Kaitlin Jackson (2023). Dual Pandemics How a Global Health Crisis Exposed Educational Inequity to White, Middle-Class America. Taboo: The Journal of Culture and Education, v22 n1 Article 3 p18-21. This opinion piece explores the effects of the COVID-19 pandemic on exposing educational inequity. The historically racist and discriminatory practices related to both academic instruction and discipline are long-standing in the history of American education, but have been brought to the attention of White, middle-class America as a result of the global health crisis. Specific strategies are presented as initial steps in simultaneously embedding anti-racism and addressing discriminatory policies in every American classroom, specifically related to students of color and disabled students…. [PDF]

Sealey-Ruiz, Yolanda (2021). Racial Literacy. A Policy Research Brief. National Council of Teachers of English Racial literacy is a skill and practice by which individuals can probe the existence of racism and examine the effects of race and institutionalized systems on their experiences and representation in US society. Students who have this skill can discuss the implications of race and American racism in constructive ways. Racially literate teachers develop curricula that are centered on fostering open-mindedness, commitment to inquiry and reflection, and exploration of ideas connected to the concepts of democracy and equity in schooling. A desired outcome of racial literacy in an outwardly racist society like America is for members of the dominant racial category to adopt an antiracist stance and for persons of color to resist a victim stance. Thus, racial literacy in English classrooms is the ability to read, discuss, and write about situations that involve race or racism. This brief is divided into four sections that discuss: (1) what racial literacy is; (2) racial literacy in teacher… [PDF]

Ole Andreas Kvamme (2025). Depoliticisation of Stigma: The Drama Series "Skam" ("Shame") as an Instance of Public Religious Education. British Journal of Religious Education, v47 n1 p37-51. In the final season of the Norwegian drama series "Skam" ("Shame") (2015-2017), the protagonist Sana, navigating in a secular, liberal youth culture, is a practicing Muslim wearing the hijab. The series is analysed as an instance of public religious education focusing on the issue of representation. This approach is informed by the ethical turn in narrative studies, warranting and problematising representations of the other. Stigmatisation and normalising strategies are examined and discussed as part of the plot structure with an emphasis on the portrayal of Sana. The series presents a process towards self-determination in a distinct portrait of a young, Muslim woman's agency. Liberal values are privileged, and the issue of racism is put aside. In the development of the plot, stigmatisation is subject to depoliticisation, bringing forward a utopian vision of a liberal, diverse society. While the series turns out to be a rich, educational resource, "Skam"… [Direct]

Dobinson, Toni; Mercieca, Paul (2020). Seeing Things as They Are, Not Just as We Are: Investigating Linguistic Racism on an Australian University Campus. International Journal of Bilingual Education and Bilingualism, v23 n7 p789-803. Globalisation in higher education has brought linguistically diverse students and staff to Australian campuses. Universities have a range of language policies/practices around diversity, however, these often reflect national language planning policies in their strong monolingual tendency, with almost exclusive use of English dominant in most areas. This study was based on the premise that linguistic racism is present on Australian university campuses, because while some students experience linguistic invisibility others experience linguistic privilege. Specifically, the study examined the micro-ecology of one Australian university campus in order to explore (1) the extent and nature of linguistic racism present on the campus and (2) how discussions about linguistic racism can inform overall language policies in Australian higher education. Qualitative data were collected from in-depth interviews with students and staff and were contextualised by the examination of university policy… [Direct]

Carlos A. Galan; Raquel M. Rall; Valeria G. Dominguez (2024). Moving beyond #Governancesowhite: (Re)Imagining a Demographic Shift in the Future of Boards of Higher Education. Research & Occasional Paper Series: CSHE.5.2024. Center for Studies in Higher Education While current higher education literature stresses the importance of equity, diversity, and inclusivity, these imperatives have been mainly absent from conversations related to boards of higher education. In this paper, the authors present a historical overview of the demographic landscape of trustee boards from inception to the present. Using critical literacy as a methodology, the authors problematize the lack of discourses regarding Board's diversity. The authors juxtapose the longstanding homogeneity of boards with the increasing heterogeneity of higher education students and argue that systemic forms of racism have denied the opportunity to diversify those in charge of making decisions in higher education. Additionally, using the case of California, the authors problematize how diversity gaps in board composition manifest even within one of the most diverse and liberal states in the country. Ultimately, the authors make a case for diversifying the board of trustees as an… [PDF]

Huvard, Hannah; Nissen, Jayson; Shultz, Mollee; Talbot, Robert M.; Van Dusen, Ben (2022). A QuantCrit Investigation of Society's Educational Debts Due to Racism and Sexism in Chemistry Student Learning. Journal of Chemical Education, v99 n1 p25-34 Jan. The American Chemical Society holds supporting diverse student populations engaging in chemistry as a core value. We analyzed chemical concept inventory scores from 4,612 students across 12 institutions to determine what inequities in content knowledge existed before and after introductory college chemistry courses. We interpreted our findings from a Quantitative Critical (QuantCrit) perspective that framed inequities as educational debts that society owed students due to racism, sexism, or both. Results showed that society owed women and Black men large educational debts before and after instruction. Society's educational debts before instruction were large enough that women and Black men's average scores were lower than White men's average pretest scores even after instruction. Society would have to provide opportunities equivalent to taking the course up to two and a half times to repay the largest educational debts. These findings show the scale of the inequities in the science… [Direct]

Boyle, Rachel C. (2021). A Response to Taylor. Psychology of Education Review, v45 n2 p17-22 Aut. GIVEN the focus of this research, Rachel C. Boyle's ontological positioning is central to her response as she is a researcher from a mixed race (Black Caribbean and White British) background. Her view of racism has been shaped by personal, professional and academic experiences. Within this article the author, Louise Taylor addresses the position of race in the university experiences of Black students undertaking studies in health and social care related subjects. She charts her brief and seemingly recent journey into developing her understanding of the concept of racism and the 'unfairness' of inequality. Through research with her students the author describes their experiences with racism as 'shocking and deeply saddening' and provides a narrative of her reflections and actions in response to her new found knowledge and understanding. This article seeks to 'inform and inspire educational change that promotes racial equality of outcomes both within and beyond [our] classrooms.'… [Direct]

Davidson, Sara Florence; Donovan, Bonny Lynn; Schnellert, Leyton (2022). Working towards Relational Accountability in Education Change Networks through Local Indigenous Ways of Knowing and Being. Cogent Education, v9 n1 Article 2098614. Indigenous communities and students have been marginalized by colonial practices, disproportionally referred to special education programs, and encounter systematic prejudice and discrimination in education systems that lack respect for their ways of knowing and being. To disrupt hierarchical practices and structures that enact a hidden curriculum of privilege and racism, reconciliation and educational and system transformation need to work in tandem. Drawing on critical case study guided by Indigenous Storywork principles, we are researching how Professional Learning Networks (PLNs) can support educators and Indigenous community partners' collaboration to decentre colonizing education practices. Analysis of preliminary data offers a window into the potential and complexity of engaging in decolonizing work that asks educators to unpack their role in reconciliation efforts and unlearn much of what they believed to be ethical practice. Findings include: participants awakening to… [Direct]

Guo, Shibao; Guo, Yan (2022). Internationalization of Canadian Teacher Education: Teacher Candidates' Experiences and Perspectives. ECNU Review of Education, v5 n3 p425-449 Sep. Purpose: Informed by social imaginary, Canadian exceptionalism, and social inclusion, this study explores how teacher candidates experience and interpret internationalization at home at one university in Canada. Design/Approach/Methods: Data were collected from three sources–(a) policy analyses of public documents related to internationalization in Canada and at the university; (b) a student survey on the internationalization of higher education; and (c) individual interviews with 12 teacher candidates. Eight interviewees were local, four White and four racialized minorities, and four were international. Findings: Findings indicate that most participants relate internationalization to student mobility. They present the Canadian society and themselves as open, tolerant, and accepting. Such an imaginary of Canadian exceptionalism does not necessarily coincide with everyday realities of international and racialized teacher candidates. They reported that they experienced Eurocentric… [PDF] [Direct]

Amy Tondreau; Catherine Lammert; Lisa O'Brien; Rhonda Hylton; Shuling Yang; Xiufang Chen (2024). "Close to My Heart": Teacher Educators Building Racial Literacies. Literacy Research: Theory, Method, and Practice, v73 n1 p171-192. Although building preservice teachers' racial literacy is a key goal to reducing racial inequity in K-12 settings, little attention has been paid to how literacy teacher educators are prepared to conduct this work. This is unsurprising given the neoliberal logic underpinning universities today. In this multiduo autoethnographic study, six literacy teacher educators utilized reflection on critical incidents to examine their own racial literacy development. By forming cross-racial pairs and utilizing a combination of writing and dialogue, these six participant/researchers interrogated their own views and experiences of race and racism. Findings suggest that the examination of critical incidents can support teacher educators' racial literacy growth. Specifically, participants reflected on the vulnerability necessary to support preservice teachers' racial literacy development and utilized ethnographic methods to build the practice of sharing about their own racial literacy learning. They… [Direct]

Ghazzawi, Dina; Horn, Catherine; Pattison, Donna (2023). Long-Term Effects of STEM Enrichment Programs on Wages among Under-Represented Minority Students. Metropolitan Universities, v34 n1 p66-87 Feb. This study focuses on the increasing disparities in STEM education achievement and long-term wage earnings of under-represented minority groups. As part of national efforts to improve the diversity of the STEM workforce, this study uses longitudinal data from the University of Houston's Education Research Center (UH-ERC) to examine the effect of participation in a STEM-focused intervention program (Houston-Louis Stokes Alliance for Minority Participation) on wage earnings across students from traditionally under-represented groups. Data analysis consisted of propensity score matching analysis, followed by an ordinal logistic regression model to measure program participation effects on wage earnings. Findings indicate a significant negative association between participation in the STEM intervention program and long-term wage earnings. Results highlight the role of structural racism and human capital on perpetuating achievement and wage gaps across race and socio-economic status…. [PDF]

Hextrum, Kirsten (2020). Segregation, Innocence, and Protection: The Institutional Conditions that Maintain Whiteness in College Sports. Journal of Diversity in Higher Education, v13 n4 p384-395 Dec. Research into racism and college sports largely explores how universities profit off the undercompensated labor of predominately Black men in Division I football and basketball. This research frames college sports as an institution that dehumanizes, marginalizes, and exploits athletes of color (Beamon, 2014; Eitzen, 2016; Hawkins, 2010; Sack & Staurowsky, 1998). Yet to truly understand the bounds of systemic racism in college sports, studies must also interrogate how white people are elevated, centered, and rewarded at the expense of people of color. Drawing upon critical whiteness studies (Cabrera, 2012; DiAngelo, 2011; Leonardo, 2009), I analyzed 47 college athlete narratives and identified 3 interrelated themes–racial segregation, racial innocence, and racial protection–within higher education that protect whiteness. Findings outline how colleges recruit white athletes from predominately white communities who, as a result of their segregated environments, adopted… [Direct]

Charlie Thompson (2023). State Support for Civic Engagement. Learning Policy Institute Civics education continues to gain national importance, especially in the aftermath of the 2020 presidential election and with recent debates about the teaching of history that addresses the legacy of racism and discrimination in the United States. Despite the increasing interest in strengthening civics education, states continue to differ in their interpretation of what constitutes relevant and high-quality civic engagement among students. This report describes how states are approaching policies to encourage civic engagement. It first provides an overview of state policies and then describes the work in 10 states that are encouraging both the development of civics knowledge and engagement in civic action…. [PDF]

Sarah T. Zipf (2024). Anonymity and Grading Fairness in Online Education. American Journal of Distance Education, v38 n1 p24-37. The online classroom introduces a sense of anonymity unlike that in the physical classroom. In some ways, online education seems as if it could be more equitable or even free from racism because physical characteristics are mostly absent from which racialized judgments are made. However, students' feelings about how technology afforded anonymity do not always indicate online education is free of identity bias or racialization. This mixed-methods study investigates students' feelings (n = 174) about fair grading practices and anonymity in undergraduate online classes. Findings suggest that online students perceive anonymity, and their identities factor into grading, in both positive and negative ways. Rubrics and clear expectations can help alleviate concern over unfair grading practices. Institutions intent on offering online instruction should not rely on students' perceptions of anonymity to create equitable learning environments…. [Direct]

Jaeung Kim; Rebecca Tarlau (2024). Mapping, Reflecting, and Exploring Education for the Labour Movement: A Thematic Literature Review. International Journal of Lifelong Education, v43 n2-3 p295-314. This article offers a comprehensive thematic literature review on labour education, exploring the major contributions as well as some of the limits of this scholarship and future directions for researchers. Based on an analysis of 180 English-language publications from the 1960s until today, we find several general trends that we analyse as four broad themes in this literature: the politics of labour education; labour education in, through, and with formal educational institutions; the pedagogy of labour education; and labour education, globalisation, and transnational solidarity. Identifying some of the gaps in the existing scholarship, we propose several future directions for research on labour education: connecting social movement scholarship and the labour education literature; labour education programmes that centre intersectionality, namely themes such as gender justice, anti-racism, and disability; labour education through solidarity with other social movements, such as the… [Direct]

Ezell, Jerel M. (2023). "Trickle-Down" Racial Empathy in American Higher Education: Moving beyond Performative Wokeness and Academic Panels to Spark Racial Equity. Journal of Education, v203 n3 p718-725 Jul. Recent racial justice protests in response to police-related brutality in the U.S. illuminate tensions reflective of persistent power differentials and social and racial traumas of which the U.S. education system has played a pronounced role in both historically producing and, more recently, reproducing by trafficking in an "ethos" of "trickle-down" racial empathy. Asking questions of the reader, this reflection explores how institutions of higher education persistently fail to accurately diagnose and problematize systemic racism and their role in mediating it, thus failing to engender impactful policy toward diversity, equity, and inclusion within and outside of their academic communities…. [Direct]

Evan Ortlieb; Stephanie Grote-Garcia (2024). What's Hot in Literacy 2023: The Ban on Books and Diversity Measures. Literacy Research and Instruction, v63 n1 p1-16. The annual "What's Hot in Literacy" survey uncovers the current focal points within literacy education. A panel of twenty-five literacy leaders participated and engaged in interviews to identify the most and least emphasized literacy topics, as well as those deserving more attention. The findings for 2023 spotlight several topics categorized as "very hot," including dyslexia and other specific learning disabilities, early literacy, phonics/phonemic awareness, and social justice/equity/anti-racism in literacy. The topics of the science of reading and structured literacy emerged as "extremely hot," and the sole topic ranked as "should not be hot" for the 2023 survey cycle. Assessing these outcomes and their potential impacts on literacy education holds importance for educators across all levels…. [Direct]

Neville, Patricia (2023). Decolonising Dental Educational Research: Reflections from a White Researcher. Advances in Health Sciences Education, v28 n5 p1679-1695. While there is an emerging scholarship on decolonising dentistry, the debate about reflexivity, positionality and white privilege in dental educational research and practice is still at a developmental stage. This article aims to contribute to this nascent debate by contemplating the question- is it appropriate, or possible, for a white researcher to undertake decolonisation work in dental education? If so, what would it entail or 'look' like? To answer this important question, the author offers a reflective account of their ethical and epistemological journey with this very question. This journey begins with how I, a white researcher, first became aware of the everyday racism experienced by my racially and ethnically minoritized students, the whiteness of dental educational spaces and how my white privilege and position as a dental educator consciously and unconsciously implicated me in these processes of exclusion and discrimination. While this revelation led to a personal… [Direct]

Vasquez, Ramon (2023). "Twenty-Four White Women and 'Me'": Controlling and Managing Men of Color in Teacher Education. Urban Education, v58 n1 p36-58 Jan. Diversifying the student body in teacher education programs (TEPs) remains an elusive goal. Despite recruiting efforts, few men of color complete programs leading to teaching credentials. To problematize this phenomenon, this study examines the experiences of three men of color enrolled in a predominantly White teacher education program (PWTEP). Participants were interviewed using a narrative inquiry protocol with emphasis on providing a space for counter-storytelling. Analysis of their narratives was conducted using a critical race theory (CRT) framework. Findings from the narratives highlight the way racism intersects with gender to reproduce, reinscribe, and protect dominant conceptions of "who belongs" in TEPs…. [Direct]

Boutte, Gloria S.; McCoy, Barbara (1994). Racial Issues in Education: Real or Imagined?. Multicultural growth in teachers is measured through their level of cultural self-awareness, their emotional response to difference, their mode of cultural interaction, and whether their teaching approach is ethnocentric or multicultural. Overt racial issues in education include racial differences in standardized testing, gifted and remedial placement, academic tracking, and dropout rates. These differences typically discriminate against children of color. Covert racial issues in education encompass negative teacher attitudes about children. Factors that influence teacher expectations include students': (1) ethnicity; (2) gender; (3) socioeconomic status; (4) past achievement; (5) personality; (6) seat in the classroom; (7) attractiveness; (8) handwriting; (9) speech characteristics; and (10) combinations of these characteristics. Covert racial issues in education require that teacher interactions with children of color be monitored for balance in positive and negative reactions,… [PDF]

Corral, Michael D.; Foster, Kelly Robson; Rotherham, Andrew J. (2023). Common Ground: How Public K-12 Schools Are Navigating Pandemic Disruptions and Political Trends. Bellwether This document is the first of a semi-annual "stocktaking" publication to analyze various political trends impacting education and young people. Bellwether hopes to help the field separate signal from noise and provide context around various issues and trends affecting the sector. The impact of COVID-19 school closures on schools and students, which are only starting to be understood, was an obvious starting place for the first project. But while the pandemic has dominated attention for the past several years, it is not the only issue in American life. Other issues are stressing Americans, such as mass shootings, inflation, mental health needs, and racism, to name a few. Because schools are institutions that transfer culture and norms and one of the last public venues where Americans regularly come together, schools are often battlegrounds for society's various debates. In this report, the authors focus on six issues related to pandemic disruptions and broader cultural… [PDF]

Molly D. Siebert (2022). A Narrative Self-Study: The Intersection of Anti-Racism, Whiteness, and the Institutionalization of Ethnic Studies in K-12 Education. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. In November 2020, the school board governing Patinmay Public Schools (PPS) passed a policy change requiring ethnic studies coursework to graduate. For several years, numerous people have worked to make ethnic studies a possibility for all students. My story with ethnic studies in PPS, however, began more recently in August 2020. Utilizing methods from narrative inquiry and self-study, I examined opportunities and challenges encountered during the early stages of implementing the new ethnic studies graduation requirement. Desiring to be a co-conspirator (Love, 2019), it was critical for me to reflect on ways in which my identity as a white woman impacted my work implementing ethnic studies as a graduation requirement. By conducting a self-study, I hoped to grow in my own practice, with the ultimate goal of improving ethnic studies programming for students and teachers in Patinmay Public Schools. For this self-study, narrative inquiry (Clandinin & Connelly, 2000) was utilized to… [Direct]

Guillaume, Rene O.; Pedraza, Chadrhyn A. A. (2023). "I Didn't Know I Could Have a Voice": How Asian American Childhood Experiences Shaped Lived Identities. Journal for Multicultural Education, v17 n3 p330-342. Purpose: The purpose of this study was to gain insight into Asian Americans' experiences with racism during elementary, middle and high school and how those experiences shape the ways they describe their racial identity. Design/methodology/approach: This study used a qualitative research design and narrative inquiry strategy. The authors used Chang's (1993) Asian Critical Race Theory framework to examine participant's descriptions of experiences with racism during elementary, middle and high school and how these experiences shape how they describe their Asian American racial identity. Findings: Participants' narratives revealed a common theme of silencing through two major processes: acceptance of the Asian American identity as an "other" and measuring the Asian American self against the barometers of physical appearance and the model minority stereotype. Originality/value: This study contributes to the literature on Asian Americans by examining how experiences as a child… [Direct]

Anne-Marie Conn; Christopher Rush; Constance D. Baldwin; Karyssa Harris; Sandra H. Jee (2023). Addressing Health and Wellness for At-Risk Urban Youth: A Community-Based Participatory Research (CBPR) Study to Assess Environmental Health (EH) Concerns. Journal of STEM Outreach, v6 n2. At-risk urban youth benefit from mentored activities. The Champion Academy (CA) is a youth mentoring program for high risk urban youth. We used a community based participatory research (CBPR) approach to explore: 1) youth perspectives on health and wellness, EH and EJ; and 2) community perspectives on the intersection of structural racism, health equity, and youth health and wellness. We surveyed CA participants to assess health and wellness and conducted youth and adult interviews and focus groups to understand what environmental factors impact their daily lives. In 45 youth surveys, 64% reported enjoying time outdoors; 45% had concerns about pollution. The five youth focus groups (N = 49) and individual interviews (N = 10) identified 3 themes: (1) pervasive community violence; (2) systemic racism, and (3) limited power to make change. The two adult focus groups (N = 7) and individual interviews (N = 5) identified: 1) normalization of environmental problems and violence; 2) youth… [PDF]

McIntyre, D. John, Ed.; Quisenberry, Nancy L., Ed. (1999). Educators Healing Racism. This book presents a collection of essays on racism and the role of teachers in healing racism. There are three sections with nine papers. After an "Introduction" (D. John McIntyre), Section 1, "Historical Perspectives," includes: (1) "Racism in Education" (Gwendolyn Duhon Boudreaux, Rose Duhon-Sells, Alice Duhon-Ross, and Halloway C. Sells); and (2) "History of Racism: Social, Political, and Psychological Perspectives on Modernity" (H. Prentice Baptiste, Jr., James B. Boyer, Socorro Herrera, and Kevin Murry). Section 2, "Instructional Perspectives," includes (3) "Healing the Wounds of Instructional Racism" (Patricia Larke, Gwendolyn Webb-Johnson, Ronald Rochon, and Mary Anderson); (4) "Family Involvement: Empowering Families To Heal Racism" (Phyllis Y. Hammonds and Cathy Gutierrez-Gomez); (5) "Dealing with Issues of Racism in the Classroom: Preservice and Beginning Teachers" (Norvella P. Carter, Anne… [PDF]

Alexia Buono (2024). Critically Conscious Early and Elementary Educators: Towards Abolitionist Education in Teacher Preparation. Multicultural Perspectives, v26 n3 p203-215. How do teacher preparation programs re-culture themselves so that we can supply educational settings with teachers who work toward liberation from racism and other systems of oppression? Abolitionist education is one strategic framework that can be utilized to support this systemic re-culturing. I share my experiences in re-designing and facilitating a diversity course in an early childhood education (ECE) teacher preparation program toward abolitionist education through culturally and historically responsive learning, social justice teaching frameworks, Chicana/Latina feminist philosophy, and abolitionist pedagogy. The course explored four units: Identity, Justice and Anti-Bias, Intergenerational Genius, and Freedom Dreaming and Abolition. In-class and at-home projects included positionality statements, analyzing characteristics of white supremacy culture operating in ECE, studying abolitionist movement organizers, and transforming mandated curriculum based on social justice for… [Direct]

Bawden, David; O'Driscoll, Grace (2022). Health Information Equity: Rebalancing Healthcare Collections for Racial Diversity in UK Public Service Contexts. Education for Information, v38 n4 p315-336. COVID-19 illustrated health disparities experienced by racially minoritised people, with heightened risks faced by Black and South Asian communities lending the issue transparency and urgency. Despite efforts to decolonise medical education, deficits in racial representation in research and resources remain. This study investigates the potential and imperatives for healthcare information services to contribute to health equity through their collections. The literature analysis explores collection management, decolonisation, social justice in librarianship, and Critical Race Theory (CRT) as a framework for change in information contexts. A survey of UK National Health Service (NHS) librarians provides a snapshot of awareness of health information inequity. Semi-structured interviews explore information professionals' experiences of anti-racism in the system. The findings indicate strong engagement with the need for equitable resources but highlight some barriers to success…. [Direct]

Andrea M. Hawkman; Natasha C. Murray-Everett (2024). Reality and Rationalization: Insights on Rural Teachers' Efforts to Build Racial Literacy. Educational Studies: Journal of the American Educational Studies Association, v60 n2 p216-233. Racism remains endemic and pervasive throughout the United States, its institutions, structures, and systems. And yet, efforts to build racial literacy have been widely absent in K-12 educational institutions. Research exploring the racial pedagogical decision making of teachers is essential for disrupting systemic educational inequalities brought on by white supremacy. Drawing on scholarship focused on racial literacy, critical race theory, and rural education, this study explored the racial literacy and racialized teaching of ten rural social studies teachers. Findings illustrate that teachers embodied racial literacy in two ways: rooted in reality and as rationalization. This research also reveals the tensions, affordances, challenges, and opportunities of teaching for racial literacy teaching in rural classrooms…. [Direct]

Schuster, Emily (2021). "Wherever Nurses Are, They Change the Game": A Conversation with G. Rumay Alexander on Transforming Nursing Education for A More Equitable Future. Liberal Education, v107 n2 Spr. G. Rumay Alexander is a leader working to transform nursing education and address systemic racism within the nursing profession and the health care system more broadly. At the University of North Carolina (UNC) at Chapel Hill, Alexander serves as clinical professor at the School of Nursing and assistant dean for relational excellence at the Adams School of Dentistry. She was also formerly the university's associate vice chancellor and chief diversity officer. On a national level, Alexander is a scholar-in-residence for the American Nurses Association (supporting the National Commission to Address Racism in Nursing) and immediate past president of the National League for Nursing. She spoke with "Liberal Education" about how COVID-19 has affected nurses and nursing students, how faculty and administrators can create equitable and inclusive environments that allow all students to thrive, how lessons learned from the pandemic might help transform nursing education, and how… [Direct]

Boreland, Taylor; Kunnas, Marika; Masson, Mimi; Prasad, Gail (2022). Developing an Anti-Biased, Anti-Racist Stance in Second Language Teacher Education Programs. Canadian Modern Language Review, v78 n4 p385-414 Nov. Addressing race/racism and colonialism in French as a second language (FSL) education is essential to preparing culturally responsive teachers and meeting the Ministry mandate to teach students equitably and with respect. This article describes whether, and if so, how, candidates are being prepared to disrupt colonial ideologies and practices with data from a three-year project on FSL teacher preparation in two Ontario faculties of education. Interviews were conducted with professors and teacher candidates. Using a critical qualitative approach to identify emerging themes, the study applied an anti-biased, anti-racist (ABAR) lens to identify racialized power inequities that can form across French languages, cultures, and marginalized groups, oppressive common-sense principles, and systemic influences around three main themes: teaching culture and promoting intercultural competence; addressing equity, inclusion, and racism explicitly; and Whiteness, Eurocentrism, and representation in… [Direct]

Fowler, Kelsie; Noel, Saraswati (2022). Flow in My DNA: Culturally Affirming Assessments of an Inheritance and Traits Unit through Genetic Raps. Science Teacher, v89 n5 p22-28 May-Jun. Instead of having their students' first experience with biology that did not address issues of racism in science, Kelsie Fowler and Saraswati Noel created a unit drew on storytelling and artistic expression which is rare in science education, where these modes helped them center what really mattered to them–their Black students' personal experiences and authentic connections to genetics and inheritance. By forgoing traditional assessments that reinforce white standards of knowing and being (tests, formulaic lab write-ups, etc.) (Syverson 2009; Bang et al. 2017; Trumbull and Nelson-Barber 2019) and aim for quantity over depth of understanding (Cintron, Wadlington, and ChenFeng 2021), they refuted cultivating uncritical lab geneticists. They challenged students to investigate dimensions of their identity through studying genes, meiosis, skin tone, mutations, phenotypes, the human genome, differences between ethnic populations, etc. Lessons were designed to teach canonical ideas about… [Direct]

Jenkins, DeMarcus A. (2022). Feeling Black: Black Urban High School Youth and Visceral Geographies of Anti-Black Racism. Equity & Excellence in Education, v55 n3 p231-243. Prior research on anti-blackness in education demonstrates that Black bodies are marked as undesirable and therefore require exclusion, neglect, or mistreatment. Building on this research, I turn to geographical theories to understand the lived, everyday experiences of Black students who attended a predominately Latinx high school. Via visceral geographies, I focus on the body as a spatial landscape to explore how Black students experienced anti-black racism and how they embodied these racial moments. Here, I combine the theoretical resources of visceral geographies, BlackCrit, and anti-blackness, to interrogate the real and perceived violence that Black students endured during the school day. My analysis revealed two salient themes: (1) Black students felt a sense of unbelonging; and (2) they perceived their blackness as unimaginable to non-Black people. Finally, I argue that the (Black) body is a space where researchers can collect information about anti-blackness and work towards… [Direct]

Huber, Lindsay P√©rez, Ed.; Mu√±oz, Susana M., Ed. (2021). Why They Hate Us: How Racist Rhetoric Impacts Education. Teachers College Press This book examines how racist political rhetoric has created damaging and dangerous conditions for Students of Color in schools and higher education institutions throughout the United States. The authors show how the election of the 45th president has resulted in a defining moment in U.S. history where racist discourses, reinforced by ideologies of white supremacy, have affected the educational experiences of our most vulnerable students. This volume situates the rhetoric of the Trump presidency within a broader historical narrative and provides recommendations for those who seek to advocate for anti-racism and social justice. As we enter the uncharted waters of a global pandemic and national racial reckoning, this will be invaluable reading for scholars, educators, and administrators who want to be part of the solution. The book features: (1) Uses Donald Trump's presidency as a case study to show how and why racist rhetoric can be used to mobilize large numbers of U.S. voters; (2)… [Direct]

Maier, Meredith L. (2018). Critical Case Studies of District-Level Equity Leaders in Public Schools. ProQuest LLC, D.E. Dissertation, The University of North Carolina at Chapel Hill. A collection of three case studies on District-level Equity Leaders (DELs), this study aims to fill the current void in the research on DELs and equity work at the district level in public schools, using a Critical Race Theory (CRT) lens. The study's primary focus is to document the lived experiences of individuals in this work and how they understand and fulfill their roles – especially in the context of current educational, social, and political spheres. This includes 1) how they define their positions and implement their vision for their positions, 2) how they respond to barriers and/or setbacks they encounter, 3) how their experiences are similar or different across districts, and 4) how the CRT tenets most commonly found in education — permanence of racism, interest convergence, Whiteness as property, counternarratives versus majoritarian narratives, critique of liberalism, and intersectionality (Capper, 2015) — manifest in and/or impact district level equity leadership roles…. [Direct]

Kathleen A. Gormley; Peter McDermott (2023). Stories That Matter: An Analysis of Teacher Candidates' Compositions About Social Justice Events in Their Lives. Excelsior: Leadership in Teaching and Learning, v15 n2 p115-127. This study generated from our interest in learning about social justice events in the lives of teacher candidates in our programs of study. In many schools of education, including our own, social justice is a concept that is integrated into the curriculums, yet there is wide variation as to how this is actually done. A unique aspect of this study was that more than half of the candidates were matriculated in an alternate teacher education program where the majority of candidates are people of color. Using narrative analysis, we examine 48 written narratives composed by teacher candidates about events relating to social justice in their lives. Results indicated that candidates' narratives clustered into two themes and six categories: The themes consisted of stories about self or family members and to other stories about people in their communities. The categories pertained to racism, bullying, sexuality/gender identity, homelessness/elderly and social violence, with the stories about… [Direct]

L√≥pez, Francesca; Sleeter, Christine E. (2023). Critical Race Theory and Its Critics: Implications for Research and Teaching. Multicultural Education Series. Teachers College Press Who and what are behind the attacks on Critical Race Theory (CRT)? Why are attacks on the teaching of racism happening now and what can be done about them? In this book, L√≥pez and Sleeter answer these questions in an effort to intentionally and strategically provide readers with sustainable tools for teaching toward an equitable future. This comprehensive book includes an overview of today's controversy surrounding CRT; a historical account of efforts to thwart fair and unbiased education opportunities; research on why these efforts have been successful; and ways for teachers, school leaders, and researchers to address this pushback in their own work. Contrary to claims by critics of CRT, research supports that addressing racism in the classroom is an integral part of a broader effort in ensuring that all children thrive. Written in an accessible style for a broad audience, "Critical Race Theory and Its Critics" offers evidence-based recommendations on messaging (including… [Direct]

Kathy Hytten; Kurt Stemhagen (2024). Reconstructing Democracy in Polarized Times: Thinking through/with the CRT Conflicts. Democracy & Education, v32 n2 Article 1. In this essay, we consider how reconstructing our ideas about the nature of democracy, and its relationship to education, can help us respond to contemporary challenges. We focus specifically on the ongoing fights about critical race theory (CRT), providing an overview of the CRT controversy–we argue that its cultivation for political reasons has often lessened the possibility of democratic discussions of race, racism, and ongoing white supremacy. Next, we consider how debates around CRT can help us to rethink how we "do" democracy and how to use education to help cultivate democratic habits and values. Finally, we describe three possibilities for responding to the CRT debates in ways that focus on pragmatic inquiry and that enable better thinking about the democratic purposes of schools to work to change racial habits/values and renew civic education and to increase the health of our democracy…. [Direct]

Holman, Alea R.; Johnson, Rachel A.; McKinney de Royston, Maxine; Posey-Maddox, Linn; Rall, Raquel M. (2021). No Choice Is the "Right" Choice: Black Parents' Educational Decision-Making in Their Search for a "Good" School. Harvard Educational Review, v91 n1 p38-61 Spr. In this article, Linn Posey-Maddox, Maxine McKinney de Royston, Alea R. Holman, Raquel M. Rall, and Rachel A. Johnson examine Black parents' educational decision-making in the racial and educational contexts of predominantly white suburban districts, majority-Black urban schools with an Afrocentric focus, and racially diverse urban public and private schools. Undertaking a qualitative meta-analysis, they ask, How and why is anti-Black racism salient in Black parents' educational decision-making around schooling? Their findings reveal that race and anti-Black racism are central to Black parents' school choice decisions. Specifically, they shape the trade-offs parents made in choosing a school for their child(ren), their ongoing risk assessments regarding the potential for racialized harm in their child(ren)'s schooling, and their continuous decision-making about whether to keep their child enrolled or move them to a different school. Regardless of geography, school type, grade level,… [Direct]

Briscoe, Kaleb L.; Ford, Jesse R.; Kaler-Jones, Cierra; Moore, Candace M. (2023). Yes, Teaching and Pedagogical Practices Matter: Graduate Students' of Color Stories in Hybrid Higher Education/Student Affairs (HESA) Graduate Programs. Urban Review: Issues and Ideas in Public Education, v55 n2 p204-223 Jun. Faculty members must employ pedagogical practices that foster humanizing learning environments for graduate Students of Color who have been marginalized and othered in higher education. Methodologically using narrative inquiry, this paper describes graduate Students' of Color stories in higher education/student affairs hybrid graduate preparation programs to understand how faculty contribute to humanizing and critical pedagogy. The findings highlight three central pedagogical strategies faculty used in hybrid classrooms that graduate Students' of Color named as most effective: (1) taught to transgress against racism and oppression, (2) emphasized dialogic pedagogy strategies, and (3) encouraged collaboration inside and outside of the classroom. This study highlights critical pedagogies for student engagement and is a call-to-action for higher education to center humanizing praxis in hybrid learning environments and beyond…. [Direct]

Liz Adams Lyngb√§ck; Rebecca Adami (2024). Enabling Multilingualism or Disabling Multilinguals? Interrogating Linguistic Discrimination in Swedish Preschool Policy. Human Rights Education Review, v7 n1 p5-25. In this paper we conduct a poststructural discourse analysis inspired by Carol Bacchi's 'What's the problem represented to be?' (WRP) approach. We explore what kinds of problems are formulated in preschool educational policy on multilingualism, and what underlying assumptions underlie the dominant discourse on language proficiency in Sweden. Serving as a case to discuss how racism, ableism and childism intersect with linguicism, we examine the importance of shifting from a 'children's (special) needs' discourse to a 'children's (language) rights' discourse through a social justice education framework. We draw upon Elisabeth Young-Bruehl's understanding of childism, which refers to prejudice and discrimination against children based on beliefs about their inferiority to adults. The right to and rights in education are contingent upon linguistic rights, upon students learning to use their first language, whether that be minority, indigenous or sign language…. [Direct]

Bedford, Melissa J.; Shaffer, Shelly (2023). Examining Literature through Tenets of Critical Race Theory: A Pedagogical Approach for the ELA Classroom. Multicultural Perspectives, v25 n1 p4-20. In this article, the authors present a qualitative study focused on preservice teachers employing a framework using tenets of critical race theory (CRT)–permanence of racism, experiential knowledge and counter-storytelling, interest convergence, and critique of liberalism–in literature study. Drawing on critical English education, critical race English education, and CRT, the proposed framework integrates key tenets of CRT with literature in classrooms. Our findings demonstrated engagement by preservice teachers in identification, analysis, and reflection of CRT tenets in texts. This framework has the potential to provide a tool for students and teachers in K-12 schools to connect tenets of CRT to their knowledge of society and race in the texts they read…. [Direct]

Johnson, Chrystal S.; Kong, Ningning N.; Sdunzik, Jennifer (2021). Spatializing Race, Understanding History: A Professional Development Experience Centered on African American History and Culture. History Teacher, v55 n1 p11-33 Nov. United States history classrooms have the potential to simultaneously foster an understanding of students' cultures and experiences today in relation to the nation's history and develop critical thinking and technology literacy. Yet classroom materials and instructors tend to avoid, ignore, or misrepresent controversial topics such as race and racism. Spatial technology information can offer an end to this dilemma by providing the opportunity to overcome hesitations of confronting race and racism in the classroom while honing students' technology and critical thinking skills. Spatial information literacy and technology, however, open a door into re-envisioning the phenomenon and reinterpreting history at large. Digital tools and maps can decenter dominant white Eurocentric interpretations and history curricula while featuring multiple perspectives to critically examine the role of race and racism over time. This article provides support for the value of culturally relevant,… [PDF]

Hancock, Christine L.; Holly, James, Jr.; Morgan, Chelsea W. (2021). Counteracting Dysconscious Racism and Ableism through Fieldwork: Applying DisCrit Classroom Ecology in Early Childhood Personnel Preparation. Topics in Early Childhood Special Education, v41 n1 p45-56 May. Early childhood personnel preparation programs must prepare future early educators who can counteract racism and ableism to provide all children with an equitable and just education. We applied Dis/ability Critical Race Theory (DisCrit) Classroom Ecology to early childhood and specifically to preschool settings. We argue that early childhood personnel preparation programs can utilize this framework to prepare preservice early educators to facilitate more equitable experiences for Children of Color with disabilities and their families. We discuss the importance of preparing future early educators to counteract racism and ableism through their fieldwork experiences. We also provide a brief overview of DisCrit in relation to early childhood personnel preparation and present DisCrit Classroom Ecology to apply the framework components to preschool fieldwork…. [Direct]

Tunisha Hairston-Brown (2024). Cultivating Belonging. Montessori Life: A Publication of the American Montessori Society, v36 n2 p34-41. The author describes their experience, as a Black woman, during the beginning of their teaching career. The author describes experiences in school as a young student, within their community, and as an adult out in public and in their early career. The author discusses their assimilation from childhood, and eventual transition to teaching within a Montessori school. Their parenting choices of an educational experience with Montessori philosophy led to their career change. The author also discusses systemic racism, social justice, and peace education within the context of Montessori education. The author discusses the Black, Indigenous, and people of color (BIPOC) family and student focus groups, held to learn about their experience and to understand their school experience needs. Specific student needs, bare minimum according to the author, for Montessori spaces are described, to initiate inclusion and equity for students…. [Direct]

Esteve-Faubel, Jos√© Mar√≠a; Esteve-Faubel, Rosa Pilar; Martin, Tania Josephine (2021). Developing Intercultural Citizenship Competences in Higher Education by Using a Literary Excerpt in an English as a Foreign Language (EFL) Context. Intercultural Education, v32 n6 p649-666. The objective of this study is to develop intercultural and critical citizenship competences by using a literary excerpt among a group of EFL university students in Spain. For this purpose, the focus group method was adopted, and a qualitative study was designed. The core aim was to implicitly work on aspects such as otherness, the rejection of racism and the use of revenge as a response to a perceived unethical action. The findings demonstrate that the approach dealt effectively with all these concepts. The literary excerpt triggered discussions against racism and religious intolerance. Revenge was rejected as a constructive solution to discrimination and the cohort expressed their connection to 'others' through a common humanity, which is linked to human rights principles. These values are closely aligned to the theoretical reference points known as Intercultural Citizenship Education (ICE), Global Citizenship Education (GCED) and cosmopolitan citizenship…. [Direct]

Halvorson-Bourgeois, Bonnie; Maxwell, Lesley; Nicholas, Marjorie; Riotte, Mary; Young, Indigo M. (2021). Anti-Oppressive Practice: An Integral Component of a Graduate Curriculum. Teaching and Learning in Communication Sciences & Disorders, v5 n3 Article 4. To be fully prepared to work within an increasingly diverse society, CSD students need to learn more about oppression, racism, equity and inclusion in addition to learning about cultural differences. In this article, a model of Anti-Oppressive Practice (AOP) developed as an integral part of a CSD graduate education curriculum is presented. Rooted in theoretical models including Critical Race Theory and Critical Disability Theory, the AOP curriculum includes eight modules, with each module defining relevant language, introducing concrete action step strategies, and giving students opportunities to practice these steps. Topics include forms of bias, systemic racism, oppression, cultural competence and cultural humility, deficit vs. strength-based models, inclusion and ableism in CSD. Numerous examples of how AOP has been threaded throughout the CSD curriculum in academic and clinical courses are provided…. [PDF]

Aaleah Oliver; April Baker-Bell; Brian Mooney; Jahvel Pierce; Joniesha Hickson (2023). Hip Hop Language Pedagogies for Liberation: A Critical Cultural Cypher on Language, Race, and Education. Equity & Excellence in Education, v56 n4 p574-588. In this article, co-authors Brian Mooney, Joniesha Hickson, Aaleah Oliver, and Jahvel Pierce discuss language, race, and education with author April Baker-Bell. Speaking from their perspectives as teachers, scholars, researchers, poets, spiritual leaders, and cultural workers, their experiences address the importance of sustaining a Black linguistic consciousness within and outside of classrooms where students experience Anti-Black Linguistic Racism. This intergenerational dialogue and critical cultural cypher reflect the linguistic counter-space the authors co-constructed through Hip Hop and spoken word at a high school in New Jersey. The cypher addresses the article's central question: What is Black linguistic consciousness and how do we sustain it for liberation, equity, and excellence in education?… [Direct]

Alice B. Gates; Lauren M. Alfrey (2023). Engaging Antiracism through Interdisciplinary Teaching. Journal of Social Work Education, v59 suppl 1 pS157-S165. This article examines the role of interdisciplinarity in strengthening social work's commitments to antiracism at the macro level. We describe our experiences of designing and implementing an interdisciplinary workshop for undergraduate students focused on the use of public policy to aid in the dismantling of white supremacy. Engaging sociological theories of race and racism supported student learning about the systemic nature of racial inequality and the need to accompany individual-level interventions with structural change. The dialogic benefits of interdisciplinarity are discussed in terms of strengthening macro social work education and forwarding a robust and clearly defined antiracist social work epistemology and praxis. Implications for social work education and practice are discussed.?… [Direct]

Dosun Ko; Sumin Lim; Yehyang Lee (2024). Marginalization at the Intersection of Language, Culture, and Disability: Systemic Contradictions Perceived by Special Education Teachers in Serving Culturally and Linguistically Diverse Students with Disabilities in South Korea. Peabody Journal of Education, v99 n1 p42-64. In 2018, 13.3% of culturally and linguistically diverse (CLD) families with international marriages had at least one child with a disability enrolled in South Korean public schools. Increasing school diversity requires special education teachers to bring new professional knowledge(s) and identities to meet the unique needs of CLD students with disabilities. Drawing on an interdisciplinary lens informed by disability critical race theory and cultural-historical activity theory, we conducted an instrumental case study to investigate the systemic contradictions that special education teachers experience in serving CLD students with disabilities. The results highlight how the intertwining of ethnicity-based racism, monolingualism, and patriarchal ideology shapes (in)visible deficit ideologies that mediate teachers' everyday interpretation, pedagogical practices, evaluation, and communication. Coupled with harmful deficit ideologies, the lack of systemic support in special education… [Direct]

Baldridge, Bianca J. (2020). Negotiating Anti-Black Racism in 'Liberal' Contexts: The Experiences of Black Youth Workers in Community-Based Educational Spaces. Race, Ethnicity and Education, v23 n6 p747-766. This paper examines how Black community-based youth workers navigate anti-Black racism in their educational programming with Black youth in a majority white college town widely recognized as 'nice,' 'liberal,' and 'progressive' with stark racial disparities between its Black and white residents. With racial liberalism and BlackCrit as theoretical guides, this paper draws on in-depth interviews with Black youth workers and observations at city events addressing racial disparities facing Black youth to understand how anti-Black racism within the larger city informs community-based educational programming. Findings indicate a (1) disregard of Black suffering, (2) deliberate shutdown of critical race dialogue and programming, and (3) the exploitation of Black youth workers' labor and the denial of advancement to positions of leadership within organizations to do white discomfort. This paper challenges liberal and progressive claims of social justice in education within predominantly… [Direct]

Agnes Nzomene Kahouo Foda; Betty L. Wilson; Brandi Anderson; Brittany Davis; Christian Gorchow; Julisa Tindall (2024). "Why Don't We Learn about the Black Social Work Pioneers?" The Erasure of Black Social Workers' Histories and Contributions–Implications for Social Work Education. Journal of Teaching in Social Work, v44 n1 p64-79. While there is mounting research on the well-known white founders of social work, documentation of Black social work pioneers and their contributions is scarce — in both social work education and the broader telling of the profession's history. Given the systemic exclusion of Black social workers in the dominant narrative of social work history, there is a critical need to understand how social work education perpetuates and centers whiteness in the teaching of historical and contemporary social work. This article uses Critical Race Theory to interrogate the role of racism and white supremacy in maintaining the Eurocentric hegemony undergirding the pedagogical and epistemological canons of social work. Moreover, the authors call for a radical shift from social work's white- centered discourse and curricula to an equitable praxis, centering Black social work pioneers and their contributions to the profession. Implications for decolonizing pedagogy and anti-racist practice in social… [Direct]

Price, Diedra-Carol (2023). Visual Arts and Technology Integration: A Phenomenological Study of Black Visual Artists Choosing to Eradicate Racism and Education Inequity. ProQuest LLC, Ed.D. Dissertation, The Chicago School of Professional Psychology. There is little research on the historical significance of how and why Black visual artists made the choice to eradicate racism and dismantle inequitable, dehumanizing, and racialized education policies and practices. The methodology of this qualitative study was anchored in the constructivist learning theory; reality pedagogy; and technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), also known as the TPACK framework, because these frameworks are compatibly woven together. I employed a phenomenological approach and conducted semistructured interviews with 10 Black female and male participants between the ages of 24 and 85. The results of this study could contribute to a deeper understanding of how racism impacts the lived experiences and artistic expression of Black visual artists. The results could also help administrators at school and district levels purposely and intentionally reimagine curriculum development, programs, and activities less… [Direct]

Scowcroft, Sarah M. (2023). Equality, Diversity and Inclusion — Using Film & the Aftermath Debate to Tackle Racism. Work Based Learning e-Journal International, v11 n2 p1-9 Mar. "Re:Tension" is a short 20 minute film that follows Thapelo, a bright and capable university student, on a day where he is unwittingly forced to question the judgements of his tutors and peers, and delve deeper into his own actions, choices and beliefs. "Re:Tension" addresses the topic of institutional racism and the gap in student retention amongst BAME (Black, Asian and Minority, Ethnic) students within British universities. The film was inspired by analysing statistical data that highlighted the unexplained dropout rate of BAME students as well as attempting to provide real insights into unconscious racial harassment within the higher education system and micro-aggressions that often go unnoticed. To accompany the film, a toolkit, developed by Senior Teaching Fellow Syra Shakir in collaboration with Ricardo Barker, uses the film and the aftermath debate to openly challenge racism and discrimination. It encourages group discussion around accountability and… [PDF]

Makekau, Marbeya (2022). Transactional to Transformational: Women of Color Senior Administrators, Exchange Relationships & Their Leadership Development. ProQuest LLC, Ed.D. Dissertation, California State University, Fresno. Higher education environments are examples of the institutional manifestations of systems of oppression and dominance found in all other parts of society. Systems of racism, sexism, and heteronormativity present real impediments to marginalized people within higher education but more specifically for women of color. Women of color senior-level professionals in higher education face a resounding number of disproportionate challenges correlated to the intersections of their race and gender, such as covert and overt discrimination, a lack of mentorship, and limited access to networks. This study's purpose was to understand the nuances of how identity, positionality, and social exchange relationships impact the experiences and leadership development of women of color senior administrators. Much of the current scholarship regarding women of color senior leaders within higher education focuses on the pathways to entry; however, this research takes a deep dive into the experiences of women… [Direct]

Alexandre E. Da Costa (2024). Whiteness and Damage in the Education Classroom. Whiteness and Education, v9 n1 p19-35. This paper analyses relationships between whiteness and damage in the university classroom through a focus on two contemporary areas of critical education in Canada: raising white racial consciousness and truth and reconciliation between Indigenous and non-Indigenous people. First, whiteness is damage-producing — it orients anti-racist education towards white students and their needs, there by harming the well-being and constraining the education of non-white students. Second, whiteness gravitates towards what Unangax scholar Eve Tuck calls "damage-centred approaches," which objectify non-white suffering, pathologising Indigenous peoples whilst obfuscating the ongoing reproduction of racism and colonialism. As such, white educators must remain assiduously vigilant about a key tension regarding whiteness and damage: that our pedagogical focus on racial and colonial oppression can simultaneously raise critical consciousness and divert attention away from more fundamental… [Direct]

Bledsoe, Katrina L.; Caldwell, Leon D. (2019). Can Social Justice Live in a House of Structural Racism? A Question for the Field of Evaluation. American Journal of Evaluation, v40 n1 p6-18 Mar. This article questions whether social justice can live within the structural racism present in the field of evaluation. Structural racism refers to the totality of ways in which societies foster racial discrimination through mutually reinforcing systems of housing, education, employment, earnings, benefits, credit, media, health care, and criminal justice. In order for social justice to be a professional standard of evaluation, the field must recognize, identify, and modify persistent learned behaviors associated with structural racism. We assert that all evaluators, regardless of demographic designation, are subject to perpetuating structural and institutional racism, found in the history and systems of the profession, by tacitly accepting the status quo norms of evaluation practice. Current norms, policies, and practices compromise the normalization of social justice in evaluation. Evaluators sanctioned and reinforced by their professional association, the American Evaluation… [Direct]

Henward, Allison Sterling; Jackson, Quiana M.; Lyu, Sung-Ryung (2021). African American Head Start Teachers' Approaches to Police Play in the Era of Black Lives Matter. Teachers College Record, v123 n8 p86-113 Aug. Background: Scholars in the fields of early childhood education (ECE) and multicultural education have argued that preschools are key sites in which children learn about race and racism. However, there is little research on how teachers negotiate conflicting tensions and enact antiracist approaches within Head Start (HS) classrooms that use comprehensive and commercialized curriculums. Study Purpose: This article is about the challenges early childhood educators face when young children (ages 3-5) bring painful and uncomfortable issues of race, racism, and incarceration to preschool. This study is part of the research project Negotiating Head Start Curriculum (NHSC), a comparative study of policy implementation in four cultural communities in the United States. Here we focus on educators' response to the "Jail Scene," a pivotal scene taped in an HS classroom serving African American children. Research Design: The method used in the NHSC project is a multivocal ethnographic… [Direct]

Daniels-Mayes, Sheelagh (2020). A Courageous Conversation with Racism: Revealing the Racialised Stories of Aboriginal Deficit for Pre-Service Teachers. Australian Educational Researcher, v47 n4 p537-554 Sep. Teacher educators continue to debate the most effective strategies to assist teachers to become confident educators of Aboriginal students, and Aboriginal content and perspectives. Recently, pre-service teachers have begun to be taught cultural responsiveness with varying degrees of success. The paper is created from (1) data gathered from ethnographic research; (2) the existing literature; (3) my lived experience of being an Aboriginal teacher educator; and (4) my own experiences with racism and oppression. The therapy narrative technique of externalising conversations is used in this paper to facilitate a conversation with the identified problem of racism. The resulting script is a dialogue between an Aboriginal teacher educator and the Master Storyteller Racism, with the 'audience' consisting of pre-service teachers. The paper seeks to bring together, in one location, a number of socio-cultural and socio-historical events and narratives regarding Aboriginal peoples and their… [Direct]

Phelps, Maya; Purdy, Michelle A.; Taylor, Emille (2023). Finding Renewal and Inspiration through the Teaching and Learning of Black Education. Equity & Excellence in Education, v56 n3 p283-291. Drawing on counter-storytelling and oral history methodology, we reflect on how the teaching and learning of the past, present, and future of Black education in the Spring of 2022 both renewed and inspired us as students and a professor. Using visuals to show how students made meaning of what they were learning, we explore the dynamics, content, and lasting meaning of this educational experience that followed a "winter" characterized by a global pandemic, continued killings of unarmed Black people and reckoning with systemic racism, and the insurrection at the nation's Capital. In total, we delineate what it means to create space for and be a part of legacies and lineages of liberatory Black education…. [Direct]

Chevannes, Derefe Kimarley; Lopez, Josu√© Ricardo (2023). Black Liberation and Political Education: The Valorizing of Afro-Ecuadorian Thought. Comparative Education Review, v67 suppl 1 p46-65 Feb. Moving beyond the nominal recognition of Black lives toward a struggle for Black liberation raises several challenges, one of which is the critical role of political education. For this reason, this article explores Euromodernity's constructions and sustenance of apolitical educational arrangements that constrain political speech fundamental to a democratic education. It argues, among other things, that the primacy of capitalist logics in education forecloses salient political questions and the role of racism in sustaining the relationship between exploitative capitalism and schooling. The essay critically examines the unthinking subject as a product of miseducation, and as such, miseducation becomes fundamentally antipolitical and serves as a form of dehumanization. This means repoliticizing education for racial liberation mandates centering Black valuation in educational arrangements. In applied terms, the article offers an examination of participatory action research as an… [Direct]

Anderson, Riana Elyse; Fleming, Paul J.; Lopez, William D.; Reyes, Angela G.; Schulz, Amy J.; Spolum, Maren (2021). Policing Is a Public Health Issue: The Important Role of Health Educators. Health Education & Behavior, v48 n5 p553-558 Oct. For decades, marginalized communities have been naming the harms of policing–and the systemic racism that undergirds it–for health and well-being. Only recently have policing practices and racism within policing gained more widespread attention in public health. Building on social justice and emancipatory traditions in health education, we argue that health educators are uniquely prepared to use the evidence base to reframe narratives that drive aggressive policing and their disproportionate impacts on communities of color, promote disinvestment in militarized policing, and build relationships with community-based organizations and community organizers developing community-centered approaches to safety. Using public health institutions and institutions of higher education as examples, we suggest specific strategic actions that health educators can take to address policing as a public health issue. Health educators are uniquely poised to work with diverse community and institutional… [Direct]

Bailey, Sheila; Fuller, Marcus; Harkins Monaco, Elizabeth A.; Leckie, Adam; Maguire, Erin; Stansberry Brusnahan, Lynn (2023). Leading with an Equity Lens: Addressing the Intersection of Racism and Ableism in Public Schools. TEACHING Exceptional Children, v55 n5 p302-313 May-Jun. The Council for Exceptional Children studied the profession of special education and found that a substantial number of special educators rated their confidence as lower in culturally responsive instruction strategies (Fowler, et al., 2019). The recommendations in this article highlight how to confront the intersection of racism and ableism and eradicate deficit ideology in educational structures. Leading with an equity lens requires a conceptual framework and diversifying the workforce, adopting a theoretical framework, engaging with diverse students and families, developing skills through systemic professional development, and using practices such as culturally and linguistically sustaining practices, and anti-racist Universal Design for Learning (UDL)…. [Direct]

Christa Jackson; Cynthia E. Taylor; Kelley Buchheister (2023). Attending to What Prospective Teachers Notice about Students' Intersecting Identities. School Science and Mathematics, v123 n8 p461-475. To develop an equity-centered orientation in teacher education programs, it is essential to recognize what prospective teachers (PTs) attend to in classroom events and how they relate these events to mathematics instruction. We examined how race-gender intersections of a child (Black boy, Black girl, White boy, and White girl) in a written vignette shape PTs' noticing. Using an intersectional noticing lens, we analyzed PTs' responses with respect to race-gender intersections. The results indicated how racism and sexism can permeate PTs' implicit bias, positionality, and social expectations, which continue to oppress Blacks and girls within mathematics teaching and learning…. [Direct]

Changamire, Nyaradzai; Mosselson, Jacqueline; Mwangi, Chrystal A. George (2022). International Students and the Neoliberal Marketplace of Higher Education: The Lived Experiences of Graduate Students from Sub-Saharan Countries in Africa of a U.S. University's Internationalization Policy. Higher Education: The International Journal of Higher Education Research, v84 n3 p505-521 Sep. Prior to the pandemic, approximately 42,000 students from countries in sub-Saharan countries in Africa enrolled in U.S. universities (IIE 2021). Despite this strong and growing presence, little research exists focusing on their experiences of education in the U.S. Through a small-scale study of the experiences of graduate students from sub-Saharan African countries, we see evidence of material and discursive representations of race that produce material inequalities that are then used to legitimize racial formations. We couple these experiences to the background of campus internationalization policies and the university's responses to argue that the policies reproduce and reinforce cultural and social racism that positions white Americans as the norm and unproblematically contributes to Western supremacist positionality in the academy and beyond for economic benefit. In this paper, we demonstrate ways in which the implementation of campus internationalization programs is part of the… [Direct]

Cho, Hyesun; Johnson, Peter (2020). Racism and Sexism in Superhero Movies: Critical Race Media Literacy in the Korean High School Classroom. International Journal of Multicultural Education, v22 n2 p66-86. Past research on critical race media literacy (CRML) in multicultural education has primarily focused on identifying ways of fostering critical awareness of racism in the U.S. educational context. This study aims to present a situated account of a CRML pedagogy in the Korean high school classroom where students critique the racial and gender discrimination perpetuated in films. Using qualitative research data, such as teacher interviews and student presentation videos, the current study depicts ways in which Korean female high school students raise critical awareness of racism and sexism with the help of an English-speaking native teacher…. [PDF]

Allison Iwan; Amy Elder; Briana Woods-Jaeger; Kaitlin N. Piper; Marizen Ramirez; Tiffaney Renfro (2022). The Importance of Anti-Racism in Trauma-Informed Family Engagement. Administration and Policy in Mental Health and Mental Health Services Research, v49 n1 p125-138. Students of color are disproportionately affected by exposure to adverse childhood experiences (ACEs), racial trauma, and traumatic stress. Trauma-informed interventions in schools can promote healing among ACE-impacted students of color. These interventions require collaboration with family members to decide upon services and referrals; however, educators commonly face challenges with engaging families. The study purpose is to understand barriers and facilitators to engaging families in trauma-informed mental health interventions for ACE-impacted students of color. As part of a larger school-based trauma-informed trial ("Link for Equity"), 6 focus groups were conducted with parents/guardians of color and school staff (n = 39) across 3 Midwestern school districts. Participants were asked open-ended questions about trauma, discrimination, school supports, and family engagement. Transcripts were coded by two team members, and thematic analysis was used to identify… [Direct]

Michelle Trudgett; Rhonda Povey; Stacey Kim Coates; Susan Page (2024). Workers United: A Non-Assimilatory Approach to Indigenous Leadership in Higher Education. International Journal of Qualitative Studies in Education (QSE), v37 n10 p2909-2925. Indigenous leaders in higher education are restive, disaffected, and dissatisfied with the slow gyrations of change. Using Interest Convergence Theory, this paper will unravel the constraints inherent in institutional reform that delimit the influence of Indigenous senior leaders in the sector. Positioned amidst the burgeoning impact of neoliberalism, an architecture of colonial governance models, and systemic resistance to change, Indigenous leaders are affecting reform. By providing examples of reform-driven agential actions shouldered by senior Indigenous leaders across Canada, Aotearoa, America and Australia, this paper, underpinned by relationality, details how Indigenous leaders are engaging with Indigenous Institutional work and Entrepreneurship, speaking back to interest-driven institutional policies and practices in the sector with a pronounced focus on nation building. Drawn from an international, comprehensive qualitative study, we investigate how Indigenous leaders in… [Direct]

Exum, William H. (1980). \Plus Ca Change…?\: Racism in Higher Education. The meaning, operation, and impact of institutional racism in higher education are examined with attention to both past and present conditions. Institutional racism is examined with reference to several specific issues: barriers to the entry of blacks, as both students and staff, into American higher education; curriculum and academic programs; and treatment and on-campus experiences of blacks once entered. Brief attention is given to facilities, and other differentials between white and black institutions of higher education, as well as the relationship between black communities and white universities. The role of the status allocation functions of colleges and universities, intergroup competition and conflict in the larger society, and on campus, organizational imperatives of the institution, general societal attitudes about race, and attitudes and bigotry are considered. A distinction is made between structural and adaptive reform in attempts to combat institutional racism and…

David Tobin (2024). Visualising Insecurity: The Globalisation of China's Racist 'Counter-Terror' Education. Comparative Education, v60 n1 p195-215. This paper analyses the Chinese party-state's production of visual racism towards Uyghurs as a discursive foundation for its ethnic policy, as globally reproduced and disseminated by non-state actors. The paper draws from theoretical literature on the relationship between visual politics and affect, stressing the need for visual literacy to reflect on how images emotionally affect audiences' identities and insecurities. It focuses this analysis on education texts in China's post-2012 'de-extremification' and 're-education' campaigns, specifically on how images tell stories about life-or-death security issues that define Chinese identity. Chinese education about Uyghurs tends to frame Uyghur identities as racialised, culturally external existential threats to be defeated by state violence or teaching them to be Chinese. However, Uyghurs' own visibility strategies in global advocacy counter the party-state's imagery by centring their lives and experiences. The article shows how these… [Direct]

McBride, Chantee Earl (2010). Teaching African American Youth: Learning from the Lives of Three African American Social Studies Teachers. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. This study examines the life histories of three African American social studies teachers, focusing on the evolution and changes in their identities, perspectives, and attitudes related to their profession and instructional practice. In addition, the study addresses the significance of the teachers' racialized experiences as African Americans and how these experiences influence their use of culturally relevant pedagogy and other culturally responsive instructional strategies to teach their African American students. In the context of this study of three African American social studies teachers, critical race theory is used to acknowledge the teachers' life experiences with racism and the ways in which the teachers combat and address racism and oppressive mainstream educational ideologies, by sharing their counter-stories of experience in educational scholarship and their daily classroom teaching. A life history methodological approach was used to collect and interpret meaning from… [Direct]

Nancy B. Hertzog; Sakhavat Mammadov (2024). Million Dollar Question: What Is the Most Effective and Equitable Way to Deliver Services to Advanced Learners?. Journal of School Leadership, v34 n2 p151-176. School district administrators must address structural racism and inequitable access to advanced learning opportunities in their school districts. District administrators in one large district in the northwestern part of the United States sought research-based advice by asking the authors to provide the answer to the "million-dollar" question, "What is the most effective and equitable way to deliver services to advanced learners?" This paper shares the response provided to the school district and discusses the complexity of the question. Based on a systematic literature review of best practices in the field of gifted education, we share our findings in three categories: (1) administrative structures, (2) pedagogy of gifted education, and (3) social and emotional considerations for advanced learners. We conclude by offering recommendations drawn from this review to develop a holistic view of programming and serving all students with advanced academic needs…. [Direct]

Leyva, Luis A.; Marshall, Brittany; McNeill, R. Taylor (2022). "They're Just Students. There's No Clear Distinction": A Critical Discourse Analysis of Color-Evasive, Gender-Neutral Faculty Discourses in Undergraduate Calculus Instruction. Journal of the Learning Sciences, v31 n4-5 p630-672. Background: Calculus instruction is underexamined as a source of racialized and gendered inequity in higher education, despite research that documents minoritized students' marginalizing experiences in undergraduate mathematics classes. This study fills this research gap by investigating mathematics faculty's perceptions of the significance of race and gender to calculus instruction at a large, public, historically white research university. Methods: Theories of colorblind racism and dysconsciousness guided a critical discourse analysis of seven undergraduate calculus faculty's perceptions of instructional events. Findings: Our analysis revealed two dominant discourses: (1) Race and gender are insignificant social markers in undergraduate calculus; and (2) Instructional events can be objectively deemed race- and gender-neutral. We illustrate how calculus faculty varyingly engaged these colorblind discourses as well as discourses that challenged such conceptions of instruction. We… [Direct]

Thomas Albright (2024). Schooling Entanglements: Clipboards, Write-Ups, and Resignation Letters. International Journal of Qualitative Studies in Education (QSE), v37 n8 p2288-2303. This article describes how schooling — the oppressive, disciplinary force of much U.S. education — is a lively actor, with the agency to change in response to efforts to resist it. Using an agential realist account, the article traces how humans, nonhumans, and discourses intra-act to shape the ongoing power of schooling. The posthumanist framing decenters the human and affords the possibility of acknowledging the agency of more than human actors — clipboards, write-ups, resignation letters, schooling discourses, racialized discourses — that may not be accounted for within humanist framings. In doing so, it also offers a unique perspective on how efforts to challenge or resist schooling must take a broader range of actors into account, from clipboards and handouts to adultism and racism…. [Direct]

Ann Turnlund-Carver; Chandra Crudup; Cynthia Mackey; Felicia Mitchell; Ijeoma N. Ogbonnaya; Kelly Faye Jackson (2024). Anti-Blackness in Schools of Social Work: A Black Feminist Polyethnography. Journal of Social Work Education, v60 n3 p419-432. Considering the significant contributions of Black women social workers to our profession, and the unyielding stressors and expectations disproportionately affecting Black women in the context of Black Lives Matter and COVID-19, addressing anti-Blackness and understanding the lived experiences of Black women within higher education are essential first steps toward eliminating racism, the 13th and most recently adopted Grand Challenge. Guided by Black feminist polyethnography, this study examined how anti-Blackness is collectively felt and experienced by six Black and mixed Black women faculty and graduate students in schools of social work over their academic careers. Initial steps schools of social work can take to acknowledge and address manifestations of anti-Blackness within existing policies, procedures, curriculum, and dominant school culture are discussed…. [Direct]

Anna Clements (2024). Intersections of Racism, Ableism, and Gender Violence in the Special Ed to Prison Pipeline. ProQuest LLC, Ph.D. Dissertation, Brandeis University, The Heller School for Social Policy and Management. The special education to prison pipeline is a documented facet of the school to prison pipeline, in which Black, Latinx, Indigenous, and other youth of color disproportionately experience exclusionary school discipline, increasing their likelihood of incarceration. The special ed to prison pipeline is a sub-trend in which BIPOC youth who are identified as having disabilities experience even higher rates of exclusionary discipline, in part because the disability policies and programs do not serve all students equitably. At the same time, scholars and governmental agencies such as the CDC recognize that people with disabilities across gender identities experience higher than average rates of sexual and other gender-based violence. There is a dearth of research documenting the structural issues contributing to that trend outside of direct care programs. This dissertation, consisting of three papers, examines relationships between these two trends. Each paper addresses the relationship… [Direct]

Barabino, Gilda A. (2020). Higher Education Must Do Its Part to Bend the Arc. New England Journal of Higher Education, Nov. America is undergoing a reckoning as the pain, suffering and setbacks caused by years of systemic racism is coming into full view. This heightened awareness around racism, sparked by death and injustice, must result in the development of real pathways to eliminate systemic racism, or it will be a lost opportunity for our generation to do our part in–to paraphrase Dr. Martin Luther King, Jr.–bending the long arc of the moral universe toward justice. Higher education, like all other institutions in society, must do its share of bending the arc. Drawing from her experience as a scientist, professor and administrator, author Gilda A. Barabino believes there are a number of ways in which colleges and universities can advance and improve the lives of all students–and especially students of color. Even though higher education institutions are facing significant operational and financial challenges created by the COVID pandemic, nonetheless they must take action today to ensure that they… [Direct]

Kristen N. Lamb; Nancy B. Hertzog (2025). Voices of Families of Color: Navigating White Spaces in Gifted Education. Gifted Child Quarterly, v69 n1 p49-67. Even when achievement outcomes are equal, some students of color still do not participate in advanced academic or gifted education programs. To better understand this phenomenon, researchers engaged in a research-practice partnership within the local community to explore the experiences of families of color and assess their needs pertaining to advanced learning opportunities for their children. Data were collected during two family outreach events using a semi-structured interview protocol with focus groups. Focus-group interviews were independently coded and analyzed using thematic analysis. Findings revealed challenges and barriers related to accessing enrichment and advanced academic learning opportunities. Some families discussed their personal experiences of racism, bias, and deficit thinking. Overall, themes illustrated how families of color believed they were perceived by educational practitioners and their desire for a sense of belonging and equitable access to high-quality… [Direct]

McIntosh, Michael L. (2020). From Ally to Activist: Embracing Activism as an Essential Component of Social Justice Educational Leadership to Combat Injustice in American Schools. Journal of Leadership, Equity, and Research, v6 n2. Educational leaders must embrace activism as central to their efforts to combat racism and other unjust policies in schools. Social justice activism is an intentional action with the goal of bringing about positive social change. It requires leaders to accept their responsibility to actively resist exclusion, prejudice and injustice in our educational system, despite internal or external pressure from others who may thwart their efforts to promote social justice. The aim of this article is to bring to the forefront how social justice education leadership and social activism must be coupled as essential tools within the blueprint to end injustice. This article begins with defining the terms: ally (alliance), advocate (advocacy) or activist (activism) as they relate to social justice leadership in education and places them upon a newly constructed continuum (Social Justice Action Continuum) to battle overt racism and the "New Racism". The continuum recognizes that educational… [PDF]

Hess, Juliet (2021). Becoming an Anti-Racist Music Educator: Resisting Whiteness in Music Education. Music Educators Journal, v107 n4 p14-20 Jun. In this article, I propose some ways that music educators might become anti-racist. I explore the ways that Whiteness manifests in music education and subsequently examine actions we might take to resist this Whiteness. Ultimately, I suggest anti-racism as a way forward for music education. I delineate some of the ways that Whiteness operates in music education, not to discourage educators but rather to encourage us to notice the way Whiteness pervades our field…. [Direct]

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

Keisha Mark Williams (2023). Readiness for Racialized Encounters in the Career Preparedness of Black HBCU Graduates in White Corporate Environments: A Narrative Inquiry and Critical Race Theory Study. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Greensboro. This Qualitative Narrative inquiry explored the experiences of Black graduates from Historically Black Colleges and Universities (HBCUs) as they enter into predominantly White working environments. Inspired by a study conducted by the National Opinion Research Center's "Being Black in Corporate America" (National Opinion Research Center, 2019) which discovered 58% of Black individuals faced workplace racism, prompting a mass exodus of millennial employees, this study examines the role HBCUs play in shaping Black graduates' ability to navigate racial challenges. Using Critical Race Theory and narrative research, this study evaluates how well HBCUs prepare Black graduates for confronting racism in White corporate environments and explores the strategies these graduates use to cope with challenging encounters. Using purposive sampling, 8 Black HBCU graduates with post-graduation experience in predominantly White corporate environments were selected to participate. Data… [Direct]

Yvonne Allen (2020). Latina/o First Generation Community College Students from Rural Backgrounds: How Their Rural Experiences Impact Their Transition to and Success in Higher Education. ProQuest LLC, Ph.D. Dissertation, University of California, Davis. Many Latinx students whose families have resided in the rural areas of the United States for generations face racist, nativist behavior particular to rural spaces that is pervasive and all encompassing. Living and learning under small town oppression affects Latinx students' educational aspirations, trajectory and achievement of higher education in ways that are different than those of their urban and suburban counterparts. These rural areas and the effects of concentrated racism that becomes normalized in these areas have been virtually unexplored. The narratives of Latinx community college students who come from rural backgrounds and have experiential knowledge of the oppressive surveillance, racist treatment and exclusionary tactics by some educational personnel are examined to identify, understand and analyze the extent to which these experiences affect student higher education achievement. Preliminary findings from a pilot study reveal the negative effects of several generations… [Direct]

Suyemoto, Karen L.; Thomann, Catharine R. B. (2018). Developing an Antiracist Stance: How White Youth Understand Structural Racism. Journal of Early Adolescence, v38 n6 p745-771 Jun. This qualitative study explored how White youth understand structural racism on an abstract and personalized level and the process of developing these understandings. Structural racism encompasses both institutional racism and the broader effects of racism embedded within social structures. Semistructured interviews were conducted with 16 White youth in seventh or eighth grade in a suburban school. Grounded theory qualitative analysis indicated that developing structural racism understanding for White youth involved a process of (a) developing an initial understanding of the existence and meaning of structural racism, (b) reflecting on this awareness independently and with others, (c) developing emotional connections to these issues (sympathy), (d) developing perspective taking skills and empathy, and (e) engaging and struggling with one's identity as a White person. Results also provided support for the importance of parental racial socialization practices and multicultural antibias… [Direct]

Annita Ventouris; Elina Wright; Mike Mimirinis (2024). Variation in Black Students' Conceptions of Academic Support. British Educational Research Journal, v50 n1 p241-259. The persistence of degree-awarding gaps and anti-Black racism warrant an exploration of the quality and effectiveness of academic support offered to Black undergraduate students in British higher education, and how such support is perceived by students. Our phenomenographic study found that Black students' conceptions of academic support range from broad expectations of help with their studies to more advanced understandings of their own agency and the context of academic support. Our results highlight that attempts to enhance academic support should revisit three interconnected areas: what type of academic support is provided, where, and by whom. Most importantly, we propose a new inclusive direction that replaces existing deficit models with approaches that will strengthen Black students' agential effectiveness within historically White institutions…. [Direct]

Jane E. Sanders (2024). "I Think the Teachers Should Really Connect More with the Students": The Influence of Systemic Racism, Inequity, School, and Community Violence on Connection for High School Students Who Are Suspended or Expelled. Youth & Society, v56 n7 p1191-1211. The objective of this constructivist grounded theory study was to understand the experiences of students who have been disciplinarily excluded from school. Fifteen students (male, n = 11; Black, n = 10; having special education needs, n = 9) and 16 multidisciplinary staff in Ontario participated. Students experienced high rates of expanded adversities, including school and community violence, systemic racism and inequity. The importance of connection wove throughout the data; however, three themes were found to block connection: unacknowledged impact of adversity, a climate of fear, and the disproportionate impact of limited resources. Trauma-informed culturally attuned approaches that focus on the disproportionate impact of adversity and school discipline at the point of a disciplinary response, and throughout a student's educational experience, are essential…. [Direct]

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

Bale, Jeff; Brubacher, Katie; Burton, Jennifer; Gagn√©, Antoinette; Kerekes, Julie; Larson, Elizabeth Jean; Owoo, Mama Adobea Nii; Rajendram, Shakina; Wong, Wales; Zhang, Yiran (2023). Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education: Principles, Policies and Practices. Language, Education & Diversity. Multilingual Matters This book details a three-year, multi-stranded study of teacher education programs that prepare future teachers to work with multilingual learners. The book examines how racism and linguicism collaborate to shape the conditions under which teacher candidates learn how to teach. The analysis traces dynamic shifts in thinking and practice as participants reflected on their personal, professional and academic experiences in relation to formal curriculum and assessment policies to interpret what it means to work with multilingual learners in the classroom. The book offers guiding principles — above all, learning "from" multilingual learners, not only "about" them — and presents a suite of teacher-education practices to disrupt the interplay of language and race that so deeply shapes teacher-candidate learning about multilingual learners…. [Direct]

Vega, Blanca Elizabeth (2021). "What Is the Real Belief on Campus?" Perceptions of Racial Conflict at a Minority-Serving Institution and a Historically White Institution. Teachers College Record, v123 n9 p144-170 Sep. An organizational conflict lens offers a distinct understanding of how higher education administrators and postsecondary students experience racial conflict on their campuses. Despite students of color historically reporting incidents with overt and subtle forms of racism on college campuses (George Mwangi et al., 2018; Hurtado & Ruiz, 2015; Nguyen et al., 2018; Serrano, 2020), postsecondary leaders continue to report positive race relations on campus (Jaschik & Lederman, 2017). This conflict in perception is the focus of this article. To understand how race-related conflicts are perceived in higher education, I examined perceptions of racial conflict across two types of postsecondary campuses. I used compositional diversity, or a numerical illustration of various racial and ethnic groups (Hurtado et al., 1998; Milem et al., 2005), as a determinant to decide which campuses to study for how racial conflict is understood by administrators, faculty, and students. Drawing from… [Direct]

Elzena L. McVicar (2024). The Liberatory Stances of Black Women Mathematics Teachers. Educational Studies in Mathematics, v116 n3 p519-538. Black women teachers have a legacy rooted in resisting and disrupting racism and racialization in schools. Yet, stories of Black women teachers enacting their liberatory pedagogy in mathematics go untold. This study centers Black women mathematics teachers' liberatory stances towards teaching mathematics to Black, Latinx, and Southeast Asian students. I use a Black feminist lens to conduct a critical narrative study of five Black women elementary teachers that explores how their racialized mathematics experiences informed their liberatory stances of personal accountability, caring, and being a role model for students in their mathematics classrooms. These liberatory stances resisted normalizing whiteness and anti-Blackness in mathematics classrooms within teachers' schools. Implications include learning about Black women mathematics teachers' liberatory stances in different racialized social systems as a starting place to transform mathematics education for liberation…. [Direct]

Sheth, Manali J. (2019). Grappling with Racism as Foundational Practice of Science Teaching. Science Education, v103 n1 p37-60 Jan. While current science teacher education frameworks designed to support high-quality teaching have the potential to promote equitable science learning, they do not substantively engage with how racism organizes science teaching and learning. In this critical qualitative inquiry grounded in critical race theory and sociopolitical perspectives on teaching and learning, I analyzed the contradictions that emerged in science teaching practices that were both intended to support Student of Color science learning and engaged science-specific colorblind ideologies. The critical race theory analysis demonstrated how science teaching practices such as connecting to students' experiences, creating interests in science, representing scientists as role models, and scaffolding doing science maintain unequal racialized power relations between students and science when historical and contemporary legacies of racism are not directly confronted. I also propose a science teaching practice of… [Direct]

Kohli, Rita; Nev√°rez, Arturo; Pizarro, Marcos (2017). The "New Racism" of K-12 Schools: Centering Critical Research on Racism. Review of Research in Education, v41 n1 p182-202 Mar. While organizing efforts by movements such as Black Lives Matter and responses to the hate-filled policies and rhetoric of President Donald Trump are heightening public discourse of racism, much less attention is paid to mechanisms of racial oppression in the field of education. Instead, conceptualizations that allude to racial difference but are disconnected from structural analyses continue to prevail in K-12 education research. In this chapter, our goal is to challenge racism-neutral and racism-evasive approaches to studying racial disparities by centering current research that makes visible the normalized facets of racism in K-12 schools. After narrowing over 4,000 articles that study racial inequity in education research, we reviewed a total of 186 U.S.-focused research studies in a K-12 school context that examine racism. As we categorized the literature, we built on a theory of the "new racism"–a more covert and hidden racism than that of the past–and grouped the… [Direct]

Ayaa Elgoharry; Saran Stewart; Yasmin Elgoharry (2024). Humanizing the Lived Experiences of Muslim, Immigrant-Origin, Women Doctoral Students, and Black Women Faculty: A Photovoice Study. Review of Higher Education, v47 n3 p315-345. Using the frameworks of Critical Race Feminism (CRF) and Representational Intersectionality, we employ photovoice as a form of Participatory Action Research (PAR) method to illustrate the lived experiences and voices of Muslim, immigrant-origin, women doctoral students, and Black faculty in predominantly and historically white institutions (PHWIs) within the United States (U.S.). The findings illustrate how we make meaning of our academic experiences, and challenge grand narratives that are rooted in anti-Blackness, anti-Muslim, anti-immigration, sexism, classism, racism, and other forms of social oppressions in order to provide and develop humanizing approaches to be seen and valued within higher education. This study expands on strategies to support and empower graduate and faculty women of color in the Academy as they navigate and find humanizing approaches to succeed in PHWIs…. [Direct]

Bismah Khalid; Jane A. Davis; Ruheena Sangrar; Shannon Giannitsopoulou (2023). Applying an Anti-Racist Pedagogy to Develop and Deliver a Racial Microaggressions Workshop for Occupational Therapy Students. Journal of Occupational Therapy Education, v7 n4 Article 14. Many workshops about identifying, understanding, and responding to microaggressions have been designed and delivered to learners within health education. However, few workshops implement an antiracist pedagogical approach, and none presented in the literature have been created specifically for occupational therapy students. Anti-racist pedagogical approaches explicitly link interpersonal and institutional/structural oppressions to ensure that the impacts of microaggressions are not minimized by focusing solely on interpersonal interactions. A specific workshop is needed to address the noted persistence of racial microaggressions directed at clients, families, students, and practitioners within occupational therapy contexts and due to the embeddedness of practitioners in clients' daily lives. To address the gap in curricular intervention tools, a workshop was designed and implemented. The workshop was delivered to master's professional entry-level occupational therapy students with… [PDF]

Alexandra D. Bloshenko; Nicole L. Lorenzetti (2024). She Did It on Purpose: Teacher Education Students' Interpersonal Attributions of Black Girls' Behavior and Classroom Disciplinary Decisions. Issues in Teacher Education, v33 n1 p52-79. Black youth overwhelmingly experience excessive discipline and exclusionary practices in schools, which contribute to the growing achievement and opportunity gaps between Black and White students. This study examined 915 teacher education students' (TES') interpersonal attributions of classroom behaviors of elementary age Black and White girls, using sets of vignettes and questionnaires to analyze the impacts of student race on TES' interpersonal attributions and consequent discipline decisions. The findings indicate that TES attribute a more internal locus of control and controllability to the behaviors of Black girls than White girls displaying comparable behaviors. TES' more often refer White girls to school psychologists and more often ignore the classroom misbehavior of White girls than Black girls at statistically significant rates. Incorporating explicit, anti-racism classroom management into teacher education curricula could address TES' racially biased interpersonal… [Direct]

Annette Beauchamp (2023). Campesinos, Environmental Racism, and Ecotheatre: Toward an Inclusive Environmental Education through BIPOC Storytelling. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Environmental education in historically White schools of education has typically emphasized science, outdoor, or STEM education rather than environmental racism, environmental (in)justice, or the environmental justice movement. This focus often deemphasizes the role of structural injustice and state-sanctioned violence in environmental issues as well as BIPOC peoples' environmental activism, thus contributing to the erasure of the long history of BIPOC environmentalisms (D. Taylor, 2009; 2016; Wald et al., 2019). Scholars, however, have begun to address this omission (Haluza-DeLay, 2013). This dissertation contributes to this discussion and extends it by theorizing and presenting a BIPOC storytelling approach for teaching the difficult and traumatic history of environmental racism in the U.S. (Bullard et al., 2008). By examining BIPOC storytelling, specifically campesino ecotheatre–El Teatro Campesino's "Vietnam Campesino" (1970) and Cherrie Moraga's "Heroes and… [Direct]

Maria D. Flowers (2023). Is Healthcare for All? A Qualitative Questionnaire Study of Systemic Racism in Healthcare and the Perception among Stakeholders of U.S. Healthcare Corporations: An Exploration of Moral Disengagement and Interest Convergence in Healthcare Delivery. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This study sought to understand why disparate healthcare between White Americans and minoritized populations has been allowed to persist despite decades of research about unequal treatment. It is widely proven and accepted that systemic racism drives health disparities yet disparate health outcomes continue to rise for minoritized populations. Healthcare organizations and professionals should operate to improve the health and well-being of all patients. The pursuit of profits and the underlying biases rooted in the foundations of systemic racism will continue to perpetuate without increased organizational accountability. The United States government needs to protect vulnerable patients by changing policies that inject greater accountability for organizations to provide safe and equitable care. Patient Safety legislation reform is needed for patients to increase the reporting of preventable events that lead to disparate outcomes. Medical education organizations should provide a… [Direct]

Daly, Annie; LeeKeenan, Kira; Svrcek, Natalie Sue; Wetzel, Melissa Mosley (2021). Coaching Using Racial Literacy in Preservice Teacher Education. Journal of Literacy Research, v53 n4 p539-562 Dec. Drawing on a theoretical framework that centers race, racism, and anti-racism, this study explores a coaching conference in preservice literacy teacher education. In classrooms, teachers often encounter disruptions in the community; however, those disruptions are often seen as problems to be solved and are addressed without interrogating race discourses. This study builds on previous research that has explored how teachers engage in developing understandings about race in relation to their practice using discursive tools of racial literacy. We ask, How do three White teachers draw on race discourses that are racist and anti-racist within the context of one coaching event, a post-conference? Using critical discourse analysis, we describe and interpret how race discourses were drawn upon and disrupted in the conference. We conclude with a discussion of the racial literacy practices that have promise in this coaching context and in other professional settings…. [Direct]

Ebanks, Gilda; Francois, Samantha (2023). The Persistence of African American Female Students in Community Colleges. Community College Journal of Research and Practice, v47 n6 p443-451. Community colleges have been an educational source for individuals to increase capital and social mobility. But the reality of these opportunities is not the same for all. First generation, low income, non-traditional minority students make up a large percentage of students enrolling in community colleges yet retention rates, primarily for African Americans remains relatively low. The purpose of this study was to determine what factors impact the persistence of African American female students attending community colleges. The study researchers tested study hypotheses using a 3-step hierarchical regression analysis. Demographic variables (race and age) were entered into the model first to control the confounding effect of these variables. Second, the researchers entered academic support, financial health, financial strain, and experiencing racism to examine change in variance explained by the model with main effects and the relative direct effect of each variable on college… [Direct]

Peter M. Newlove (2022). A Diversity of Tactics: Exploring the Contexts, Negotiations, and Motivations of Teachers Doing Antiracist Work. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Denver. There is both a longstanding legacy of white supremacy in education, and a plethora of resistance movements to white supremacy. Correspondingly, there are scores of teachers who uphold white supremacy at the classroom level (through curriculums, pedagogies, behavior policies, procedures, and more), and many who work to challenge and critically interrogate racism in their classrooms. Yet, despite the wealth of scholarship that has, for decades, worked to critically challenge and uproot racism in schools (see Delpit, 1988; Ladson-Billings, 1995; Love, 2019; Lynn & Parker, 2006), and despite the fact that there are surely teachers who undertake this work (as evidenced in the scholarship), there is still less that is known about who these critical teachers are and how they arrived at this place of being/becoming educators who engage in antiracist practices. As such, this grounded theory study adds to the scholarship on antiracist education by exploring, through questionnaires and… [Direct]

Matthews, Amber (2021). Reversing the Gaze on Race, Social Justice, and Inclusion in Public Librarianship. Education for Information, v37 n2 p187-202. While contemporary revisionist narratives frame the public library as a benevolent and neutral community resource, it has existed for over two centuries and has a deeply shaded past. Particularly, public libraries played key roles in projects tied to the industrialist mission of states and the education of select social groups during key historical times. In no uncertain terms, these were inherently racist and colonial projects in which libraries helped proffer socially constructed and politically motivated ideas of race and class. This work draws on relevant and important work in anti-oppression studies, Black studies, critical diversity studies, and Critical Race Theory (CRT) to trouble contemporary revisionist perspectives in public librarianship to show how they further entrench monocultural normativity and structural racism. It also draws on scholarship in anti-racism studies to reimagine possibilities for public librarianship that genuinely reflect its core values of equity and… [Direct]

Eupha Jeanne Daramola; Travis Pillow (2023). Communities in the Driver's Seat: Black Mothers Forum Microschools Raise Sustainability Questions. Center on Reinventing Public Education Black Mothers Forum (BMF) was founded in 2016 to combat institutional racism, including disproportionate discipline, unrepresentative curricula, and racial bullying in Phoenix-area schools. When the COVID-19 pandemic disrupted public education, the organization launched a network of microschools as outposts of this mission. These microschools were able to start quickly, make frequent course corrections, and sustain their efforts after the pandemic, thanks in part to Arizona's growing ecosystem of diverse education options. The initial pandemic-era effort to launch these microschools was documented in a case study published by the Center on Reinventing Public Education in 2022. This followup brief revisits the initial case study with an eye toward the pedagogical tensions and questions of sustainability that it brought to light. This brief is based on in-person classroom observations, a new round of interviews with BMF microschool leaders and educators, and an analysis of Arizona's… [PDF]

Ismael Garci ¥a-Cedillo, Editor; Luz Mari ¥a Moreno-Medrano, Editor; Silvia Romero-Contreras, Editor (2024). Intercultural and Inclusive Education in Latin America: Trajectories, Perspectives and Challenges. International Perspectives on Inclusive Education. Volume 24. International Perspectives on Inclusive Education Quality education is a human right and all individuals and peoples regardless of their social, ethnic, personal, economic, gender, or religion, should be able to participate and engage in productive and lifelong learning. This volume explores the ways in which intercultural and inclusive education have been addressed in Latin America through small, local, or nation-wide programs to improve peoples' experiences regarding diversity, such as racism, classism, meritocracy, and redefines the priorities to advance on the quality of education for all. Key international authors contribute chapters on the history, status, and challenges of intercultural and inclusive education in a specific country or region in Latin America. "Intercultural and Inclusive Education in Latin America: Trajectories, Perspectives and Challenges" focuses on the history and advances in public policies, teaching practices, educational programs, as well as new methodologies and theoretical perspectives to… [Direct]

Allyson Perry (2022). Pedagogical Decisions and Sociopolitical Contexts: A Collaborative Ethnography of Social Studies Educators Who Teach about Race and Racism. ProQuest LLC, Ed.D. Dissertation, Marshall University. This dissertation examines the pedagogical decision making processes of eight social studies teachers in West Virginia who taught about race and racism during the 2021-2022 school year. Teaching about racism and issues of race has become highly politicized, but social studies educators remain uniquely poised to have meaningful discussions about racial discrimination and how race and various other social identities form a matrix of power and privilege. To examine the complex decisions social studies educators in West Virginia make when adopting racial justice pedagogy and the sociopolitical contexts informing their decisions, this qualitative study uses the three complementary theoretical frameworks of critical race theory, critical whiteness studies, and critical regionalism. The three frameworks inform this study's emergent design and research methods, which pull from collaborative and critical educational ethnography methodologies. Based on interpretative analysis of qualitative… [Direct]

Colette Rabin; Grinell Smith (2024). From Small Moments to Fundamental Principles of Democratic Education. Schools: Studies in Education, v21 n1 p91-116. In democratic education, schools are places where democracy holds center stage, where students explore the aims and assumptions that underpin democracy, and where students develop a shared understanding of core values. Despite the democratic promise of schooling, however, schools often fail to prepare people to interrupt racism, classism, gender and sexuality inequity, ability injustices, and the pathologizing of difference in general. We describe three practices we think move us toward democratic education that are aimed at empowering our students to view teaching and learning as a humanistic endeavor guided by democratic principles rather than a transactional exchange between teacher and student. These practices center on attending to students' needs not merely as individuals but as individuals in community, helping students learn to be accepting of themselves and inclusive of one another, and trusting students to recognize the humanity in one another and in so doing to value… [Direct]

Denisa G√°ndara; Hadis Anahideh; Lorenzo Picchiarini; Matthew P. Ison (2024). Inside the Black Box: Detecting and Mitigating Algorithmic Bias across Racialized Groups in College Student-Success Prediction. AERA Open, v10 n1. Colleges and universities are increasingly turning to algorithms that predict college-student success to inform various decisions, including those related to admissions, budgeting, and student-success interventions. Because predictive algorithms rely on historical data, they capture societal injustices, including racism. In this study, we examine how the accuracy of college student success predictions differs between racialized groups, signaling algorithmic bias. We also evaluate the utility of leading bias-mitigating techniques in addressing this bias. Using nationally representative data from the Education Longitudinal Study of 2002 and various machine learning modeling approaches, we demonstrate how models incorporating commonly used features to predict college-student success are less accurate when predicting success for racially minoritized students. Common approaches to mitigating algorithmic bias are generally ineffective at eliminating disparities in prediction outcomes and… [PDF] [Direct]

Denisa G√°ndara; Hadis Anahideh; Lorenzo Picchiarini; Matthew P. Ison (2024). Inside the Black Box: Detecting and Mitigating Algorithmic Bias across Racialized Groups in College Student-Success Prediction. Grantee Submission, AERA Open v10 n1. Colleges and universities are increasingly turning to algorithms that predict college-student success to inform various decisions, including those related to admissions, budgeting, and student-success interventions. Because predictive algorithms rely on historical data, they capture societal injustices, including racism. In this study, we examine how the accuracy of college student success predictions differs between racialized groups, signaling algorithmic bias. We also evaluate the utility of leading bias-mitigating techniques in addressing this bias. Using nationally representative data from the Education Longitudinal Study of 2002 and various machine learning modeling approaches, we demonstrate how models incorporating commonly used features to predict college-student success are less accurate when predicting success for racially minoritized students. Common approaches to mitigating algorithmic bias are generally ineffective at eliminating disparities in prediction outcomes and… [Direct] [Direct]

Blaisdell, Benjamin; Taylor Bullock, Ronda (2023). White Imagination, Black Reality: Recentering Critical Race Theory in Critical Whiteness Studies. International Journal of Qualitative Studies in Education (QSE), v36 n8 p1450-1458. This essay uses the concept of the white imaginary to reflect on Critical Whiteness Studies (CWS) in education. It examines the field's value but also its limitations, specifically its preoccupation with converting white people as the solution to systemic racism. The conversion approach ignores the fuller structural nature of whiteness and often privileges the needs and wants of white people over people of color. The essay argues that to better serve Black students and educators, CWS must stay connected to the central tenets of Critical Race Theory and aligned with approaches rooted in the racial knowledge of people of color, such as work on Black genius…. [Direct]

McDonnell, Liz; Phipps, Alison (2022). On (Not) Being the Master's Tools: Five Years of 'Changing University Cultures'. Gender and Education, v34 n5 p512-528. This paper reflects on the first five years of the Changing University Cultures (CHUCL) collective, which conducted equality and diversity projects in four English universities between 2015 and 2020. We explore how CHUCL has been used in the service of institutional polishing (Ahmed, S. 2012. "On Being Included: Racism and Diversity in Institutional Life." Duke University Press, 143) and airbrushing (Phipps, A. 2020b. "Reckoning Up: Sexual Harassment and Violence in the Neoliberal University." "Gender & Education" 32 (2), 230-233), how our reports have become non-performatives (Ahmed, S. 2012. "On Being Included: Racism and Diversity in Institutional Life." Duke University Press, 90), and how our findings have been weaponised in the service of institutional interests. We are two of three white middle-class women who constitute the CHUCL collective; we situate this retrospective within critical reflections on our positionality and an… [Direct]

Belfield, Clive (2021). The Economic Burden of Racism from the U.S. Education System. National Education Policy Center Even as the U.S. education system becomes more ethnically and racially diverse, many racial disparities persist with regard to school segregation, educational resources, and ultimately educational outcomes. These disparities harm students individually and have significant societal impacts as well, including economic consequences. Educational resources are misallocated in ways that may reflect racial discrimination. Black and Hispanic students often leave school with substantially lower levels of human capital and, as a result, have lower lifetime earnings on average. Together, these misallocations and losses in human capital are what this brief calls the "economic burden of racism." In estimating the main economic burdens of racial disparities, this brief attempts to include all the resources that are affected by racism, measured in dollars. The brief's conservative estimates point to the need for more complete and precise data; thus, the brief concludes with… [PDF]

Benjamin W. Georgia; Dallas Ryan; Hannah L. Glass; Heide R. Cygan; Isabella Castillo; Monique Reed (2024). An Integrative Review of College Readiness Programs for Black High School Students; Opportunities for School Nurse Involvement. Journal of School Nursing, v40 n1 p26-42. Education is associated with improved health outcomes. However, fewer non-Hispanic Black Americans earn high school diplomas, baccalaureate, or advanced degrees than White Americans, placing them at higher risk for poor health outcomes. Racial disparities in education have been linked to social injustice and structural racism. Through the Framework for the 21st Century School Nursing Practice[TM], school nurses can impact academic success and college readiness for Black youth. An integrative review of the literature was conducted to describe programs to promote college readiness for Black high school students and evaluate school nurse involvement. Findings of the eighteen unique studies included in this review were: programs included mostly female participants, and most yielded improvements in students' non-cognitive skills (i.e. sense of belonging/confidence) and college knowledge. None of the programs included school nurse involvement. School nurses can advocate for anti-racist… [Direct]

Stoddard, Ellen W.; Thompson, Corliss B.; White, Shariva D. H. (2022). Perceptions of Race in Career and Technical Education: Moving toward Critical Consciousness. Career and Technical Education Research, v47 n1 p3-22 May. Career and technical education (CTE) gives students access to skill development and greater economic opportunity, but challenges in the CTE system are pervasive for students of color, specifically Black and Latinx students. This study examines Black and Latinx high school student and teacher experiences with race in a profession-based learning program that awards CTE credits. This basic qualitative study is built around a conceptual framework that examines what racism is in CTE, how it creates barriers for people of color and how activating sociopolitical consciousness of students and teachers may enhance student agency. Findings reveal student and teacher perspectives defining race as skin color, strong beliefs in meritocracy, and individualized approaches that lead to a lack of awareness of systemic racism. Teachers play a critical role in supporting students through challenges, but they stop short of using their positions to elevate those challenges toward more meaningful systemic… [Direct]

Boris Krichevsky; Dian Mawene; Dosun Ko; Sumin Lim (2024). Organizing Possible Futures: A Systematic Review on Dis/Ability Justice Frameworks to Design Equity-Oriented Inclusive Teacher Education Programs. Review of Educational Research, v94 n6 p883-926. In the U.S. school system, Black, Indigenous, and People of Color (BIPOC) students often experience multiple forms of marginalization at the intersection of racism, ableism, and other forms of subjugation. To reform dysfunctional school systems, teacher education programs must create transformative spaces to nurture future educators committed to equity. These educators then will be equipped to dismantle the (in)visible racist and ableist structures within education systems and envision new alternative futures. Drawing on critical learning sciences and dis/ability justice-oriented theoretical approaches, we conducted a systematic literature review of 11 empirical studies to examine how teacher preparation programs are informed by dis/ability justice theoretical lenses. We synthesized how dis/ability justice-oriented teacher preparation programs organized transformative learning environments aimed at disrupting color-evasive and pathologizing discourses. We discussed the findings on… [Direct]

Amanda Lee; Annie J. Keeney; Jong Won Min; Lauren Willner; Lianne Urada; Megan Ebor; Savannah Ingold; Stacy Dunkerley (2024). Anti-Racism, Diversity, Equity, and Inclusion Perspectives across the Explicit Curriculum: Insights and Efforts from a School of Social Work. Journal of Teaching in Social Work, v44 n4 p423-440. Principles of diversity and difference are and have historically been, essential to social work education. However, preparing students with the knowledge, awareness, and skills of anti-racist and anti-oppressive practices has been less central in social work education until recently. In June 2022, the Council on Social Work Education issued new Educational Policy and Accreditation Standards (EPAS) guidelines. Most notable was the addition of EPAS 2.0, requiring social work programs to integrate anti-racism, diversity, equity, and inclusion (ADEI) approaches throughout social work programs' context and learning environment. Responding to EPAS 2022 and our program's commitment to social and racial justice, this article presents our school's process for critically assessing and revising how our explicit curriculum integrates critical ADEI perspectives. We highlight the findings from a rapid scoping review of ADEI content in the social work literature. Additionally, we discuss the… [Direct]

Michelle Reidel (2024). Decentering Whiteness in Teacher Education: The Role of Emotion. Educational Foundations, v37 p21-42. Teacher candidates and teacher educators of color often carry a heavy emotional burden as a consequence of the epistemic violence they experience in many TEPs (Teacher of Color Collective & Sauto-Manning, 2022). To interrupt this pattern, we must critically engage with emotion by examining what emotions "do," how emotions function and in whose interest. This type of critical emotional literacy is especially important for White teacher candidates and White teacher educators, as the emotionalities of Whiteness are closely intertwined with practices and structures of racism. Drawing attention to the emotionality of Whiteness is not without risks. It is possible that focusing on how emotion operates to maintain (and potentially dismantle) White supremacy may further reinscribe Whiteness as the normative center of teacher education "and" perpetuate the marginalization and pain teacher candidates and teacher educators of color. However, without engaging in this work… [Direct]

Ian Cushing; Navan Govender (2024). An Anti-Racist English Education. English in Education, v58 n3 p240-257. In this conceptual article we offer a vision and a manifesto for an anti-racist English education, focusing particularly on language. Locating our work with anti-racist efforts in the UK, we conduct a brief historical reflection of these efforts, before turning our attention to the current politico-economic context and making a case for the urgent need for English teachers and teacher educators to commit to anti-racism within their work. We then outline what contemporary anti-racist efforts in English education might look, sound, and feel like. We argue for a greater attention to intersectional positionalities and activism in English education. We argue for anti-racist language policies which work in dialogue with other broader anti-racist efforts. We argue for the need to pay attention to specific contexts and racialised dynamics of institutions and local communities. We argue for anti-racist pedagogical stances which seek to sustain the language practices of marginalised children…. [Direct]

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

Rachel Guldin (2022). Whose Future? Whose Facts?: A Critical Case Study of News Literacy Education in the United States. ProQuest LLC, Ph.D. Dissertation, University of Oregon. In the wake of the 2016 and 2020 U.S. presidential elections and the COVID-19 pandemic, increasing public attention has been paid to the ability of citizens to use and understand news media, information, and digital technology. Conversations about media literacy–the ability to critically engage with media–are ongoing in the press, schools, and state and federal governments. Most media literacy scholars agree that media literacy is an integral part of an informed and healthy democracy. Yet not all media literacy approaches are the same, and some scholars suggest that mainstream approaches may re-create antidemocratic systems and ideologies. What does it mean when the tools intended to support a healthy democracy reinforce systems of oppression? A case study of the News Literacy Project (NLP), a nonpartisan, nonprofit education organization, was used to explore this question by examining how ideologies of racism and neoliberal capitalism are perpetuated or challenged in the resources… [Direct]

Amanda Wittman; Amber Haywood (2022). Funding the Future We Want: Leveraging University Funding to Support Black and Indigenous Communities. Experiential Learning and Teaching in Higher Education, v5 n1 p101-106. For more than a decade, critical service-learning and community-engagement authors and scholar-activists have been pushing for a more race aware, critically informed view of the work of community-based learning. These calls encourage, support and validate the hard work of individuals across campuses who teach and practice in ways that support students of color and critically challenge systems of oppression. But since racism is structural, it is also important to pay attention to the ways institutions of higher education incorporate the values of anti-racist teaching and learning into everyday practices and policies. The authors' goal in this paper is to provide a timely discussion about the role of university-based funding to address or ignore issues of equality. The authors provide insight into the questions: how are communities of color affected by funding without a focus on anti-racism? And how can we change our grant making processes to make them more equitable? This focus on… [PDF]

Justin Sabrowsky (2023). Gatekeeping through Assessment: Understanding a Systemic Problem in the STEM Degree Pipeline. ProQuest LLC, Ph.D. Dissertation, Iowa State University. This exploratory study aims to contribute to the limited literature regarding the characteristics of STEM gatekeeper courses (Seymour & Hewitt, 1997; Suresh, 2006; Weston et al., 2019; Vyas & Reid, 2023) and their role in student retention and attrition by centering issues of ableism and racism (Annamma et al., 2013). I argue that gatekeeper courses, through their use of high-stakes assessment, reinforce experiences of ableism and racism that depress students' aspirations toward STEM baccalaureate degree attainment (Riegle-Crumb, King, & Irizarry, 2019; Pfeifer et al., 2021; Vyas & Reid, 2023).To better understand how these courses exacerbate systemic ableism and racism, we need to identify the STEM gatekeeper courses, determine commonalities in the courses' student assessment practices, and analyze course outcomes for students with intersectional dis/ability and minoritized racial identities. To do this, I posed the following research questions, given the setting is… [Direct]

Maddamsetti, Jihea (2022). Elementary Pre-Service Teachers' Practice of Racial Literacy: Analysis of Small Stories in Online Critical Inquiry Communities. Teaching Education, v33 n1 p81-101. Despite pedagogical efforts to promote preservice teachers' racial literacy, preservice teachers may resist critical racial pedagogies. Such resistance has serious, detrimental consequences in classrooms populated with students of Color. To study how interracial groups of preservice teachers (PSTs) engage with issues of race outside of their coursework and fieldwork, I investigated preservice teachers' engagement with race in discussing Claudia Rankine's "Citizen" in an informal online space. The preservice teachers were embedded in an urban emergent elementary school in a predominantly African-American community in the Southeastern U.S. I asked: (1) how do PSTs use their racial literacy in an online critical inquiry community? (2) how might we understand the possibilities and constraints of PSTs' practice of racial literacy? I found that some students continued to see issues of race and racism as an intellectual rather than a lived problem. Other students wrestled with… [Direct]

Harold L. Miller Jr. (2024). Understanding the Lived Experiences of Black Male Alumni Aged 25-50 Who Have Received Special Education Services in Boston Public Schools: A Qualitative Study Exploring the Perspectives of Impacted Participants. ProQuest LLC, D.L.P. Dissertation, Northeastern University. This qualitative grounded theoretical study examined the experiences of 13 Black male alumni aged 25-50 who received special education services in the Boston Public Schools (BPS). Through semi-structured interviews and rigorous thematic analysis, this research uncovered nuanced narratives that revealed salient themes central to participants' lives. One prominent theme emphasized the significance of families comprehending their rights throughout the special education process. Participants and prior research emphasized the pivotal role families play in advocating for their child's educational needs and the proactive engagement required in seeking solutions. This study exposed the stigma of special education labels and placements, yet the resilience of participants shined through. Participants articulated needs for a more diverse and caring school staff who understood their unique challenges and for a supportive environment. Their experiences also illuminated instances of overt and… [Direct]

O'Donnell, Jennifer Lee (2022). Anger and Disillusionment in Argentinian Feminism, 2011-2015: An Ethnography of Feminist Activism in Buenos Aires' Popular Education Movements. Gender and Education, v34 n1 p96-111. This essay draws from four years of ethnographic fieldwork with women activists in self-defined Paulo Freirean-based popular education schools in Buenos Aires, Argentina. Rather than leaning on the traditions of education activism, modeled on Freire's class-based emancipatory vision, the women in this study sought to turn popular education's focus toward intersectional oppressions that impacted girls and women in their communities. Through their anger and disillusion with the form Freirean thought had been taken up by social movements, I illustrate how participants were contemplating ways to make room for women's experiences by pinpointing junctures of racism, sexism, and classism as they impressed upon the lives of people living and learning in precarious conditions…. [Direct]

Mayfield, Vernita (2021). Learning to Challenge Racial "Colorblindness". Educational Leadership, v78 n5 p33-37 Feb. Colorblind ideology–grounded in the belief that race is not a determinant factor for economic or academic outcomes in the U.S.–can thwart teachers' learning in PD focused on equity and anti-racist education. Colorblind ideology deflects conversation from race and suppresses a group's ability to address racial issues. Mayfield spells out how to do PD on racism and equity without getting sidetracked by colorblindness…. [Direct]

Demetriou, Cynthia; Ellis, James M.; Morton, Terrell R.; Powell, Candice (2021). A CRT-Informed Model to Enhance Experiences and Outcomes of Racially Minoritized Students. Journal of Student Affairs Research and Practice, v58 n3 p241-253. Racial inequities in retention and graduation rates are a top concern in higher education, yet scholars and practitioners rarely look to racism to explain these disparities. Critical Race Theory (CRT) is a vehicle to reveal and challenge power and oppression dynamics between racialized groups. This article proposes a practical model for student affairs professionals to leverage CRT concepts to address racial inequities in student outcomes and experiences…. [Direct]

DePalma, Claire (2023). Antiracist Praxis by White Women in Student Affairs. ProQuest LLC, Ed.D. Dissertation, University of Georgia. The suffering racism creates is endless. For too long, the burden of speaking out and taking action against racism has fallen on Communities of Color. Higher education needs people inside the system to actively resist its racism by implementing antiracist policies and practices. White people, and white women in particular, comprise a majority of student affairs professionals, and our investment and engagement in social justice has the capacity to make meaningful change. The purpose of this study was to explore how white women in student affairs, who engage in antiracist praxis in their work, understand and enact antiracist praxis. I used Linder's (2018) power-conscious framework to investigate identity, power, and antiracist praxis in the context of a participatory action research (PAR) design. The use of PAR in this study positioned the researcher alongside the research team to work together to explore our identities and our engagement in antiracism work. One goal of this study as… [Direct]

Atwater, Mary M.; Bulls, Domonique L.; Butler, Malcolm B.; Freeman, Tonjua B.; Parsons, Eileen R. C. (2018). General Experiences + Race + Racism = Work Lives of Black Faculty in Postsecondary Science Education. Cultural Studies of Science Education, v13 n2 p371-394 Jun. Existent research indicates that postsecondary Black faculty members, who are sorely underrepresented in the academy especially in STEM fields, assume essential roles; chief among these roles is diversifying higher education. Their recruitment and retention become more challenging in light of research findings on work life for postsecondary faculty. Research has shown that postsecondary faculty members in general have become increasingly stressed and job satisfaction has declined with dissatisfaction with endeavors and work overload cited as major stressors. In addition to the stresses managed by higher education faculty at large, Black faculty must navigate diversity-related challenges. Illuminating and understanding their experiences can be instrumental in lessening stress and job dissatisfaction, outcomes that facilitate recruitment and retention. This study featured the experiences and perceptions of Black faculty in science education. This study, framed by critical race theory,… [Direct]

Jarett D. Haley (2024). A Critical Narrative Exploration of Undergraduate Black Men's Experiences with Gendered Racism and Interactions with Student Affairs Staff Members. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Much of the prior literature on Black men's persistence at predominately white institutions (PWIs) focuses on the various barriers (i.e., underrepresentation, anti-Black men discrimination) they encounter that negatively impact their degree completion efforts, as well as how these men use strategies, personal strengths, and resources to navigate these barriers (Allen, 2018; Brezinski et al., 2018; Brooms & Druery, 2023; Burt et al., 2018b). Less attention has been given to the role that higher education institutions, through college student affairs staff, can play in supporting and hindering Black men's persistence toward degree completion. The studies that have explored Black men's relationships with staff members suggest that these interactions can have positive effects on Black men's persistence. However, these studies have largely examined these interactions indirectly by either examining Black men's interactions with staff, along with faculty and/or peers or by studying the… [Direct]

Edwards, Cherie; Harris, Kevin; Kreutzer, Kathleen O'Kane; Massey, Anne; Santen, Sally A.; Vetrovec, Logan (2022). Reckoning with Our Racist Past: An Academic Health Center's Engagement with History and Health. Metropolitan Universities, v33 n3 p69-88 Jun. Academic health centers (AHC) both contribute to and are influenced by the communities they serve. As part of a central commitment to improving human health, there is a need for AHCs to acknowledge their history related to race and racism, the resulting impact on current health disparities, and the disparate treatment of racial and minoritized communities. As AHC's care for Black and Brown communities, they have a unique responsibility to redress their respective legacies of bias, discriminatory practices, and experimentation without consent. One way to achieve this is to provide learning opportunities for in-depth engagement with students, faculty, staff, health care providers, and community members in conversations regarding racial equity, which are essential to shaping and impacting change at an individual and institutional level. Virginia Commonwealth University in Richmond, Virginia, launched a new initiative, "History, and Health; Racial Equity," designed to (a)… [PDF]

Elizabeth DiSalvo Osborne (2023). The Eruption of Disruption: The Manifestation of Disrupting Whiteness in Secondary Social Studies in Appalachia. ProQuest LLC, Ph.D. Dissertation, West Virginia University. This phenomenological dissertation explores the lived experiences of secondary social studies educators situated in the Appalachian region. Hermeneutic phenomenology was used as a philosophical and methodological approach to gather insights into this phenomenon. Interviews were conducted with three educators to capture their experiences from their childhoods, to their teaching careers, and into their current personal lives. These experiences were analyzed using a Whole-Part-Whole process to understand how they came to disrupt whiteness, the ways they did so, and their understanding of the impact disrupting whiteness for creating learning environments, developing curriculum and making instructional decisions. The findings revealed how these educators came to recognize the importance of acknowledging differences and race, and how they faced and navigated instances of racism and racist structures within the education system. The use of physics as a metaphor highlighted how educators… [Direct]

Mildred Joyner (2024). Preparing Anti-Racist Teachers: A Case Study of Preservice Teachers' Perceptions of Racism and Program Coherence in Equity-Centered Teacher Preparation. ProQuest LLC, Ph.D. Dissertation, University of Nevada, Las Vegas. This case study explored the perceptions preservice teachers had regarding racism in educational contexts, how those perceptions were shaped by their teacher education program, and to what extent their teacher education program had coherence in preparing anti-racist teachers. Within the context of a large, minority serving institution in the Southwest preparing teachers for one of the most racially, linguistically, and socioeconomically diverse districts in the country, the need to prepare anti-racist teachers who are able to recognize and remedy opportunity gaps for multi-marginalized students is evident. Because little research has focused on the perceptions and lived experiences preservice teachers have regarding coherence of their programs in preparing future teachers for equity-centered and opportunity-oriented teaching, teacher preparation programs cannot be sure that what is espoused in the mission and vision statements is being implemented throughout the programs and what is… [Direct]

Payne-Tsoupros, Christina (2023). Using Human Resources Planning to Disrupt Racism and Ableism in the IDEA. Journal of Education Human Resources, v41 n3 p466-476 Jul. This article proposes using the dimension of human resources planning (Rebore, 2011) as a vehicle to disrupt the racism and ableism in the Individuals with Disabilities Education Improvement Act of 2004 (the "IDEA") that contributes to children of color being disproportionately overidentified into stigmatized disability categories which carry less per-pupil funding. The IDEA guarantees children with disabilities the right to a "free and appropriate public education" ("FAPE"). Since Congress passed the IDEA in 1975, there have been disparities across racial lines with respect to identification of students and classification of disabilities, and the funding associated with these classifications. This article considers how certain decisions within the realm of human resources can disrupt these inequities against the backdrop of school finance litigation…. [Direct]

MacGill, Belinda; Schulz, Sam; Whitehead, Kay (2023). From Assimilation towards Reconciliation with Amy Levai, Nee O'Donoghue (1930-2013), South Australia's First Qualified Aboriginal Infant Teacher. Australian Educational Researcher, v50 n2 p221-235 Apr. This article honours Amy Levai, nee O'Donoghue (1930-2013) who was a member of the Stolen Generations and South Australia's first Aboriginal woman to qualify as an infant teacher. Beginning with Amy's childhood at Colebrook Home and schooling, the article highlights her agency and resilience in countering racism to qualify and teach in the South Australian education department from January 1958. With the marriage bar still in place she was required to resign in 1965, but rejoined the state school system in the early 1970s. Negotiating nationwide policy shifts from assimilation to reconciliation, and concomitant education and curriculum reforms, Amy Levai taught in several schools including the Kaurna Plains Aboriginal school which opened in 1986. Always focussed on education as the key to social justice for Aboriginal and white Australians, Amy's reconciliation activism during her retirement is foregrounded in the final section of the article…. [Direct]

Taylor, Kay Ann; Wilson, Ron (2020). The Quest for the Education: Racism, Paradox, and Interest Convergence in the Life of George Washington Carver. Educational Considerations, v45 n2 Article 5 Mar. George Washington Carver is known primarily for his life and work at Tuskegee Institute in Alabama. This historical research provides insight prior to that time and into his journey from Missouri to several towns in Kansas, and then to Iowa. The intersection of race, education, and philanthropy combined to guide the culmination of his life's work–in concert with interest convergence…. [PDF]

Souchet Graves, Carmen Estelle (2021). Strategies for Changing Anti-Racist Practice and Behavior in Elementary School Administrators. ProQuest LLC, Ph.D. Dissertation, Cardinal Stritch University. Systemic racism in America is not an event but rather a chronic and longitudinal historical phenomenon of oppression on people of color. Systemic racism is rooted in every facet of American society: economic, housing, health, employment, and education. Public schools remain fertile ground for perpetuating systemic racism and persistence of the "opportunity gap" (OG). The 1778 Elementary Schools Act openly and intentionally excluded enslaved and indigenous people altogether. Innovative variations of the racialized indoctrination of Anglo-Saxon children, recycled and repeated in public school classrooms and euro-centric textbooks, dehumanize and devalue people of color. Despite a number of legislative and transformative efforts persist the OG persist. This study examines one Midwestern School District's anti-racist strategies during the 2008 and 2009 academic school years. The qualitative case study design focuses on the effect's "equity" and "efficacy"… [Direct]

NiLa Austin (2022). Racial Prejudices about the Career Aspirations of Black College Students in Canada. ProQuest LLC, Ph.D. Dissertation, The Chicago School of Professional Psychology. Black students are more likely to experience discrimination and prejudices during their academic careers than white students. Research findings suggest that racial prejudices negatively impact the collegiate experience of Black students and diminish their career aspirations. To expand occupational opportunities for minority students, the systemic practices of higher education must be examined. The career aspirations of Black college students are impacted by both internal and external challenges, such as racelessness, internalized racism, and cultural obligations. External challenges include early exposure, campus racial climate, faculty and student relationships, and career counseling practices. The purpose of this study is to examine experiences of racial prejudices about career aspirations of Black college students in Canada. This study utilized an explanatory mixed-method design with a quantitative portion using questionnaire responses and analysis and a qualitative portion based… [Direct]

Sheila R. Johnson-Gooden (2021). Phenomenology Study on the Lived Experiences of Women's Barriers to Advancement as Leaders in Higher Education Institutions. ProQuest LLC, Ed.D. Dissertation, Northcentral University. Women have been the majority of undergraduate and graduate students in U.S. postsecondary institutions for the past 35 years, but their representation is decreasing at each step of leadership ranks in higher education institutions. The problem addressed by this qualitative phenomenological study was the underrepresentation of women in higher education senior-level leadership roles. The purpose of this phenomenological qualitative study was to explore women's barriers to advancement as leaders in higher education. A snowball sampling method was used to explore 15 women participants from the East Coast, Midwest, and West Coast of the United States who held top levels of leadership responsibilities in higher education for more than five years. Each participant responded to semi-structured interview questions addressing the research question: What are the lived experiences of women's barriers to advancement as leaders in higher education institutions? The findings were that explicit… [Direct]

Alvira-Hammond, Marta; Carlson, Julianna; Lloyd, Chrishana M.; Logan, Deja (2021). Family, Economic, and Geographic Characteristics of Black Families with Children. Child Trends This issue brief is the first in a series examining timely topics that are relevant to Black families and children in the United States. The series identifies key information and opportunities for consideration by policymakers, researchers, practitioners, philanthropists, and others interested in supporting the progress of Black families and children–and, by extension, the country as a whole. This first brief presents data on the family structure, employment status, and geographic location of Black families with young children in the United States. It also explores contextual factors, such as structural barriers or inequities that have shaped the experiences of these families over time. [For the second brief, "Federal Policies Can Address the Impact of Structural Racism on Black Families' Access to Early Care and Education," see ED614026. For the third issue brief, "Racism and Discrimination Contribute to Housing Instability for Black Families during the… [PDF]

Buckner, Elizabeth; Jafarova, Zahra; Kang, Phoebe; Lumb, Punita; Marroquin, Adriana; Zhang, You (2021). Diversity without Race: How University Internationalization Strategies Discuss International Students. Journal of International Students, v11 spec iss 1 p32-49. This article examines how a sample of 62 higher education institutions in Canada, the United States and the United Kingdom discuss international students in their official institutionalization strategies, focusing on how ideas of race and diversity are addressed. We find that institutional strategies connect international students to an abstract notion of diversity, using visual images to portray campus environments as inclusive of racial, ethnic and religious diversity. Yet, strategy documents rarely discuss race, racialization, or racism explicitly, despite the fact that most international students in all three countries are nonwhite. Moreover, in the few instances when race is discussed, racial injustice is externalized as a global issue and racial diversity is instrumentalized as a source of improving institutional reputation or diversity metrics. We argue that a first step to creating more inclusive and anti-racist campuses is to acknowledge international students' racial… [PDF]

Usher, Joe (2023). Africa in Irish Primary Geography Textbooks: Developing and Applying a Framework to Investigate the Potential of Irish Primary Geography Textbooks in Supporting Critical Multicultural Education. Irish Educational Studies, v42 n1 p123-143. When pupils learn geography they are extending their world view and reshaping it. This paper analyses representations of Africa and African countries and cultures in Irish primary geography textbooks and assesses to what extent these textbook portrayals facilitate or repress multicultural education, specifically critical multicultural education (CMCE). Here, this paper argues that primary geography can and should play a critical role in challenging societal issues of inequality, racism, prejudice and stereotypes, particularly pertaining to perspectives of the 'Other'. This paper devises a framework for critical multicultural geography education (CMCGE) and applies this to Irish primary geography textbooks. While some textbooks can demonstrate capacity in fostering multiple perspectives, appreciation for diversity, development of critical thinking and enquiry, and making connections; in the main, textbooks present stereotypical, oversimplified accounts of issues, peoples and places… [Direct]

Caroline Torres; Kai Torres (2024). Barriers to Inclusion and Equity: A Mother-Son Critical Reflection and Lessons Learned. International Journal of Qualitative Studies in Education (QSE), v37 n9 p2540-2559. This study is an exploration of "DisCrit Mothering," of education, research, and activism, rooted in our radical love for our children facing barriers and injustices due to intersectional oppressions in schools. We employ critical duoethnography to discuss and analyze our experiences, understandings, and lessons learned in our mother-son educational journey through counter-storytelling of four pivotal events to counter implicit bias and majoritarian narratives. We identify patterns of racism, ableism, and exclusion in our stories and share our lessons learned. We identify the need for a better understanding of dis/ability, timely identification, a rejection of deficit-focused approaches, and student and family involvement in IEPs. We make ourselves vulnerable to share our stories, using our lessons learned to urge educators to question their perceptions of multiply-marginalized students and to focus on care and equity versus discipline…. [Direct]

Hannegan-Martinez, Sharim; Heilig, Julian Vasquez; Matias, Cheryl E. (2022). Interrogating Democracy, Education, and Modern White Supremacy: A (Re)Constitution toward Racially Just Democratic Teacher Education. Teachers College Record, v124 n3 p207-236 Mar. Background/Context: Almost 100 years ago, John Dewey advocated for a democratic U.S. educational system, one that echoed the tenets of the U.S. Constitution and achieved an ethical ideal by inviting participation of all students. Yet the U.S. educational system continues to stop short of this goal insofar as students of Color–especially those in urban school districts–disproportionately face obstacles not so encountered by white students. Purpose/Focus of Study: If democracy in the United States is characterized by freedom, equality, and liberty, the inherent question is whether these rights are enjoyed in equivalent degrees among all citizens against the context of white nationalist marches, police brutality, racially targeted mass shootings, and racial bias in education and society. Setting: Despite historical strides in civil rights, today's United States has become increasingly racialized and–some would argue–indicative of a neo-fascist climate wherein whiteness and white… [Direct]

Gunn, Dennis (2019). "Our Divided Society–A Challenge to Religious Education": REA's 1969 National Convention and the Opening up of Brave Conversations about Race and Religion. Religious Education, v114 n3 p214-226. The Religious Education Association (REA) selected as its theme for its 1969 National Convention, "Our Divided Society–A Challenge to Religious Education," addressing, among other topics, issues of race and racism. Previously, the REA presented a mixed legacy in addressing racial injustice, remaining largely silent on such issues during the civil rights era of the 1950s and 1960s, unlike the National Council of Churches, which had taken a prophetic stance early on. Thus, the 1969 convention's theme opened up brave new spaces for the REA to address issues of race and racism in American society…. [Direct]

Pang, Valerie Ooka; Valle, Ramon (2004). A Change in Paradigm: Applying Contributions of Genetic Research to Teaching about Race and Racism in Social Studies Education. Theory and Research in Social Education, v32 n4 p503-522 Fall. Race is a sociopolitical construct that is often inappropriately treated as a biological reality. This incorrect application of the construct must be challenged. The social studies curriculum, an appropriate place for this challenge, faces two tasks: correcting the concept of race, and working to eliminate the racism that its misuse has created. To do so, social studies educators must employ interdisciplinary content and perspectives in order to reshape the discussion of race and racism in social studies education. In this manner, the new scientific data on the essential biological unity of modern humans can be integrated into existing knowledge on teacher preparation so as to provide the necessary intellectual depth to achieve the paradigm change needed for an informed citizenry. (Contains 4 tables and 7 notes.)… [Direct]

Fusani, David S.; Palermo, James (2021). White Skin, Black Blood: The Deconstruction of Plessy v. Ferguson. Educational Studies: Journal of the American Educational Studies Association, v57 n4 p395-408. This investigation employs the deconstruction techniques of Jacques Derrida to critique the Plessy v. Ferguson 1896 Supreme Court decision which segregated the Public Schools. Overturned by Brown v. the Board of Education of Topeka 1954, Plessy's racist message reverberates today in the cultural divide, in right-wing media, in politics, and in white supremacist propaganda. The core argument is that Plessy is a paradigm case of racism rooted in metaphysical language…. [Direct]

Goodwin, A. Lin; Kolman, Joni; Roegman, Rachel; Soles, Brooke (2021). Complexity and Transformative Learning: A Review of the Principal and Teacher Preparation Literature on Race. Teachers College Record, v123 n8 p202-247 Aug. Background: Racial inequities are a persistent reality in K-12 schools in the United States. There is a need for consensus and coordination between principals and teachers if they are to address the harm of racial inequities in education. Yet, despite this need and the interdependence of teachers and principals in schools, their preparation is profoundly distinct. Purpose: Although teacher and principal preparation practice and research are distinct, addressing racial inequities in K-12 students' schooling experiences is central to the work within both professional arenas. In this literature review, we bring together these bodies of literature as we think about ways that preparation supports principals and teachers in developing skills, knowledge, and dispositions to counter racial inequities in their schools. We focus our review around one central question: In what ways does the teacher and principal preparation literature address candidates' transformative learning around race?… [Direct]

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

Marie, Jakia; Mitchell, Donald, Jr.; Steele, Tiffany; Timm, Kathryn (2017). Learning Race and Racism While Learning: Experiences of International Students Pursuing Higher Education in the Midwestern United States. AERA Open, v3 n3 Jul-Sep. Researchers have documented how race and racism influence the college experiences of U.S. citizens. However, research on the ways that race and racism affect international students warrants similar attention. This qualitative study explored how international students learned about U.S. concepts of race and racism and how such concepts shaped their college experiences. The participating international college students learned about U.S. concepts of race and racism through media, relationships, formal education, and lived experiences. They defined these concepts in varying ways and had varying racial ideologies…. [PDF]

Troyna, Barry, Ed. (1987). Racial Inequality in Education. Contributors to this book are united in their commitment to combating racial inequality in education and in outlining the extent and manner in which racism and its associated practices have become embedded in the institutional and sociopolitical structures of the United Kingdom. The following chapters are included: (1) "A Conceptual Overview of Strategies To Combat Racial Inequality in Education: Introductory Essay" (Barry Troyna); (2) "Gatekeepers and Caretakers: Swann, Scarman, and the Social Policy of Containment" (Ahmed Gurnah); (3) "Plain Speaking and Pseudo-science: the 'New Right" Attack on Antiracism" (David Oldman); (4) "The Honeyford Affair: Political and Policy Implications" (Olivia Foster-Carter); (5) "A Comedy of Errors: Section 11 Funding and Education" (Andrew Dorn and Paul Hibbert); (6) "Hearing and Listening: A Case Study of the 'Consultation' Process Undertaken by a Local Education Department and Black…

Carr, Paul R.; Lund, Darren E. (2010). Exposing Privilege and Racism in "The Great White North": Tackling Whiteness and Identity Issues in Canadian Education. Multicultural Perspectives, v12 n4 p229-234. This article talks about a collaborative "Great White North" project which began through a chance meeting of the authors at the annual meeting of the "National Association for Multicultural Education" (NAME) in Atlanta in November of 2005. The authors are two White males from Canada of about the same age (late 40s) who have both been involved in anti-racism education for over two decades each. They believe that being White includes a responsibility to better understand the complex ways Whiteness works to oppress others, and their goal with the project has been to challenge oppression through an analysis of racialized privileges. Part of their purpose with this Whiteness project was to trouble the perceived quiet complacency within Canada to expose the many underlying inequities people typically refuse to acknowledge. The resulting text builds on a desire to examine Whiteness directly while avoiding reifying its centrality in multicultural education. Prior to the… [Direct]

Brittany Aronson; Dominique M. Brown; Jazmin Tangi (2025). Critical Community Building in Action: A Triad of Faculty, Graduate and Undergraduate Students Working for Racial Justice. International Journal of Qualitative Studies in Education (QSE), v38 n2 p314-330. This article considers what critical community building might look like among colleagues at a university representing one faculty member, one doctoral candidate, and one undergraduate student. Using critical autoethnography-self-study, we analyze our journal reflections, presentations, teaching, and dialogues to better understand our approaches with teaching Critical Race Theory. This research asks: How do colleagues across power dynamics and positionalities learn from each other, and work collaboratively to teach about race and racism at a predominantly white institution? Our findings indicate that this sort of work requires relationships, shared vulnerability, and an understanding of our journeys to becoming critical pedagogues. We find value in this work due to its focus on collaboration across power dynamics (i.e. rank of professor, graduate, and undergraduate students) as well as our positionalities across womanhood. We offer implications for other faculty/instructors who wish… [Direct]