Jennifer Kabaker; Kumea Shorter-Gooden; Loretta Goodwin (2023). Case Study: Promising Practices to Advance DEI among Non-Profit Boards. Aurora Institute The Aurora Institute works to drive the transformation of education systems and accelerate the advancement of breakthrough policies and practices to ensure high-quality learning for all. In pursuing this mission, Aurora has built the values of diversity, equity, and inclusion (DEI), as well as anti-racism, into its strategic plan. To support its DEI goals and provide structure around organizational learning, Aurora received a three-year grant from the Chan Zuckerberg Initiative (CZI). The grant included an explicit focus on engaging the Aurora Board of Directors in DEI work to advance the organization. This case study describes Aurora's Board of Directors' evolution and growth with respect to DEI, from November 2020 through July 2023…. [PDF] [Direct]

Annicella, Christine; Clay, Daniel L.; Coghill-Behrends, William; Mahatmya, Duhita; Thein, Amanda Haertling; Watt, Sherry K. (2021). Being with Anti-Racism Organizational Change Efforts: Using a Process-Oriented Approach to Facilitate Transformation. Journal of College Student Development, v62 n1 p130-133 Jan-Feb. Society can no longer ignore the deep roots of racism in American life, culture, and institutions. This truth became more evident when the world witnessed the brutal murder of George Floyd by police officers in May 2020 in Minneapolis, Minnesota. Floyd's murder represents multilayered trauma–mass deaths from the virus, a disproportional number of deaths of People of Color and the economically disenfranchised, countless unwarranted deaths of Black and Brown people at the hands of police, centuries of racist law and policy, economic devastation and social isolation. The authors, scholars and leaders in the College of Education at the University of Iowa wondered how can they use their scholarship to inform practice and bring together their collective expertise to best meet the moment? This article describes the design and implementation of the Anti-Racism Collaborative (ARC) within The University of Iowa's College of Education. ARC fosters and reflects a process-oriented approach to… [Direct]

A. Hardman; Amanda Jones; D. Scott; Gavin Ward; J. Hill; L. Edwards; R. Richards (2024). Playing by White Rules of Racial Equality: Student Athlete Experiences of Racism in British University Sport. Sport, Education and Society, v29 n8 p966-982. Inequalities related to racial identity are consistently reported across social institutions, not least education, and sport. These inequalities consistently challenge 'post-race' narratives that rationalise racism down to individual prejudices and poor decision-making. This paper presents part of the findings from a wider a twelve-month research project commissioned by British University and Colleges Sport (BUCS) to explore race equality. This wider research privileged the voices of non-White students and staff in an exploration of race and equality in British UK university sport. 'Non-white' was chosen as a race identifier to focus on Whiteness, the normalised, raceless power that reproduces itself both knowingly and unknowingly, to ensure racial 'others' remain subordinate. This paper presents the findings of the student voices. In this study a research team of academic and student researchers explored the experiences of 38 students across five universities. Generating case… [Direct]

Kim, Sarang (2022). A Transnational Application of Critical Race Theory: Schooling Experiences of Multicultural Students in South Korea. Multicultural Education Review, v14 n3 p194-208. Utilizing Critical Race Theory (CRT), this study conducted a systemic review of scholarship on the schooling experiences of racial/ethnic minority students called multicultural students in South Korea. For the current analysis, CRT helped illuminate racism and other intersecting forms of structural issues that shape multicultural students' experiences, which tend to be obfuscated in the dominant multicultural education discourse in Korea. In doing so, this study helped acknowledge the structural embeddedness of multicultural students' experiences with discrimination and stigma and race/ethnicity as a marginalizing factor in the Korean education system. In addition to providing local implications, the current study seeks to expand the transnational application of CRT in education by examining racial injustice in Korean society that has received little attention in the CRT scholarship…. [Direct]

Amy Burns; Astrid Kendrick; Chloe Weir; Dawn Burleigh; Eva Lemaire; Joshua Hill; Kathryn Crawford; Laurie Hill; Lorelei Boschman; Maureen Plante; Patricia Danyluk; Robin Bright; Samara Wessel; Yvonne Poitras Pratt (2023). Examining the Braiding and Weaving of Indigenous Ways of Knowing, Being, and Doing in Alberta Teacher Education. Alberta Journal of Educational Research, v69 n3 p384-405. Alberta's "Teaching Quality Standard" requires that all teachers possess and apply a foundational knowledge of Indigenous Peoples to their teaching. In 2020, representatives from ten Alberta teacher education programs came together to examine how they were braiding and weaving Indigenous ways of knowing, being, and doing into their programs. They also considered the challenges and successes encountered and the ways programs might work together to improve and combat anti-Indigenous racism. Drawing upon a collective case study methodology, representatives responsible for the design and delivery of Indigenous education within each of the programs completed an 18-question survey. Results demonstrate the "Teaching Quality Standard" (Alberta Education, 2018) served as a catalyst for deepening Indigenous ways of knowing, being and doing in preservice teacher training. The levels of integration are examined through the concept of differentiation (Tomlinson & Imbeau,… [Direct]

Brown, Keffrelyn D. (2018). Race as a Durable "and" Shifting Idea: How Black Millennial Preservice Teachers Understand Race, Racism, and Teaching. Peabody Journal of Education, v93 n1 p106-120. The rapidly changing landscape of 21st-century education has sparked intense conversations around the need for a more racially and ethnically diverse PK-12 teacher population. Drawing from critical race theory and racial formation, I describe findings from a qualitative case study that examined how a group of black millennial preservice teachers understand race and racism. Findings from the study illuminate that race and racism continue to hold relevance for the participants, even as they recognized generational differences in how these issues operate in past and present social relations. Additionally, as the participants express both sophisticated and simplistic understandings about racism, social media and university spaces allow students to expand their knowledge about race and racism…. [Direct]

Rich, Cynthia Holder; Scheopner Torres, Aubrey; Ward Holder, R. (2022). Teaching Race, Colonialism, and Theology in a Joint Project in North America and Africa: Insights from the Project. Religious Education, v117 n4 p324-338. How do race and lived experiences of this construct impact student theological understandings? We embarked on a joint pedagogical venture spanning two continents about race and theology with groups of students whose encounters with race and its impacts on theology were markedly different–including students whose lives and education have been formed by colonialism and its continuing legacies, and students whose grasp of theological systems had hardly addressed the effects of racism on theology. In this article, we share what we learned and offer recommendations for others looking to use this as a model…. [Direct]

Myrtle Sodhi; Sonia Martin (2023). Considering an Embodied Ethic of Care Framework to Counter Colonial Violence in International Education. Journal of Comparative and International Higher Education, v15 n5 p68-81. This collaborative theoretical essay considers how an Embodied Ethic of Care Framework (Sodhi, 2022), which is informed by Black feminist thought and Indigenous African thought, offers a different way of being in international education. We describe international education in Canada, which focuses on the economy and leads to "conditional hospitality" (Ahmed, 2012) and the commodification of international students (Guo & Guo, 2017). We juxtapose the five elements of the framework to instances of international education in Canada. We demonstrate how current connections with international students are transactional which replicates harmful historical relationships between people of colour, capitalism, and colonialism. The Embodied Ethic of Care Framework is an antidote for this colonial violence because it places relationship building at the center. We invite readers to consider how an ethic of care might inspire a different way of being that could redress coloniality and… [PDF]

Layne, Heidi; Teng, Siao See (2022). Developing Intercultural Mindedness through an Experiential Learning Activity–A Case Study from Singapore. Education Sciences, v12 Article 212. Recent incidents of alleged racism worldwide amid the COVID-19 pandemic have challenged us to ponder on the meaning and importance of intercultural education. However, it can be difficult to understand the ways in which intercultural discourse can be beneficial for learning, as well as prepare young people to act against racism and inequalities to work towards a more sustainable future. This study presents analysis of learning materials from a case study conducted in one secondary school in Singapore. The objective of the activity is for students to engage in intercultural learning by participating in walking trails with different themes in a few neighborhoods, to learn more about the history of and life in multiracial Singapore. Researchers followed and observed the two-day event and collected data from the students. Specifically, written reflections from a trail named Many Races–One Nation were collected from the students, as well as their reflective posters at the end of the… [PDF]

Billett, Stephen; Onsando, Gerald (2017). Refugee Immigrants' Experiences of Racism and Racial Discrimination at Australian TAFE Institutes: A Transformative Psychosocial Approach. Journal of Vocational Education and Training, v69 n3 p333-350. This paper discusses experiences of racism and racial discrimination of seven refugee immigrants attending different courses at two Technical and Further Education (TAFE) institutes in South East Queensland, Australia. In doing so, the paper draws from two studies that focused on resettlement of refugee immigrants in Australia. A transformative psychosocial approach is used to explore the students' experiences of racism and racial discrimination at the TAFE institutes. Acknowledging the historical constructions of racism in Australia, the paper proposes an anti-racism framework to buttress the students against experiences of racial discrimination at the TAFE institutes. The proposed anti-racism framework has three components; the "National Anti-Racism Strategy," the vocational and education system and TAFE institutes and individual refugee immigrant students. The "Bubalamai Bawa Gumada" is suggested as a possible anti-racism strategy that could enable the refugee… [Direct]

Dozono, Tadashi (2023). Eugenic Ideology and the World History Curriculum: How Eugenic Beliefs Structure Narratives of Development and Modernity. Theory and Research in Social Education, v51 n3 p408-437. Using discourse analysis, this article traces the persistence of eugenic ideology through the narrative structures of world history in the California Department of Education's history/social science K-12 framework. This article excavates the hidden depths at which scientific racism has become embedded into the curriculum and asks, "How do eugenic beliefs continue to shape world history in schools?" Analysis revealed the persistence of eugenic beliefs in how civilization, modernity, reason, and intelligence are articulated and circulated across grades six, seven and ten. This study's application of discourse analysis serves as a useful tool in continuing to improve curricular frameworks beyond static narratives that reproduce outdated ideologies of race and human development. The study directs social studies education toward helping students confront history's scientific overlaps with eugenics, as well as recognizing how eugenic ideology persists today…. [Direct]

Dizon, Jude Paul Matias; Lopez, Edgar Fidel; Salazar, Maritza E.; Yucel, Elif (2020). Campus Policing: A Guide for Higher Education Leaders. Pullias Center for Higher Education A new report written by Pullias Center researchers tackles the institutionalization of policing in higher education campus safety and management. By providing administrators with important perspectives, key takeaways, reflective questions, and specific recommendations, "Campus Policing: A Guide for Higher Education Leaders" acts as a guide for higher education leaders looking to proactively respond to issues of policing and racism on university campuses…. [PDF]

Banks, James A., Ed. (2021). Transforming Multicultural Education Policy and Practice: Expanding Educational Opportunity. Multicultural Education Series. Teachers College Press Join us in celebrating the 25th anniversary of James A. Banks's Multicultural Education Series published by Teachers College Press–a dynamic series consisting of more than 70 published books with many more in the pipeline. This commemorative volume features engaging, incisive, and timely selections from the bestselling and most influential books in the series. Together, these selections address how multicultural education should be transformed for a nation and world that are becoming increasingly complex due to virulent racism, pernicious nationalism, mass migrations, interracial mixing, social-class stratification, and a global pandemic. The volume is divided into five parts: (1) History and Foundations of Intergroup and Multicultural Education; (2) Structural and Institutional Racism in Schools; (3) Culture, Teaching, and Learning; (4) Curriculum Reform: History, Ethnic Studies, and English Language Learners; and (5) School Reform. All chapters are authored by eminent education… [Direct]

Baak, Melanie (2019). Racism and Othering for South Sudanese Heritage Students in Australian Schools: Is Inclusion Possible?. International Journal of Inclusive Education, v23 n2 p125-141. Since 2000, approximately 50,000 people from sub-Saharan African countries have been resettled in Australia under Australia's Humanitarian Entrant Program for refugees. They have formed part of a visibly different minority group in a settler society that is shaped by a racialised history. For young former refugees, schools are a primary site in which they experience engagement with the wider society. While much recent research has focussed on the role of schools in creating inclusive environments to support students from refugee backgrounds, little attention has been given to students' experiences of exclusion, particularly through racism and Othering. This article considers the everyday experiences of racism and Othering for South Sudanese heritage students in Australian schools to argue that inclusive education for refugee students must take into consideration systemic and everyday occurrences of racism. Through in-depth interviews conducted with young South Sudanese heritage… [Direct]

Isaac Joaquin del Monte (2022). Understanding New York State Latino Superintendents through Testimonios. ProQuest LLC, Ed.D. Dissertation, Fordham University. This study examined how Latino superintendents in New York State advance to the superintendency and how their leadership influences student achievement for Latino students. The qualitative research design was framed by Critical Race Theory and Latino Critical Race Theory; it utilized the process and instrumentation of "testimonios" (personal narratives). The research identified three key themes that influenced Latinos positively and negatively in ascending to the superintendency: (1) identity and leadership practices (worldviews on education, culture as a resource in overcoming barriers, intersectionality of ethnicity and gender), (2) networks of support (structural supports and informal mentoring), and (3) overcoming the impact of racism (discrimination, bias perception, microaggressions, racism discriminatory hiring practices, and willingness to relocate). The superintendents used transformational leadership styles centered in community, equity, and collaboration; trust,… [Direct]

Ott, Corinna; Rodela, Katherine C.; Rodriguez-Mojica, Claudia (2020). "I Didn't Wanna Believe It Was a Race Issue": Student Teaching Experiences of Preservice Teachers of Color. Urban Review: Issues and Ideas in Public Education, v52 n3 p435-457 Sep. Teacher education scholars are increasingly calling for critical theories to unearth how diverse histories are silenced in teacher education. Employing critical theories to study student teaching experiences is of particular importance because placements are considered a vital component of new teacher preparation. In this study, we utilize Critical Race Theory to examine the student teaching experiences of preservice teachers of color in a graduate-level teacher education program committed to diversifying the teacher force. Through interview "testimonios," participants revealed racialized experiences and described how they responded to and resisted racism within their student teaching placements. Racial, nativist and religious microaggressions left them feeling invisible, hypervisible, disrespected, and stereotyped by the very teachers responsible for mentoring and guiding them into the teaching profession. We share "testimonio" narratives that illustrate the… [Direct]

Thoma, Nadja (2023). 'I Don't Want to Be Pushed into an Islamic School': Biography and Raciolinguistic Ideologies in Education. Race, Ethnicity and Education, v26 n6 p735-753. This article argues for the significance of biographical theory in research on raciolinguistic ideologies in education. It accounts for biographies as a basis for the study of the ways in which students conceive the languages, social spaces and power relations which shape processes of inclusion and exclusion. Taking anti-Muslim discourses in Austria as a point of departure, this article introduces raciolinguistics as a way to theorize the co-naturalization of language and race in education. It then delineates the use of biographies to contextualize understandings of the significance of language across the life course. In the empirical part, I analyze the biographical narration of a university student who wears a headscarf. I focus on her experiences with the specific relationship between anti-Muslim racism and language in different stages of her life. The final part of the article discusses how biographical research can contribute to a broader understanding of raciolinguistic power… [Direct]

Barnes, Rachelle R.; Clark, Christopher; Edwards, Christen; Henderson, Dawn X.; Lunsford, Alexis; Walker, Larry (2019). A Framework for Race-Related Trauma in the Public Education System and Implications on Health for Black Youth. Journal of School Health, v89 n11 p926-933 Nov. Background: A combination of increased suicide in the past decade, documented high rates of anxiety and depression, and the preponderance of other behavioral and emotional regulation challenges place black youth at risk for school suspension and involvement in the juvenile justice system. Pointing to deficits in black youth and their families negates how forces of racism, whether unconscious or conscious, can disrupt well-being. Methods: A framework for race-related trauma in the public education system illustrates the interplay between macro-level forces, such as institutional and symbolic racism, and micro level forces of racism such as racial discrimination and violence. Identifying causal links between these forces and adverse academic and health outcomes for black youth can inform interventions and strategies to reduce race-related trauma. Results: The framework for race-related trauma is a multi-level analysis of racism and recognizes school districts facing economic restraints… [Direct]

Felix Simieou III; Jennifer Grace; John Decman; Ren√©e E. Lastrapes (2024). Confronting the Racism Boogeyman: Educational Leaders Make Meaning of the Impact of George Floyd. Education, Citizenship and Social Justice, v19 n1 p124-138. Using a Critical Race framework, researchers conducted semi-structured interviews to explore how educational leaders across Texas have made meaning of the impact of George Floyd on their practices. Findings from this study add to the literature by examining administrators' reflections on race, racism, and their impact on their approaches to leadership. The four of the most prominent themes that emerged from this qualitative study, including Increased Critical Self Awareness and Reflection, Critical Awareness Influencing Decision Making, Disconnect Between What is Known, What is said, and What is practiced, and Racial Battle Fatigue. Despite the resolute and rampant backlash against Critical Race Theory, the findings from this study underscore its relevance to education. Implications of these findings beseech educational leaders and policymakers to consider implementing professional development and accountability measures that center race in educational equity…. [Direct]

Largo, Marissa (2022). Elusive Desires: Towards a Queer Feminist Asian Diasporic Approach to Museum Education and Curation. Journal of Museum Education, v47 n1 p44-58. This case study traces the initial investigations in developing a culturally responsive intervention in museum education and curation entitled Elusive Desires. I explore the ways in which curatorial and pedagogical work in an art museum may disrupt traditionally held notions of "Canadian art," the archive, and belonging. Embracing an intersectional approach, I take on a queer feminist Asian diasporic lens to thinking through all aspects of the curatorial intervention, from the participating artists and the educational outreach to the community and school groups. I argue that taking on such a lens enacts curating and museum education as a social intervention that counteracts anti-Asian racism, toxic heterosexual masculinity, and settler-colonial logics that are frighteningly prevalent today…. [Direct]

Ozias, Moira L. (2023). White Women's Affect: Niceness, Comfort, and Neutrality as Cover for Racial Harm. Journal of College Student Development, v64 n1 p31-47 Jan-Feb. This critical narrative inquiry explored how white women's racialized emotions are structured by whiteness as a technology of affect (Leonardo & Zembylas, 2013) and connected to particular college experiences. Specifically, white women college students used claims of niceness and demands for emotional comfort as cover for racial harm, while anger with racism and frustration with their own white complicity (Applebaum, 2010) signaled an ability to tarry with white complicity and motivated actions in solidarity with people of color. Pedagogies of both discomfort and white complicity suggest ways to center marginalized and vulnerable communities while engaging white students in confronting white supremacy and its affective roots. These pedagogical approaches have implications for curricular and cocurricular education across and beyond higher education. Findings also suggested that theories of student development must account for the insidious nature of whiteness under white supremacy…. [Direct]

Britto, Ariana; Costa, Roberta; Waltenberg, F√°bio (2023). Are Formal Rules Sufficient to Counteract the Burden of History? Racial Inequality and the Historical Evolution of Formal Educational Rules in Brazil. Comparative Education Review, v67 n4 p840-860. This article addresses the issue of racial inequality in Brazil, specifically within the education system. We present statistical data highlighting the disparities between White and Black students regarding illiteracy rates, school attendance, and learning outcomes. We argue that traditional economic frameworks have difficulty incorporating racial issues in their analyses of inequality and call for increased academic research on the subject. Our discussion shows that these disparities are perpetuated by cyclical and historical processes that produce and reproduce various forms of racism. We also introduce the concept of "racial rules" to understand better how formal and informal rules have been institutionalized and employed to promote or hinder racial equity. The article outlines a typology of racial rules, including exclusionary, inclusionary, and nonrules, and uses it to analyze the historical evolution of public education policies in Brazil. To illustrate how formal… [Direct]

Najwan Saada (2024). Teaching against Islamophobia: Educational Interventions. Multicultural Perspectives, v26 n1 p14-26. Islamophobia is a specific form of racism that targets Muslims in different ways (physically, psychologically, socially, educationally, and politically) at different times and in different places. The purpose of this study is to review the meanings of Islamophobia, its manifestation in western societies, and its negative effects on Muslim students, and how it should be treated in educational settings. It encourages a justice-oriented and religiously sensitive discourse in education that takes the Muslim students' needs and identities into consideration. Educators and students in public schools are encouraged to deconstruct and criticize the role of the media, state, school textbooks, and popular culture in circulating misinformed, inaccurate, and fearful images of Muslims and Islam. Teachers, after all, are expected to provide all students, including Muslims, with a safe and supportive environment. This environment is crucial for Muslim students' wellbeing, their social integration,… [Direct]

Ailwood, Joanne; Arndt, Sonja; Aslanian, Teresa K.; Gibbons, Andrew; Heimer, Lucinda; Lee, I-Fang; Tesar, Marek (2022). Communities of Care: A Collective Writing Project on Philosophies, Politics and Pedagogies of Care and Education in the Early Years. Policy Futures in Education, v20 n8 p907-921 Nov. This collective writing project considers the central issue of how we account for, understand, and talk about, the professional work of care in early childhood education. As an international collective, we stake out some of the messiness, the specificities and complexities of care in early childhood education. Each scholar explores the issue of foregrounding care in the professional work of early childhood educators and reflects on the complexities of care in early childhood education and care. While these musing are collected together in this paper, they are each a standalone provocation to grapple with diverse issues of care in relation to etymology, policy, risk, relationships, power, and racism. As a collective, we explore ways of engaging in the messiness of care and education with a spirit of vulnerability and the courage of risk taking to unpack care in early childhood education…. [Direct]

Abbot, Sophia; Catalano, D. Chase J.; Fay, Erin; Schrum, Kelly (2023). "I Can Learn from the Past": Making the History of Higher Education Relevant through Social Justice Education Pedagogy. History Teacher, v56 n3 p367-386. Today, close to 300 graduate-level higher education and student affairs (HESA) programs exist nationally, and the Council for the Advancement of Standards (CAS) recommends studying the historical context of higher education as part of the curriculum. The strong social justice emphasis within HESA programs offers a valuable hook for introducing the complexities of the past and the craft of the historian. Research on the history of higher education has expanded in the last decade and is beginning to reshape the field, including current explorations of the relationship between institutions of higher education, slavery, and racism. For this study, the authors surveyed HESA programs nationally to understand the current landscape of history of higher education courses and conducted follow-up interviews with twenty-eight faculty. Drawing upon this rich data, this article examines the ways in which history of higher education instructors worked through the lens of social justice to make… [PDF]

Martinez, James A.; Partin, Jeana M. (2023). Character Education Initiatives and Preparation for School Administrators: A Review of Literature. Journal of Leadership, Equity, and Research, v9 n1 p80-99. Over the past 25 years, substantive scholarly literature has been published that focuses on ethical decision-making by school administrators. In addition, learning activities integrated in principal preparation programs (PPPs) that relate to professional ethics and character education provides aspiring school administrators with functional tools and strategies to address challenging workplace issues, including matters that relate to inequity, racism and oppression. This literature review provides a current understanding of K-12 character education and ethics as it relates to school administrator professional preparation and practice. Using well-defined criteria, 31 peer-reviewed research articles published during the past 25 years were included in this review. After a thorough comparative analysis was completed, four overarching themes emerged that relate concepts of ethics and school leadership: (a) principal preparation program practices that focus on professional ethics, (b)… [PDF]

Coley, Brooke; Thomas, Katreena (2023). "The Lab Isn't Life": Black Engineering Graduate Students Reprioritize Values at the Intersection of Two Pandemics. Journal of Engineering Education, v112 n2 p542-564 Apr. Background: Black engineering graduate students represent a critical and understudied population in engineering education. Gaining an understanding of the lived experiences of Black engineering graduate students while they are simultaneously weathering two pandemics, COVID-19 and systemic racism, is of paramount importance. Purpose/Hypothesis: Black engineering graduate students hold a unique duality, as both Black people in the United States and Black graduate students in US engineering programs that espouse white supremacist ideals. Their real-world experiences necessitate understanding, and this paper highlights the related impact on the students themselves, their adaptations to the pandemics, and how those adaptations relate to and affect their support needs and navigation of their engineering academic environments. Design/Method: An interpretive phenomenological analysis (IPA) approach was combined with community-based participatory action research and was situated in Boykin's… [Direct]

Jill Koyama (2024). The Bans on Teaching CRT and Other 'Divisive Concepts' in America's Public Schools. Journal of Educational Administration and History, v56 n1 p69-83. The Arizona state legislature has aimed to pass a series of bills banning those in schools from teaching topics associated with inclusion, social justice, and equity. Since 2020, the legislature has targeted teaching 'critical race theory' (CRT), often (mis)using the term to refer to any ideas related to systemic discrimination and racial inequality. The debates on the need to educate children about race and racism are ongoing, and school leaders in Arizona have been cast into the debate on the CRT bans. In this study, I put actor-network theory (ANT) to work to explore how school leaders navigate the uncertainties, contradictions, and controversies of the debate and potential bans. I demonstrate the ways in which ANT is particularly useful in exploring controversies in education leadership and policy that bring to the fore the uncertainties of who is acting, when, with what and whom — for what purposes…. [Direct]

Festus E. Obiakor; Gina Chioma Obiakor; Innocent J. Aluka; Sunday O. Obi (2024). Educating Culturally and Linguistically Diverse Students with Disabilities in Inclusive Settings: Beyond Debates. Multicultural Learning and Teaching, v19 n1 p111-122. Inclusive and equitable education is the ultimate tool to develop students, communities, and the general society. And, special education is an added tool to help atypical and vulnerable students to be productive citizens in a thriving society. Ceteris paribus, for many culturally and linguistically diverse (CLD) students with disabilities, being educated in an inclusive environment should be the ideal policy. However, it is not! Inclusion has continued to be debatable, challenged, and controversial, making this ideal goal implausible and unrealistic. Coupled with their disabilities, CLD students experience the loaded problems of discrimination, racism, and xenophobia in the multidimensional forms of misidentification, misassessment, mislabeling/miscategorization, misplacement, and misinstruction. These multiple problems make it easy for general and special education professionals and service providers to (a) view placement as instruction, (b) focus on unidimensional and narrow… [Direct]

Hanson, Aubrey Jean; Poitras Pratt, Yvonne (2022). Indigenous Instructors' Perspectives on Pre-Service Teacher Education: Poetic Responses to Difficult Learning and Teaching. Race, Ethnicity and Education, v25 n6 p855-873. Instructors teaching an Indigenous education course face the challenges of shifting students' understanding and inviting them into the work of decolonizing education. Indigenous instructors take on the embodied and emotional work of highlighting diverse representations of Indigenous peoples, histories, and perspectives in scholarship in order to make this learning meaningful to students. Bringing such views to education students, who are mostly non-Indigenous, is no easy task. In this study, we examine instructor experiences of difficult teaching within a mandatory Indigenous education course in Canada. We adopt a 'poetics of anti-racism' to represent and explore the moments of difficult teaching that are indicated by what is said, and unsaid, by the Indigenous instructors we interviewed. We argue that poetic approaches are powerful in articulating the complexity of Indigenous instructors' experiences, as well as inspiring moments of transformation in education…. [Direct]

Gadd, Rebecca (2018). Developing Novices' Professional Scripts for Teaching: An Investigation of Teacher Education Practice. ProQuest LLC, Ph.D. Dissertation, University of Michigan. This dissertation is my effort to better understand how teacher educators teach professional, anti-racist teaching practice to novice teachers. I argue that one important way to interrupt systemic racism in schooling is to design teacher education that both teaches novice teachers what anti-racist practice is and helps them gain some initial skill with "how to enact it." I develop a conceptual tool, "professional scripts for teaching," to identify, parse, and, in this study, teach the anti-racist teaching practice of assigning competence (Cohen, 1973; Cohen, Lotan, Scarloss, & Arellano, 1999; Featherstone et al., 2011) to novices. Professional scripts for teaching help to define what "counts" as acceptable professional practice by describing patterns of practice that reflect anti-racist professional ethics to bound the work of teaching. Professional scripts for teaching foreground the relationships among teachers' professional ethics,… [Direct]

Andrew N. McKnight; Nevbahar Ertas (2024). Policy Opinions Regarding the Teaching of Critical Race Theory in Schools. Policy Futures in Education, v22 n7 p1516-1532. Critical Race Theory (CRT) has recently been positioned as a serious problem requiring urgent policy response among partisan media outlets. Making a case for pressing policy demands, several policy makers have proposed federal, state, and local level legislation and other measures to restrict how race, racism, or American history in general can be taught in K-12 schools, higher education institutions, and state agencies. Anti-CRT rhetoric in media and policy proposals have also propagated the notion of CRT as being divisive as well as ubiquitous in public education. Given this, it is critical to examine whether policy opinions regarding reactionary legislation is based on a real understanding of CRT. We conduct a conceptual and theoretical inquiry into anti-CRT rhetoric relying on the sociological concepts of moral panics and folk devils. Then, we examine familiarity, knowledge, ideology, policy beliefs, and policy opinions regarding CRT in education using nationally representative… [Direct]

Grosland, Tanetha Jamay (2019). Through Laughter and through Tears: Emotional Narratives to Antiracist Pedagogy. Race, Ethnicity and Education, v22 n3 p301-318. If as a collective society we desire to challenge oppression as it exists, we must individually commit to learning about race, in all its facets, and racism as an institution at an emotional level. Although there are many ways to accomplish these ends, antiracist pedagogy — as antioppressive education — is an effective method to do so through its focus on the intersections of race. This study shares how participants in a higher education classroom "emotionally" experienced studying race and racism. Using a narrative inquiry hybrid, results of this inquiry include how emotions are at the core of such learning, particularly because they can be racially segregated and relationally complex. The lack of research about the relationship between racism and emotions is felt acutely in higher education classrooms, so this study contributes to our understandings of antioppressive pedagogy in such classrooms. Since the overall goal of antiracist pedagogy is antiracist change and… [Direct]

ArCasia D. James-Gallaway; Brittany L. Frieson; Saba Khan Vlach (2024). Nothing Nice about It: Critiquing Midwest Nice in Teacher Education. Journal of Curriculum and Pedagogy, v21 n4 p467-490. In teacher education, critical scholars have lamented how "niceness" hinders progress toward social and racial justice. A place characteristic of this "niceness" is the Midwestern region of the United States, which the dominant narrative paints as overly agreeable and free of racial inequities. This image overlooks the rampant systemic racism that is foundational to the entire country, allowing the Midwest to tout an ideological stance of "Midwest nice"–a race-evasive semblance of social and political politeness that is seemingly harmless. This conceptual article draws on critical race theory and critical geographies of race to analyze how "Midwest nice" influences Midwestern teacher education programs. By conceptualizing two teacher education sites–educator praxis (an input) and student evaluations of teaching (an output)–we consider the particular plight of Women of Color critical scholars instructing preservice teachers in the Midwest. We… [Direct]

Olshefski, Christopher Alan (2021). Anti-Racist, Anti-Gay: A White Evangelical English Teacher's Negotiations of Her Faith and Critical Inquiry. English Teaching: Practice and Critique, v20 n1 p108-123. Purpose: The purpose of this study is to examine how the religious beliefs and experiences of a white Evangelical English teacher, Amy, shaped her enactment of critical inquiry pedagogy in her English classroom. Design/methodology/approach: This study drew on three in-depth interviews focused on a white Evangelical English teacher's negotiation of her faith and understanding of critical inquiry issues in her teaching. Findings: The teacher embraced anti-racist pedagogy by aligning definitions of structural racism with her understanding of the inherent sinfulness of humankind. She did so at the risk of her standing within her Evangelical community that largely rejected anti-racism. On the other hand, the teacher struggled with embracing LGBTQ+ advocacy, believing that affirmation of LGBTQ+ identities ran counter to her beliefs in "the gospel." Her theological beliefs created complications for her when students brought the issue up in her class. Practical implications: This… [Direct]

Atwood, Alexis; Siuty, Molly Baustien (2022). Intersectional Disruptor: A Special Educator of Color Living and Teaching in the Intersections. Teacher Education and Special Education, v45 n1 p61-76 Feb. Scholars argue that teaching for disability and racial justice in education must be intersectional to jointly disrupt the marginalizing processes that occur at the nexus of ableism and racism. It has been suggested that special educators of color can play a key role in addressing inequity and disproportionality in special education. Yet, special educators of color are perpetually underrepresented in the workforce. At the same time, special education research remains overwhelmingly silent on the unique experiences and contributions of educators of color, particularly Black women. This qualitative case study employs DisCrit Classroom Ecology and Positioning Theory as a conceptual framework to explore how Sarah, a Black special educator, drew on her life histories to enact transformative teacher resistance. Implications will be offered for how special education teacher preparation programs can center the crucial role of Black educators in special education…. [Direct]

Bain, Zara (2018). Is There Such a Thing as 'White Ignorance' in British Education?. Ethics and Education, v13 n1 p4-21. I argue that political philosopher Charles W. Mills' twin concepts of 'the epistemology of ignorance' and 'white ignorance' are useful tools for thinking through racial injustice in the British education system. While anti-racist work in British education has a long history, racism persists in British primary, secondary and tertiary education. For Mills, the production and reproduction of racism relies crucially on cognitive and epistemological processes that produce ignorance, and which promote various ways of ignoring the histories and legacies of European colonialism and imperialism, as well as the testimonies and scholarship of those who experience racism in their everyday lives. I survey these concepts within Mills' work then marshal evidence in support of my claim that 'the epistemology of ignorance' and 'white ignorance' provide a useful framework for thinking through problems of racial injustice in British education…. [Direct]

Buchanan, Lisa B.; Ward, Cara F. (2022). Memorializing Whiteness in State Standards and Local History: A Critical Sociohistorical Consciousness Analysis of The Coup of 1898 and Southern Racial Violence. Whiteness and Education, v7 n2 p175-193. This paper examines the historical and modern treatment of the Wilmington Coup of 1898, a series of acts of Southern racialised violence that occurred in a coastal city in the Southern United States in fall of 1898. Using a critical sociohistorical consciousness framework, we analyse state standards and historical documents to identify the underpinnings of racism in the dominant narratives of the event, local commemoration of conspirators, and resulting economic inequalities. We then discuss how whiteness has influenced standards writing and the erection of community memorials related to 1898. Implications for curriculum standards, teacher education, and K-12 classrooms are provided…. [Direct]

Banaji, Mahzarin R.; Fiske, Susan T.; Massey, Douglas S. (2021). Systemic Racism: Individuals and Interactions, Institutions and Society. Cognitive Research: Principles and Implications, v6 Article 82. Systemic racism is a scientifically tractable phenomenon, urgent for cognitive scientists to address. This tutorial reviews the built-in systems that undermine life opportunities and outcomes by racial category, with a focus on challenges to Black Americans. From American colonial history, explicit practices and policies reinforced disadvantage across all domains of life, beginning with slavery, and continuing with vastly subordinated status. Racially segregated housing creates racial isolation, with disproportionate costs to Black Americans' opportunities, networks, education, wealth, health, and legal treatment. These institutional and societal systems build-in individual bias and racialized interactions, resulting in systemic racism. Unconscious inferences, empirically established from perceptions onward, demonstrate non-Black Americans' inbuilt associations: pairing Black Americans with negative valences, criminal stereotypes, and low status, including "animal" rather… [Direct]

Starr, Joshua P.; Wiley, Kathryn E. (2023). The Resolution Passed, Now What? A Superintendent's Commitment to Racial and Social Justice and the Complexities of a Police-Free Schools' Resolution. Journal of Cases in Educational Leadership, v26 n4 p29-38. Following a wave of racial justice activism during the summer of 2020, nearly 40 school districts passed resolutions ending the use of law enforcement in schools. In such districts, school superintendents then faced the challenge of implementing these "police-free schools' resolutions," while sometimes encountering strong resistance, from White parents and community members in particular. This case explores the challenges of implementing a police-free schools' resolution through the perspective of a White superintendent committed to anti-racism and social justice in a fictitious district called Union Public Schools. Informed by real events, the authors invite education leaders to articulate their stance and strategy as it relates to anti-racist leadership, law enforcement in schools, and White resistance to equity-oriented policy change…. [Direct]

Robert Steinbauer (2024). Teaching Students about Workplace Harassment by Letting Them Experience It in a Virtual Reality Environment. Journal of Management Education, v48 n4 p671-707. We are in the midst of a technological revolution that has the potential to transform management education. The author proposes Virtual Reality (VR) as a pedagogical tool to teach students about workplace harassment. Specifically, this article describes the development and application of two open access VR simulations that are designed to increase students' awareness of sexism and racism at work. These simulations replicate a complex organizational environment and teach students the skills necessary to intervene when they experience or observe workplace harassment. In addition, they provide students with an opportunity to apply their knowledge in a safe and controlled environment. Data from 25 pilot study participants indicate that the VR simulations are impactful, engaging, immersive, and realistic and are able to evoke students' emotions during the decision-making process. Finally, this article elaborates on how to use VR in the classroom and discuses its implications for teaching… [Direct]

Darlene Daclan (2022). Exploring the Underrepresentation of Asian American Leadership in Higher Education. ProQuest LLC, Ed.D. Dissertation, California State University, Fresno. Despite the representation and significance of Asian American students to enrollment and graduation goals of U.S. colleges and universities, Asian Americans are fundamentally invisible in critical leadership roles that make decisions and drive policy at these institutions. Scholarship points to racism and white supremacy in U.S. higher education as creating inequalities for the non-majority. As a result, the racialized stereotypes of Asian Americans as the model minority and perpetual foreigner construct challenges for advancement of Asian Americans into campus leadership positions of authority and influence. The purpose of this phenomenological study was to explore the lived experiences of Asian Americans who succeeded to be executive and senior leaders in higher education. Through the AsianCrit lens, the study sought to understand the experiences of Asian American leaders and examine their narratives of navigating their racialized identities at postsecondary institutions. Fifteen… [Direct]

Ali Tempest; Aydan Suphi; Christina Smith; Dharinee Hansjee; Harsha Kathard; Lindsey Thiel; Mershen Pillay; Sarah Spencer (2024). Decoloniality and Healthcare Higher Education: Critical Conversations. International Journal of Language & Communication Disorders, v59 n3 p1243-1252. Background: We explore the theoretical and methodological aspects of decolonising speech and language therapy (SLT) higher education in the United Kingdom. We begin by providing the background of the Rhodes Must Fall decolonisation movement and the engagement of South African SLTs in the decoloniality agenda. We then discuss the evolution of decoloniality in SLT, highlighting its focus on reimagining the relationships between participants, students, patients and the broader world. Objective: The primary objective of this discussion is to fill a gap in professional literature regarding decoloniality in SLT education. While there is limited research in professional journals, social media platforms have witnessed discussions on decolonisation in SLT. This discussion aims to critically examine issues such as institutional racism, lack of belonging, inequitable services and limited diversity that currently affect the SLT profession, not just in the United Kingdom but globally. Methods:… [Direct]

Bethea, Canaan; Davis, Julius; Steen, Sam (2023). Reconceptualizing the Achieving Success Everyday Group Counseling Model to Focus on the Strengths of Black Male Middle School Youth. Journal of School-Based Counseling Policy and Evaluation, v5 n1 Article 2 p4-20. Scholarship focused on Black male students in school counseling has been intermittent despite being well documented in the larger field of education and other disciplines. In this article, we conducted a systematic review of the school counseling literature that focused on Black male students. We used critical race theory (CRT) to examine the programs and interventions that have been published with Black male participants in school settings within the school counseling literature and examined the role that school counselors took when supporting Black male students' academic, social emotional, college and career identity development. We reconceptualize the Achieving Success Everyday (ASE) group model (Steen et al., 2014) and call for others to use the ASE group model to combat racism and foster Black excellence…. [PDF]

Bruce, Bertram C. (2023). What Is Democratic Education?. Schools: Studies in Education, v20 n1 p140-143 Spr. In a time of for-profit schooling, continuing segregation, racism, book banning, unconscionable inequality, and antiquated approaches to pedagogy, the prescription for democratic schooling seems daunting. Yet the path is clear: We need to change society to enable democracy in schools; we need democratic schooling to bring the public out of its eclipse; and we need an engaged citizenry to address seemingly insurmountable challenges. Considerations such as this led the "Schools" journal to inaugurate this Symposium on Democratic Education in the Twenty-First Century. We recognize the magnitude of the task and make no claims to offer a complete or final solution. Nevertheless, the experiences reported in this and subsequent issues shine a light that aids along their path…. [Direct]

Turner, David C., III (2021). The (Good) Trouble with Black Boys: Organizing with Black Boys and Young Men in George Floyd's America. Theory Into Practice, v60 n4 p422-433. Youth Organizing as a tool for social change has helped to not only change material conditions in some respects, but it has also equipped youth with the critical tools needed to engage in long term social movement building. As a result, youth activists and organizers have been able to increase investments in the highest needs communities, gain access to college, and even defund and abolish school police. In the political moment of COVID-19 and the global fight to address anti-Black racism, how have Black boys and young men engaged in the fight for their own lives? Building upon critical frameworks in education, I chronicle how Black boys and young men engage in Black Transformative Agency, which I define as an axis of processes that Black boys and young men adopt to both politicize their peers and transform anti-Black racism in their communities. For educational practitioners, youth workers, and the like, Black Transformative Agency can be a useful framework for engaging politically… [Direct]

Aishia Brown; Rebecka M. Bloomer (2024). Moving from Second Sight to Critical Consciousness Building: Using Social Justice Youth Development and Youth Participatory Action Research to Promote Praxis in Out-of-School Time. Children & Schools, v46 n4 p213-222. Youth development programs offer flexible environments for healing and positive identity development for youth facing discrimination and oppression. Programs often occur in out-of-school time (OST), a context that is clearly positioned in tandem with the education system to create complex relationships that lead to challenges in OST spaces. Youth development programs occurring in OST settings have the potential for resisting or replicating oppressive practices toward youth occurring in the education system. This article highlights a youth participatory action research (YPAR) project within an OST program using photovoice, field trips, and arts-based strategies. Eleven youth participated in the project over the course of nine months. Thematic content analysis of weekly photovoice and critical consciousness resulted in a primary theme of peeling back the layers. This theme encompassed the evolution of youth understanding the interconnectedness between their individual-level experiences… [Direct]

Elizabeth A. Cutrer-P√°rraga; Katherine J. Bingham; Timothy B. Smith (2024). Ethnic-Racial Socialization Experiences of Mexican American Youth. Psychology in the Schools, v61 n5 p1962-1981. Research has shown that ethnic-racial socialization (ERS) predicts education and mental health outcomes for adolescents. However, limited research has evaluated the ERS experiences of Latinx students. The current study examined ERS experiences of Mexican American youth in four focus group interviews that were transcribed and analyzed at both the individual and group level using interpretive phenomenological analysis. Main themes included feeling like an outsider, navigating discrimination, encountering social/emotional difficulties, and achieving a positive identity. Each theme contained two to three subcategories that provide further insight into the Mexican Americans' ERS experiences. Participants reported within-group discrimination, motivation to disprove stereotypes, and infrequent understanding or compassion from adults. Teachers, administrators, counselors, and school psychologists can attend to and seek to promote social connections, implement social-emotional learning… [Direct]

Davis, Ashley (2019). Historical Knowledge of Oppression and Racial Attitudes of Social Work Students. Journal of Social Work Education, v55 n1 p160-175. Racism has a long history in the United States. For generations, people of color have been systematically oppressed, whereas White people have benefitted from unearned privilege. Despite major advances in civil rights, the ongoing presence and legacy of racism and White privilege result in pervasive inequities. Social work education prepares graduates to advocate for racial justice. The present study describes the historical knowledge of oppression that students (N=305) possess at the beginning of their MSW education and examines the relationship between this knowledge and the endorsement of a color-blind ideology. Students with more historical knowledge reported fewer color-blind beliefs; millennial generation students reported fewer color-blind beliefs than older students. Implications are discussed for race-conscious and competency-based social work education…. [Direct]

Shannon-Baker, Peggy (2020). "Those Who Can't Hear Must Feel": Confronting Racism, Privilege, and Self with Pre-Service Teachers. Theory Into Practice, v59 n3 p300-309. Teacher education courses on multicultural education, social justice, and international cross-cultural experiences have been used to increase pre-service teachers' (PST) cross-cultural skills and awareness. Critical researchers have shown that without intentional facilitation and program design, PSTs hold onto (if not become more entrenched in) biases and stereotypes. Building on that literature, this article shares the author's practices designed to help PSTs go "outside of [their] bubble" to actively engage with racism, privilege, and the self while participating in international programs. These practices emphasize the importance of emotional and uncomfortable experiences. The article shares the importance of learning about racism and privilege at home before travel, using multi-modal reflections and dialogue, and teacher educators and program leaders similarly engaging in critical self-reflection. Specific activities and stances are shared to encourage their… [Direct]

Forman, Tyrone A.; Hagerman, Margaret A.; Lewis, Amanda E. (2023). Charles Mills Ain't Dead! Keeping the Spirit of Mills' Work Alive by Understanding and Challenging the Unrepentant Whiteness of the Academy. Race, Ethnicity and Education, v26 n4 p553-564. In this article, we draw upon Charles Mills' powerful scholarly insights on the racial contract and epistemologies of ignorance and argue for keeping his spirit and theorizing alive through a relentless focus on the endemic reality of racism/white supremacy in our society and institutions — particularly in the institution in which he and we work, higher education. We believe that continuing Mills' legacy requires pushing back against unrepentant whiteness in the academy — the pervasive white standpoint that naturalizes so much of the inequity that transpires in our academic departments, fields, and institutions. Toward this end, we provide several examples of somewhat mundane ways unrepentant whiteness (in the form of white habitus, group interests, racial apathy, and ignorance) shows up in higher education. These examples explore Mills' concept of 'the macro in the micro', or the every-day ways that white supremacy courses through the tentacles of our colleges and universities…. [Direct]

Jaclyn N. Wegner; Kera Abraham Panni (2024). Advancing Racial Equity with the Aquarium Conservation Partnership. Journal of Museum Education, v49 n3 p284-295. Historic and present-day systemic racism frequently excludes Black, Indigenous, and people of color (BIPOC) from engaging in aquarium efforts toward conservation, research, advocacy, and education. But to realize the conservation missions of aquariums–creating a more equitable and sustainable world in which people and nature thrive–we need a diversity of perspectives and voices driving adaptive, lasting solutions. In this article, the co-authors describe how a diverse coalition of U.S. aquariums is working to integrate racial justice with their conservation initiatives and to transform their sector. They outline the formation of the Aquarium Conservation Partnership (ACP) Equity Work Group, progress toward an ACP Equity Commitment, and the restructuring of ACP governance. They describe how these efforts, like equity work across the broader cultural attractions sector, have been imperfect and uncertain; but they yield lessons that may provide reassurance, encouragement, and guidance… [Direct]

Emily Machado; Hailey R. Love; Maggie R. Beneke (2024). "So That I May Hope to Honor You": Centering Wholeness, Agency, and Brilliance in Qualitative Research with Multiply Marginalized Young Children. Educational Researcher, v53 n4 p245-251. Scholars of early childhood education have urged qualitative researchers to adapt their methods for use with young children. However, unjust social imaginations of childhood (e.g., who is considered a "child") play out in qualitative research, particularly for young children who are made most vulnerable by intersecting oppressions (e.g., racism, linguicism, ableism). Extending Morrison's metaphor of "the white gaze," we argue that qualitative research is often framed through an "adult gaze," which presumes children's worth in terms of who they will ultimately become and differentially imagines who is considered a child in the present. Informed by theoretical understandings from the fields of critical childhood studies and early literacy studies, we consider how qualitative researchers might disrupt the adult gaze and honor multiply marginalized children by centering their wholeness, orienting toward their agency, and creating space for their brilliance…. [Direct]

Coles, Justin A.; Shah, Niral (2020). Preparing Teachers to Notice Race in Classrooms: Contextualizing the Competencies of Preservice Teachers with Antiracist Inclinations. Journal of Teacher Education, v71 n5 p584-599 Nov-Dec. Race-focused teacher education has centered on changing preservice teachers' racial beliefs and attitudes. In this article, we build on this work by exploring how preservice teachers identify and address issues of race and racism in the everyday work of teaching and learning. To conceptualize these processes, we propose the theoretical framework of "racial noticing," which extends the literature on teacher noticing to the consideration of racial phenomena. Using a comparative case study design, this study focuses on three elementary preservice teachers (two identifying as White, one identifying as Black) with antiracist inclinations. Findings show that they demonstrated generally strong competencies with racial noticing during a mathematics methods course, but that contextual factors influenced shifts in racial noticing during student teaching. We argue that race-focused teacher education centered on noticing the impact of race and racism in learning settings can make the… [Direct]

Irwin, Laura N. (2021). Student Affairs Leadership Educators' Negotiations of Racialized Legitimacy. Journal of Leadership Education, v20 n4 Oct. Critical and justice-oriented approaches to leadership are incomplete without attention to racism and racialization. This study employed basic qualitative inquiry to examine racialized legitimation within student affairs leadership education through lenses of whiteness as property and legitimacy. Findings detail how leadership educators sought to gain and/or maintain legitimacy and the ways racialization is embedded in these processes through professional experiences, leadership knowledge, and identity. Implications for research and practice are discussed…. [PDF]

Thomas Joseph Peterson (2023). Equipped for Change: A Grounded Theory Study of White Antiracist School Leaders' Attitudes and Perceptions of Racial Consciousness in Educational Leadership. ProQuest LLC, Ph.D. Dissertation, Chapman University. There is substantial evidence that issues of race and racism and are common in U.S. public schools, especially those greatly impacted by poverty and racial segregation. Unfortunately, it is highly likely many of these occurrences either go unrecognized, unacknowledged, or are perpetrated unknowingly by White educators and administrators–many of whom are well-intentioned, but lack the critical lens necessary in challenging and dismantling them. For White people, the enculturating normativity of White racial dominance, maintained by the social conditioning of Whiteness, facilitates an environment of racial ignorance and insignificance, leaving most painfully oblivious to the damaging complexities of racism in contemporary American society. The purpose of this qualitative study is to illuminate the perceptions and experiences of selected White school leaders who have committed themselves to (a) antiracist school leadership identity development, and (b) the promotion of racially-just… [Direct]

Grinage, Justin; Oto, Ryan; Rombalski, Abby (2023). The Role of Racial Literacy in US K-12 Education Research: A Review of the Literature. Race, Ethnicity and Education, v26 n1 p94-111. The pursuit of racial justice in education continues to demand research that employs critical race theory (CRT). Underscoring the importance of such scholarship, this review of K-12 literature examines the trend of racial literacy in educational research. Using an interactive and recursive systematic review of research, this paper ultimately analyzed 22 peer-reviewed articles that employed racial literacy as a theory and/or method–many connected to CRT–for the possibilities they offered in upending racial liberalism in K-12 teaching and schooling. In this review, racial literacy was categorized into themes: as a process, as disrupting white supremacy and internalized racism, and as working toward curricular transformation, intersectional analysis, and centering youth voice. We conclude by discussing ways that racial literacy research can continue to work within and beyond the academy to disrupt racial liberalism and work toward anti-racist transformation in K-12 education…. [Direct]

Charletta Nickole Wiggins (2021). Shades of Black: Black Collegiate Women and the Impact of Colorism in Higher Education. ProQuest LLC, Ph.D. Dissertation, The University of Alabama at Birmingham. Colorism perpetuates the same variables that drive the principles of racism and has led to disparate treatment, lower self-esteem, and negative perceptions within communities of color for decades. Since Black women are considered second class citizens, behind both men and White women, it is vital to acknowledge that their experiences with racism, compounded by colorism, are most salient. The purpose of this qualitative research study is three-fold: (1) to explore colorism as a phenomenon while also investigating its impact on the higher education attainment of Black collegiate women, (2) to give these women a voice regarding their personal experiences with colorism; and (3) to generate culturally pertinent information that can be used to raise awareness, provide empowerment, and create social change regarding how we view colorism. To begin to answer the question of how Black women narrate their experiences with colorism in higher education at a predominantly White urban public state… [Direct]

Breny, Jean M. (2020). Continuing the Journey toward Health Equity: Becoming Antiracist in Health Promotion Research and Practice. Health Education & Behavior, v47 n5 p665-670 Oct. Health education and promotion researchers and practitioners are committed to eliminating health disparities, and the Society for Public Health Education (SOPHE) has continuously supported this effort through its journals, professional development, annual conferences, and advocacy. The COVID-19 pandemic elucidated inequities directly caused by racism and other social determinants of health. In order to achieve health equity, we need to become antiracist in our research, practice, and advocacy work by standing united against racist policies and practices. I invite us all to heed the call to action on these five points: place racism on the agenda, practice cultural humility, claim your privilege and eliminate microaggressions, utilize strategies that promote inclusion and equity, and embrace your inner leader and activist. Just as SOPHE as an organization pivoted its annual conference from on ground to virtual in March 2020, so can we be innovative and brave as professionals to face… [Direct]

Sheridan, Vera (2023). Counter Stories: Life Experiences of Refugee Background Mature Students in Higher Education in Ireland. Race, Ethnicity and Education, v26 n7 p936-953. Refugee Background Mature Students, with many having come from the global South to seek asylum, form a minority group in higher education. This qualitative study uses a Critical Race Theory framework to examine the lived experience of four Refugee Background Mature Students from Angola and Nigeria with a focus on microaggresions, the everyday occurrences of racism. On campus, their learning is informed by past experiences, asylum systems, including time spent in Direct Provision. Repeated microaggressions in Direct Provision silence or attempt to silence in the face of power. These students encounter the assaults of further microaggressions on campus, horizontally from peers and vertically from lecturers. These negative experiences occur in tandem with support from individual academics they meet during their degree courses. The unevenness of experience suggests that higher education institutions need to incorporate the specific needs of RBMSs across an institution to fully support… [Direct]

Thyberg, Christopher T. (2023). Preparing Social Workers for Anti-Oppressive Practice: Evaluating the Role of Critical Social Work Education. Journal of Social Work Education, v59 n2 p407-422. Although critical social work (CSW) is an important framework for addressing racism and oppression within social work, few studies have examined CSW education. This study assessed CSW educational opportunities, student attitudes, and the effect of CSW exposure on student learning via a survey administered to undergraduate and graduate social work students (N=191). Findings suggest that students have a strong interest in CSW, but that classroom and field placement opportunities are inconsistent. Linear regression model results demonstrate that student knowledge of and interest in CSW are significant predictors of higher scores on the Diversity and Oppression Scale (Windsor et al., 2015). Based on the study findings, recommendations regarding curriculum development and field placement policies for social work educators are discussed…. [Direct]

Douglass, Sonya; LoBue, Ann (2023). When White Parents Aren't so Nice: The Politics of Anti-CRT and Anti-Equity Policy in Post-Pandemic America. Peabody Journal of Education, v98 n5 p548-561. In the run-up to the U.S. 2022 midterm elections, Republicans brought their fight to regain control of Congress to school districts across the country. Deploying a national disinformation campaign regarding how issues of race and racism are taught in K-12 public schools, astroturf conservative advocacy organizations mobilized activists to descend on school board meetings and upend school board elections nationwide demanding an end to indoctrination of children with critical race theory (CRT). These efforts created a chilling effect among superintendents and school board members committed to advancing equity, anti-racism, and social justice. In this descriptive, conceptual paper, we portray and analyze the national campaign against CRT and equity in schools, how it played out at the local school district level, and its implications for superintendents and school board members leading for equity. Tenets of critical policy analysis are used to frame and organize our analysis of the… [Direct]

Potter, Halley (2023). Student Assignment and Enrollment Policies That Advance School Integration: A National Perspective to Support Planning in the District of Columbia. Century Foundation The Washington, D.C. metro area schools are the fifty-third most segregated in terms of students' economic status and twenty-third most segregated in terms of Black-White separation. This segregation in the District of Columbia's schools undergirds systemic racism, creates social strife, and leaves children unprepared for an increasingly interconnected and multicultural world. The process currently being undertaken by the Office of the Deputy Mayor for Education to analyze student assignment policies and create a facilities master plan for District of Columbia schools poses the opportunity to create new pathways for more students to learn in integrated classrooms alongside peers from different backgrounds. As background information to inform and inspire that planning, this report draws together examples from around the country that illustrate different strategies and considerations for creating student assignment and enrollment policies that promote integration. [This report was… [PDF]

Michalinos Zembylas (2024). Recovering Anticolonialism as an Intellectual and Political Project in Education. Educational Theory, v74 n5 p759-779. In this essay, Michalinos Zembylas revisits the tension between decolonization and other social justice projects in education scholarship, focusing in particular on the arguments for and against the notion of decolonization as land return. While different colonized communities are justifiably projecting their own political priorities in struggles against specific colonial forms of domination, Zembylas argues that education as scholarship and practice would be well served to recover the "anticolonial" as a "shared" intellectual and political project for understanding the different practices and experiences of resistance to colonialism and imperialism around the world. Anticolonial thought and praxis offer education scholars, activists, and practitioners an intellectual and political framework of connectivity and anticolonial solidarity that neither erases differences between decolonization and other political projects, nor fails to foreground community building… [Direct]

Madkins, Tia C.; Morton, Karisma (2021). Disrupting Anti-Blackness with Young Learners in STEM: Strategies for Elementary Science and Mathematics Teacher Education. Canadian Journal of Science, Mathematics and Technology Education, v21 n2 p239-256 Jun. If we envision a future for Black young learners where their full humanity is honoured and educators facilitate rigorous science, technology, engineering, and mathematics (STEM) learning experiences that are justice-focused, "we must disrupt systemic racism now." In this article we discuss how anti-Blackness is pervasive in science and mathematics education, especially for young learners. We also address why teacher educators must disrupt anti-Black racism in our work with elementary teacher candidates and in our research. We argue that to do this work and disrupt anti-Blackness, elementary teacher educators and teacher candidates need "political clarity" (Beauboeuf-LaFontant, 1999). Political clarity is the understanding of how structural and school inequalities work to (re)produce differential learning experiences for minoritized learners. We offer suggestions for how teacher educators can further develop their teacher candidates' political clarity. Drawing upon… [Direct]

Brooks, Jeffrey S.; Diem, Sarah; Welton, Anjal√© D. (2022). Antiracism Education Activism: A Theoretical Framework for Understanding and Promoting Racial Equity. AERA Open, v8 n1 Jan-Dec. Although antiracism activism has contributed to substantive progress under certain circumstances and in certain contexts, little research attempts to theorize how antiracism activism is manifest across contexts. In this article, we explore individual and collective antiracist actions within and outside schools. We introduce a theoretical framework that identifies four domains of activism–policy, community, leadership, and teaching and learning–in which activists operate to make a positive difference in promoting racial equity and antiracism in education. The framework offers a systemic way of thinking about antiracist activism in education and the importance of recognizing that several aspects of antiracist activism usually conceived as distinct are interrelated within and across domains. Indeed, antiracist education activism must be understood holistically and systemically if we seek to dismantle the racism that is woven into every piece of the education system…. [PDF]

Bodle, Aaron T.; Thacker, Emma S. (2022). Seizing the Moment: A Critical Place-Based Partnership for Antiracist Elementary Social Studies Teacher Education. Theory and Research in Social Education, v50 n3 p402-430. We designed and implemented a hybrid elementary social studies education elective focused on antiracist teacher education, place-based teacher education, and archaeology with partners at an historic site, James Madison's Montpelier. Our action research study indicates that, in the midst of injustices highlighted in 2020, participants engaged in meaningful race reflection in ways that demonstrated shifts toward becoming more antiracist individuals and teachers. Purposeful course work and interactions with course texts and participants, as well as the power of the place itself, supported students' race reflections toward increased racial awareness and understandings of how to facilitate their future elementary students' racial literacy. Implications include that critical place-based experiences have the potential to serve as powerful learning experiences to prepare preservice social studies teachers to teach children about race and racism…. [Direct]

Eric M. Davidson (2024). Insider Knowledge, Outsider Practice: The Disruptive Liberatory Potential of Skateboarding in US Higher Education. Current Issues in Education, v25 n2. This conceptual paper articulates how the unique social, experiential, and navigational perspectives of college skateboarders contribute to their potential as changemakers in higher education. Drawing from the theory of campus ecology and multidisciplinary body of skateboarding scholarly literature, this paper applies the unique navigational and analytical lenses of skate culture to render visible oppressive institutional conditions that are currently absent from educational scholarship. In order to accomplish this application, I conduct an extensive search for literature, and begin the writing by contextualizing the macro- and micro-systemic elements of the U.S. tertiary system and emplacing skateboarding within them. Then, I use skate scholarship to argue that skateboarding provides new critical perspectives on the philosophies of public space, policing, and social deterrence that manifest in university spaces. Additionally, this work explores campus skaters' resistance to systemic… [Direct]

Altbach, Philip G., Ed.; Bastedo, Michael N., Ed.; Gumport, Patricia J., Ed. (2023). American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges. Fifth Edition. Johns Hopkins University Press Whether it is advances in information technology, organized social movements, or racial inequality and social class stratification, higher education serves as a lens for examining significant issues within American society. First published in 1998, "American Higher Education in the Twenty-First Century" offers a comprehensive introduction to the complex realities of American higher education, including its history, financing, governance, and relationship with the states and federal government. This thoroughly revised edition brings the classic volume completely up to date. Each chapter has been rewritten to address major recent issues in higher education, including the COVID-19 pandemic, the movement for racial justice, and turmoil in the for-profit sector. Three entirely new chapters cover broad-access colleges, race and racism, and organized social movements. Reflecting on the implications of ethnic and socioeconomic diversity within higher education, the book also… [Direct]

Amesu, Afiya; Naylor, Issy; Phoenix, Ann; Zafar, Kafi (2020). Viewpoint: 'When Black Lives Matter All Lives Will Matter' — A Teacher and Three Students Discuss the BLM Movement. London Review of Education, v18 n3 p519-523. The Black Lives Matter (BLM) movement is generating a new appetite for understanding the ubiquity of systemic racism. In this short piece, a professor and three newly graduated students from different racialized groups reflect on the reproduction of social inequalities in key institutions and on what decolonization means for the nation, not just for education…. [PDF]

Flintoff, Anne (2018). Diversity, Inclusion and (Anti) Racism in Health and Physical Education: What Can a Critical Whiteness Perspective Offer? Fritz Duras Lecture, Melbourne University, 22 November 2017. Curriculum Studies in Health and Physical Education, v9 n3 p207-219. This Fritz Duras lecture argues for the importance of physical educators' critical engagement with issues of race and ethnic diversity. Despite its colonial history and close relationship to sport–where racialised discourses about the body contribute to shaping commonsense ideas about race–we have yet to engage in any sustained way with issues of race in Health and Physical Education (HPE). Concerns over rises in racism, coupled with persistent gaps between a largely white profession and ethnically diverse school populations in developed countries, point to the need to support teachers' critical engagement with race. In the paper I examine the potential–and challenges–of adopting a critical whiteness perspective for this task. Antiracist perspectives focusing on the effects of racism position white teachers 'outside' of race, and contribute to a deficit view of minority ethnic students in HPE as 'problems' for not being 'active or healthy enough' in relation to an accepted white… [Direct]

Walton, Sean (2020). Why the Critical Race Theory Concept of 'White Supremacy' Should Not Be Dismissed by Neo-Marxists: Lessons from Contemporary Black Radicalism. Power and Education, v12 n1 p78-94 Mar. Since entering the field of education studies, critical race theory has had an uneasy relationship with Marxism. One particular point of disagreement between Marxists and critical race theory scholars centres on the critical race theory concept of 'White supremacy'. Some Marxist scholars suggest that, because of its reliance on 'White supremacy', critical race theory is unable to explain the prevalence of racism in Western, capitalist societies. These Marxists also argue that 'White supremacy' as understood within CRT is actively damaging to radical, emancipatory movements because the concept misrepresents the position of the White working class as the beneficiaries of racism, and in doing so, it alienates White workers from their Black counterparts. Some neo-Marxist thinkers have sought to replace the concept of 'White supremacy' with 'racialisation', a concept which is grounded in capitalist modes of production and has a historical, political and economic basis. Drawing on… [Direct]

Hanna Daftary, Ashley-Marie; Sugrue, Erin (2023). "I Had to Call Them out on a Very Tight Rope:" Exercising Voice with K-12 Education Colleagues to Confront Racial Injustice. Educational Studies, v49 n6 p955-972. This paper examines how educators in the U.S. public education system speak to their colleagues about racially oppressive beliefs and practices. Limited research exists that examines the experiences of educators who exercise voice to challenge and engage co-workers and supervisors around issues of racism in their schools. Using data from semi-structured interviews with 25 educators and a flexible coding approach, the authors found that participants described using cautious, covert, and indirect approaches with their White colleagues to increase the likelihood that their messages would be received and to decrease the personal and professional consequences they might face for openly challenging their colleagues' racist beliefs or actions. This cautious approach serves to reinforce the dominance of Whiteness and White fragility in the context of anti-oppressive practice. Examples of an alternative to a cautious approach are presented and recommendations are made for future research and… [Direct]

Frederick, Jennifer K.; Wolff-Eisenberg, Christine (2021). National Movements for Racial Justice and Academic Library Leadership: Results from the Ithaka S+R US Library Survey 2020. Research Report. ITHAKA S+R Academic librarians, like so many others in the higher education and library sectors, have discussed equity, diversity, and inclusion for many years. A number of prominent initiatives have worked to address these issues across the profession and within individual institutions. Yet, libraries have struggled to make progress on these stated values, especially in meeting their goals of employee diversification. The organizing led by Black Lives Matter activists in 2020 following the murder of George Floyd sparked an increase in demands for racial justice across the higher education sector. Many leaders called for an end to police violence and pledged to address their institutions' history of racism. Academic libraries in turn have grappled with renewed attention to increasing the diversity of their employees, addressing retention issues, and fostering equity and inclusion for both internal and external constituents. Some have also focused their efforts on library practices such as… [Direct]

Pak, Yoon K. (2021). "Racist-Blind, Not Color-Blind" by Design: Confronting Systemic Racism in Our Educational Past, Present, and Future. History of Education Quarterly, v61 n2 p127-149 May. This History of Education Society Presidential Address comes at the society's sixtieth anniversary and provides a new conceptual framework that foregrounds recognizing a "racist-blind," and not a color-blind, ideology in the intentional and unequal design our educational past and present. It highlights systemic racism brought on by the dual pandemic moments of COVID-19 and global racial unrest, with a call to action for educational historians to lead in promoting systemic, institutional changes…. [Direct]

Landmark, Shelby; Ramasubramanian, Srividya; Riewestahl, Emily (2021). The Trauma-Informed Equity-Minded Asset-Based Model (TEAM): The Six R's for Social Justice-Oriented Educators. Journal of Media Literacy Education, v13 n2 p29-42. This paper describes the Trauma-informed Equity-minded Asset-based Model (TEAM) framework for social justice-oriented educators. We draw on traumainformed approaches to illustrate how systemic racism as systemic trauma and normative whiteness as dominant ideology are embedded in the U.S education and media institutions. From an equity-minded perspective, we critique notions such as egalitarianism, colorblind racism, neoliberal multiculturalism, and abstract liberalism. Using an asset-based model, we urge educators to avoid deficit ideologies to frame marginalized communities. The TEAM approach offers the following "Six R's" as strategies: (1) "Realizing" that dominant ideologies are embedded in educational systems, (2) "Recognizing" the long-term effects of systemic trauma on learners from aggrieved communities, (3) "Responding" to trauma by emphasizing safety, trust, collaboration, peer network, agency, and voice within learning environments,… [PDF]

Anderson, Eric; Barajas-L√≥pez, Filiberto; Ishimaru, Ann M.; Scarlett, Keisha; Sun, Min (2022). Transforming the Role of RPPs in Remaking Educational Systems. Educational Researcher, v51 n7 p465-473 Oct. The realities of a global pandemic coupled with economic, climate, and racial crises have exacerbated existing racial injustices in schools and society. Although many have argued for a principled refusal to return to an inequitable "normal" (Roy, 2020), dominant models of educational improvement prioritize technical-rational approaches that often result in administrative racism in school systems, with little attention to the complexities of race, power, and privilege in addressing long-standing racial injustices. The need to address settler colonialism, anti-Black, and other intersectional racisms are far from new, but we argue that the confluence of these pandemics demands new roles for research-practice partnerships (RPPs) in education that aspire to transform systems beyond their current construction. In this article, we draw on the intersections between racial equity and RPP scholarship to propose key pivots for RPPs in working to foster educational justice in school… [Direct]

Gillborn, David (2005). Education Policy as an Act of White Supremacy: Whiteness, Critical Race Theory and Education Reform. Journal of Education Policy, v20 n4 p485-505 Jul. The paper presents an empirical analysis of education policy in England that is informed by recent developments in US critical theory. In particular, I draw on 'whiteness studies' and the application of critical race theory (CRT). These perspectives offer a new and radical way of conceptualizing the role of racism in education. Although the US literature has paid little or no regard to issues outside North America, I argue that a similar understanding of racism (as a multifaceted, deeply embedded, often taken-for-granted aspect of power relations) lies at the heart of recent attempts to understand institutional racism in the UK. Having set out the conceptual terrain in the first half of the paper, I then apply this approach to recent changes in the English education system to reveal the central role accorded the defence (and extension) of race inequity. Finally, the paper touches on the question of racism and intentionality: although race inequity may not be a planned and deliberate… [Direct]

Amaral, Alice Mayra Santiago; Dourado, In√™s; Lima, Gisele Maria de Brito; Lobo, Tatiane Cristina Bacelar; Magno, Laio; Marinho, Lilian F√°tima Barbosa; Nunes, Cinara C√≠cera Salgado; Paes, Helen Cristina da S.; Pereira, Marcos; Zucchi, Eliana Miura (2023). School-Based Sexual and Reproductive Health Education for Young People from Low-Income Neighbourhoods in Northeastern Brazil: The Role of Communities, Teachers, Health Providers, Religious Conservatism, and Racial Discrimination. Sex Education: Sexuality, Society and Learning, v23 n4 p409-424. Sexual and reproductive health (SRH) education for young people is a challenge for national health systems in low-and middle-income countries. This study analysed SRH education among adolescents in a low-income neighbourhood of Brazil from the perspectives of young people themselves, primary healthcare providers, and school teachers. Using semi-structured interviews, data were collected from twelve informants aged 15-20 years, eight health professionals, and nine teachers. Interviews were analysed using the ecological framework (i.e. with a focus on individual, structural and programmatic levels). At the individual level, there was a marked lack of discussion about SRH in the family, especially with parents. As a result, young people sought information from relatives of a similar age, the Internet and social media. Racism on the part of some teachers was identified as a structural-level constraint, and lack of dialogue between the health and education sectors was a programmatic… [Direct]

Spencer, Joi A.; Ullucci, Kerri (2022). Anti-Blackness at School: Creating Affirming Educational Spaces for African American Students. Multicultural Education Series. Teachers College Press While schools often are framed as places of neutrality and fairness, many American schools have harmed Black children or been silent in the face of their struggles, under-education, and mistreatment. While there are undoubtedly adults in these spaces who support Black children, many others ignore Black families, minimize students' concerns, and believe that colorblindness will solve the problem of inequity in education. Embedded in everyday realities, the authors outline the many ways anti-Blackness shows up in schools. Drawing on more than 44 years of equity work, they provide concrete, doable, and meaningful ways in which teachers and administrators can create Black-affirming spaces. Written for pre- and in-service teachers and others working with Black children and youth, "Anti-Blackness at School" explores both the scope of anti-Blackness and how teachers can reject racism. This book: (1) Provides interracial perspectives from authors Joi Spencer, a Black woman from… [Direct]

Basile, Vincent; Thomas, Bryan (2022). "Pity Y'all Don't See Me": Differential Racialization, Resistance, and the Persistent Erasure of Invisible Boys of Color in Science Classrooms. Journal of Science Teacher Education, v33 n2 p154-169. Using previously collected data from a multi-site, mixed methods longitudinal study, we operationalize a conceptual frame of invisibility to describe and understand the phenomenon of erasure that some Boys of Color experienced by teachers in science learning environments where most others were hyper-visible (and subsequently hyper-criminalized). Recentering these "invisible Boys of Color" revealed three descriptive categories: (a) introversion, (b) newcomers, and (c) frequently absent. In detailing these categories and their associated narratives and labels, we complexify our understandings of the lived experiences of Boys of Color in science education and offer frameworks for ways in which teacher education can equip pre-service and in-service science teachers to disrupt these insidious and sophisticated forms of systemic racism…. [Direct]

Alley, Zander D.; Balmer, B. R.; King, V. Elizabeth; Leyva, Luis A.; Marshall, Brittany L.; McNeill, R. Taylor (2022). Black Queer Students' Counter-Stories of Invisibility in Undergraduate STEM as a White, Cisheteropatriarchal Space. American Educational Research Journal, v59 n5 p863-904 Oct. Black queer undergraduates experience invisibility at the juncture of anti-Black racism and cisheteropatriarchy in their campus environments. With the absence of research on queer students of color in undergraduate STEM, it has been unexplored how Black queer invisibility is reinforced and disrupted in uniquely racialized and cisheteronormative STEM spaces. Drawing on Black queer studies and a proposed framework of STEM education as a White, cisheteropatriarchal space, our study addresses this research gap by exploring four Black queer students' experiences of oppression and agency in navigating invisibility as STEM majors. A counter-storytelling analysis reveals how curricular erasure and within-group peer tensions shaped variation in undergraduate Black queer students' STEM experiences of invisibility. Findings inform implications for education research, practice, and policy…. [Direct]

Tanya E. Friedman (2024). "The Students Led Me Here": A White Teacher's Movement toward Antiracist and Abolitionist Practice. Urban Review: Issues and Ideas in Public Education, v56 n5 p763-783. The racial mismatch between the overwhelmingly white teaching force and an increasingly heterogeneous student population continues to widen (Boucher, M. (2016). "Urban Education," 51(1), 82-107.) with pernicious implications for BIPOC students "who are systematically marginalized by the institution of schooling" (Kinloch, V., & Dixon, K. (2017). "English Teaching: Practice & Critique," 16(3), p. 332). This article employs critical whiteness studies to examine one white teacher's progress toward antiracist praxis. By "problematizing the normality of hegemonic whiteness" (Matias et al. (2014). "Equity & Excellence in Education," 47(3), p.291), critical whiteness studies expose the ways that whiteness and white people's resistance to acknowledging their whiteness upholds racism and systems of racial injustice. Analysis uncovered two shifts: 1) from a deficit perspective to an asset-based stance, and 2) from a dominant culture… [Direct]

Rosiek, Jerry (2019). School Segregation: A Realist's View. Phi Delta Kappan, v100 n5 p8-13 Feb. The nation's greatest anti-racist education policy — school desegregation — has proven no match for the adaptations of institutionalized racism. Over the last 40 years, school segregation has evolved and reemerged in housing patterns, school zoning policy, and curricular tracking. This has led to calls for new solutions to the problem of racial segregation in schools. Is it possible, however, that the pursuit of such solutions is a form of avoidance, an unwillingness to face the intractable nature of institutionalized racism? Jerry Rosiek considers the power of pessimism about racial justice as a stance for educators in an era of resegregating schools…. [Direct]

En Hye Lee (2024). Critical Global Citizenship Education: Unpacking Representations of Racialization in Korean English Textbooks. English Teaching, v79 n2 p57-87. This paper aims to investigate how and to what extent 'critical' global citizenship is reflected in middle school English textbooks in Korea. Framed within Freire's concept of critical literacy, the study is concerned with analyzing the written texts in two English textbooks, with a focus on the issue of representations. Using critical content analysis, the research centers on unpacking how race, racism, or racialization, especially in the United States, is represented, and to what extent these representations may be associated with global citizenship education in English language learning. The major findings indicate a notable absence of sufficient sociohistorical and cultural contexts of race in the United States as presented in the concerned English textbooks. Based on the analysis, this paper calls for an expansion of the dimensions of critical global citizenship in English language learning settings, aiming to provide students with broader opportunities to question colonial… [PDF]

Floyd, Chandra B. (2022). Organizational Barriers to Equity: Stories from Virginia Gifted Education Coordinators. Roeper Review, v44 n4 p212-230. This article emanated from a narrative inquiry into the stories of three Virginia gifted education coordinators whose years in service coincided with years of improved equitable representation in their gifted programs. By analyzing their experiences, the article sheds light on the organizational barriers they encountered. Organizational barriers developed from the system of relationships between district stakeholders and the subcomponents of the organization, creating an environment in which underrepresentation could flourish. Findings suggest the need for systemic solutions. Professional learning is implicated for all district leaders. For gifted education coordinators, professional learning experiences should strengthen their ability to discuss issues related to racism while helping them manage the multiple relationships complicit in underrepresentation. Recommendations for research and district reform are also suggested…. [Direct]

Allison R. Firestone; Catherine M. Kramarczuk Voulgarides; Logan McDermott; Rebecca A. Cruz; Zhihui Feng (2024). Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality. Review of Educational Research, v94 n6 p843-882. Research on disproportionate representation in special education has potential to influence policy in ways that rectify educational inequities. In this study, we investigated how disproportionality researchers have operationalized dis-ability, identified key themes and theories used in disproportionality research, and evaluated the coherence between this research and related policy. We found that studies using medical/rehabilitative frameworks to define disability tended to offer policy recommendations focused on preventing inappropriate identification and enhancing access to early interventions. In contrast, studies situated in social models of dis-ability tended to offer policy recommendations for holistic improvement of educational systems. Finally, disproportionality studies applying legal frameworks tended to advocate for explicit policies regarding race and racism without attending to ableism. Given that federal policy continues to operate from a deficit perspective regarding… [Direct]

West, Linden (2016). Distress in the City: Racism, Fundamentalism and a Democratic Education. Trentham Books Every day brings news about so-called Islamic State and its seduction of young people in the West. The radicalization of young Muslims causes alarm; even the desirability of multiculturalism is questioned in troubled cities where racism and Islamophobia are on the rise. This book is a case study of one distressed post-industrial city struggling with various discontents, drawn from those who live there. Their stories illuminate how racism, Islamophobia and Islamism take hold, rendering the city emblematic of wider problems across the world today. Through Linden West's holistic, psychosocial analysis, racism, Islamophobia and fundamentalism are understood by reference to growing inequality, mental illness and hopelessness, all within a context of fractured economies, malfunctioning democracies and the narrowing of education's purpose. But the author also describes the resources of hope in the city–the experiments in democratic education and the working class struggle against Nazi… [Direct]

Gillborn, David (2019). Hiding in Plain Sight: Understanding and Addressing Whiteness and Color-Blind Ideology in Education. Kappa Delta Pi Record, v55 n3 p112-117. The author argues that color-blind ideology amounts to a refusal to deal with the reality of racism, which protects and extends White racial advantage, as well as shares thoughts on dismantling Whiteness in education…. [Direct]

Dyson, Yarneccia D.; Fari√±a, Mar√≠a del Mar; Kim, Suk-hee; Watson, Jerry (2021). COVID-19 and Structural Racial Inequity: Lessons Learned for Social Work Education. Journal of Social Work Education, v57 suppl 1 p238-252. This article examines how structural racism amplified the direct and indirect effects of COVID-19 for African American, Asian/Asian American, and Latino/a/x and Hispanic social work students during the unplanned transition to synchronous and asynchronous education at three social work programs across the United States, creating additional educational barriers. The aim of the article is threefold. First, centering critical race theory, it discusses the experience of African Americans, Asian/Asian Americans, and Latino/a/x and Hispanic students at three different institutions across the country. Second, it highlights the structural challenges faced by social work students of historically, racially, and ethnically oppressed communities and the lessons learned from the social work programs' pandemic response. Third, social work faculty lessons learned suggest ways to better meet the needs of historically, racially, and ethnically oppressed social work students, and the integration of… [Direct]

Christopher G. Robbins; Eric Ferris (2024). A Crusade and the Crowd of the Dead: Understanding the Logic of the U.S. Right's Attacks on Public Education. Review of Education, Pedagogy & Cultural Studies, v46 n1 p25-63. Recognizing that the American right, and specifically the Christian right, has achieved disproportionate power over shaping the landscape of education policy and political culture, the following engages in a twofold analysis of schooling in the United States. We consider the structural transformations that are being enacted as a result of the proliferation of (Christian) public charters and other privatization efforts as well as reactionary undertakings that have purposefully targeted the daily life of schools from administration to curriculum and pedagogy since the onset of the COVID-19 pandemic (for example: disruptions at school board meetings, threatening school officials, anti-LGBTQ and anti-anti-racism hysteria, among others). We put these minoritarian interjections in conversation with Elias Canetti's "crowd of the dead" and consider the effects of this political activity in producing civic and social death while seeking to destabilize public institutions and… [Direct]

Kamden K. Strunk; Stephanie Anne Shelton (2024). Querying Queer Quantitative Educational Research: A Systematic Literature Review. Educational Review, v76 n6 p1708-1721. The past decade has seen growth in the use of quantitative methods for queer educational research. The purpose of the present study was to review research published in education journals from 2011 to 2022 that used quantitative methods and took up the language of queerness. We ultimately identified 55 such articles and analyzed them for their theoretical engagements, the inclusion of LGBTQ+ identities/people, the place of race and racism in the studies, and the analytic approaches authors took. We found that few engaged theory and there was little meaningful engagement of queer theoretical perspectives, though some authors had intentionally engaged queer theory. We also found that queer was usually a euphemism for gay, lesbian, and (more rarely) bisexual. Most focused on white participants, and when race was considered, it was almost always in comparison to white participants. We also found some examples of race-conscious work. Finally, most authors used t-tests, ANOVAs, and… [Direct]

Duarte, Bryan J. (2023). The Effects of School Choice Competition on an Underserved Neighborhood Public School. Educational Policy, v37 n7 p1950-1988 Nov. This critical ethnography utilizes critical policy analysis and a theoretical understanding of neoliberal racism to examine the practiced reality of school choice in a public, under-resourced, and historically underperforming neighborhood elementary school attended predominantly by Latina/o/x students. Despite improvement initiatives that resulted in performance distinctions, the school under study experienced substantial enrollment decline amidst the poaching of students by charter schools within the attendance zone. Moreover, the competitive school choice market within the school's district resulted in the reshuffling of teachers, reinforcement of neoliberal improvement discourses, and even the exploitation of dual language students to raise the school's market profile. The study provides a unique, up-close representation of marketization in public schools and the residualizing effects that school choice policies can have on public education writ large…. [Direct]

David Gallant; Odette Mazel; Shawana Andrews (2024). Shifting the Terrain, Enriching the Academy: Indigenous PhD Scholars' Experiences of and Impact on Higher Education. Higher Education: The International Journal of Higher Education Research, v88 n6 p2123-2143. In Australia, much like other colonized locations such as Canada, New Zealand, and the USA, the colonial legacies embedded within higher education institutions, including the history of exclusion and the privileging of Western epistemologies, continue to make universities challenging places for Indigenous PhD scholars. Despite this, and while the numbers of Indigenous PhD scholars remain well below population parity, they are carving a space within the academy that is shifting the academic terrain and enriching the research process. Drawing on in-depth interviews with Indigenous PhD scholars working in the field of health and a qualitative survey of doctoral Supervisors and Advisory Committee Chairs, this paper explores the doctoral experience of Indigenous scholars. What becomes apparent, through this research, is that despite ongoing experiences of racism and alienation, these scholars are finding ways to circumvent inadequate supervisory processes, systems support, and research… [Direct]

Sun, Lina (2023). Enacting Critical Cosmopolitanism in Suburban Preservice Teacher Education through Crafting a Pedagogical Third-Space of Ethics. Educational Studies: Journal of the American Educational Studies Association, v59 n1 p48-73. This paper explores critical cosmopolitan literacies as a framework to engage teacher preparation program candidates in re-conceptualizing about their work as active thinkers, ethical decision makers, and agentive global actors. The purpose of the study is to elucidate how preservice teachers, in a secondary literacy teacher education program, respond to ethics-oriented education in addressing complex and controversial sociopolitical issues, such as the dialectics of freedom, human rights, and growing racism in the neoliberal globalized context. The third space theory of ethics is used to interpret participant student teachers' intellectual epistemology based on their engagement with literary and nonliterary works, as well as multicultural media products. Data consist of observations, discussions, focus-group interviews, reflective journals, and course evaluations. This study contributes to our understanding of how critical cosmopolitan literacies is situated in the intercultural… [Direct]

Jean-Francois, Sara (2021). Will PWIs Embrace Change in a Nation at Unrest?. New England Journal of Higher Education, Jun. The U.S. landscape of higher education has featured two types of universities: one for people of color, the sometimes formally recognized Historically Black Colleges and Universities (HBCUs), and the other, more informally known as predominantly white institutions (PWIs), where only white students were generally admitted. PWIs are not unlike HBCUs. In the same way the HBCUs were established for the enhancement of Black students, PWIs are doing just the same for white students. However, the fundamental distinction lies in necessity and history. While PWIs continue to serve the historically white demographic they were created to educate, HBCUs are still filling a void in higher education for Black students that was initially created because of a racist and discriminatory system. But in the latter case, supply does not meet the demand. In light of a the significant demographic shift projected by the year 2036, and the increased visibility of issues of race, racism and violence against… [Direct]

Akuoko-Barfi, Charlotte; Gonzalez Perez, Laura; Parada, Henry; Rampersaud, Marsha (2023). "It's Not a System That's Built for Me": Black Youths' Unbelonging in Ontario Schools. Review of Education, Pedagogy & Cultural Studies, v45 n5 p458-480. Through exploration of Black Caribbean youths' feelings of unbelonging and exclusion in Ontario schools, this paper argues that how Whiteness is systemically engrained in the education system negatively affects the learning experiences of Black youth due to predetermined measures of belonging. The present article draws on data from 32 qualitative interviews and four focus groups with 23 Black Caribbean youth. Findings reveal challenges youth commonly face when navigating relationships with peers and educators that hinder their academic success. These challenges are exacerbated for youth who are also involved in the state's child protection system. Participants described feeling disadvantaged in the education system due to perceptions that they are academically unprepared and thus unable to excel. Through a Critical Race Theory and Anti-Black Racism analytical framework, the findings illustrate how systemic barriers coupled with the normalization of low expectations impact the… [Direct]

Bourne, Jewel; Georges, Colvin T., Jr.; Rockey, Marci (2021). Program Review as an Opportunity to Drive Anti-Racist Change. Pathways to Results. Implementation Partnerships Strategy Brief. Office of Community College Research and Leadership Recent iterations of the Program Review manual to guide the five-year program review process for Illinois community colleges asks institutions to disaggregate data toward identifying equity gaps, the process provides Illinois community colleges with an opportunity to utilize the review as a vehicle to implement anti-racist change. Within the context of career and technical education (CTE) programs of study, the state Perkins V plan identifies equity as a central tenet and encourages colleges to move beyond the race-neutrality of identified special populations to include "others who have been or are marginalized by education and workforce systems" (Illinois State Board of Education & Illinois Community College Board, 2020, p. 5). Even outside of the context of CTE and Perkins V, the program review templates can facilitate the examination of disaggregated data, identification of racial equity gaps, and commitment to systemic change across programs, academic disciplines,… [PDF]

Stephanie Ashley Damas (2024). Investigating Institutional Support for a Minority Engineering Program at a Historically White Institution. ProQuest LLC, Ph.D. Dissertation, Clemson University. Engineering programs at historically White institutions (HWIs) often perpetuate stereotypes and racism against Black students, impacting their experiences and opportunities in the field. Minority engineering programs (MEPs) provide support and resources to minority students in engineering, challenging stereotypes and fostering positive identity development. MEPs push back on cultural norms by rejecting the stereotypical narrative of what it means to be Black in engineering. Despite their significance, MEPs face challenges in garnering institutional support and recognition within engineering departments. It is imperative to understand what institutional support for MEPs looks like to mitigate barriers identified in the literature. To address these barriers and promote equity, this dissertation study explored the impacts of racism on the alignment between the perceived value of MEPs, institutional commitment, and MEPs' designated structures with the following overarching and… [Direct]

Esposito, Jennifer (2023). "It's Not Enough to Just Insert a Few People of Color:" An Intersectional Analysis of Failed Leadership in Netflix's "The Chair" Series. Educational Studies: Journal of the American Educational Studies Association, v59 n1 p93-108. Leadership roles in higher education are still held predominately by white male leaders while women of color, especially, struggle to be recognized, hired, and/or appointed as leaders. In popular culture, though there have been films and television series that focus on student life on campus, there have been few representations of life as a leader in higher education. A new six-episode Netflix series, "The Chair," about the first woman of color department chair at a liberal arts college examines issues of sexism and racism but doesn't allow for a harsh enough critique of the insidious ways the institution continues to repress women, especially women of color. I engage in an intersectional analysis of the series' representations of a department chair and argue that, while masquerading as a transformative representation, the series actually reifies the ideology of the academy (namely white supremacy and heteropatriarchy) and illustrates the ways progressive change is resisted… [Direct]

Sherri S. Cyra (2022). Perceptions of Professional Development Impact: White Educators' Racial Identity Development and Anti-Racist Practice. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. US schools have seen limited success in meliorating inequitable outcomes for students of color amid the expanding gap between student and educator racial demographics, yet there is a dearth of research on suburban schools and effective white educators of children of color. While districts and institutions of higher education work to diversify the educator workforce, they must simultaneously expand anti-racist work among existing white educators. The literature suggests that racial identity development is a critical factor in the successful implementation of anti-racist practice for white educators. This study sought to understand the impact of anti-racist professional development (PD) on white educators in predominantly white suburban districts and specifically what PD impacted their racial identity development, understanding of racism, and anti-racist practice. A five-strand conceptual framework grounded in Critical Race Theory and designed as a White Anti-Racist Educator Identity… [Direct]

Pham, Nikki Chamberlain (2023). Cultivating Global Leaders: A Critical Examination of the Mediating Role of Campus Climate in Asian American College Student Leadership Development. ProQuest LLC, Ph.D. Dissertation, Indiana Institute of Technology. The disparity between Asian Americans' high level degree attainment and underrepresentation in executive offices suggests that Asian American college students are achieving academically, but somewhere along the journey from college to career they are missing the connections that will transform them into global leaders. In order to prepare Asian American college students to ascend to positions of global leadership, it is imperative that collegiate student leadership development programming is informed by an understanding of how experiences with racism influence the student leadership development process. This mixed methods study addressed gaps in higher education and global leadership studies by furthering understanding of the collegiate experiences and perceptions of the diverse and complex Asian American college student population, and by examining how critical approaches to the statistical analysis of quantitative Asian American college student experience data may provide further… [Direct]

Desmet, Oph√©lie Allyssa; Ford, Donna Y.; Gentry, Marcia; Grantham, Tarek C.; Karami, Sareh; Sternberg, Robert J. (2021). The Legacy: Coming to Terms with the Origins and Development of the Gifted-Child Movement. Roeper Review, v43 n4 p227-241. The field of gifted education, historically and contemporarily, is not well-known for being equitable for underrepresented students, specifically, Black, Hispanic, Native American, among others. In this article, we present a short history of gifted education with attention to key historical figures who have significantly shaped the field; their influence continues to impact theories and measurement to this very day. We share our reservations, along with 10 assumptions that we believe need to be countered. Given the long history of tension in the field regarding issues of racism, ethnocentrism, and classism, we offer perspectives for moving forward proactively and equitably…. [Direct]

Jones, Karen D.; Novak, Angela M. (2021). Gatekeepers in Gifted: A Case Study of the Disproportionality of Gifted Black Youth in Elementary Programs. Journal of Cases in Educational Leadership, v24 n2 p64-80 Jun. Gifted identification and services, like many aspects of education, are inequitable and disproportionate in favor of White students. Obama Elementary School serves 421 students: 29% are Black and 58% are White; the school's gifted program is 10% Black and 86% White. Rebecca Johnson, the gifted teacher, brings this to the attention of her principal, who has Rebecca present to the school improvement team. Rebecca receives pushback from a culturally unresponsive and equity-illiterate group. This case study provides teaching notes on gifted identification and services as well as cultural proficiency and equity literacy, and is framed in both gifted education and anti-racism…. [Direct]

(2021). Future Proofing: Federal Leadership for Post-Secondary Education & Research. Submission to Finance Canada's Pre-Budget 2021 Consultation. Canadian Association of University Teachers The COVID-19 pandemic has drastically changed Canada with the country facing a public health crisis, an economic crisis, and struggling to address significant social inequities, particularly those driven by racism and colonialism. Strategic investments in universities and colleges must be made now to ensure a safe re-opening, a strong recovery and a more resilient future. This submission highlights four recommendations: (1) Develop a national plan for postsecondary education; (2) Invest in French-language postsecondary education institutions; (3) Support and expand research & science infrastructure; and (4) Improve student financial assistance. [For the 2020 Submission, see ED602804.]… [PDF]

Aynsley H. M. Scheffert; Eydie Shypulski; Mary Kirk; Shelly Smart; Tiana Kruger (2024). Justice Views in Social Work Project: Examining Views on Race and Justice. Journal of Teaching in Social Work, v44 n2 p224-241. Advocacy for social justice is a core duty of the social work profession. Social injustice, oppression, and marginalization in the United States demand that social workers critically evaluate and address systemic oppression, in the profession, society, and social work education. This study sought to explore the attitudes of social work students in institutions of higher education in one Midwestern state concerning social justice, systemic racism, race relations, and policing to measure the impact of social work educational programming on promoting anti-oppressive and anti-racist practice. Survey responses from undergraduate and graduate students (n = 74) from two universities in an upper, Midwestern state were analyzed to assess attitude and beliefs on social justice, policing, and racial relations. Results indicate the majority of students endorsed an understanding of injustice in the world and high perceptions of themselves as advocates and agents of social change. Alternatively,… [Direct]

Allison R. Firestone; Matthew Love; Rebecca A. Cruz (2024). Beyond a Seat at the Table: Imagining Educational Equity through Critical Inclusion. Educational Review, v76 n1 p69-95. Interlocking mechanisms of exclusion function as gatekeepers to high-quality learning in schools, which perpetuate oppressive conceptions of ability, learning, and intelligence. Across educational ecosystems, these intersecting forms of oppression–including but not limited to racism, ableism, and colonialism–are reified through exclusionary practices that hoard learning opportunities. In this paper, we contend that learning-access disparities are at the crux of educational inequalities, and that theoretical fragmentation across educational disciplines has limited our understanding of entrenched patterns of exclusion and potential solutions. This fragmentation has led to siloed equity conversations and solutions; therefore, we articulate a conceptual framework for inclusive education: Critical Inclusion (InCrit). In doing so, we first engage in a critical-historical review of educational inclusion, including how it has been theorised and operationalised in both research and praxis…. [Direct]

Hotchkins, Bryan K. (2023). Virtual Game Boys: An Examination of Black Male Cyberbonding Play as Navigation of a Hispanic Serving Institution. International Journal of Qualitative Studies in Education (QSE), v36 n3 p301-313. This critical qualitative study uses education journey maps (EJMs) as undergirded by critical race theory to examine how three Black male collegians use "cyberbonding play" to navigate the geographies of racism while attending a Hispanic-serving Institution (HSI). Sociospatial dialectic is applied in concert with educational journey mapping to center participants in a collaborative research process. Education journey maps (EJMs) created by participants explained the multidimensional value of contextualized counter-cartography narratives to understand the benefits of engaging in play across physical and virtual geographies. Each EMJ was created by participants using: (a) constructive prompts; (b) continual access; (c) genuine reciprocity; and (d) expressed authentic gratitude (Annamma, 2018). Unfurled digital and physical spaces yielded two emergent themes that comprised "cyberbonding play": (1) "Get what you came for!"; and (2) User Friendly. Study… [Direct]

Adams, Megan; Bennett, Ann; Myers, Marrielle; Ritchie, Scott; Rodriguez, Sanjuana; Thornton, Natasha (2020). 4 As: A Discussion of How Institutions of Higher Education Respond to Incidents Related to Culture, Diversity, and Equity. Multicultural Perspectives, v22 n3 p153-158. In this article, we offer an analysis of how institutions of higher education have responded to occurrences related to racism in educational contexts and the larger society. Since the initial drafting of this manuscript, continued police brutality and racially motivated tragedies have prompted protests and uprising across the US and the world, specifically after the killings of Ahmaud Arbery in Georgia, Breona Taylor in Kentucky, and George Floyd in Minnesota. This social unrest reflects the ways in which people respond when enough is enough. In addition, a number of schools across the P-20 landscape are engaging in discussions around equity and racism and responding in ways that address racist systems and policies. We conclude this article with a discussion of what institutions of higher education should aspire to in order to humanize the educational contexts for a more equitable and anti-racist society. We hope this discussion around past incidents provide a lens of possibilities… [Direct]

Alyssa Venning; Michelle Newcomb (2024). Defending Discomfort: A Critical Social Work Case against Trigger Warnings. Journal of Social Work Education, v60 n4 p565-575. Trigger warnings have become a hotly contested practice in higher education, including within the field of social work. Learning to become a social worker can be a demanding process that requires in-depth study about often socially taboo and traumatic topics. The learning process can, understandably, cause discomfort that may result in a disconcerting or anxiety-provoking experience for social work students. However, the inclusion of challenging topics in social work education, including human rights violations, domestic violence, sexual abuse, racism, sexism, and many other social injustices is essential in the development of competency in social work practice. What remains unclear is the role and responsibility of universities and subsequently educators, in how we include or exclude trigger warnings, their relevance to social work education, and how we manage the expectations of students and their responses to the exposure of sensitive material. This article argues that trigger… [Direct]

Shank, Renee (2017). Historical and Personal Understandings of Race: Racial Discourse in Bilingual and Monolingual Teacher Education Courses. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017). Pedagogical approaches to teaching about race in a teacher education program were studied in order to identify which approaches were effective in cultivating a strong understanding of race and privilege. The study aimed to understand a) the types of pedagogies used to advance racial discourse in teacher education courses needed for bilingual and traditional certification and b) evaluate which of these approaches effectively engaged White teacher candidates in conversations about race and racism. Findings suggest that while presenting the history of racial construction along with the history of racism in the United States helped candidates conceptualize institutionalized racism, classroom discourse where teacher educators identified their positionality yielded richer participation and conversation about the impacts of racism in today's schools…. [Direct]

Jenelle Nila (2024). Women of Color Collectives in Doctoral Education: How Women of Color Doctoral Students Thrive Together. ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University. Women of Color have a variety of experiences within academia, many of which are marred by the interstices of racism, classism, sexism, and the hetero patriarchy that upholds the structure of white supremacy in higher education (Gay, 2004; Pena, 2022). However, there is a legacy of Women of Color who have created and continue to create collectives to survive and, more importantly, thrive within academia. This qualitative phenomenological study uses Critical Feminist theory and Platica methodology to understand how and why Women of Color create collectives in their doctoral programs. Furthermore, this study serves as a marker on the genealogical map that traces Women of Color collectives and epistemologies inside and outside academia. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:… [Direct]

Emmanuel I. Mbagwu; Festus E. Obiakor; Innocent J. Aluka; Sunday O. Obi (2024). Beyond Fraudulent Multiculturalism in Higher Education: Moving Forward. Multicultural Learning and Teaching, v19 n2 p237-248. Recent demographic changes in the United States have shown that we live in a multicultural society. However, for some reason, colleges and universities are still floundering in mediocrity when it comes to multiculturalism. What we see in higher education is multiculturalism that is fraudulent and unaccountable and the fact that individuals from culturally and linguistically diverse (CLD) and vulnerable backgrounds consistently endure White supremacy, racism, discrimination, and xenophobia, to say the least. In addition, we consistently see that proactive and measurable efforts are not made in the recruitment, retention, graduation, continuation, tenure, and promotion of students, faculty, staff, and leaders from CLD, immigrant, and vulnerable backgrounds. While there are well-written and documented policies, mission and vision statements, and goals and objectives in institutions of higher learning, there appears to be deficits in applicability and accountability measures of equity,… [Direct]

Janine de Novais; Rosalie Rol√≥n-Dow (2024). Racialized Emotions as Maps and Compasses for Students of Color Navigating a Predominantly White University. Educational Studies: Journal of the American Educational Studies Association, v60 n3 p334-351. Students of color in predominantly White institutions (PWI's) encounter racial microaggressions, the often subtle, but powerful, offensive experiences that are steeped in racism and occur in the course of everyday life. They also experience racial microaffirmations–moments where their racial identities or racialized realities are affirmed, validated, supported, or protected. We employ sociologist Bonilla-Silva's concept of racialized emotions to analyze 16 student narratives describing racial microaggressions and racial microaffirmations; Bonilla-Silva defines racialized emotions as those that arise specifically within one's racial hierarchy and shape one's experiences within it. We find that racialized emotions are like navigational tools. Like maps, they allow students to understand the terrain of racial interaction. Like compasses, they help students find their way through said terrain in a predominantly White, often racist, institution. This article makes a distinctive… [Direct]

Beneke, Margaret R. (2019). Mapping the Silence: The Curriculum of Dis/Ability and Race in Preservice Teachers' Educational Trajectories. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Toronto, Canada, Apr 5-9, 2019). Preparing teacher candidates to enact inclusion can be challenging, particularly as teacher candidates navigate intersecting, oppressive ideologies (e.g., ableism and racism). In this paper, I present an analysis of qualitative data from a larger, multiple case study, highlighting the socio-spatial dimensions of White, non-disabled teacher candidates' educational trajectories in P-12 and university settings that may contribute to the aforementioned challenges. I contribute to knowledge about inclusive teacher preparation by deeply examining ways in which interactions in educational environments may perpetuate ableism and racism in teacher candidates' journeys to becoming teachers. I conclude with implications for inclusive teacher education research and practice…. [Direct]

Boucher, LeVi; Johnston-Goodstar, Katie; Shirt-Shaw, Megan Red (2022). "You Take the Punches": Native Youth Experiences of School Pushout. Equity & Excellence in Education, v55 n3 p270-282. Research suggests a crisis in Native American education. Disparities in academic success are well-documented and have persisted despite myriad intervention efforts. Utilizing a decolonial Youth Participatory Action Research methodology and mixed-methods design, a team of youth researchers and adult collaborators conducted iterative rounds of participatory education, data collection, and analysis. Through this process, we generated evidence of Native-specific school pushout practices or what we call "punches" delivered by the institution: schooling designed for dispossession, curricular harm, disproportionate discipline, and microaggressions/racism. Collectively, our findings support alternative interpretations of the crisis in Native American education and suggest the institution itself must be placed at the epicenter; schools must be accountable to their co-creation of this crisis. We recommend strategies to address these structural factors and pursue educational justice… [Direct]

Evan Ortlieb; Sergio Leiva Cardona; Stephanie Grote-Garcia (2025). What's Hot in Literacy: Misguided Trends in a Divided Field. Literacy Research and Instruction, v64 n1 p1-16. The annual "What's Hot in Literacy" survey identifies current priorities in literacy education, highlighting the evolving landscape of the field. A panel of twenty-five literacy leaders participate in interviews to identify the most emphasized, least emphasized, and most deserving topics of increased attention. The 2024 findings highlight three topics as "extremely hot:" banned books, phonics/phonemic awareness, and the science of reading and structured literacy. There are also six topics found to be "very hot," including artificial intelligence in literacy, cultural and linguistic diversity and literacy for multilingual learners, dyslexia and other specific learning disabilities, early literacy, high-quality instructional materials, and social justice/equity/anti-racism in literacy. Overall, the literacy field has received unprecedented focus this year, driven by legislative mandates in 38 states, policies on the science of reading, book banning, and… [Direct]

Carl Anders S√§fstr√∂m (2023). Education for Everyday Life: A Sophistical Practice of Teaching. SpringerBriefs in Education. SpringerBriefs in Education This book examines the role of teaching within public education. It critiques its function in today's educational policies and theories and establishes an alternative way of understanding teaching. It explores teaching from within a Sophist tradition of educational practice and thought. The first part of the book discusses the vital link between public education and democracy, the shifts in schooling's role in fostering competition and comparisons at the cost of social responsibility and democratisation. It identifies the driving force of those shifts as forces of aggression and destruction, central to a neoliberal ideology. The second part of the book argues for a practice of Sophistical teaching rather than Socratic teaching. It explores in-depth what it could mean to be teaching in an up-to-date sophist tradition of educational thought and practice. The book also includes insights for teaching to counter aggressive forces of nationalism, racism, and late capitalism's violence and… [Direct]

Copsey-Blake, Meggie; Harris, Richard; Sandhu, Saiba (2023). School History, Identity and Ethnicity: An Examination of the Experiences of Young Adults in England. Journal of Curriculum Studies, v55 n2 p153-170. This paper looks at the experiences of school history education and explores the impact this education has had on the development of young adults and their sense of identity in England. Adopting a qualitative approach, this study used semi-structured interviews with twenty young adults, aged 18-22, some from white backgrounds, but most from minoritized ethnic backgrounds.1 Four broad categories were identified in the data, namely 'values and value', 'identity development', 'curriculum connections' and 'narrative templates'. In the majority of cases, these young adults felt that history was important and had a role to play in addressing societal issues such as racism. However, the curriculum largely ignored the histories of minoritized ethnic groups, as the dominant narrative template favoured a white, Anglo-centric view of the world, and so served to fuel a sense of disconnection to the curriculum and to the state more generally. This paper suggests there is a need to pay closer… [Direct]

Cachelin, Adrienne; Nicolosi, Emily (2022). Investigating Critical Community Engaged Pedagogies for Transformative Environmental Justice Education. Environmental Education Research, v28 n4 p491-507. Effective environmental justice education poses unique challenges to both educators and students. For students, this pursuit is cognitively challenging at best and emotionally paralyzing at worst. It requires deconstruction of culturally produced narratives that uphold privilege, conceal complicity, and promote individual-level response to systemic problems. In this paper, we explore critical approaches to pedagogy, place, and community engaged learning, as well as their specific resonance with the challenges inherent in environmental justice education. We then thematically analyze student responses to two critically oriented community-engaged learning projects. Student experiences proved transformative as students came to see the structural elements that maintain environmental racism more clearly, demonstrated systems thinking, expressed feelings of agency, and articulated their own positionalities in thoughtful and constructive ways. From these data, we offer critical… [Direct]

Kelly-Ware, Janette (2020). Socially Relevant Curriculum: Cultural Otherness, Racism and Religion. New Zealand Journal of Teachers' Work, v17 n1-2 p10-26. Socially relevant curriculum and the importance of opening up spaces for negotiation and 'meaning making' to occur are increasingly common ideas in my academic writing. In this article, I argue that cultural otherness, anti-racism, spirituality and religion are fundamental to contemporary socially relevant curricula. In it, I report how student teachers made meaning in an asynchronous online discussion forum in the aftermath of the terrorist massacre at Christchurch mosques in Aotearoa New Zealand in March 2019. Dominant discourses and critical questions are highlighted for teachers in early childhood and tertiary education settings about religion, racism and cultural otherness. The central argument is that these issues are highly pertinent to all: they speak to the things that matter at this time. This article makes an original and timely contribution to understandings of how teachers, including preservice teachers, and children and their families can be supported to make sense of… [PDF]

Cannon, Mercedes Adell; Hern√°ndez-Saca, David (2019). Interrogating Disability Epistemologies: Towards Collective Dis/Ability Intersectional Emotional, Affective and Spiritual Autoethnographies for Healing. International Journal of Qualitative Studies in Education (QSE), v32 n3 p243-262. Special education labeling ignores historical, emotional, spiritual, sociocultural effects of labeling Black and Brown students with disabilities. Utilizing critical disability studies, critical race theory and spiritual paradigm, we interrogate construction and expression of differences of Learning Disability and Speech and Language Impairment. We asked: "How does being labeled with a special education disability category, as Black and Brown people impact emotional, affective, and spiritual development in and around schools?" Reminded about our disability labels relationship to (re)production of racism and ableism, our counter-narratives deconstruct the normativity of racism and ableism in and around schools. Our findings illuminated how emotion, affect and spirituality played a role in our intersectional oppressions and non-normative construction of our differences. We call for collective emotional, affective and spiritual autoethnographies for change at the nexus of… [Direct]

Molla, Tebeje (2021). Educational Aspirations and Experiences of Refugee-Background African Youth in Australia: A Case Study. International Journal of Inclusive Education, v25 n8 p877-895. Access to educational opportunities is instrumental for social integration of refugee youth. This paper reports on a qualitative case study of educational aspirations and experiences of refugee-background African youth (RAY) in Melbourne, Australia. Guided by a capability approach to social justice, in-depth interviews were conducted with two groups of RAY: those who have transitioned to higher education (HE), and those who have not transitioned to HE after completing high school. The findings show that: (a) RAY share a firm belief in the value of HE; (b) but they are differently positioned to convert opportunities into achievements — e.g. only the refugee youth with high levels of navigational capacity take advantage of the available flexible pathways to HE; (c) the stress of racism pervades the educational experiences of both groups; and (d) some African refugee youth have shown a considerable level of resilience in that, despite the challenges of racism, a history of disrupted… [Direct]

Curtner-Smith, Matthew D.; Jowers, Richard F. (2022). "It's My Time to . . . Fight Some of These Battles": The Life History of an Exemplary African American PETE Faculty Member. Journal of Teaching in Physical Education, v41 n4 p650-659 Oct. Purpose: To construct the life history of an exemplary veteran African American physical education teacher education faculty member. Method: The participant was Dr. Andrew Lewis, a retired professor from the College of Charleston. Data were collected through formal semistructured interviews, informal interviews, and documents and artifacts. They were analyzed using analytic induction and constant comparison. Findings: Key findings were that Lewis experienced a significant amount of marginalization throughout his life and career. In addition, he was subjected to different forms of microaggression and stereotype threat. Lewis dealt with these forms of racism by emulating several of his teachers and professors, working hard, and performing to a high level. In addition, he altered the pedagogy he employed. Conclusion: Lewis's counter-story has the potential to influence other African American physical education teacher education faculty members, administrators, and those who perpetuate… [Direct]

Jennifer I. Perez (2023). Borderlands: (Un)Covering the Narratives of Teacher Candidates of Color in a PDS Context. ProQuest LLC, Ed.D. Dissertation, University of South Florida. This research aims to uncover the narratives of teacher candidates of color and their experiences with race and racism while learning to teach in a PDS context, develop an understanding of how state and local policies manifest within these experiences, and explore the roles of platicas as a context for critical conversations. This research study captured the stories of three teacher candidates of color, Ms. L, Susan, and Amerie, learning to teach in a PDS context. I used the transformative framework of Critical Race Methodologies in conjunction with case study methods to uncover the experiences of the study contributors and illuminate the influence of state and local policies within the context of their learning. This research is unwavering in its commitment to ensure study contributors and their communities benefit from their participation. I employed various methods, including interviews, platicas, visual interpretations, reflective journaling, and policy-related documents, to… [Direct]

Kennelly, Jacquelyn-Marie; Mouroutsou, Stella (2020). The Normalcy of Racism in the School Experience of Students of Colour: "The Times When It Hurts". Scottish Educational Review, v52 n2 p26-47. This paper focuses on racism in Scottish schools drawing on data from focus groups with secondary students of colour. The study explores racial inequity in schools through students' reflections on enactments of bias and privilege. Findings demonstrate that: (1) students of colour experience racism but race is being ignored or deflected in their interactions in schools; (2) students feel discriminated against due to race; and (3) they do not feel that they are heard and supported by their school. Employing a Critical Race Theory perspective, the article argues for the necessity of race talk in schools and the need for student voice. The study concludes with implications for teachers, research, and education policy, and suggestions for more explicit focus on race in the classrooms, curriculum and policies. [Note: The volume number (51) shown on the PDF is incorrect. The correct citation for this article is v52 n2.]… [PDF]

Bautista, Stephanie (2023). Analyzing the Retention of Latine Students from a Public Health Lens. Journal of Student Affairs, New York University, v19 p26-38. Students of color continuously face systemic barriers, racism, and additional unique challenges as they try to navigate the U.S. educational system. Due to this, it is important to retain students of color within the higher education system to lower health discrepancies and quality of life barriers. This literature review will focus on the retention of students of color, particularly Latine students, in the U.S. higher education system. The focus on Latine students is to see how ethnicity and culture may influence a student's ability to complete college, which is particularly relevant as the 2021 "Persistence and Retention" report found that the Latine retention rate has declined the most out of all racial groups examined in their 2019 cohort (National Student Clearinghouse Research Center, 2021). Education is one small piece in the collective system of moving up within society and having the chance of a high quality of life. In this literature review, the author will… [PDF]

Adrianna Gonz√°lez Ybarra, Contributor; Angie Zapata, Contributor; Charis-Ann Sole, Contributor; Cristina Medellin-Paz, Editor; Helen Frazier, Contributor; Jennifer Keys Adair, Contributor; Louella Sween, Contributor; M. Nalani Mattox-Primacio, Contributor; Mark Nagasawa, Editor; Mary Adu-Gyamfi, Contributor; Nnenna Odim, Contributor; Seung Eun McDevitt, Contributor; Shin Ae Han, Contributor; Soyoung Park, Contributor; Sunmin Lee, Contributor; Vanessa Rodriguez, Contributor; Virginia Dearani, Contributor (2024). Reconceptualizing Quality Early Care and Education with Equity at the Center. Occasional Paper Series 51. Bank Street College of Education Issue 51 of the Bank Street Occasional Papers Series "Reconceptualizing Quality Early Care and Education with Equity at the Center" is a response to Gunilla Dahlberg, Peter Moss, and Alan Pence's 25-year interrogation of the concept of quality in early childhood education (ECE) (Dahlberg et al., 1999, 2013, 2023). Their groundbreaking work has called early childhood educators to question deeply held assumptions about the universality of childhood and how these shape the standardization of practices in early childhood settings around the world. While quality is typically conceived of as existing primarily in classrooms, the authors in Issue 51 remind readers that the small world of ECE exists within oppressive systems imbued with intersecting racism, classism, sexism, and ableism, and that, therefore, a beyond quality praxis requires nurturing and supporting educators through partnerships (recognizing that resilience is social), developing political commitments and… [PDF]

Leslie W. Boey (2024). Anti-Asian Racism and the Critical Identity Development of Asian American College Students during COVID-19. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Asian Americans have long been targeted and blamed for problems in social, political, and educational realms. During the COVID-19 pandemic, this racial bigotry contributed to hostile environments for Asian American college students. While previous research has discussed the negative impacts of racism on this population, my study explores how Asian American students understood themselves in relation to racism. Specifically, I investigate how racial identity is shaped by social relationships, college environments, and sociopolitical contexts. With an antioppressive approach in mind, I used narrative inquiry guided by Museus and Iftikar's (2013) Asian Critical Theory to center students' lived experiences and voices throughout this research. Twelve Asian American college students from the University of Minnesota-Twin Cities participated in two interviews, which were used as primary data sources for this study. The findings are presented in two components–written student narratives and… [Direct]

Kelly Burmeister Long (2020). How Senior Institutional Research Leaders Interpret Graduation Outcomes Split by Race Category. ProQuest LLC, Ph.D. Dissertation, Oakland University. Most White people have learned to ignore the way that the social construct of race benefits them or harms people of Color, myself included. In this way, people take for granted that race is not real, but rather the invention of White supremacists. Moreover, researchers who are responsible for generating knowledge far too often depend on color-blind ideologies wherein they attribute disparate outcomes to factors unrelated to racism. When we cannot name and blame systemic racism, there lies no hope for change. In the role as Institutional Researcher (IR) in higher education, there exists an opportunity to disrupt or to reinforce color-blind racism, but does it happen? This study asked IR leaders to provide interpretations of race category data. The results showed that they too often used color-blind ideologies, but some were more sensitive to the intricacies of race category data when they were presented with common interpretations, both valid and invalid. Ultimately, government and… [Direct]

Crowley, Ryan (2019). White Teachers, Racial Privilege, and the Sociological Imagination. Urban Education, v54 n10 p1462-1488 Dec. The author draws from critical Whiteness studies and the sociological imagination to show how three White preservice teachers in an urban education program used personal experiences with racial privilege to understand structural racism. These stories depart from portrayals of race-evasive White teachers who struggle to engage with critical perspectives on race and racism. The participants' stories–which openly critique meritocracy and color blindness–not only demonstrate possibility, but they also raise concerns about the use of personal experience by dominant groups and note how considerations of White privilege do not necessarily lead to an understanding of how one is complicit in the reproduction of White supremacy…. [Direct]

Murray-Johnson, Kayon (2019). (En)Gauging Self: Toward a Practical Framework for Race Talk. Adult Learning, v30 n1 p4-14 Feb. Adult educators in higher education settings often facilitate topics that stir difficult dialogues on race and racism. In the United States, an increased population of racially diverse individuals set against the backdrop of our current sociopolitical climate, suggests the need for authentic conversations surrounding race remain critical. By extension, the need for skillful facilitators can only be expected to increase. At the same time, however, many instructors avoid or fear race talk because of its potential to become emotionally charged. This article proposes a practical, reflective framework that might be used by instructors to build "emotive capacity"–an important complement to instructional strategies when talking about race and racism…. [Direct]

Nash, Kindel (2018). They Have "Verve": Preservice Teachers' Perceptions about Culturally Relevant/Responsive Pedagogy. New Educator, v14 n2 p153-170. Based on concerns about the permanence of racism in our society and its impact on opportunities for children's equitable education, this empirical study used narrative inquiry to explore four preservice teachers' developing dispositions as they studied and implemented culturally relevant/responsive pedagogy (CR/RP) in an early literacy education course framed by critical race theory. Whereas the majority of publications based on this study's findings have focused on preservice teachers' problematic white racial discourse showcasing narrative profiles, this article focuses on a finding that opportunities to study race and CR/RP led the preservice teachers to new perceptions about culturally relevant/responsive pedagogy, race, and racism. Yet, within these purported learnings, preservice teachers' continued use of white racial discourse points to the need for teacher educators to engage preservice teachers in contextualized discussions about the social, political, economic, and… [Direct]

Johnson, Lauri; Joshee, Reva (2007). Multicultural Education Policies in Canada and the United States. University of British Columbia Press "Multicultural Education Policies in Canada and the United States" uses a dialogical approach to examine responses to increasing cultural and racial diversity in both countries. It compares and contrasts foundational myths and highlights the sociopolitical contexts that affect the conditions of citizenship, access to education, and inclusion of diverse cultural knowledge and languages in educational systems. This will interest readers in the areas of multiculturalism, education, public policy, and ethnic studies, and will be valuable to policy developers and activists in the fields of equity and diversity. Following an Introduction: Cross-Border Dialogue and Multicultural Policy Webs (Lauri Johnson and Reva Joshee), the book is divided into 6 parts. Part 1: Historical Context, contains: (1) Past Crossings: US Influences on the Development of Canadian Multicultural Education Policy (Reva Joshee and Susan Winton); (2) Diversity Policies in American Schools: A Legacy of… [Direct]

Acevedo-Gil, Nancy (2022). New Juan Crow Education as a Context for Institutional Microaggressions: Latina/o/x Students Maintaining College Aspirations. Urban Education, v57 n8 p1358-1386 Oct. Latina/o/x students aspire to earn a college degree but given that they likely attend urban high schools with inadequate educational opportunities and high-discipline environments, more research is needed to examine the influence of institutional racism on aspirations. This case study was guided by the frameworks of New Juan Crow in Education and racial microaggressions. Using ethnographic data from observations, semi-structured interviews with educators, and oral history interviews with Latina/o/x students, this study examined the experiences of student participants with institutional microaggressions and the influence on college-going aspirations. Implications address the cumulative effects of microaggressions and inform asset-based research, policies, and practices…. [Direct]

Andrea Kunze; Rodney Hopson (2024). "That Does Not Apply": Graduate Students' (Mis)Perceptions of the Racial Climate in STEMM. Studies in Graduate and Postdoctoral Education, v15 n3 p290-305. Purpose: This study aims to explore how science, technology, engineering, mathematics and medicine (STEMM) graduate students' experiences with and conceptualizations of racism can more clearly expose the current racial climate across multiple academic institutions. Design/methodology/approach: A mixed-method approach using a single online questionnaire consisting of open-ended and Likert scale questions about their perceptions of the racial climate in their department was completed by 34 graduate students of different races and STEMM disciplines. Findings: Results from this study suggested that graduate students, regardless of race, consistently perceive STEMM as colorblind. The results also suggest that experiencing or witnessing racial discrimination is potentially predictive of perceptions of negative social support. Furthermore, multiracial and international graduate students often face different experiences of discrimination than do other graduate students. Originality/value: By… [Direct]

Mitchell, Nicholas (2022). Principals' Approaches to Addressing Racial Inequities in Schools. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. Racism has always been a factor in U.S. education, whether it be anti-literacy laws aimed at enslaved Africans (Mitchell 2008), segregated schools in the south during the era of Jim Crow (Ladson-Billings, 2004), or funding disparities in the northern United States between schools serving majority white students versus those serving predominantly minoritized students (Kozol, 1991). Principals are charged with understanding, handling, and combating the various forms of racial inequities in schools. As racism in all its forms continues to exist in schools, principals are in a prime position to mitigate its negative impacts (Flores & Kyere, 2021; Leithwood & Jantzi,1990; Lac & Baxley, 2019; Solomon, 2002). Using a multi-case study approach to highlight how three white women principals conceptualize and address racism, this study asks the following questions: (1) What approaches do three white women principals in three midwestern elementary schools use to foster racial equity… [Direct]

bell, adam patrick; Dasent, Jason; Tshuma, Gift (2022). Disabled and Racialized Musicians: Experiences and Epistemologies. Action, Criticism, and Theory for Music Education, v21 n2 p17-56. Drawing on DisCrit–disability studies and critical race theory (Annamma, Ferri, and Connor 2013) and Beaudry's (2020) framework for accounts of disability, we (the authors) examine the lived experiences of Jason and Gift as disabled and racialized musicians. Echoing the DisCrit maxim that ableism and racism are intertwined, we assert that, like disability studies in general, disability research in music education is characterized by unmarked whiteness (Bell 2006, 2011). As a result, disability research in music education has a deep deficit of epistemologies of disabled and racialized people. To address this issue, we adhere to the fourth tenet of DisCrit by centering the perspectives of disabled and racialized people, presenting the experiences of Jason and Gift with music teaching and learning in the form of conversational interviews…. [Direct]

Irwin, Lauren N.; Posselt, Julie R. (2022). A Critical Discourse Analysis of Mainstream College Student Leadership Development Models. Journal of Leadership Education, v21 n4 p76-97 Oct. Developing leaders for a diverse democracy is an increasingly important aim of higher education and social justice is ever more a goal of leadership education efforts. Accordingly, it is important to explore how dominant leadership models, as blueprints for student leadership development, account for and may unwittingly reinforce systems of domination, like racism. This critical discourse analysis, rooted in racialization and color-evasiveness, examines three prominent college student leadership development models to examine how leaders and leadership are racialized. We find that all three leadership texts frame leaders and leadership in color-evasive ways. Specifically, the texts' discourses reveal three mechanisms for evading race in leadership: focusing on individual identities, emphasizing universality, and centering collaboration. Implications for race in leadership development, the social construction of leadership more broadly, and future scholarship are discussed…. [PDF]

Hong, Christine J.; Walker, Anne Carter (2020). Was This Guild Made for You and Me?: A Dialogue. Religious Education, v115 n1 p61-69. This is a co-written narrative essay about our lives as religious educators in white-dominant spaces of education and educational structures. This co-narrative expression embodies for us the different ways that People of Color and Women of Color have to function as part of the guild and as part of honoring our vocational commitments to anti-colonialism and anti-racism…. [Direct]

Donna J. Romack (2023). Building Self-Management and Self-Advocacy Skills in Students with Sickle Cell Disease: Communicating Health Needs in the School Setting. ProQuest LLC, D.Ed. Dissertation, Indiana Wesleyan University. Sickle cell disease (SCD) is a lifelong chronic medical condition diagnosed through screening at birth. Complications of SCD can significantly burden affected children as they learn to manage their health needs. This study sought to investigate the perceived obstacles that may hinder children with SCD from receiving the necessary support and resources at school. The research aimed to evaluate the impact of intentionally equipping children aged 8-14 with essential SCD education, self-care, and self-management guidelines to encourage self-advocating behaviors at school and explore how perceived racial bias influences students' pursuit of equitable support for their health and educational needs. Eighteen children with SCD attending multidisciplinary clinic appointments at a Midwest medical center consented to participate. Demographic and quality of life information was collected using the PedsQL (8-12) (13-18) Sickle Cell Disease Module Version 3.0, and the Demographics, Stanford,… [Direct]

Sergei Glotov (2023). Intercultural Film Literacy Education against Cultural Misrepresentation: Finnish Visual Art Teachers' Perspectives. Journal of Media Literacy Education, v15 n1 p31-43. Cultural misrepresentation simplifies cultures and their minorities, promotes racism, nationalism and eventually weakens democracies by spreading false information through audio-visual media. Intercultural film literacy education combines intercultural education and film literacy and uses a film as a starting point to discuss the cultural context, to analyse cultural representation and to evaluate how the culture is portrayed from a stylistic and formal point of view. The current study builds upon the previous research that linked intercultural education and film literacy to discuss how visual art teachers understand and practice intercultural film literacy education towards critical analyses of cultural representation in audio-visual media. The research data includes eight semi-structured interviews with Finnish visual art teachers, which were analysed using a thematic approach. The findings reveal the need to broaden the concept of intercultural education to include LGBTQ+ people… [PDF]

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

Ch√°vez-Moreno, Laura C. (2022). Critiquing Racial Literacy: Presenting a Continuum of Racial Literacies. Educational Researcher, v51 n7 p481-488 Oct. "Racial literacy" has contributed powerful advances in multiple disciplines about how race and racism are understood. Many education scholars use the concept to refer to antiracist practices and ideologies, a definition that casts some people as either racially literate or illiterate. In this essay the author draws on examples from education literature to argue that this interdisciplinary conceptual norm hinders scholars' attempts to reveal the dominance of race-evasiveness, however unintentionally, for two reasons. First, describing people as racially literate or illiterate implies that those who adopt race-evasive or racist ideologies are not interpreting racial ideas, which overlooks that all people who live in a racist society engage in literacy practices that make meaning of race. Second, construing racial literacy strictly as antiracist obscures that making meaning of race can be done through hegemonic ideologies. This accepted conceptualization may stymie useful… [Direct]

Zeena Zakharia (2023). Ordinary Solidarities: Re-Reading Refugee Education Response through an Anticolonial Discursive Framework. International Journal of Human Rights Education, v7 n1 Article 3. Growing attention to longstanding issues linked to racism and coloniality in humanitarian assistance has impelled important conversations about power inequities in global education spaces and their related scholarly fields. This paper contributes to these conversations by advancing an anticolonial discursive framework for rights-based interventions in and through education. Drawing on a three-year case study of one faith-based school in Lebanon, this paper explores how one ordinary school in a refugee hostile transit country secured and protected the right to education for refugee children from Syria, within a significant broader context of multiple compounding crises. The notion of "ordinary solidarities" is used to describe how this refugee education response sustained engagement in learning, despite tremendous community opposition and against a deteriorating sociopolitical, economic, and pandemic backdrop. Through organic responsiveness, upholding of equitable… [PDF]

Ajhanai C. I. Keaton; Joseph L. Herman II; Joseph N. Cooper; Marta N. Mack; Rasheed Flowers (2024). A New Paradigm for Sport Education Programs: An Equity-Minded and Anti-Ism Framework. Sport, Education and Society, v29 n7 p805-829. The purpose of this manuscript is to examine the implications of the current ideological underpinnings of sport education programs (SEPs) in the United States (U.S.) and present a new equity-minded and anti-ism sport education (EASE) framework that reflects a paradigm shift towards equity-mindedness, anti-ism, cultural responsiveness, inclusive excellence, and transformational leadership. The sport industry has transformed from modest recreational activities for leisure entertainment at the local levels into a multi-billion-dollar global corporatized industry with far-reaching economic, political and sociocultural impacts. Despite the growth in popularity of SEPs, a major area of concern is the lack of critical reflection on their sociopolitical and cultural origins of the curriculum and corresponding metrics of success. Thus, we argue current SEPs (e.g. sport management, sport administration, sport leadership, sport business, parks and recreation, and sport entertainment,… [Direct]

Solorzano, Daniel G.; Yosso, Tara J. (2001). From Racial Stereotyping and Deficit Discourse toward a Critical Race Theory in Teacher Education. Multicultural Education, v9 n1 p2-8 Fall. Examines connections between critical race theory (CRT) and its application to the concepts of race, racial bias, and racial stereotyping in teacher education. Defines CRT, then discusses racism and stereotyping, racial stereotypes in the media, and racial stereotypes in professional environments, noting the effects on minority students. Presents four exercises to better understand and challenge racism and stereotyping in education. (SM)…

wilson, gloria j.; Zu√±iga-West, Flavia (2023). Intersectionality for Art Education: A Manifesto for Engaging Homeplace through Hip-Hop Feminist Arts Praxis. Art Education, v76 n1 p14-22. Creative thought leaders and educators have readily invited and challenged humans to harness the imagination as a way to envision otherwise. Ethical teaching and learning processes demand creating equity along a continuum of critical and creative practices (Freire, 1970/2014; hooks, 2009; Love, 2019). Some in the field of art education have taken up such calls and have responded to complex humanitarian issues, specifically anti-Blackness racism, using critical frameworks that demand change in the arts in education (Kraehe & Herman, 2020; Rolling, 2020). Revealing systemic inequities and thereby demanding fresh approaches for understanding the lived experience in and through the arts in education, one such framework, intersectionality, has received fresh attention, partly because of COVID-19 and the resurgence of the #BlackLivesMatter movement. Specifically, Black women art educators (Peoples of the Global Majority) have begun to shift the discourse in the field to document the… [Direct]

Reilly, Wilfred (2021). Testing the Tests for Racism. Academic Questions, v34 n3 p17-27. Against the claim of decreased American racism over the past twenty years have come the audit studies. Throughout much of the modern era, a large number of empirically-minded social scientists have pointed out that racism seems by any objective standard to be declining. However, other scholars argue that anonymous tests show considerable modern-era bias against blacks and other racial minorities. How can both of these results co-exist, across dozens of well-designed studies? To answer this question, Wilfred Reilly reviews the audit studies and finds some of their results obviously do indicate that bias remains a reality within significant sectors of the U.S. employment and housing markets. However, these studies rarely if ever examine rates of prowhite (or pro-POC) bias in higher education, the public sector, and the minority business community; very frequently do not include adjustments for social class or perceived competence; and have not extensively compared the bias faced by… [PDF]

Espinoza, Benjamin D. (2021). Understanding the Experiences of Racially Minoritized Doctoral Students in Evangelical Theological Education. Christian Higher Education, v20 n3 p141-159. Although some scholars have explored the experiences of racially minoritized doctoral students in large research universities, few have studied the racial dynamics of doctoral education in smaller institutions. Evangelical seminaries, graduate-level schools that train people for religious vocations, have become the subject of racial criticism in recent years. To better understand the racial dynamics of doctoral education in evangelical seminaries, I conducted a narrative-driven qualitative study with 12 racially minoritized doctoral students from several of these institutions. Employing a conceptual lens of Critical Race Theory (CRT) and Yancey's definitions of racism, I argue that racially minoritized doctoral students in evangelical seminaries remain under-supported in various ways…. [Direct]