, given: (1) The Obama Administration; and (2) The increasing numbers of other groups of people of color along with the lower number of Blacks employed by some agencies in the federal government. While the Report included unconscious bias as a barrier, the ED Chapter… [PDF]

Horsford, Sonya Douglass (2011). Learning in a Burning House: Educational Inequality, Ideology, and (Dis)Integration. Teachers College Press The negative consequences of school desegregation on Black communities in the United States are now well documented in education research. \Learning in a Burning House\ is the first book to offer a historical look at the desegregation dilemma with clear recommendations for what must be done to ensure Black student success in today's schools. This important book centers race and voice in the desegregation discourse, examining and reconceptualizing the meaning of \equal education.\ Featuring the unique perspectives of Black school leaders, Horsford provides a critical race analysis of how racism has undermined the integration ideal and the subsequent schooling of Black children. Most importantly, the book discusses how meaningful education reform must be grounded in a moral activist vision of equal education through a cross-racial commitment to racial literacy, realism, reconstruction, and reconciliation in our schools and society. With an engaging style that invites us on a journey of… [Direct]

Valente, Rubia da Rocha (2013). Effects of Racial Discrimination on High School Performance and College Admission in Brazil. ProQuest LLC, Ph.D. Dissertation, University of Texas at Dallas. This research uses national survey data from the Exame Nacional do Ensino M√©dio (National Secondary Education Exam-ENEM) in Brazil to explore the impact of racial discrimination on high school students between 2004 and 2008. The analysis shows that being a victim of racism can reduce a student's ENEM scores, as well as diminish the perceived quality of their education. These results suggest that racial discrimination in the school environment can be detrimental to the learning experience and to educational attainment. In addition, the study analyzes the characteristics of students admitted to the University of S√£o Paulo (USP) and finds a great racial disparity in acceptance rates. Those accepted at the University of S√£o Paulo are more likely to be white, to come from high income families, to come from private high schools, to enroll in "cursinho" (prep course) and to have a mother with high educational attainment. Thus, the study concludes that higher education in Brazil is… [Direct]

Gillborn, David (2010). The Colour of Numbers: Surveys, Statistics and Deficit-Thinking about Race and Class. Journal of Education Policy, v25 n2 p253-276 Mar. Drawing on the traditions of critical race theory, the paper is presented as a chronicle–a narrative–featuring two invented characters with different histories and expertise. Together they explore the strengths and weaknesses of quantitative approaches to race equality in education. In societies that are structured in racial domination, such as the USA and the UK, quantitative approaches often encode particular assumptions about the nature of social processes and the generation of educational inequality that reflect a generally superficial understanding of racism. Statistical methods can obscure the material reality of racism and the more that statisticians manipulate their data, the more it is likely that majoritarian assumptions will be introduced as part of the fabric of the calculations themselves and the conclusions that are drawn. Focusing on the case of recent national data on the secondary education of minoritized children in England, the paper highlights statisticians'… [Direct]

Arteaga, Juan Manuel Sanchez; El-Hani, Charbel N. (2012). Othering Processes and STS Curricula: From Nineteenth Century Scientific Discourse on Interracial Competition and Racial Extinction to Othering in Biomedical Technosciences. Science & Education, v21 n5 p607-629 May. This paper analyzes the debates on \interracial competition\ and \racial extinction\ in the biological discourse on human evolution during the second half of the nineteenth century. Our intention is to discuss the ideological function of these biological concepts as tools for the naturalization and scientific legitimation of racial hierarchies during that period. We argue that the examination of these scientific discussions about race from a historical perspective can play the role of a critical platform for students and teachers to think about the role of science in current othering processes, such as those related to biomedical technosciences. If they learn how biological ideas played an ideological function concerning interracial relationships in the past, they can be compelled to ask which ideological functions the biological knowledge they are teaching and learning might play now. If this is properly balanced, they can eventually both value scientific knowledge for its… [Direct]

(2011). Explaining the Black-White Achievement Gap in the Context of Family, Neighborhood, and School. FPG Snapshot #64. FPG Child Development Institute In the United States, Black children start school behind their White peers on standardized reading and mathematics tests, and racial disparities in achievement increase during each subsequent year of primary and secondary education. To formulate an appropriate policy response to this enduring problem, a careful and comprehensive understanding of the factors that contribute to the achievement gap is needed. The \integrative model of development in context\ is a framework that can help researchers explore ethnic or racial group differences in child development and achievement. The model considers ways in which social position, racism, and segregation influence children's experiences in the three crucial contexts of family, neighborhood, and school. Results showed that at the neighborhood and school levels, Black children lived in more disadvantaged neighborhoods and attended schools with a higher proportion of poor or minority students. In unadjusted models White children scored higher… [PDF]

Thompson, Pamela W. (2014). African American Parent Involvement in Special Education: Perceptions, Practice, and Placement. ProQuest LLC, Ed.D. Dissertation, University of California, San Diego. The disproportional representation of Black students in special education has been an issue of concern for many years in the United States. A review of the literature illustrates the struggle of African American children in the American educational system: from the Civil Rights Movement and desegregation to the re-segregation of these same children into special day classrooms. What the literature fails to report is how parental involvement might help educators address the problem of overrepresentation and the perceptions of the families who are affected by their children being placed in special educational settings. The purpose of this study was to describe and analyze the experiences and perceptions of African American parents who have male children receiving special education services in schools. Critical race theory was utilized as a framework to examine and challenge the manner in which race and racism impacts practices and procedures by school personnel dealing with African… [Direct]

Gobbo, Francesca (2011). Racism, "Race" and Ethnographic Research in Multicultural Italy. Ethnography and Education, v6 n1 p9-27. This article is divided into two parts: in the first one, after mentioning episodes of violence against immigrants, the author discusses the issues of "race" and racism within the debate on immigration and diversity taking place in Italy. Pointing out a number of relevant indications and reflections that qualify such debate, she argues that the concern of Italian researchers, educators and citizens about the resurgence of racism must be understood with reference to the historical, philosophical and scientific perspectives that aimed to disunite humanity, on the one hand; on the other, in the light of Italy's history of racist ideology and its impact on education, during Fascism. Both research paths justified exclusion and exploitation of populations on the basis of a naturalistic classification whose null denotation has been definitely proved by recent biological and genetic evidence. In the second part, and with regard to contemporary times and changes brought about by… [Direct]

Roberts, Rosemarie A. (2011). Facing and Transforming Hauntings of Race through the Arts. Equity & Excellence in Education, v44 n3 p330-347. This article examines the pedagogical processes through which dance choreography and performance embody issues of social injustices. The author draws on ethnographic data of prominent black choreographers/dancers/educators, Katherine Dunham and Ronald K. Brown, to consider the behind the scene complex, interdependent practices of embodiment and to explore the ways in which concealed, yet present, social phenomena are transformed into provocative in-motion stories for the concert stage. Drawing on social justice education principles and Gordon's (1997) conception of ghostly phenomena, the data show that disavowing race and structural racism leave lingering and weighted traces of racialized experiences, making embodiment a complex and necessary condition for performing artists who aim to convey the meaning of these traces through dancing social justice. (Contains 9 notes.)… [Direct]

Cuenca, Alexander; Nichols, Joseph R., Jr. (2014). Ferguson Is about Us Too: A Call to Explore Our Communities. Social Education, v78 n5 p248-253 Sep-Oct. On August 9, Michael Brown, a college-bound black male, was fatally shot by a white police officer in the streets of Ferguson, Missouri. For several days, jarring images of tear gas, militarized police, and unrest in Ferguson flickered on screens across the world. Undoubtedly, what brought Ferguson to the national consciousness–the death of a young black male and the uprising that followed–provides an opportunity to explore important issues such as stereotyping in our society, the role of protests and demonstrations in civic life, and the ways in which traditional and social media help construct the narratives of critical events. However, at the root of these inquiries lies a tacit assumption that Ferguson was somehow extraordinary–that the flashpoint itself is what deserves to be interrogated. Yet, if we consider Ferguson in its totality through the eyes of its citizens, we can see that there was nothing extraordinary about what shaped the circumstances of these civic… [Direct]

Howard, Jimmy Lee, Jr. (2018). Building a Model of Black Women's Confidence in Campus Sexual Assault Resources: A Critical Race Feminist Quantitative Study. ProQuest LLC, Ph.D. Dissertation, Clemson University. The United States' evolving federal regulations and laws are doing little to disrupt systemic sexual violence, and more narrowly, are doing very little to protect Black women (Dunn, 2014; Harris, 2017; Harris & Linder, 2017; Konradi, 2016; O'Toole et al., 2015; Yung, 2015). Further, Black women are underrepresented in college sexual assault literature and little is known about how Black women perceive campus sexual violence resources and policy (Crosby, 2015; Tillman et al., 2010). The purpose of this study is to create a model to explore Black women's confidence in sexual assault resources. In order for institutions of higher education to combat sexual violence against women, college administrators must understand the factors that impact women's confidence in their sexual violence resources and policies. In this study, I argue that college administrators must eradicate essentialist perspectives of how women perceive resources and are impacted by sexual violence. This study… [Direct]

Aikenhead, Glen S. (2017). Enhancing School Mathematics Culturally: A Path of Reconciliation. Canadian Journal of Science, Mathematics and Technology Education, v17 n2 p73-140. Culturally responsive or place-based school mathematics that focuses on Indigenous students has an established presence in the research literature. This culture-based innovation represents a historical shift from conventional approaches to mathematics education. Moreover, it has demonstratively advanced the academic achievement for both Indigenous and non-Indigenous students. Its success has exposed deep fault lines in conventional school mathematics. Many mathematics educators unknowingly embrace problematic, taken-for-granted notions about their school subject that inhibit student engagement and contribute to Indigenous students' low graduation rates. However, innovative researchers and teachers have adapted or developed culture-based teaching materials and strategies that significantly reduce the problems inherent in conventional school mathematics. As a result, these innovators' actions challenge standard curricula and instruction. These changes coincide with another profound… [Direct]

Caref, Carol (2010). The Relevance of Racism to the Mathematics Experiences of African American Students in an Intensely Segregated Low Income School. ProQuest LLC, Ph.D. Dissertation, Illinois Institute of Technology. Society's failure to educate proportionate numbers of African American students in mathematics is an ongoing problem. The roots of this problem lie in systemic racism and segregated schools. The overwhelming majority of economically disadvantaged African American high school students at segregated schools receive substandard mathematics education. One part of this study consists of analysis of Chicago Public Schools (CPS) data, showing vast inequities in the education delivered to the 72% of African American CPS students who attend segregated schools. Data from interviews of 24 freshmen in low-level algebra classes at one such CPS school support the major part of this study. The interviewees answer questions about their experiences as mathematics students and as African Americans. Results of this study found students to be teacher dependent, to approach math lessons as unconnected to previous knowledge, and to take a narrow view towards the value of mathematics. Students had… [Direct]

Simons, Sara M. (2013). "It Gets under Your Skin": Using Process Drama to Explore Race and Privilege with Undergraduate Students. ProQuest LLC, Ph.D. Dissertation, New York University. This qualitative case study examined the use of process drama in an undergraduate Intergroup Dialogue and how the use of this drama-based pedagogy shaped participants' attitudes and understandings about race and privilege. The research focused on the creation of and subsequent reflection on improvised, episodic scenes and images structured around larger themes of socialization and oppression. The process drama utilized in this study involved both students and facilitators in role. This study found that participation in process drama affected participants' attitudes about race and privilege in a number of different ways and to different extents. Participants also experienced and problematized process drama in different ways. Overall, process drama was found to create empathy, to enable reflection on lived experiences, to lead to examination of stereotypes, privilege, and internalized racism, and to create awareness about gaps in students' education. This study found that mechanisms of… [Direct]

Hoskins, Bryony; Sallah, Momodou (2011). Developing Intercultural Competence in Europe: The Challenges. Language and Intercultural Communication, v11 n2 p113-125. Anti-racism has not played a prominent role in recent major European Union Lifelong Learning strategies. Nevertheless, its importance in Europe with increasing levels of migration has kept the concept, in the form of intercultural competence and intercultural dialogue, alive within European Education and Culture policy. This article traces the use of the terminology of culture within European policy and practice, in particular focusing on intercultural learning in European Youth work. It explores the effectiveness of the use of culture in addressing discrimination at an individual and structural level, using empirical examples. The article concludes that practice that focuses almost entirely on interpersonal skills at the individual level has limited influence in creating structural change. The article ends with proposals for anti-discrimination policy and practice. (Contains 1 note.)… [Direct]

Aveling, Nado; Davey, Pip; Fernandes-Satar, Audrey; Georgieff, Andre; Jackson-Barrett, Elizabeth; Kosniowska, Helen (2012). Equity, Academic Rigour and a Sense of Entitlement: Voices from the "Chalkface". Australian Association for Research in Education (NJ1), Paper presented at the Joint Australian Association for Research in Education and Asia-Pacific Educational Research Association Conference (AARE-APERA 2012) World Education Research Association (WERA) Focal Meeting (Sydney, New South Wales, Dec 2-6, 2012). When working with teacher education students one of our aims is to look at "race" and racism, and the implications that "being white" has for teachers' practice. Hence we develop conversations around who we are as gendered and racialised subjects who occupy specific socio-economic positions. Our students find this disconcerting, however, as educators we find the journey equally challenging, even painful. When students personalize their discomfort by attacking us, it is not easy to simply shrug off hurtful comments. What we want to do in this paper, therefore, is to share the stories of our "tragedies and triumphs" and present a number of impressionistic snapshots that illustrate the effects that teaching about social justice issues has on us as teachers. The issues mentioned in our title form the basis of our narratives: we are firmly committed to retaining our focus on equity as a guiding principle without sacrificing academic rigour, while at the same… [PDF]

Mason, Ann Mogush (2013). Schooling Culturally Relevant Pedagogy: One Story about Tension and Transformation. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. The need for multifaceted analyses of the relationship between how the United States acknowledges racism and how schooling can be structured to mitigate its negative impacts has never been greater, especially given the rising and often simplistic attention to the racial "achievement gap." In suburban, elite Pioneer City, a series of initiatives I refer to as "the transformation" aimed to eliminate the racial achievement gap in that school district through simultaneous efforts to redistribute students from a racially and economically isolated elementary school and to train all district staff in a particular brand of culturally relevant pedagogy (CRP; Ladson-Billings, 1995). In this yearlong study, I used critical ethnographic methods to explore some tensions between a goal of systemic change and the reproductive forces at play in schools. My findings complicate preexisting ways of theorizing how CRP can be part of practical efforts to transform schooling and they… [Direct]

Pearce, Sarah (2012). Confronting Dominant Whiteness in the Primary Classroom: Progressive Student Teachers' Dilemmas and Constraints. Oxford Review of Education, v38 n4 p455-472. Concerns about new teachers' capacity to address diversity in their classrooms are growing in many parts of the West, and there is some consensus that one aspect of the problem is the narrow range of cultural and social backgrounds from which teacher candidates are drawn. Yet a minority of socially aware teachers, from all backgrounds, continue to join the profession, and attempt to teach in ways that address diversity and confront racism. Drawing on data from an on-going longitudinal study of progressive teachers in their early careers, this article explores the dilemmas and constraints faced by four student teachers on their final teaching practice. Focusing on the curriculum, it examines their different responses to the unexamined white norms and priorities in the material they are expected to teach. It concludes that while there is cause for optimism about some new teachers' understanding of and commitment to race equality and ethnic diversity, more attention needs to be paid to… [Direct]

Patitu, Carol L.; Tack, Martha W. (1992). Faculty Job Satisfaction: Women and Minorities in Peril. ASHE-ERIC Higher Education Report No. 4, 1992. Given the impending shortage of prospective college faculty that will exist by the year 2000, the topics of faculty job satisfaction, recruitment, and retention must be given priority attention. Moreover, the faculty of the future must reflect the diversity of the population to be served; consequently, immediate actions must be taken to ensure that faculty positions are made attractive to women and minorities alike. Numerous internal stressors uniquely affecting women and minorities must be recognized and dealt with to enhance job satisfaction and create a better fit between the faculty role and the person involved. It has been shown that women faculty members are less satisfied with their positions than their male counterparts because they are often forced to sacrifice more in terms of their personal lives in order to meet the demands of their jobs, as well as their families. As for minority faculty members, they generally find themselves less likely to be tenured compared to… [PDF]

Williams, Randolph, Jr. (2013). How Direct Descendants of a School Lockout Achieved Academic Success: Resilience in the Educational Attainments of Prince Edward County's Children. ProQuest LLC, Ph.D. Dissertation, The College of William and Mary. From 1959 to 1964, approximately 1,700 Black children in Prince Edward County, Virginia were denied schooling, due to the county leaders' decision to close schools–a defiant response to federal racial desegregation mandates stemming from "Brown v. Board of Education" (1954, 1955). Yet from one of the most extreme cases of injustice in the history of American public schools emerged a remarkable example of resilience in education. Some descendants of the lockout persisted toward the completion of doctoral degrees in spite of their parents' experiences. This study sought an in-depth understanding of how and why these particular children developed academic resilience despite the adversity of having parents denied a complete public school education. This interpretivist phenomenological study drew upon the Systems Theory of Family Resilience (Walsh, 1998) to understand the processes that developed the eight participants' resilience. The data generated with these participants… [Direct]

Peters, Michael A. (2012). Education, Philosophy and Politics: The Selected Works of Michael A. Peters. World Library of Educationalists. Routledge, Taylor & Francis Group In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces–extracts from books, key articles, salient research findings, major theoretical and/practical contributions–so the world can read them in a single manageable volume. Michael A. Peters has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in education. He has contributed over 60 books (authored, co-authored and edited) and 500 articles to the field. In "Education, Philosophy and Politics", Michael A. Peters brings together 15 of his key writings in one place, including chapters from his best-selling books and articles from leading journals. Starting with a specially written Introduction, which gives an overview of Michael's career and contextualises his selection, the essays are then arranged thematically to create a pathway of a way of thinking in philosophy of… [Direct]

Howley, Aimee; Howley, Marged; Middleton, Ren√©e A.; Pressley, Laura Jeanette; Williams, Natalie F. (2013). The Experience of Conducting a Study of Racial or Ethnic Dynamics: Voices of Doctoral Students in Colleges of Education. International Perspectives on Higher Education Research A large body of literature focuses on ways that learning experiences in colleges of education can combat racist stereotypes while promoting cultural competence. However, because limited research investigates how student research projects (e.g., master's theses and doctoral dissertations) can accomplish these same purposes, additional studies are needed. For this reason, the current exploratory mixed methods study addressed the following research question: "How does the racial identity development of doctoral students from colleges of education align with their experiences of conducting dissertation studies focusing on racial and/or ethnic dynamics in schools, universities, or human service agencies?" The research team used well-established scales to measure the racial identity development of Black and White participants. The team also conducted a series of three interviews with each participant to learn about how racial identity statuses contributed to and responded to the… [Direct]

Alanis, Iliana; Oliva, Maricela; Quijada Cerecer, Patricia D.; Rodriguez, Mariela A. (2013). At Home in the Academy: Latina Faculty Counterstories and Resistances. Educational Foundations, v27 n1-2 p91-109 Win-Spr. In the Academy, faculty and institutional leaders traditionally have been white, male, and heterosexual. Of the 173,395 Full Professors identified in the Integrated Postsecondary Education Data System (IPEDS) of the U.S. Department of Education in 2007, women represented almost 46,000, and Latinas held only 1,254 of those positions (U.S. Department of Education, 2010). Slow improvements (Valian, 1999) in institutions' structural diversity vis-a-vis Latina faculty means that they find themselves in alien territory, i.e., in contexts that do not readily understand or accept their difference, such that Latinas find it challenging to become incorporated into and legitimated within academe. Latinos of both genders in the faculty ranks experience subtle racism and hostility from students and peers (Solorzano, 1998) while Latina faculty members report feeling that their credibility as scholars or faculty members is challenged, and that White colleagues underestimate their abilities and… [PDF] [Direct]

Del Duca, Gemma (2011). Teaching of the Holocaust as Part of a University's Catholic Identity. Journal of Catholic Higher Education, v30 n2 p199-220 Sum. This article sketches the development of the National Catholic Center for Holocaust Education, Seton Hill University, Greensburg, PA. It does so with broad strokes, which paint a picture of the program of the Center within the context of ecclesial and papal activities and documents. The article describes how the Center entered into dialogue with the academic world of Holocaust studies (especially with the International School for Holocaust Studies, Yad Vashem, Jerusalem, Israel) and how it became engaged in an institute and in triennial conferences that prepare Catholic educators to each the Holocaust by referencing Catholic documents on the Holocaust and on related topics such as antisemitism, racism, genocide, human rights, and interreligious dialogue. The work of the Holocaust Center has contributed to strengthening Seton Hill University's Catholic identity…. [Direct]

Croom, Natasha N.; Gildersleeve, Ryan Evely; Vasquez, Philip L. (2011). \Am I Going Crazy?!\: A Critical Race Analysis of Doctoral Education. Equity & Excellence in Education, v44 n1 p93-114. The graduate school experience for students of color has been theorized as oppressive and dehumanizing (Gay, 2004). Scholars have struggled to document how students of color navigate and negotiate oppressive and dehumanizing conditions in their daily experiences of doctoral education. We provide a critical race analysis of the everyday experiences of Latina/o and black doctoral students. We draw from critical inquiry and critical race theory to establish and describe an overarching and powerful social narrative that informs, influences, and illustrates the endemic racism through which black and Latina/o students struggle to persist in pursuit of the doctorate. We call this social narrative, \Am I going crazy?!\ Deconstructing the narrative into its core elements, we provide an extended definition that illustrates a dehumanizing cultural experience in the everyday lives of doctoral students. We problematize these cultural norms to promote a more humanizing experience of doctoral… [Direct]

Holmes, Frances Kay (2013). Native American Perspectives on Educational Experiences from within the Not So Ivory Tower. ProQuest LLC, Ph.D. Dissertation, University of California, Davis. This dissertation explores how education has had an impact on the lives of twenty-three professors who are Native. Within the context of this study, education may refer to either learning in the western frame of schooling or non western forms of Indigenous education. While many individuals would define education as a process that develops life and job skills, this dissertation explores education for these twenty-three professors in all of its facets. In recent years scholarship has examined the experiences of Native Peoples in higher education and studies have emerged regarding Native Americans in academia. While research involving Indigenous students is often focused on mainstream notions of success and completion, this study moves beyond typical framing and examines how educational experiences of all types have had an impact on Indigenous Peoples working in academia. Contextualized within a historical framework that situates American Indian Education as an element of genocide, this… [Direct]

Cruz, Melissa McCants (2013). Undocumented Students and Higher Education in the State of Georgia: The "Don't Ask, Don't Tell" Policy of Illegal Immigrant Children. ProQuest LLC, Ph.D. Dissertation, Mercer University. The study detailed the life history of a family of five, Georgia high school graduates, undocumented students using semi-structured interviews. Because the five participants were all of Latino descent and undocumented students, their lived experiences were expected to add to the relatively young research concerning the sensitive, yet powerful, subject of undocumented people and higher education preparedness, access and achievement. The themes derived from the findings of the interviews, academic attainment, family unit issues, immigration issues, identity and challenges to daily life are all areas that are affected by the legal predicaments in which the undocumented students find themselves. Following the five principles of LatCrit, the participants acknowledge 1) that their race accounts for their experiences of oppression and cultural racism; 2) conventional concepts of the educational system do not apply to them as undocumented students; 3) equal opportunities is lacking when… [Direct]

Mosley, Melissa (2010). \That Really Hit Me Hard\: Moving beyond Passive Anti-Racism to Engage with Critical Race Literacy Pedagogy. Race, Ethnicity and Education, v13 n4 p449-471 Dec. This study interrogates how understandings about racism and anti-racism are constructed through interactions with students as well as peers in preservice teacher education contexts towards a closer understanding of racial literacy as both a personal and pedagogical tool. Critical race literacy pedagogy–a subset of the approaches known as multicultural education, culturally responsive teaching, and anti-racist teaching–is a set of tools to practice racial literacy in school settings with children, peers, colleagues, and so forth. In this article, I explore the construction of critical race literacy pedagogy for one white preservice teacher in a U.S. teacher education program through two engagements with literacy pedagogy: a reading lesson with two African American students and the discussion of a children's literature text in a teacher education book club. Through the critical, mediated discourse analysis of these two engagements, we see that for Kelly, the process of enacting… [Direct]

Abrams, Laura S.; Moio, Jene A. (2009). Critical Race Theory and the Cultural Competence Dilemma in Social Work Education. Journal of Social Work Education, v45 n2 p245-261 Spr-Sum. Cultural competence is a fundamental tenet of social work education. Although cultural competence with diverse populations historically referred to individuals and groups from non-White racial origins, the term has evolved to encompass differences pertaining to sexuality, religion, ability, and others. Critics charge that the cultural competence model is largely ineffective and that its tendency to equalize oppressions under a \multicultural umbrella\ unintentionally promotes a color-blind mentality that eclipses the significance of institutionalized racism. In this article we argue that critical race theory (CRT) can be used to address some of these noted problems with the cultural competence model. We define the major tenets of CRT and analyze its benefits and limitations for social work pedagogy around race, racism, and other oppressions…. [Direct]

Munday, Ian (2010). Improvisation in the Disorders of Desire: Performativity, Passion and Moral Education. Ethics and Education, v5 n3 p281-297 Nov. In this article, I attempt to bring some colour to a discussion of fraught topics in education. Though the scenes and stories (from education and elsewhere) that feature here deal with racism, the discussion aims to say something to such topics more generally. The philosophers whose work I draw on here are Stanley Cavell and Judith Butler. Both Butler and Cavell develop (or depart from) J.L. Austin's theory of the performative utterance. Butler, following Derrida, argues that in concentrating on the illocutionary force of utterances (their capacity to do things), Austin fails to account for the force of words themselves. The iterability of language means that words are never at one with themselves. They carry their old contexts with them as they enter into new ones. This has important consequences for ethical issues that pertain to what Butler calls the "performativity" of gender and race. Though we are performed by language, this performance has a dynamic quality that… [Direct]

Burkholder, Zoe (2011). Color in the Classroom: How American Schools Taught Race, 1900-1954. Oxford University Press Between the turn of the twentieth century and the "Brown v. Board of Education" decision in 1954, the way that American schools taught about "race" changed dramatically. This transformation was engineered by the nation's most prominent anthropologists, including Franz Boas, Ruth Benedict, and Margaret Mead, during World War II. Inspired by scientific racism in Nazi Germany, these activist scholars decided that the best way to fight racial prejudice was to teach what they saw as the truth about race in the institution that had the power to do the most good-American schools. Anthropologists created lesson plans, lectures, courses, and pamphlets designed to revise what they called "the "race" concept" in American education. They believed that if teachers presented race in scientific and egalitarian terms, conveying human diversity as learned habits of culture rather than innate characteristics, American citizens would become less racist. Although… [Direct]

Giles, Mark S.; Hughes, Robin L. (2009). CRiT Walking Race, Place, and Space in the Academy. International Journal of Qualitative Studies in Education (QSE), v22 n6 p687-696 Nov. This article is a commentary on several issues relevant to critical race theory (CRT), education, and race-related discourse. In this article, we hope to contribute to the dialogue on race and education, and raise a few thought-provoking questions regarding ways of seeing and thinking about CRT as both a theoretical and practical tool when focused on issues of race, structural racism, and education. (Contains 1 note.)… [Direct]

Slay, Jill (2011). Being, Becoming and Belonging: Some Thoughts on Academic Disciplinary Effects. Cultural Studies of Science Education, v6 n4 p841-843 Dec. In this paper I reflect on perspectives presented by John Settlage as he examines the truth of the proposition that \many teacher educators harbour deficit perspectives about their pre-service teachers, presuming that their lack of exposure to economically, ethnically and linguistically diverse settings renders them deficient as future educators.\ In the study presented in his paper, he \uncovered shifting identities that indicate that mainstream future teachers do not fit the \damaged goods\ label that ardent multiculturalists might be tempted to impose.\ One of his conclusions was that \the practices of essentializing education majors because of their perceived deficiencies born of privilege are inaccurate and unproductive.\ My reflections focus on tertiary teacher-researchers in mathematics, information technology, environmental sciences and engineering, their students and racism, and broaden Settlage's context to teaching and research relationships in this setting…. [Direct]

Dantley, Michael; Gooden, Mark A. (2012). Centering Race in a Framework for Leadership Preparation. Journal of Research on Leadership Education, v7 n2 p237-253 Oct. This article argues that a framework of educational leadership must be so designed as to specifically speak to the transitioning demographics in schools in the United States. Particularly salient is a framework that addresses the issue of race within a broader context of social justice. The article outlines five ingredients of such a framework, including self-reflection, a grounding in a critical theoretical construction, a prophetic and pragmatic edge, praxis, and the inclusion of race language. Furthermore, the article outlines pragmatic ways in which educational leadership preparation programs can address the failures of the dominant system to embrace and struggle with the American issue of race in education. The impact of racism and the efficacy of the blending of self-reflection, introspection, as well as intellectual work are discussed as viable vehicles to deal with the matters of race in preparing prospective school leaders. The article concludes with the presentation of a… [Direct]

McKay, Robert B. (1978). An Overview of the Bakke Case and Its Possible Implications. The facts of the Bakke case, points of agreement and disagreement, and implications are addressed. Although the case technically involves only the validity of denying Bakke admission to medical school in 1974, it has become a class action for the decision of large questions of constitutional law with possible enormous impact on higher education and other areas of affirmative action. Bakke alleged violation of equal protection provisions, since he was denied admission to the University of California (Davis) medical school although his test scores and grade point average were higher than most or all the 16 minority applicants who were accepted under a Task Force Program. It is suggested that there is general agreement that the case is important to higher education, that racism persists in the United States, that minorities are seriously underrepresented in higher education, that some preference must be continued if the present proportion of minorities in selective institutions is to…

Brown-Jeffy, Shelly; Cooper, Jewell E. (2011). Toward a Conceptual Framework of Culturally Relevant Pedagogy: An Overview of the Conceptual and Theoretical Literature. Teacher Education Quarterly, v38 n1 p65-84 Win. The United States is a diverse country with constantly changing demographics. The noticeable shift in demographics is even more phenomenal among the school-aged population. The increase of ethnic-minority student presence is largely credited to the national growth of the Hispanic population, which exceeded the growth of all other ethnic minority group students in public schools. Scholars have pondered over strategies to assist teachers in teaching about diversity (multiculturalism, racism, etc.) as well as interacting with the diversity found within their classrooms in order to ameliorate the effects of cultural discontinuity. One area that has developed in multicultural education literature is culturally relevant pedagogy (CRP). CRP maintains that teachers need to be non-judgmental and inclusive of the cultural backgrounds of their students in order to be effective facilitators of learning in the classroom. The plethora of literature on CRP, however, has not been presented as a… [PDF] [Direct]

Brown, M. Christopher, II, Ed.; Dancy, T. Elon, II, Ed.; Davis, James Earl, Ed. (2013). Educating African American Males: Contexts for Consideration, Possibilities for Practice. Counterpoints: Studies in the Postmodern Theory of Education. Volume 383. Peter Lang New York This book's predecessor, \Black Sons to Mothers: Compliments, Critiques, and Challenges for Cultural Workers in Education\ (Peter Lang, 2000), sparked a decade of meaningful scholarship on the educational experiences and academic outcomes of African American males. \Black Sons to Mothers\ proffered seminal contributions to the academic literature on the achievement gap, differential instruction, and minority schooling, and inspired further research–countless books, articles and reports written since about the educational challenges and successes of African American males directly reference the work. \Educating African American Males: Contexts for Consideration, Possibilities for Practice\ continues, extends, and advances the research and conversations introduced in \Black Sons to Mothers\. The chapters in this volume were commissioned by the Alphas in the Academy Committee (AAC) of Alpha Phi Alpha Fraternity, Incorporated. The AAC addresses issues incident to collegiate life,… [Direct]

Marx, Sherry (2004). Regarding Whiteness: Exploring and Intervening in the Effects of White Racism in Teacher Education. Equity and Excellence in Education, v37 n1 p31-43. This study examines the beliefs of nine white English-only speaking preservice teachers who tutored English language learners of Mexican origin as part of a university field service requirement. Over the course of a semester, participants were interviewed at length about their own reasons for becoming teachers, their beliefs about the children, and the ways in which race influenced their lives. Participants also were observed tutoring, and their learning journals were analyzed. Through various means of data collection, it became apparent that the good intentions of the participants were consistently undermined by the whiteness and the racism that influenced their beliefs about and behaviors with the children. The researcher consequently decided to intervene in the study, sharing data with participants and encouraging them to see the ways that whiteness and racism influenced their tutoring experience. Critical Race Theory and Critical White Studies together make up the theoretical… [Direct]

Alford, Sue (2012). Science and Success: Sex Education and Other Programs That Work to Prevent Teen Pregnancy, HIV, and Sexually Transmitted Infections. Third Edition. Executive Summary. Advocates for Youth Teen pregnancy in the United States has declined significantly in the last two decades. Despite these declines, rates of teen birth, HIV, and STIs in the United States remain among the highest of any industrialized nation. Socio-economic, cultural and structural factors such as poverty, limited access to health care, racism and unemployment contribute to these high rates. Yet, behavioral interventions also show promise for helping young people reduce their risk for unwanted pregnancy, HIV and other STI. Program planners can look to the body of available evaluation and research to identify programs to help young people learn the information and skills necessary to reduce their risk. Many of these programs are best suited for implementation by community-based organizations or in after school-programs or clinics. These programs can be used to provide a foundation for sex education, yet none is comprehensive enough to stand alone in substitute for comprehensive sexual health education…. [PDF]

Cowan, Paula; Maitles, Henry (2012). "It Reminded Me of What Really Matters": Teacher Responses to the Lessons from Auschwitz Project. Educational Review, v64 n2 p131-143. Since 2007, the Lessons from Auschwitz Project organised by the Holocaust Education Trust, has taken groups of Scottish senior school students (between 16 and 18 years) and where possible an accompanying teacher from their school, to Auschwitz-Birkenau Memorial and Museum as part of a process of increasing young people's knowledge and understanding of the Holocaust and racism. The Project comprises four components: an orientation session, the visit to the Museum, a follow-up session and a Next Steps initiative. The final component involves students designing and implementing projects in their school and community aimed at disseminating what they have learned. Previous published research has focused on the impact of the Lessons from Auschwitz Project on student participants. This research (funded by the Pears Foundation and the Holocaust Education Trust) investigates the impact the Lessons from Auschwitz Project has on teacher participants. The methodology was an online questionnaire,… [Direct]

Theodorou, Eleni (2011). "Children at Our School Are Integrated. No One Sticks out": Greek-Cypriot Teachers' Perceptions of Integration of Immigrant Children in Cyprus. International Journal of Qualitative Studies in Education (QSE), v24 n4 p501-520. Increasingly social scientists, including education theorists, find themselves having to fight an almost invisible racism that is masked by the racist undertones of the dominant discourse and practice of colorblindness. A continuous emphasis on colorblindness gives precedence to the role of race, diverting attention away from other forms of discrimination which can become the basis for exclusion. I would argue that for such acts of marginalization, difference-blindness may have more explanatory power. This paper discusses Greek-Cypriot teachers' perceptions of the integration of immigrant children in a Greek-Cypriot public primary school through the framework of difference-blindness. The discussion shows that despite their good intentions, teachers utilized a difference-blind ideology to rationalize practices of social exclusion of non-Cypriot students in what was considered an "integrated" school environment. (Contains 11 notes.)… [Direct]

Mitchell, Kara (2010). Systemic Inequities in the Policy and Practice of Educating Secondary Bilingual Learners and Their Teachers: A Critical Race Theory Analysis. ProQuest LLC, Ph.D. Dissertation, Boston College. In 2002, voters in Massachusetts passed a referendum, commonly referred to as "Question 2," requiring that, "All children in Massachusetts public schools shall be taught English by being taught in English and all children shall be placed in English language classrooms" (M.G.L.c.71A section 4). This dissertation investigates the system of education for secondary bilingual learners and their teachers resulting from the passage of Question 2 by examining assumptions and ideologies about race, culture, and language across policy and practice. Drawing on critical race theory (CRT) and the construct of majoritarian stories, two distinct and complimentary analyses were conducted: a critical policy analysis of state level laws, regulations, and policy tools, and a critically conscious longitudinal case study of one teacher candidate who was prepared to work with bilingual learners and then taught bilingual learners during her first three years of teaching. The critical… [Direct]

Nash, Kindel A. Turner (2012). Blinded by the White: Foregrounding Race in a Language and Literacy Course for Preservice Teachers. ProQuest LLC, Ph.D. Dissertation, University of South Carolina. While the teaching population in the U.S. is predominantly (84%) White (National Council of Education Statistics, 2010), students of Color will comprise 41% of the total school population by the year 2020, with 67% in urban areas (NCES, 2010). Studies show that children of Color are regularly disenfranchised through inequitable instructional, curricular, and assessment school practices (Ladson-Billings, 2009). Achievement statistics also show that schools fail to serve African American students more than any other group (Gay, 2010). Colleges of education must take action. Addressing this problem, this study used qualitative methods to explore what happened when critical race theory conceptually guided a literacy methods course for preservice teachers. Findings indicate that while preservice teachers gained many insights about issues of race and racism, there were considerable tensions and challenges, such as White Talk (McIntyre, 1997), colorblind dispositions, and deflection… [Direct]

Odora Hoppers, Catherine A. (2013). Community Engagement, Globalisation, and Restorative Action: Approaching Systems and Research in the Universities. Journal of Adult and Continuing Education, v19 n2 p94-102 Aut. It is clear that there is a wide range of arguments that reflect varying degrees of disaffection with the university worldwide. A great deal of understandable effort is directed at the impact of globalisation, especially the way it is making universities engage in academic capitalism (Slaughter and Leslie, 1997). The alternative arguments emphasise democratic internal governance and external community service driven by the goals of social equity, democratic values, and concern for the public good. Currie and Subotsky (2000) referring to the South African situation, caution that without exploring the basis upon which reconstructive community development can be institutionally operationalised, the twin goals of global and redistributive development will remain unsolved. They point out the overinvestment in accounting for the new organisational and epistemological features of the "market" university, policy and academic debates that are silent on the corresponding features of… [Direct]

Siraj-Blatchford, Iram (1991). A Study of Black Students' Perceptions of Racism in Initial Teacher Education. British Educational Research Journal, v17 n1 p35-58. Researches student perceptions among Afro-Caribbeans, and Africans enrolled in Initial Teacher Education (ITE) departments in Great Britain. Students discover their courses fail to address racism issues; perceive the selection processes are discriminatory; and find racist attitudes among lecturers. (NL)…

Danowitz, Mary Ann; Tuitt, Frank (2011). Enacting Inclusivity through Engaged Pedagogy: A Higher Education Perspective. Equity & Excellence in Education, v44 n1 p40-56. The purpose of this article is to describe a curricular change process used to incorporate inclusivity and diversity in a Higher Education Ph.D. program. The efforts of faculty members and students to practice engaged pedagogy as advocated by bell hooks are also described. Accounts from two agents, a professor and assistant professor working in the graduate program, of the re-envisioning and development processes focus on three types of changes: strategic administrative actions, curricular change, and pedagogical change. The authors use critical race and feminist perspectives and personal narratives to describe their experiences and how these led to incorporating radical and transformative perspectives in the classroom as they worked collaboratively with students to recognize various kinds of racism, sexism, and inequalities in their lives at the university and in society. Students were supported to find dissertation methodologies and topics consistent with their values. (Contains 1… [Direct]

Philion, Stephen (2009). Is Race Really Controversial in the University Classroom?. Journal for Critical Education Policy Studies, v7 n1 p300-319 Jun. Today, even though \social justice\ programs exist as a virtual growth industry on US campuses and many universities have incorporated classes on race and racism into their curricula, everyone continues to be faced with the perception that race is a \controversial\ topic that has to be broached with care due to its \sensitive nature\. This is even more so in a day and age of nervousness about political discourse becoming \uncivil\. In this article, the author opens up the following questions: (1) How can everyone account for the perception that, in the university classroom, racism is perceived as uniquely controversial?; (2) Why are race and racism promoted as uniquely \controversial\ topics on American campuses?; (3) How has this belief been shaped by and used ideologically to reproduce the accommodation of American higher education to the political economy of neo-liberalism?; and (4) What alternatives to this ideological orientation in the university classroom exist that more… [PDF]

Philip, Thomas M. (2011). Moving beyond Our Progressive Lenses: Recognizing and Building on the Strengths of Teachers of Color. Journal of Teacher Education, v62 n4 p356-366 Sep-Oct. Through in-depth interviews with a group of accomplished teachers of color who emphasized the need for their students to access the \culture of power\ as a means to work toward racial justice, I attempt to represent the purposefulness of their practice within the context of what one participant termed the \millennium form of slavery.\ I argue that such teachers of color are portrayed through a progressive lens as authoritarian and conformist, making it difficult to see the multifaceted nature of their practice, including their deep commitments to their students and their communities, and their understanding of the systemic nature of racism. Such representations hinder a deeper dialogue with them and do not adequately portray them as successful models for prospective teachers. In the concluding section, I explore challenges as well as productive approaches to characterizing the practice of these teachers in ideologically diverse preservice teacher education programs. (Contains 1 note.)… [Direct]

Choi, Yoonjung (2012). Are They "American" Enough to Teach Social Studies?: Korean American Teachers' Social Studies Teaching Experiences in American Public Schools. ProQuest LLC, Ph.D. Dissertation, Columbia University. This study explores three Korean American social studies teachers' experiences of teaching social studies, focusing on their curricular and pedagogical perceptions and practices. Framed by sociocultural theory, this study aims to shed light on the heterogeneous stories and socially and culturally contextualized teaching experiences of Korean American social studies teachers, which have been largely undocumented in the social studies scholarship. The major research question for this study is: How do three Korean American social studies teachers perceive social studies curriculum and implement pedagogy in the realities of their classrooms? Subsidiary questions are: (a) What are these Korean American social studies teachers' perceptions and experiences of teaching profession in American public schools?; (b) How do these Korean American social studies teachers perceive social studies curriculum and implement pedagogy in the realities of classrooms?; and (c) How do sociocultural… [Direct]

Mitsumura, Masakazu (2012). Transforming Multicultural Teacher Education through Participatory Theatre: An Arts-Based Approach to Ethnographic Action Research. ProQuest LLC, Ph.D. Dissertation, Arizona State University. Multivariate forms of social oppression, such as racism, linguicism, and heterosexism, are manifested in schools that, as part of our communities, reflect the societal stratification and structural inequalities of a larger society. Teacher educators engaged in multicultural education are responsible for providing pre-service teachers with opportunities to critically examine the intricacies of cultural diversity in U.S. classrooms, developing critical multicultural dispositions. What are effective pedagogical strategies that encourage pre-service teachers to develop such critical multicultural practices? The researcher has found that participatory theatre, including Boalian theatre games, Forum Theatre, Image Theatre, and ethnodrama, can be a transformative, emancipatory pedagogical tool to engage students in critical and creative exploration of cultural diversity. The primary objective of this study is to illustrate how pre-service teachers develop critical consciousness through… [Direct]

Simmons, Robert W., III (2010). Pursuing Racial Equity in Our Schools: Lessons Learned from African American Male Teachers in a Suburban School District. AILACTE Journal, v7 p33-47 Fall. In a "Multicultural Teaching and Learning" course, racial equity is one of the many issues explored. When discussing racial equity in our schools, teacher education students in the course focus their attention on such issues as the achievement gap, referrals to special education of African American and Latino males, the racism of low expectations. When faced with these issues, the mostly White student population is often times silent, color-blind, or oblivious to the racialized dynamics of schooling. In an effort to expand student understanding of racial equity, but also explore the complexity of race in schools, seven African American male teachers in a suburban school district were interviewed. As a result of these interviews, it is apparent that racial equity conversations must also assist teacher education students in understanding the relationships between African American and White teachers. (Contains 1 figure.)… [Direct]

Brown, Anthony L.; Crowley, Ryan M.; King, LaGarrett J. (2011). Black Civitas: An Examination of Carter Woodson's Contributions to Teaching about Race, Citizenship, and the Black Soldier. Theory and Research in Social Education, v39 n2 p278-299 Spr. In this article the authors interrogate the historical meaning of the African American soldier in order to widen the discussion of race and citizenship in the field of social studies education. The article has two overarching purposes. First, the authors attend to the recent call in the field of social studies for a more rigorous analysis of issues of race and racism. The authors focus attention on the history of the Black soldier in order to document the nuanced and paradoxical ways in which race and citizenship have intersected in the lives and military service of these men. Second, the authors situate the work of Carter G. Woodson as foundational to discussions about race and citizenship. They give specific attention to Woodson's textbook writings in order to highlight how he employed the genre of curriculum writing to challenge the historical narratives found in K-12 texts and in the academic literature about the Black soldier. (Contains 2 notes.)… [Direct]

Freeman, Sydney, Jr.; Wolfe, Brandon (2013). A Case for Administrators of Color: Insights and Policy Implications for Higher Education's Predominantly White Institutions. eJEP: eJournal of Education Policy, Fall. The underrepresentation of administrators of color in higher education is one of the most important ethical dilemmas facing colleges and universities today. Arguably, in no place is this more evident than at historically white colleges and universities (majority institutions). Prior to the 1960s, the lack of administrators of color in higher education's Predominantly White Institutions (PWIs) was viewed as common place and a cultural normative due to the existence of segregation and widespread racism during that era. It was not until the American Civil Rights Movement that higher education was forced to expand, at which point, state and federal civil rights mandates–prompted by social justice concerns–began to challenge institutions that excluded minorities (Chang, 2005). Many of these mandates became known as affirmative action policies. Mostly race-sensitive in nature, these affirmative action policies aimed to increase access and opportunities for promotions, salary increases,… [PDF]

Hensley, Phyllis; Loomis, Corey; Mirci, Philip (2011). Social Justice, Self-Systems, and Engagement in Learning: What Students Labeled as \At-Risk\ Can Teach Us. Educational Leadership and Administration: Teaching and Program Development, v23 p57-74 Sep. When students are marginalized, excluded, negatively labeled, and do not fit what is considered to be normative, they may experience social injustice because of the ways in which oppression have been institutionalized within the education system. In schools, students face social injustice when they are oppressed based on racism, sexism, heterosexism, classism, ableism, audism, sizeism, ageism, and religious intolerance. It is incumbent upon professors who guide and prepare individuals aspiring to leadership positions to recognize and understand the need to ensure equity and support for all students. The goal of this article was to examine student perceptions in order to identify ways in which educational leaders, teachers, and those aspiring to leadership positions might become more effective student advocates who promote social justice. Insights arising from understanding how beliefs influence learning may help educators work with K-12 students in supportive ways given the current… [PDF]

Wheeler-Davenport, Veronica (2014). Effects of Teacher Certification on the Educational Achievement of African American Students. ProQuest LLC, Ed.D. Dissertation, Walden University. The purpose of this nonexperimental quantitative study was to explore the effects of teachers' certification on the achievement of African American students. The impetus for this exploration resided in the reading achievement disparities between African American and Caucasian students in the study district. Guided by the principles of total quality management in education to address educational quality, as well as by the critical race theory to examine the effects of race and racism, this study contributed to research on reading achievement gaps for African American students by addressing whether teacher certification levels have effects on student achievement and whether there are racial disparities in access to highly certified teachers. Archived state reading data on African American students in 100 schools were analyzed using an independent-measures t statistic to identify statistical significance between achievement and teacher certification levels, and percentage of Advanced… [Direct]

Sensoy, Ozlem (2011). Picturing Oppression: Seventh Graders' Photo Essays on Racism, Classism, and Sexism. International Journal of Qualitative Studies in Education (QSE), v24 n3 p323-342. This study, situated in an inner-city school in Western Canada, involved 20 seventh graders producing photo essays about living with racism, classism, or sexism. Two questions guided the study: (1) How do students working with a critical pedagogue conceptualize their own experiences with race, class, and gender in ways that either interrupt or reinscribe dominant mainstream curricular narratives?; and (2) To what extent can visual methods serve to open up and expand researchers' understanding of students' conceptions of their lived experiences in the context of a critical pedagogy classroom? This study drew upon critical pedagogy, critical multicultural education, and visual methodology. Issues of societal curriculum and identity were central to this work. Students' photo essays not only revealed some patterns of mainstream discourses related to race, class, and gender, but also revealed some very sophisticated understandings of how social issues play out in institutional systems…. [Direct]

Housee, Shirin (2008). Should Ethnicity "Matter" when Teaching about "Race" and Racism in the Classroom?. Race, Ethnicity and Education, v11 n4 p415-428 Dec. Teaching about "race" and racism to a diverse student group can lead to some very interesting exchanges. Some of these moments are much to do with the subject content. Learning about racism often pulls on our emotional strings: black students sometimes express their hurt and anger, while white students sometimes remain silent or express their hurt, shame and discomfort. The lecturer's racialised identity is an important factor in these emotional exchanges. Black lecturers are sometimes judged for their "loyalties and sensibilities" with the black community, while white lecturers are questioned for their understanding and sympathies with "race"/racism issues. This paper considers how social identities and physical appearances impact on the teaching and learning process and issues of student and lecturer positionalities and identities in the Higher Education context. In particular, it examines how much being white or black can "matter" in… [Direct]

O'Dowd, Mary (2010). "Ethical Positioning" a Strategy in Overcoming Student Resistance and Fostering Engagement in Teaching Aboriginal History as a Compulsory Subject to Pre-Service Primary Education Students. Education in Rural Australia, v20 n1 p29-42. The paper describes and analyses the issues that impacted on pre service Primary Education students' engagement with the subject "Aboriginal culture and history" at a rural university. The paper identifies how issues including pioneer identity and local "conversations" about race related strongly to this particular rural context. It names and demonstrates "ethical positioning" as an effective pedagogy in shifting often unrecognised racist values and attitudes, thus enabling students to move beyond ethnocentricity. The paper highlights the openness of the students to becoming transformative educators when issues of identity, racism and its ethical implications are reflected on overtly. (Contains 13 footnotes.)… [Direct]

Thomas, Emel (2012). Beyond the Culture of Exclusion: Using Critical Race Theory to Examine the Perceptions of British "Minority Ethnic" and Eastern European "Immigrant" Young People in English Schools. Intercultural Education, v23 n6 p501-511. In England there are minority ethnic students with past family connections to the former British Empire, as well as recent Eastern European students, economic migrants, asylum seekers and refugees. One may wish to ask, do newly emerging racial identities conceptualise race and race relations in similar ways to existing minority ethnic communities? This paper is based on ongoing research examining the perceptions and experiences of British "minority ethnic" and more recently migrated Eastern European "immigrant" youth. Findings from a qualitative study conducted in two Buckinghamshire secondary schools examine everyday experiences, perceptions, practices, and barriers that validate stereotypes of 30 young people (ages 12-16). The primary aims in this paper are: (1) to illustrate some articulations of both inclusion and exclusion within the English educational system, particularly in relation to the recent comparative and temporal dimensions of migration and (2) to… [Direct]

Jessop, Tansy; Williams, Anne (2009). Equivocal Tales about Identity, Racism and the Curriculum. Teaching in Higher Education, v14 n1 p95-106 Feb. This paper is based on a small-scale study of the minority ethnic student experience at a small mainly "white" university in the south of England. Students described their experience as broadly positive but suggested clashes of values in some areas of campus social life. Where the curriculum explored notions of culture, students valued the space to reflect on and nurture their identity, but most described the curriculum as patchily diverse. Students were ambiguous about racism, giving anecdotal evidence of its existence whilst downplaying its significance. The findings suggest that the Higher Education (HE) curriculum is a powerful but under-utilised tool in developing a more inclusive experience for all students. They further suggest that legal and institutional procedures are not a strong enough framework to combat racism, and that campuses with few minority ethnic students need to take a much more intentional approach to transforming the institutional culture. (Contains… [Direct]

Chassels, Caroline (2010). Participation of Internationally-Educated Professionals in an Initial Teacher Education Bachelor of Education Degree Program: Challenges and Supports. Canadian Journal of Educational Administration and Policy, n100 Feb. This paper examines challenges and supports experienced by internationally educated immigrants who participated as adult students in an Initial Teacher Education Bachelor of Education degree program in Ontario as part of their strategy to begin new careers as teachers. The narrative of one participant, a Chinese-educated meteorologist and journalist is presented as a powerful illustration of the challenges, supports and common themes described by the study participants. Her story communicates challenges related to: time; language; the culture of the teaching profession in Ontario; intra-cultural racism; feelings of inadequacy, inferiority, isolation and invisibility related to "otherness"; and a competitive labour market that disadvantages immigrant teachers. Her story also describes support through: constructive mentoring, a course developed specifically for internationally educated student teachers; and, supportive peer colleagues. (Contains 2 footnotes.)… [PDF]

Rollock, Nicola (2012). The Invisibility of Race: Intersectional Reflections on the Liminal Space of Alterity. Race, Ethnicity and Education, v15 n1 p65-84. It has been argued that racialised Others occupy a liminal space of alterity; a position at the edges of society from which their identities and experiences are constructed. Rather than being regarded as a place of disadvantage and degradation, it has been posited that those excluded from the centre can experience a "perspective advantage" as their experiences and analyses become informed by a panoramic dialectic offering a wider lens than the white majority located in the privileged spaces of the centre are able to deploy. In this article, I invite the reader to glimpse the world from this liminal positioning as I reflect critically on how the intersections between social class, race and gender variously advantage or disadvantage, depending on the context, the ways in which Black middle classes are able to engage with the education system. While I make reference to findings from a recent school-focused ESRC project "The Educational Strategies of the Black Middle… [Direct]

Van de Kleut, Geraldine (2011). The Whiteness of Literacy Practice in Ontario. Race, Ethnicity and Education, v14 n5 p699-726. In the spring of 2008, the Literacy and Numeracy Secretariat of the Ontario Ministry of Education in Canada released a DVD that was one in a series designed to train literacy teachers in what the Ministry referred to as "high-yield" comprehension strategies. Using the lens of Critical Race Theory, this article analyses the picture book used in the model lesson as well as the teaching methods recommended for all Ontarian teachers in the DVD. While the selection of the picture book fits the present policies of multiculturalism in Ontario, its romanticized portrayal of an indigenous people serves to perpetuate racism, particularly in the uncritical reading demonstrated in the DVD. In addition, the teaching methods demonstrated as "high-yield" arise from the global movement towards standardization in education, and establish measurable student achievement, in a classroom portrayed as socially neutral, as the end goal of education. Nowhere in this model lesson, given… [Direct]

Chyrikins, Mariela; Vieyra, Magdalena (2010). Making the Past Relevant to Future Generations. The Work of the Anne Frank House in Latin America. Intercultural Education, v21 suppl 1 pS7-S15. This paper provides the context and outlines the barriers and opportunities for developing promising Holocaust education programmes in Latin America, especially working with diverse communities and societies. In particular, the conflictual history of Latin American and recent democratization processes present opportunities for educational work. It is argued that teaching about the history of the Holocaust through a human rights and anti-racism lens can be an especially effective tool. The authors take the work of the Anne Frank House in Latin America as a case study of how Holocaust education can be connected to human rights education in an attempt to help young people in Latin America confront their past as well as their present situation. The insights gained from such work in Latin America can help educators to develop future programmes in various Latin American countries, as well as in other post-conflict societies. (Contains 8 notes.)… [Direct]

K√∂ksal, Din√ßay; Ulum, √ñmer G√∂khan (2019). Ideological and Hegemonic Practices in Global and Local EFL Textbooks Written for Turks and Persians. Acta Educationis Generalis, v9 n3 p66-88 Dec. Introduction: Studies on the relationship between ideology, hegemony and textbooks in applied linguistics have been incremental in recent decades because emergence of critical theory, critical pedagogy, and critical thinking skills from the 1920s on has led scholars to develop a critical perspective towards EFL (English as a Foreign Language) textbooks taking the elements of ideology and hegemony into consideration. These two terms encompass an innumerable number of elements or compounds ranging from nationalism to religion. The importance of meta-narratives originating from the tenets of modernism or modernization has been downgraded from 1960s on because it has been postulated that the world has entered a new age called postmodernism and post-structuralism that have emphasized the role of individuals and criticized the efforts to reinforce post-colonialism, the effects of which can be seen in EFL textbooks. Therefore, it remains crucial to analyze EFL textbooks taking the main… [Direct]

Revilla, Anita Tijerina (2012). What Happens in Vegas Does "Not" Stay in Vegas: Youth Leadership in the Immigrant Rights Movement in Las Vegas, 2006. Aztlan: A Journal of Chicano Studies, v37 n1 p87-115 Spr. Students calling themselves the Las Vegas Activist Crew shut down the city's famed Strip on May 1, 2006, with an immigrant rights protest that was one of the largest demonstrations in Nevada's history. This research analyzes the ways that students engage in activism to improve their own social conditions and those of their communities. The theoretical framework for the study is critical race theory and Latina/o critical theory in education, which examine the intersection of race with ethnicity, class, gender, sexuality, language, immigration status, culture, and color. Data for this study were collected over five years, starting with the immigrant rights mobilization of 2006 and continuing to the present. A multitiered approach was used, including participatory action research, one-on-one interviews, and focus group interviews. This research reveals the importance of youth leadership and contests deficit thinking about Latina/o students. It supports the notion that advocacy for… [Direct]

Rosen, Yigal; Salomon, Gavriel (2011). Durability of Peace Education Effects in the Shadow of Conflict. Social Psychology of Education: An International Journal, v14 n1 p135-147 Mar. Value-oriented instructional programs, such as anti-racism, may often face societal barriers. A case in point are peace education programs in conflictual contexts. Close analysis of peace education programs in regions of conflict and tension suggest that they face formidable barriers that would appear to prevent the attainment of their goals of mutual legitimization, changed attitudes and empathy. However, positive research findings suggest otherwise. A possible solution of this contradiction is the distinction between strongly held and not easily changeable attitudes and beliefs, called "convictions" (Abelson, "American Psychologist" 43: 267-275 1988) and more regular attitudes. Possibly, the barriers facing peace education may pertain to convictions while the positive impact of peace education may pertain to less strongly held attitudes and beliefs. The present study examined the possible differential changes in more or less central beliefs when Israeli Jewish… [Direct]

Abrams, Elizabeth M.; Todd, Nathan R. (2011). White Dialectics: A New Framework for Theory, Research, and Practice with White Students. Counseling Psychologist, v39 n3 p353-395 Apr. This article presents White dialectics, or the tensions that White students experience as dominant group members in the United States, as a new framework to understand and intervene with White students and counselor trainees. Developed from and supported by our qualitative analysis, the authors present the six dialectics of (a) Whiteness and self, (b) connection in multiracial relationships, (c) color blindness, (d) minimization of racism, (e) structural inequality, and (f) White privilege. They demonstrate that White students exhibited dialectical movement, shifting along these dialectics as they reflected on their race. Moreover, they identified their dialectical tensions as investigators that may parallel tensions experienced by those working with White students. They conclude by discussing White authenticity, or the continual struggle with the White dialectics as an educational goal, with suggestions for intervention. A focus on White dialectics holds promise for the field of… [Direct]

Gillborn, David (2006). Critical Race Theory and Education: Racism and Anti-Racism in Educational Theory and Praxis. Discourse: Studies in the Cultural Politics of Education, v27 n1 p11-32 Mar. What is Critical Race Theory (CRT) and what does it offer educational researchers and practitioners outside the US? This paper addresses these questions by examining the recent history of anti-racist research and policy in the UK. In particular, the paper argues that conventional forms of anti-racism have proven unable to keep pace with the development of increasingly racist and exclusionary education polices that operate beneath a veneer of professed tolerance and diversity. In particular, contemporary anti-racism lacks clear statements of principle and theory that risk reinventing the wheel with each new study; it is increasingly reduced to a meaningless slogan; and it risks appropriation within a reformist "can do" perspective dominated by the de-politicized and managerialist language of school effectiveness and improvement. In contrast, CRT offers a genuinely radical and coherent set of approaches that could revitalize critical research in education across a range of… [Direct]

LaMastra, Kevin (2010). Haiti: From Charity to Justice. Rethinking Schools, v24 n3 p42-43 Spr. It is not easy to learn the "real story" of Haiti; mainstream historical accounts are often told through a distorted lens of racism and colonial exploitation. Even today, in the aftermath of the quake, Haiti's poverty is blamed on poor leadership, a lack of democratic traditions, and isolation due to language. Commentators describe it as a dangerous place requiring foreign intervention, its people incapable of running their own affairs. This, claims this author, lays the groundwork for those who will try to use the disaster as an opportunity to "reshape" Haiti's government and economy in a manner that will further impoverish its people while continuing to deny Haiti its rights to self-determination. So as the Haitian people courageously struggle to respond to the disaster with little besides their bare hands, there is something else one must learn, and teach, from this tragic moment in history. Students feel sympathy for the Haitian people. But that is not enough…. [Direct]

Pollard, Tyler J. (2014). "True Blood," a Critical Pedagogy of Conjuration, and Mediating Racial Histories in the Classroom. Review of Education, Pedagogy & Cultural Studies, v36 n2 p144-155. The Texas Board of Education's sweeping approval of roughly one hundred changes to the social studies and history curriculum, a ban on so-called "interpretive history" in Florida, and a vitriolic campaign of book-banning in Arizona, indicate the extent to which American education and curriculum is currently under assault by a forced historical amnesia (Giroux 2012, 2013). In particular, the historically formative role that racial discrimination and violence have played in shaping the contemporary economic, cultural, and political landscape is being suppressed by a postracial and dehistoricizing cultural pedagogy. In this article, author Tyler J. Pollard contends that it is absolutely imperative that youth learn to live historically and politically in the present, and wagers that this learning can be cultivated in the classroom through the practice of what he is calling a "pedagogy of conjuration." Given the recent haunting of vampires, zombies,… [Direct]

Perkins, Linda M. (2010). The Black Gender Achievement Gap: A Historical Perspective. The Claremont Letter. Volume 4, Issue 2. Claremont Graduate University (NJ1) Recent studies have discussed the growing gap of college attendance and graduation rates of women and girls. While the rate of White women's college attendance and graduation now surpasses that of men, this has been the case for Black women for over a century. Throughout the twentieth century until the present, Black women have earned more college degrees than Black men except for the decade between 1920 and 1930. This paper shall discuss the intersectionality of race and gender and how they have impacted the education of Black women and men from the nineteenth century to the present. It will shed light on the role of race and racism in reducing Black males' college attendance beginning early in the twentieth century and the consequences of the tremendous gap in Black male and female higher education attainment. (Contains 14 notes.)… [PDF]

Covarrubias, Alejandro; Liou, Daniel D. (2014). Asian American Education and Income Attainment in the Era of Post-Racial America. Teachers College Record, v116 n7 2014,. Background: Prevailing perceptions of Asian Americans as model minorities have long situated this population within postracial discourse, an assumption that highlights their educational success as evidence of the declining significance of race and racism, placing them as models of success for other people of color. Despite evidence to repudiate the model minority thesis, the visibility of Asian Americans in higher education continues to reinforce essentialist paradigms about their presumed success while rendering invisible the educational experiences and diminished educational earning power of low-income, women, and noncitizen Asian populations. Research Design: Drawing from the March Supplement of the Census' 2010 Current Population Survey (CPS), we carried out multiple cross-tabulations that allowed us to disaggregate the educational attainment and earning power for Asian Americans across various social categories. The March Supplement of the CPS, referred to as the Annual… [Direct]

Wilson, Brandy (2012). Connecting Past, Present and Future: How African American Teacher Candidates' School Experiences Inform Their Motivations to Teach, Educational Philosophies, and Identities as Future Teachers. ProQuest LLC, Ph.D. Dissertation, University of South Carolina. The stories of students and teacher candidates of Color hold powerful lessons and tremendous insight for educational reform efforts. Yet, rarely do educators and policymakers solicit or critically engage the educational narratives of students of Color. Indeed, despite resurgence in a four-decade long conversation regarding the shortage of teachers and preservice teachers of Color in the United States, public and academic discourses have failed to reflect a genuine understanding of their school experiences. In particular, research confirms that we know little about how their educational experiences are impacted by race(ism) and culture, or how those experiences subsequently inform their motivations to enter the teaching field, their developing educational philosophies, and their views of themselves as future teachers. I argue that there is much to be gained through deepening our understanding of African American preservice teachers' past and present educational experiences,… [Direct]

Kahlenberg, Richard D. (2013). How Much Do You Pay for College?. Chronicle of Higher Education, Feb. At Middlebury College–and on campuses throughout the country–class is coming out of the closet. Long hidden from view, economic status is emerging from the shadows, as once-taboo discussions are taking shape. The growing economic divide in America, and on American campuses, has given rise to new student organizations, and new dialogues, focused on raising awareness of class issues–and proposing solutions. With the U.S. Supreme Court likely to curtail the consideration of race in college admissions this year, the role of economic disadvantage as a basis for preferences could further raise the salience of class. Today's young people have grown up in a world unlike that of their parents. Class inequality has taken on much greater salience than racial inequality. Today's youth didn't grow up seeing fire hoses being trained on peaceful civil-rights demonstrators. Instead they have grown up in a country where racism continues to exist, but where voters elected and then re-elected a… [Direct]

Ali, Mehrunnisa Ahmad; Kilbride, Kenise Murphy (2010). Striving for Voice: Language Acquisition and Canadian Immigrant Women. Current Issues in Language Planning, v11 n2 p173-189 May. Under headings such as finances, child care, cultural challenges, location, racism, teachers, and accents, 30 immigrant women speaking either Mandarin, Cantonese, Punjabi, or Urdu told their stories of arriving in Canada without English, and the obstacles they faced in trying to acquire English. While differing in their goals for learning English, they had a unanimous desire to become fluent in English. The women, who were interviewed in their first language, discussed the impact of a lack of English on their lives, including their health, family responsibilities, education, and ability to integrate into their new country. They were very specific in identifying what could help them overcome the obstacles they faced, and in their recommendations for policy-makers and service providers. (Contains 4 notes.)… [Direct]

Galvin, Maryanne; Read, Donald A. (1983). Combating Racism and Sexism in Health Education: Some Issues, Responsibilities, and Possibilities. Health Education (Washington D.C.), v14 n2 p10-14 Mar-Apr. The need to combat racism and sexism through health education is pointed out, and program/curriculum goals are suggested. Methods for teaching these sensitive topics, for making teachers more aware of their own attitudes, and for creating an atmosphere of openness and trust in the classroom are discussed. (PP)…

Leonardo, Zeus; Porter, Ronald K. (2010). Pedagogy of Fear: Toward a Fanonian Theory of \Safety\ in Race Dialogue. Race, Ethnicity and Education, v13 n2 p139-157 Jul. In education, it is common to put the condition of \safety\ around public race dialogue. The authors argue that this procedural rule maintains white comfort zones and becomes a symbolic form of violence experienced by people of color. In other words, they ask, \Safety for whom?\ A subtle but fundamental violence is enacted in safe discourses on race, which must be challenged through a pedagogy of disruption, itself a form of violence but a humanizing, rather than repressive, version. For this, the authors turn to Frantz Fanon's theory of violence, most clearly outlined in \The Wretched of the Earth.\ First, the article outlines the basic assumptions of Fanon's theory of revolutionary, as opposed to repressive, violence. Second, we analyze the surrounding myths that an actual safe space exists for people of color when it concerns public race dialogue. Third, we critique the intellectualization of racism as part of the concrete violence lived by people of color in the academy, which… [Direct]

Hulan, Nancy; McIntyre, Ellen (2010). Teachers' Developing Understandings about Race and Achievement in a Graduate Course on Literacy Learning. Teacher Education and Practice, v23 n2 p194-209 Spr. In this article, we describe a study of teachers' constructions of understandings about race and achievement in the context of a course on literacy learning and instruction. We documented the course activities, the readings, the assignments, and the teachers' responses related to race during the semester course. The lead researcher also interviewed a few teachers after the course. We analyzed all statements that teachers made concerning race and education and found that while some new understandings emerged during the course, some students' viewpoints moved toward more explicit racism. The views presented in these findings will likely resonate with other teacher educators, which may inspire them to intervene when views of teachers are not in the best interest of the students they teach. (Contains 1 table.)… [Direct]

Reddie, Anthony G. (2010). Teaching for Racial Justice: A Participative Approach. Teaching Theology & Religion, v13 n2 p95-109 Apr. This article outlines an ongoing method the author developed for seeking to enable predominantly White students in theological education (those training for authorized public ordained ministry) to engage with the central tenets of racial justice. The quest for racial justice has been an important part of the mission of the major church denominations in the United Kingdom over the past twenty years, as they have declared that "Racism is a sin." Ordained ministers are now charged with the task of seeking to lead church congregations into faithful, anti-racist forms of practice–namely, the quest for racial justice. This paper outlines the working method the author has developed in order to conscientize ministers in training for this significant task…. [Direct]

Bullen, Pauline E. (2012). The Continued Relevance of \Teaching to Transgress: Education as the Practice of Freedom\. Journal of College Teaching & Learning, v9 n1 p21-26 1st Qtr. In 1994, bell hooks' work, Teaching to Transgress–Education as the Practice of Freedom was first published and this work re-examines it for its intent to counter the devaluation of teaching and on the basis that it addresses the urgent need for changes in teaching practices. Because of the intransience of racism and the various \isms\ that are part of our everyday culture, hooks' work remains relevant, particularly for those who find themselves in the position of the lone soldier in the war to effect equitable system change–forever conspiring and scheming in order to accomplish equity in education. This re-examination of hooks' work is also offered to those who face \disempowered collective backlash\ (p.31)–backtracking, ostracization and belittlement designed to dissuade paradigm shifts. It is offered to individuals who are seeking \freedom\–individuals who are seeking to define and contextualize their experiences, their struggle, and to those trying to cope with a society eager… [Direct]

Bryan, Audrey (2010). Corporate Multiculturalism, Diversity Management, and Positive Interculturalism in Irish Schools and Society. Irish Educational Studies, v29 n3 p253-269 Sep. This article offers an empirical critique of recent social and educational policy responses to cultural diversity in an Irish context, with a particular focus on anti-racism, integration and intercultural education policies developed during the so-called "Celtic Tiger" era. Combining ethnographic and discourse analytic techniques, I highlight the centrality of the Celtic Tiger economy and corporate interests in influencing the particular version of interculturalism promulgated by the Irish state. I argue that broader macro processes and discourses operating at the level of Irish state policy can impact the local school level, resulting in negative consequences for ethnic minority students, particularly those who are least endowed with the cultural and linguistic capital valued by the school and wider society. (Contains 6 notes.)… [Direct]

Holladay, Jennifer (2008). Mix It up!. Education Digest: Essential Readings Condensed for Quick Review, v74 n3 p21-23 Nov. Today's students are the most racially tolerant generation the nation has ever seen. According to recent studies, they are more likely to have friends or date across racial and ethnic lines than earlier generations. They believe racism is wrong. Despite some progress, racism is still pervasive in American schools. This article describes what schools can do to promote tolerance and equality. It discusses four areas that schools should focus on their effort to promote tolerance and equality. These are: (1) use anti-racist curricula; (2) deepen character education; (3) promote cross-group contact; and (4) strive for school equality…. [Direct]

Thibeault, Matthew D. (2012). Ubiquitous Music Learning in a Postperformance World. Yearbook of the National Society for the Study of Education, v111 n1 p196-215. Change growing from technological innovation occasions both excitement and apprehension for all educators. This is especially so in music education. For music educators, as many new wants as new worries accompany these changes. In this article, the author argues for the critical engagement of the music education profession to amplify positive change. This is a pragmatic view of technological change that emphasizes agency within the interplay of wants, needs, values, and practices as people change and are changed by technological innovation. To that end, and to better understand the possibilities and problems inherent in the present, the author reexamines larger trajectories of change over the past century. To do so, the present musical world is conceptualized as postperformance, a term used to capture the gradual decoupling of music from live performance via sound recording and the subsequent rise of the Internet and new media. In regard to learning, the present moment is framed… [Direct]

Bryan, Audrey (2009). The Intersectionality of Nationalism and Multiculturalism in the Irish Curriculum: Teaching against Racism?. Race, Ethnicity and Education, v12 n3 p297-317 Sep. This research explores the interrelationship between the production of national identity and multiculturalism in Irish schools and society. Working from the perspective that ideas about "race" and nation are inextricably linked, I examine how contemporary nationalistic identity projects and processes map onto the current policy drive towards multicultural (or intercultural) education in Ireland. Informed by the intellectual oeuvre of Pierre Bourdieu, my analysis investigates state-level discourses as they are articulated in recent anti-racist policy documents and in the national curriculum, and how these broader discourses are interpreted at the local school level. Combining discourse analytic, observational and in-depth interviewing techniques, I examine how state and school-based intercultural policies and practices construct difference along racial-ethnic and national lines, and consider the implications of these policies and practices for sustaining and contesting… [Direct]

Brainard, Patricia J. (2009). Reflections on the White Privilege Conference. New Horizons in Adult Education & Human Resource Development, v23 n2 p47-53 Spr. What is the work of White adult educators to dismantle racism in our classrooms and training sessions? How are we to engage and influence White people to do what is required to create a more just society? These are some questions that the ninth annual White Privilege Conference attempts to address. This \Perspective on Practice\ essay reviews that conference to share my reflections on its meaning and relevance to adult education and implications for practitioners. (Contains 1 footnote.)… [PDF]

Fierros, Edward Garcia (2009). Using Performance Ethnography to Confront Issues of Privilege, Race, and Institutional Racism: An Account of an Arts-Based Teacher Education Project. Multicultural Perspectives, v11 n1 p3-11 Jan. Preservice student teachers engaged in a collaborative research initiative to examine the memory of the 1954 \Brown v. Topeka Board of Education\ decision that culminated in a public performance. Ethnographic data were translated into performance texts through students' performances that confronted issues of privilege, race, and institutional racism in their university context. Critical examinations of the memory of the \Brown\ court decision in their university learning community led to implications for teacher education. Students' use of performance ethnography as an arts-based educational research approach is discussed as a valuable means of alternative assessment. (Contains 1 table and 1 footnote.)… [Direct]

Cruz, Jessica (2013). Undergraduate Latina/o Student Organizations: A Latina/o Critical Theory Analysis. ProQuest LLC, Ed.D. Dissertation, Teachers College, Columbia University. Latina/o college enrollment is on the rise, but degree attainment continues to be an obstacle. In fact, Latin@s continue to hold the lowest levels of educational attainment (Fry, 2011). Therefore, it is important to better understand factors impacting their higher education journey. One of these factors includes involvement in registered student organizations. Hence, the purpose of this study is to explore the role of Latin@ student organizations (LSOs) in the experiences of Latin@s in higher education as perceived by current and former Latin@ students as well as current faculty and staff at a predominantly White institution. To this end, interview, survey, focus group, observation, and document data were used to answer the following research questions: (1) What are the internal dynamics of undergraduate LSOs? (2) Why do certain Latin@ students choose to participate in LSOs while others do not? and (3) How does LSO involvement foster or hinder Latin@ students' journey through higher… [Direct]

Bouchereau Bauer, Eurydice; S√°nchez, Lenny (2020). Chapter 5: Living "nan lonbraj la"–Haitian Immigrant Young People Writing Their Selves into the World. Teachers College Record, v122 n13. Background: Immigrant young people face many challenges in reconciling sociocultural differences that exist in their day-to-day experiences (e.g., school, home, peers), which raises important questions for how school settings can support these students' navigation of these experiences. Much is yet to be learned about the manifestation processes for these young people. This is especially true for Haitian immigrant young people as they encounter racio-cultural dynamics in the U.S. (e.g., through racism and classism) as they work to construct their Haitianness and straddle the different cultural domains they live out. Context: This article focuses on understanding the lived experiences of three Haitian immigrant young people. The young people included two siblings (ages 22 and 16) and a third child (age 8). Interview methodology was used in order to capture stories from the viewpoint of the young people. The mothers of these young people were also interviewed in order to corroborate the… [Direct]

Keddie, Amanda (2011). "Much More than a Basic Education": Supporting Self-Determination and Cultural Integrity in a Non-Traditional School for Indigenous Girls. International Journal of Inclusive Education, v15 n9 p1001-1016. This paper presents data from an interview-based case study of a secondary school located in a suburban area of Queensland (Australia). The school is a non-traditional education site designed to support disadvantaged girls, many of whom are Indigenous, and is highly regarded for its holistic approach to gender and cultural inclusion and equity. Through lenses that align Nancy Fraser's theories of redistributive and recognitive justice, with Indigenous feminists' equity priorities, the paper identifies and analyses the structures and practices at the school that support the girls' capacities for self-determination and their sense of cultural integrity. The paper is an important counterpoint within the context of mainstream gender equity and schooling discourses that continue to homogenise gender categories, sideline the multiple axes of differentiation that interplay to compound gender (dis)advantage and deflect attention away from marginalised girls. In particular, it provides… [Direct]

Davila, Erica R.; Peterson, Rochelle R. (2011). Are the Walls of Injustice Tumbling Down?. Educational Foundations, v25 n3-4 p37-58 Sum-Fall. The discussion of multicultural education in teacher preparation dates back several decades. \The historical roots of multicultural education lie in the civil rights movements of various historically oppressed groups\ (Gorski, 1999, p.1). As communities of color resisted institutional racism, schools became one of the sites of struggle. Thus, the concept of multicultural education is a response rooted in reforming education for liberation. However, according to Nieto and Bode (2008) many courses are not translating into culturally competent teaching. Although the authors believe it is very complex to find the \magic\ in providing teachers and pre-service teachers with the tools to engage in multicultural education as practice, they do believe that they can offer a piece in the mosaic that may bring one a step closer to producing culturally competent teachers. Just like most reform ideas in education, multicultural education is defined differently from one city or town to the next,… [PDF] [Direct]

Del Razo, Jaime Liborio (2012). Echandole Ganas: Undocumented, Latino Students Fighting for Collegiate Survival in Their United States Homeland. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. This study examines the college aspirations and access of Latino, undocumented students. In a time when college access is limited and a college education is necessary, the issue of academically qualified, undocumented students trying to enter the higher education system under tremendous odds is one that deserves a closer study. This dissertation unearths the methods that undocumented, Latino students utilize to gain access and succeed in U.S. colleges despite the financial constraints and social stigma associated with being an undocumented, Latino student in the U.S. The theoretical lens of Critical Race Theory is used to analyze the stratification of immigration status in the U.S. along with examining the consequences of racialization of the term "undocumented". Utilizing a mixed methods approach that uses qualitative and quantitative methods, this study benefits from 16 in-depth interviews with undocumented Latino students from Arizona and California and 290 complete… [Direct]

De Lissovoy, Noah (2012). Education and Violation: Conceptualizing Power, Domination, and Agency in the Hidden Curriculum. Race, Ethnicity and Education, v15 n4 p463-484. This article offers a theory of a process of \violation\ that connects macropolitical effects to the intimate terrain of subject production. I describe power, as violation, in terms of a simultaneous process of construction and destruction, which seeks its satisfaction in an injury to the very identities it is complicit in producing. Starting from analyses of power and racism in the historical Black radical tradition, and in particular the work of W.E.B. Du Bois and Frantz Fanon, and in contrast to prevailing conceptualizations in critical and poststructuralist theory, I describe violation as active and motivated rather than the mere by-product of a more fundamental imperative of reproduction or normalization. This analysis foregrounds the continuous process of assault that characterizes the hidden curriculum of schooling for students of color and other marginalized students, particularly with regard to the contemporary clinical and academic discourses that work to name, know, and… [Direct]

Earnest, Jaya; Mohajer, Nicole (2010). Widening the Aim of Health Promotion to Include the Most Disadvantaged: Vulnerable Adolescents and the Social Determinants of Health. Health Education Research, v25 n3 p387-394 Jun. Growing numbers of adolescents are marginalized by social factors beyond their control, leading to poor health outcomes for their families and future generations. Although the role of the social determinants of health has been recognized for many years, there is a gap in our knowledge about the strategies needed to address these factors in health promotion. Drawing on a review of literature on health promotion for marginalized and out-of-school adolescents, this paper highlights some urgent areas of focus for researchers and policy makers addressing adolescent health. Social determinants of health affecting marginalized adolescents identified by the review were education, gender, identity, homelessness, poverty, family structure, culture, religion and perceived racism, yet there is little solid evidence as to how to best address these factors. More systematic research, evaluation and global debate about long-term solutions to chronic poverty, lack of education and social… [Direct]

Vaught, Sabina Elena (2009). The Color of Money: School Funding and the Commodification of Black Children. Urban Education, v44 n5 p545-570. This article explores the roles of racism and Whiteness in the decentralized governance structure and practice of a weighted student formula funding policy in an urban, West Coast school district. Specifically, it examines the ways in which a racialized struggle for fiscal authority played out at one urban high school where the immense racial disparities in education and achievement were starkly highlighted. The analysis of this struggle is framed by Critical Race Theory and suggests that Whiteness operates as a form of property that maintains White racial dominance in schooling and achievement. (Contains 2 notes.)… [Direct]

Oller, Judith; Vila, Ignasi; Zufiaurre, Benjamin (2012). Student and Teacher Perceptions of School Involvement and Their Effect on Multicultural Education: A Catalonian Survey. Race, Ethnicity and Education, v15 n3 p353-378. In multilingual schools students have diverse identities, cultural backgrounds, perceptions, capacities and linguistic experiences. The space for teaching and learning is also mediated by stereotypes and prejudices associated with this diversity. Diversity, stereotypes and prejudices shape how teachers and learners operate in a world of complex social relationships. In this survey we explore the hidden attitudes of immigrant students and teachers in secondary education in Catalonia (Spain). The research uses the distinction between explicit and implicit attitudes to analyse immigrant students' perceptions and teachers' subconscious perceptions about school involvement. The sample includes 4078 immigrant students with more than six months of residence in the host country that were attending linguistic support classes in secondary schools of Catalonia during the year 2006-2007, and also their regular classroom teachers and support teachers. The survey aims to establish if is there any… [Direct]

Blanchett, Wanda; Zion, Shelley D. (2011). [Re]Conceptualizing Inclusion: Can Critical Race Theory and Interest Convergence Be Utilized to Achieve Inclusion and Equity for African American Students?. Teachers College Record, v113 n10 p2186-2205. Background/Context: Even though not fully realized, in legislation and theory, the requirements of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act have created pressure to address the historical inequity in educational opportunity, achievement, and outcomes, as well as disparities in achievement between students of color and White students; disproportionality in special education referral, identification, and placement; high dropout rates for students of color; and disproportionate discipline and referrals for students of color, students from lower socioeconomic backgrounds, students from immigrant families, and students in urban areas. Purpose/Objective/Research Question/Focus of Study: The authors argue that inclusive education never had the potential to be truly inclusive because it is built on the premises of an inferiority paradigm. Issues of race, class, and privilege have rarely been incorporated into the inclusive education… [Direct]

Gonzalez, Ileana A. (2012). An Examination of the Relationship between Practicing Urban School Counselors' Colorblind Racial Ideology and Social Justice Factors Such as Supports, Barriers, Self-Efficacy and Outcome Expectations, and Social Justice Interest and Commitment. ProQuest LLC, Ph.D. Dissertation, University of Maryland, College Park. Groups of American students are learning at alarmingly different rates. This disparity in education is seen disproportionately in schools in urban areas, where students of color and low income students are concentrated in highly segregated areas. In urban areas, the effects of poverty, racism, and isolation are compounded by stressful environments that make learning difficult for students as is evidenced by the various educational gaps. The inadequate and under-resourced education provided for children in urban schools results in a dramatic loss of human potential and economic loss to the nation's economy. Professional school counselors, who work in the urban context, are in a unique position to remove systemic barriers and create equitable opportunities for learning for these students. School counselors need multicultural counseling competence in order to provide appropriate services to these diverse urban student populations; however, multicultural awareness, knowledge and… [Direct]

McCoy, Shuntay Z. (2013). Navigating Racialized Contexts: The Influence of School and Family Socialization on African American Students' Racial and Educational Identity Development. ProQuest LLC, Ph.D. Dissertation, University of North Carolina at Greensboro. Within the United States, African American students experience school socialization that exposes them to racial segregation, economic stratification, and route learning masked as education. Consequently African American families are compelled to engage in socialization practices that buffer against the adverse influences of racism, oppression, and dehumanization that threaten African American students' pro-social identity development within a racialized society. To investigate how African American students' develop their racial and educational identity within this racialized context I conduct a qualitative investigation to (a) explore African American students' perceptions of the socialization experiences they identify as salient influences on their racial and educational identity; (b) theoretically deconstruct the racialized contexts (i.e., secondary educational institutions) within which African American students are socialized prior to entering college; and (c)… [Direct]

Chu, Mayling; Jones, Terry; Phan, Phu; Vugia, Holly; Woods, Dianne Rush; Wright, Paul (2009). A Social Work Program's Experience in Teaching about Race in the Curriculum. Journal of Social Work Education, v45 n2 p325-333 Spr-Sum. Teaching about race, racism, and oppression presents higher education programs with complex challenges. This article reports on the experiences of a new MSW program in designing a gateway \race, gender, and inequality\ course. Embracing a theoretical base of culturally competent practice and solutions to the inherent difficulties of discussing race and oppression in diverse student groups is suggested along with six rules of engagement. Recommendations are based on the interactive experience of a highly diverse faculty and student body, literature review, student focus groups, faculty retreats, expert consultation, and curriculum refinement. (Contains 1 table.)… [Direct]

Cowan, Paula; Maitles, Henry (2011). '"We Saw Inhumanity Close up." What Is Gained by School Students from Scotland Visiting Auschwitz?. Journal of Curriculum Studies, v43 n2 p163-184. As the education for citizenship agenda continues to impact on schools in the UK and with the Holocaust Educational Trust (HET) in conjunction with the Scottish Government introducing its Lessons From Auschwitz (LFA) project for students and teachers in Scotland, this article focuses on the Scottish context and investigates the school processes by which students are chosen to participate in the LFA project, the impact the LFA project has on student personal growth, and the range of follow-up activities in their schools and communities. The methodology employed online questionnaires and face-to-face interviews which were designed to ascertain student perceptions of the LFA project and the impact that this project had on student participants, their schools, and their communities. Findings demonstrate that the student cohort were highly academic students who took their responsibilities on return to their schools very seriously and organized a wide range of events, both in their schools… [Direct]

Houston, Akil (2011). Tasseography: Reading Post-Racial Resistance to Teaching. Philosophical Studies in Education, v42 p76-87. This article focuses on developing a progressive philosophy of praxis that challenges, what the author argues is, a post-racial resistance to teaching about racial injustice. Post-racial resistance to teaching can lead to forms of enlightened racism and sexism in the classroom. In this essay, the author develops and extends the use of the metaphor of tasseography as a critically analytical practice to consider the impact of Tea Party politics on higher education teaching pedagogy. By considering forces that help to construct and frame certain forms of student ideology, particularly Tea Party rhetoric, tasseography emerges as a way to read the sediments of popular discourse. The philosophy and practice of tasseography provides a means to interpret, understand, and analyze the significance of the Tea Party for post-racial resistance to teaching, deconstructing its relations of power and racist ideology. As such, tasseography as a critical practice can offer ideas and solutions around… [PDF]

Benesch, Sarah (2008). \Generation 1.5\ and Its Discourses of Partiality: A Critical Analysis. Journal of Language, Identity, and Education, v7 n3-4 p294-311 Jul. This is a critical discourse analysis of \generation 1.5,\ a term used to refer to students born outside the United States who received part, or most, of their formal education in the United States. The analysis reveals that surrounding \generation 1.5\ are 3 interconnected discourses of partiality: a discourse of demographic partiality, a discourse of linguistic partiality, and a discourse of academic partiality. Claiming that these discourses are grounded in a monolingual/monocultural ideology, I offer counterdiscursive evidence that self-described \generation 1.5\ writers see themselves not as partial but as visible minorities who experience racism in their daily lives. To address racism, I offer strategies for promoting multilingualism and multiculturalism on U.S. college campuses. (Contains 3 endnotes.)… [Direct]

Curry, Kristal (2013). The Silenced Dialogue and Pre-Service Teachers. Multicultural Education, v20 n2 p27-32 Win. In this article, the author reflects on the 1988 article "The Silenced Dialogue," by Lisa Delpit, which described the lack of communication dividing Black and White educators when it comes to the issue of race, specifically due to the disparity between reliance on theory (White) and reliance on cultural understanding (Black). Nearly a quarter century has passed since that article was written, but research about the attitudes, beliefs, and experiences of both Black and White educators seems to indicate that the Silenced Dialogue continues to exist in teacher education programs as well as in the broader world of the American education system (Dickar, 2008; Hayes & Juarez, 2012). As a Diversity course instructor in a teacher education program, this author began to wonder where she and her students fit into this dynamic of the Silenced Dialogue. Thinking back on her teaching tended to indicate that the Black and White students in her reflection-heavy and discussion-heavy… [PDF]

Mapp, Karen L.; Warren, Mark R. (2011). A Match on Dry Grass: Community Organizing as a Catalyst for School Reform. Oxford University Press The persistent failure of public schooling in low-income communities constitutes one of our nation's most pressing civil rights and social justice issues. Many school reformers recognize that poverty, racism, and a lack of power held by these communities undermine children's education and development, but few know what to do about it. "A Match on Dry Grass" argues that community organizing represents a fresh and promising approach to school reform as part of a broader agenda to build power for low-income communities and address the profound social inequalities that affect the education of children. Based on a comprehensive national study, the book presents rich and compelling case studies of prominent organizing efforts in Chicago, New York City, Los Angeles, Denver, San Jose, and the Mississippi Delta. The authors show how organizing groups build the participation and leadership of parents and students so they can become powerful actors in school improvement efforts. They… [Direct]

Graham, Evol (2009). Public School Education: The Case for Reduced Class Size. Why the Present Class Size is Not Working and What Can We Do about It?. Online Submission By reducing class size we will close the achievement gap in public school education, caused by prior neglect especially since the civil rights era of the sixties. Additional, highly qualified and specialized teachers will more effectively manage a smaller class size and serve more individual student needs in the crucial early grades, where a solid foundation helps learning. Research supports closing the achievement gap with smaller classes and an increased number of qualified teachers. (Promising Initiatives to Improve Education in Your Community–February 2000, Class-Size Reduction) A history of racism, sexism, and ethnic prejudice was commonly ignored in American social life and schools, as we embraced the myth that everyone shared a happy society made up of people with the same cultural values. Class size was not an issue at the time because there was far less diversity. The typical class size in the 1950s was 35 to 40 per teacher. The 1964 Civil Rights Act would also integrate… [PDF]

Beckett, Ann; Hassouneh-Phillips, Dena (2003). An Education in Racism. Journal of Nursing Education, v42 n6 p258-65 Jun. Interviews explored experiences of nine women of color in a nursing doctoral program. The pervasive influence of racism at personal/interpersonal, institutional, and cultural levels was evident. Themes included wearing masks, maintaining the status quo, and moving on. (Contains 20 references.) (SK)…

Arce, Sean; Cammarota, Julio; Romero, Augustine (2009). A Barrio Pedagogy: Identity, Intellectualism, Activism, and Academic Achievement through the Evolution of Critically Compassionate Intellectualism. Race, Ethnicity and Education, v12 n2 p217-233 Jul. In this paper we forward our experiences and understanding of how we have used critical race theory (CRT) in our classrooms; more importantly, we bring forth the voices of students as a method of conveying the impact of our CRT classroom exercises. These exercises are parts of three structures that we created to counter the reality of racism and subordination within the American education system. These creations are: the Social Justice Education Project (SJEP); the Critically Compassionate Intellectualism Model of Transformative Education (CCI); and CCI's Third Dimension. An explanation and description of the SJEP and CCI are forthcoming in the next section of this paper, and in last section of this paper we explain CCI's Third Dimension. (Contains 3 figures and 1 note.)… [Direct]