Kohli, Rita (2021). Teachers of Color: Resisting Racism and Reclaiming Education. Race and Education Series. Harvard Education Press "Teachers of Color" describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal well-being, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives–first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory,… [Direct]

Rita Kohli (2021). Teachers of Color: Resisting Racism and Reclaiming Education. Race and Education. Harvard Education Press "Teachers of Color" describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal well-being, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives–first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory,… [Direct]

Cowley, Matthew Paul (2023). A Critical Race Phenomenographic Study of Students' Conceptions of an Antiracist Professional Identity. ProQuest LLC, Ph.D. Dissertation, University of Florida. This dissertation seeks to answer the following research question: what are the qualitatively different ways that students conceive of an antiracist professional identity for themselves after taking an undergraduate honors course with racism and antiracism as its central themes? To answer this research question, I employ critical race phenomenography, a bricolage methodology that fuses phenomenography's ability to delineate the qualitatively different ways in which a group experiences a phenomenon with critical race theory's critique of systems and commitment to social justice. Critical race phenomenography aims to reveal the outcome space, an intellectual cosmos encompassing the ways in which members of a particular group experience a given phenomenon. These ways of experiencing are designated the categories of description. Distinct from traditional phenomenography, critical race phenomenography does not organize categories of description hierarchically, instead considering the… [Direct]

Acklin, Artavia; Acklin, Tommy; Davis, Tiffany; Harper, Linda D.; Livers, Stefanie D.; Mudd, Allison (2021). Addressing Dehumanizing Mathematical Practices: Using Supervisory Leaders' Experiential Knowledge to Transform the Mathematics Classroom. Journal of Educational Supervision, v4 n2 Article 3 p45-64. Deficit language concerning historically marginalized students pervades much of education today. Black, Brown, and Indigenous children experience marginalization and dehumanizing practices in classrooms instead of participating in a safe space to learn and grow. For this paper we employ a crucial component from Critical Race Theory to address systemic racism in schools: we listen to the lived experiences of professionals of color. These personal narratives open avenues for social justice through critiquing current and historical political, economic, and sociocultural practices and policies. This study examined how four Black collaborators — one high school principal, one middle school principal, one elementary principal, and one special education teacher — each with decades of instructional experience, address four key dehumanizing practices students of color experience in classrooms across the country in their own supervision practices…. [PDF]

Avil√©s, Tania; Harb, Anthony J. (2023). "It Wasn't Just about Learning How to Speak Spanish": Engaging Histories of Oppression and Enslavement in Spanish Heritage Language Education. Journal of Latinos and Education, v22 n5 p1815-1829. We present a curricular intervention in elementary Spanish heritage language in a Hispanic serving institution located in the US Northeast (Bronx, NYC), that aims to contextualize Latinx students' experiences and perceptions of Blackness within broader histories of oppression and enslavement. Our practice brings together critical Latinx pedagogy and critical approaches to Spanish heritage language education to facilitate sociohistorical consciousness for both language instructors and students through the use of open-access Latinx archival resources. We outline a three-week unit designed using the First Blacks in the Americas online collection curated by the City University of New York Dominican Studies Institute. During the unit, the students practice their full linguistic repertoires and develop historical thinking skills. We discursively analyze survey responses, instructor fieldnotes, and students' coursework collected throughout the course to measure the impact of this pilot… [Direct]

Le Grange, Lesley (2023). Decolonisation and Anti-Racism: Challenges and Opportunities for (Teacher) Education. Curriculum Journal, v34 n1 p8-21 Mar. In the past two decades, we have seen a renewed interest in decolonisation. A proliferation of literature produced on the topic, the establishment of journals on decolonisation, student protests such as the #RhodesMustFall campaign at universities in South Africa and Oxford University in Britain, French President Emmanuel Macron's call for the repatriation of African heritage from European museums, the appointment of a Deputy Minister of Decolonisation in Bolivia, bear testimony to a heightened consciousness on the topic. Moreover, we are witnessing the internationalisation of Indigenous knowledge as colonised peoples across the globe use the spaces that globalisation affords to build solidarities in order to resist the homogenising and normalising effects of globalisation and to decentre western epistemologies. In this article, which contributes to the Special Issue on "Decolonial and Anti-racist Perceptions in Teacher Training and Education Curricula," I do three things:… [Direct]

(2020). Hear My Voice II: Supporting Success for Parenting and Unhoused Women of Color. Education Trust-West Structural racism and class-based inequities help shape career and educational opportunities for women in the United States. As women make career and education gains, women of color (WOC) do not have access to the same level of opportunity. This report shares findings from interviews with parenting and unhoused WOC who attend the California State University (CSU), a mission-driven public university system that provides access to higher education for many Californians. These conversations reveal that parenting and unhoused women experience the following challenges and policy gaps: (1) Stigma; (2) Financial Aid; (3) Basic Need Insecurity; and (4) Childcare and Housing Resources…. [PDF]

Nicholson, Karen P.; Seale, Maura (2022). Information Literacy, Diversity, and One-Shot "Pedagogies of the Practical". College & Research Libraries, v83 n5 p765-779 Sep. This essay examines the information literacy one-shot in conjunction with similar one-off training approaches often found in diversity education. Through this lens, we interrogate the ways that superficial approaches to complex issues such as mis- or disinformation and racism inhibit the kinds of engagement and (un)learning that transformative pedagogy requires as well as the structural conditions that give rise to such approaches. We find that information literacy and diversity one-shots emerged within the neoliberal turn in higher education and share a common philosophical foundation in liberalism and a belief that educated publics will come to consensus in the interest of the social good; they are based in narratives of individual deficiency, empowerment, and self-work. They are "pedagogies of the practical," practices that ultimately fail to challenge white supremacist structures in higher education. Because education is about affect, emotion, and beliefs as well as… [Direct]

Tiffany Elizabeth Alexander (2023). Access to Opportunity: A Phenomenological Study of the Career Sponsorship Experiences of Black Women Administrators in Higher Education. ProQuest LLC, Ed.D. Dissertation, Delaware State University. A paucity of Black women administrators in higher education is detrimental to student recruitment and retention and negatively affects the campus work environment (Gasman et al., 2015; Lewis, 2017; Steele, 2018; Townsend, 2019). Researchers proclaim that more empirical literature about how race and gender impact the career ascension of Black women in higher education is needed (Croom, 2017; T. M. Scott, 2022; Wright & Salinas, 2016). The purpose of this phenomenological study is to examine the career sponsorship experiences of Black women administrators and how these experiences affected their career pathways in higher education. The researcher used social exchange theory and Black feminist thought as the theoretical frameworks. The investigator conducted interviews with 10 Black women administrators across the United States. The study found that Black women administrators received and provided sponsor support via encouragement, promotion, and influence. The findings illustrated… [Direct]

Charles, Claire; Fox, Brandi; Halse, Christine; Mahoney, Caroline (2016). School Principals and Racism: Responding to Aveling. Discourse: Studies in the Cultural Politics of Education, v37 n2 p230-244. This study responds to Nado Aveling's call in "Anti-racism in Schools: A question of leadership?" ("Discourse: Studies in the Cultural Politics of Education," 2007, 28(1), 69-85) for further investigation into racism in Australian schools. Aveling's interview study concluded that an overwhelming number of school principals denied the presence of racism in their schools, and that there were no discernible differences in how principals in different schools constructed racism. In contrast, our research found that school principals' constructions of cultural racism are strongly influenced by their school contexts. We elucidate these differences examining the various intersections between race, class and religion deployed by principals in different sites, and argue for the utility of examining and theorising cultural racism using an intersectional approach. By bringing context into our analysis we provide a more nuanced insight into the different ways in which racism… [Direct]

Mall, Neshay S.; Payne, Cindy (2023). "It's Not a Level Playing Field": Exploring International Students of Color's Challenges and the Impact of Racialized Experiences on the Utilization of Campus Resources during COVID-19. Journal of Comparative and International Higher Education, v15 n1 p131-147. This phenomenological study examined the racialized experiences on the utilization of campus resources among international students of color (ISOC) during the COVID-19 pandemic at a predominantly white institution (PWI). Often viewed as having "double-invisibility" — both racially minoritized and foreign status — international students of color face unique challenges. The objective focused on the role neo-racism played in the experiences of using campus resources and understanding their unique needs during a pandemic. Personal narratives from 20 international students of color revealed five significant themes where ISOC: (1) feel university resources lack a basic understanding of their needs; (2) seek international staff and/or staff of color; (3) view faculty and/or classrooms as their primary supportive resources; and (4) deem past encounters create psychological barriers to utilizing resources based on (5) a common perception of disadvantaged positionality due to their… [PDF]

Ghosh, Ratna (2008). Racism: A Hidden Curriculum. Education Canada, v48 n4 p26-29 Fall. In the contemporary world, racism is a pervasive and destructive social force both in Canada and internationally, and it is on the rise since 9/11. Although a lot of people know what racism is, many do not understand it in the same way. In this article, the author discusses a number of related concepts of racism which, in abstract social categories, can be interpreted differently. The author then shows how the implications of these constructs reveal themselves, overtly or covertly, in educational settings through the hidden curriculum and act to maintain a discriminatory learning environment. Finally, the author explores the role of education in combating racism. (Contains 12 notes.)… [Direct]

Anya, Uju, Ed.; Garces, Liliana M., Ed.; Johnson, Royel M., Ed. (2022). Racial Equity on College Campuses: Connecting Research and Practice. Critical Race Studies in Education. SUNY Press The current socio-political moment–rife with racial tensions and overt bigotry–has exacerbated longstanding racial inequities in higher education. While educational scholars have developed conceptual tools and offered data-informed recommendations for rooting out racism in campus policies and practices, this work is largely inaccessible to the public. At the same time, practitioners and policymakers are increasingly called on to implement quick solutions to what are, in fact, profound, structural problems. "Racial Equity on College Campuses" bridges this gap, marshaling the expertise of nineteen scholars and practitioners to translate research-based findings into actionable recommendations in three key areas: university leadership, teaching and learning, and student and campus life. The strategies gathered here will prove useful to institutional actors engaged in both real-time and long-term decision-making across contexts–from the classroom to the boardroom…. [Direct]

Alicia L√≥pez Nieto Ed.; Sonia Nieto Ed. (2024). Teachers Speak Up!: Stories of Courage, Resilience, and Hope in Difficult Times. Visions of Practice Series. Teachers College Press In the past several years, we have witnessed unprecedented political, racial, economic, and health-related ruptures in society. The resulting turmoil has had an inevitable and negative impact on students, teachers, the profession of education, and especially marginalized and vulnerable populations. Academics and policymakers have had their say on how to address today's volatile issues, but teachers and other practitioners closest to students have not had the same visibility or access. This volume is an attempt to remedy that absence, resulting in a compelling picture of education today. Chapters highlight essays written by a diverse group of K-12 classroom teachers who share their visions for education and describe their empowering classroom practices. At times hopeful and full of joy, at other times angry and full of frustration, these essays speak to what classrooms and schools based on social justice might mean for our nation. "Teachers Speak Up!" presents a bold vision… [Direct]

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

Gunckel, Kristin L. (2023). Radical Care as a Science and Engineering Education Response to Climate Change. Cultural Studies of Science Education, v18 n4 p1071-1079. Science education and science education research have long taken a lead in educating the public about climate change by arguing that the public needs to understand the scientific models that explain the mechanisms of global warming and predict future impacts. However, as of yet, this focus on understanding climate models has failed to have an impact on motivating a coherent societal response to climate change or the preparation for its consequences. One issue is the prevalence of technocratic, neoliberal, and settler colonial discourses in science and engineering education standards documents that perpetuate colonialism and racism and undermine the potential impact of science literacy as a response to climate change. In her article "Just worlding design principles: Childrens' multispecies and radical care priorities in science and engineering education," Anastasia Sanchez provided a clear vision for how radical care could offer a principal ethic by which to create a more… [Direct]

(2022). Toward a More Equitable Future for Postsecondary Access. National Association for College Admission Counseling In 2020, American society encountered a flashpoint. Racism, both individual and systemic, was laid bare by an environment in which racist attitudes and beliefs became prevalent, by violence against Black Americans, and by the COVID-19 pandemic. This report seeks to reimagine college admission and financial aid through an equity lens. The report recommends a series of actions for admission and financial aid practitioners, educational institutions, and state and federal agencies and policymakers. It urges further, deeper study and examination of issues that create barriers to entry to postsecondary education for traditional-aged and adult students of color, particularly Black students. In focusing on advancing equity in college admission for Black students, the report acknowledges the legacy of discrimination and the ongoing effects of structural barriers against Black Americans throughout society that continue to limit postsecondary educational opportunity for Black students…. [PDF]

Walsh, Catherine E. (2021). (Re)existence in Times of De-existence: Political-Pedagogical Notes to Paulo Freire. Language and Intercultural Communication, v21 n4 p468-478. How are we to think about pedagogy and education in these present times when existence itself is in tension and question? As the pandemics of COVID-19, systemic racism, capitalist greed, and land-based plundering, displacement, and dispossession work together to reconfigure power and, relatedly, formal education, most especially in the Global South, what might it mean to think from and shift our gaze toward the decolonial 'cracks'? How do these 'cracks' — understood as the extant and nascent fissures in the dominant order — take form? Who are the 'crack-makers' and in what ways, through their ground up theorizing, practice, and praxis, are they giving substance and form to the pedagogical imperatives of resistance, re-existence, hope, and life, imperatives conspicuously absent in the conceptualization and rhetoric of 'quality education'? And finally, what might a reading and rereading of Paulo Freire offer in this regard?… [Direct]

Marissa M. Salazar (2022). How Do White College Students Perceive the Role of a White Ally? Exploring White Allyship Development in Midwestern White College Students. ProQuest LLC, Ph.D. Dissertation, University of Michigan. White college students have become increasingly interested in being antiracist White allies, raising questions about how to cultivate effective White allyship development. The extant theoretical literature proposes that White allyship development entails a process of increasing critical reflection on racism and consistent engagement in White allyship behaviors (Spaneriman & Smith, 2017; Heberle et al., 2020). What is less clear is how White college students conceptualize White allyship behavior and which factors support their White allyship development. My research addressed this gap in the literature by using sequential methodological triangulation across two studies. In Study 1, I interviewed 23 White college students and used thematic analysis to learn how they conceptualized and attempted to engage in White allyship behaviors. Then, building on Study 1's findings, Study 2 distributed an online survey to 563 White college students (comprised of 199 recently graduated college… [Direct]

Zembylas, Michalinos (2021). Against the Psychologization of "Resilience": Towards an Onto-Political Theorization of the Concept and Its Implications for Higher Education. Studies in Higher Education, v46 n9 p1966-1977. This conceptual and theoretical paper has two goals: (1) to analyze the consequences of psychologizing resilience in higher education and (2) to describe the tenets of a "critical approach" of resilience in higher education and how they might be productive in addressing race/racism, inequality and social change. It is argued that the psychologization of resilience in higher education may aid the self-surveillance of the student which normalizes the ongoing oppression of already disadvantaged groups of students; the combination of neoliberal governmentality and psychologization frames resilience in essentialized and individualized ways that have many theoretical and political limitations. The paper suggests a critical approach that advocates an onto-political mode of resilience in higher education — one that takes into consideration power imbalances and discrimination within our society. To illustrate the potential of this approach, the paper takes on Black resilience… [Direct]

Kenyon, Elizabeth A. (2018). Immersed in the Struggle: Confronting Whiteness in a Sea of Whiteness. Whiteness and Education, v3 n1 p15-31. This paper explores white pre-service teachers' understandings of racism by focusing on their understanding of one moment in a field-based social studies methods course. Using interview and journal data from two pre-service teachers, this qualitative study brings a nuanced perspective to the response of these two pre-service teachers to the racist statements of a small group of middle school students. Analysis of the data revealed that the participants' white racial knowledge, based on their own lived experience, was complex and contradictory and revealed a struggle to articulate their understanding of racism. The author concludes by considering how teacher education can help PSTs in understanding white racial knowledge…. [Direct]

Nelly Noemi Pati√±o Cabrera (2024). Latine Dual Language Bilingual Education Teachers' Work Experiences. ProQuest LLC, Ed.D. Dissertation, Portland State University. Given the increasing concern about the scarcity of Dual Language Bilingual Education (DLBE) teachers, it is crucial to understand the trends in teacher retention and attrition from the perspective of DLBE teachers themselves. DLBE teachers departing from their jobs imposes a significant burden on schools and students and affects the implementation of DLBE programs. To delve into this issue, this critical qualitative study focused on the work experiences of Latine K-5 Spanish/English DLBE teachers. Specifically, this study involved six participants divided into two groups of DLBE teachers in the teaching trajectory: three Latine K-5 Spanish/English DLBE teachers currently teaching in a DLBE program in Oregon (Group I) and three Latine K-5 Spanish/English DLBE teachers who no longer teach in a Spanish/English DLBE program in Oregon (Group II). The purpose of this study was to explore the work experiences of Latine Spanish/English DLBE teachers and to document, through testimonio… [Direct]

Andrew E. Hood (2024). Teacher Candidate Supervision for Social Justice: Orientations, Practices, and Challenges. Journal of Educational Supervision, v7 n1 Article 1 p1-23. The need for teachers who are thoughtful and attentive to issues of social justice is more apparent now than ever before. Teacher education can and should be tasked with preparing teachers to serve a student population that is becoming more diverse over time. As teacher educators who function within both the university coursework and student teaching fieldwork spaces, teacher candidate supervisors are well-positioned to support candidates to make sense of and incorporate social justice-centered practices in their teaching. Building on the findings of Jacobs (2006), a comprehensive literature review of journal articles published in the last 20+ years revealed that orientations toward supervision for social justice can be characterized as "multicultural," "critical," "culturally responsive," or "anti-racist." This literature base described practices associated with supervision for social justice such as problematizing, storytelling, critical… [PDF]

Jennifer L. McCarthy Foubert (2022). 'Damned if You Do, Damned if You Don't:' Black Parents' Racial Realist School Engagement. Race, Ethnicity and Education, v25 n5 p647-664. Conventional scholarship frames parent involvement in schools as crucial for student success, often depicts Black and Brown parents as under-engaged, and implies their increased engagement would lead to the end of racial disparities in education. This study challenges this traditional discourse and introduces the notion of Racial Realist Parent Engagement. Racial Realist Parent Engagement is a practice and theoretical framing drawn from Derrick Bell's notion of racial realism and a qualitative multicase study of the school engagement experiences of 16 Black parents. These parent participants resisted antiblackness in their children's schools while simultaneously recognizing racism to be a permanent and inevitable aspect of schooling. Racial Realist Parent Engagement shifts parent involvement theory, policy, and practice to a more complex understanding of the purposes and benefits of parent engagement for Black and Brown families — and demands expansive racial justice policy for… [Direct]

Glaser, Liz; Kincheloe, Monika; Murphy, Rachel; Toner, Mark (2021). How Learning Happens: Lessons Learned from Five Communities. America's Promise Alliance Throughout 2020, America's Promise Alliance worked with five communities across the country that wanted to extend and deepen their efforts to support young people's social, emotional, and cognitive development. Each community planned cross-sector convenings to inspire action that would result in the approaches to learning that prioritize young people's growth and development. Just as their work was getting underway, the communities' efforts were unexpectedly and indelibly shaped by the upheaval of the past year–including the global pandemic and national reckoning with racism. The five communities in the How Learning Happens Community Convening Cohort were: (1) Nashville After Zone Alliance (Nashville, TN); (2) Parents for Public Schools — San Francisco (San Francisco, CA); (3) Rennie Center for Education Research & Policy and Transforming Education (Boston, MA); (4) Spartanburg Academic Movement (Spartanburg, SC); and (5) The Whole Child Connection at the Children's Institute… [PDF]

Blackshear, Tara B.; Culp, Brian (2021). Transforming PETE's Initial Standards: Ensuring Social Justice for Black Students in Physical Education. Quest, v73 n1 p22-44. Calls to transform the initial Physical Education Teacher Education (PETE) standards to reflect social justice have garnered little attention. Recent events have magnified the racial injustices inflicted upon Black people in America and their ability to participate as full equals in a society influenced and characterized by white supremacy. Using critical race theory (CRT) as a framework, the authors examine the racial formulation of the historical and current installations of SHAPE America's initial PETE standards. Illustrated is the influence of white supremacy in PETE programs, the relationship to physical literacy, and the impact on Black students. After analysis, the authors integrate culturally relevant frameworks, and provide a blueprint of socially just PETE standards that challenge structural racism, and diversity initiatives promoted by SHAPE America and in higher education. The authors conclude that infusing Black perspectives is essential to the advancement of inclusive… [Direct]

Aaron Hinojosa (2022). Are We Truly Being Served? An Exploration of Servingness and Policy Analysis of Hispanic-Serving Institution. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. The recent increase in enrollment of Latinx students and the increasing number of HSIs do not equate to success in the goal of serving Latinx students. To advance the support of Latinx student success, the entire climate and university system need to be examined, which are way beyond enrollment ratios. Developing extensive and in-depth support systems that examine the role of curriculum, faculty and administrative representation, and ultimately epistemological access to diverse ways of knowing will advance a campus climate to look more deeply into serving, not just enrolling, Latinx students. The extensive and in-depth support systems would indicate an institutional focus on institutional mission and purpose. The purpose of the current critical discourse study was to examine policies and policy implications that hinder or support servingness at a Hispanic-serving institution. To conduct this study, I applied a policy-oriented methodology based on a critical discourse analysis… [Direct]

Demie, Feyisa (2021). The Experience of Black Caribbean Pupils in School Exclusion in England. Educational Review, v73 n1 p55-70. The disproportionate exclusion of Black Caribbean pupils has gained attention among policy makers and parents, but little research has been undertaken to understand the causes behind overrepresentation. Black Caribbean pupils were nearly four times more likely to receive a permanent exclusion than the school population as a whole and were twice as likely to receive a fixed-period exclusion. The aim of this research is to explore the experience of Black Caribbean pupils in school exclusion in England and to investigate the reasons for overrepresentation in exclusion statistics. Complementary case studies and focus groups were used to explore the research question. The key criteria for the selection of the schools were above national average number of Black Caribbean students and some evidence of exclusion in the schools. Schools then selected at random the respondents in this study. A number of reasons for overrepresentation of Black Caribbean pupils in exclusion statistics were… [Direct]

(2021). Localizing Responses to CRT and Curricular Questions: Helping Your Community Understand What Your Schools Do and Don't Teach. Kansas Association of School Boards Critical Race Theory (CRT) is a legal framework that originated in the 1970s intending to challenge legal scholarship to consider the historical and present impact and causes of structural inequality and racism. CRT is an academic lens primarily used at the doctoral level and is not a defined curriculum or something outlined in the Kansas State Board of Education's education standards. It is distinctly different from the guiding tenets of educational equity with which it is regularly confused. In the state of Kansas, curriculum choices are completely controlled by the locally elected board of education. Based on input from district staff, parents, and other important stakeholders, the board is tasked with establishing and approving a curriculum. The Kansas Association of School Boards (KASB) has created this in-depth guide to help local school districts address the debate over CRT and other curriculum issues… [PDF]

Ebony M. Ramsey (2022). She Begat This — A Black Girl Mixtape: Exploring Racialized and Gendered Portraits of Black Women Presidents at Historically Black Colleges & Universities. ProQuest LLC, Ph.D. Dissertation, Colorado State University. Not everything that is faced can be changed, but nothing can be changed until it is faced.- James BaldwinBlack women have always been in the forefront leading change and supporting the attainment of education in the academy. They have been the greatest hidden figures. This study strives to nuance the experiences of Black women presidents at historically Black colleges and universities who are often overlooked and ignored. The purpose of this study is to explore how Black women make meaning of their lived experiences regarding race and gender as they laid a foundation towards a pathway to the presidency at historically Black colleges and universities (HBCUs). Using portraiture methodology, I illustrate how Black women have navigated and resisted the challenges presented by patriarchal leadership positions in the academy. I employ critical race theory (CRT) and Black feminist thought (BFT) to sculpt a critical lens that interrogates and problematizes Black women's racialized and… [Direct]

Boda, Phillip; Kulkarni, Saili; Nusbaum, Emily (2021). DisCrit at the Margins of Teacher Education: Informing Curriculum, Visibilization, and Disciplinary Integration. Race, Ethnicity and Education, v24 n5 p654-670. Teacher education is polarized. Traditionalists tend to center core practices, while justice-oriented scholars center ideologies embedded within our practices. Both, however, must consider how practices and ideologies can operate interdependently to disrupt inequity and cultivate agency among all students. Drawing on an intersectionally-aligned theory, DisCrit, we argue that practices and the ideologies they embody can be problematized vis-√ -vis how racism and ableism operate to support hegemony bound in, and represented by, the normative center of schooling. In this paper, we unpack what DisCrit affords critical teacher education, how individuals with complex support needs are located within DisCrit's tenets, if at all, and the application of DisCrit in the disciplinary case of science education. By considering possibilities not yet explored within the literature, we further critical conversations about the relationship between DisCrit, silenced perspectives of populations… [Direct]

Alison Stein (2024). "The Smallest Acts Go a Long Way": Understanding Students' Perceptions of Citizenship and Civic Identity. ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies. This phenomenological study examined how eighth grade students in a privileged suburban community and school district understood their civic identities and saw their roles and responsibilities as citizens. Through analyzing artifacts the student participants generated in their eighth grade civics social studies class and conducting semi-structured one-on-one interviews and focus groups, I was able to understand, from the students' perspectives, how they saw their own community, what they felt it meant to be a good citizen, and what they saw as the most significant issues of social justice facing society. Drawing on a critical sociocultural approach (Rubin, 2016), Norm Theory (Kahneman & Miller, 1986) and Westheimer and Kahne's three types of citizen (2004), among other key literature in the field, this study examined the experiences and opinions that shaped the participating adolescents' civic identities, including race and socioeconomic status. The findings suggest that… [Direct]

Gilliam, Erin Wiggins (2021). Two Worlds: A Black Woman Scholar at a Diverse Historically Black College. Diversity in Higher Education This chapter is a reflection of this author's experiences as an unapologetically black woman, scholar, professor, mentor, HBCU advocate, wife, and mother while navigating the tenure and promotion process. The author also discusses how she often grapples with how to creatively and directly speak out against intentional and unintentional racism that is a commonplace in society and reflected on campus. The author recognizes that there are a certain political and social games played in academia, and she also recognizes sometimes the rules differ for black women, even at an HBCU. [For the complete volume, "The Beauty and the Burden of Being a Black Professor. Diversity in Higher Education. Volume 24," see ED614149.]… [Direct]

An, Sohyun (2020). Learning Racial Literacy While Navigating White Social Studies. Social Studies, v111 n4 p174-181. How do children develop racial literacy? How do they make sense of and respond to the master narratives of race and racism? What role does elementary social studies education play in children's racial literacy development? I explored these questions as a parent-researcher, inquiring how my child, an Asian American elementary student, develops racial literacy as she learns U.S. history at school. In the following, I first situate my inquiry within the literature on social studies education from a critical race perspective. Next, I delineate my positionality as a critical race motherscholar and the rationale for studying my own child. Last, I present the findings from my inquiry and discuss its implications for elementary social studies education…. [Direct]

Hunt, Brittany; Lim, Jae Hoon; Williams, John A. (2022). Unsung Heroes on Campus: Minority Veterans' Transition Experiences by Race. Journal of Higher Education, v93 n5 p769-791. This study explored the impact of race on the higher education transition experiences of three groups of male student veterans: Black, Hispanic/Latinx, and Asian. Grounded in the premise of Critical Race Theory, especially Cabrera's Hegemonic Whiteness and Yosso's Cultural Capital, we collected and analyzed 17 student veterans' in-depth interviews centering the voices of the participants marginalized due to race, age, and veteran status. Findings confirm that student veterans of color face acute cultural alienation and racism on college campuses and enact various cultural capitals and strands of resiliency to cope, while also ascribing to beliefs of meritocracy and colorblindness inherited from their military service. Future research on student veterans should continue to examine the heterogeneity among student veterans, especially those located at the intersection of multiple marginalities, to provide an anti-racist portrayal of student veterans as a diverse population…. [Direct]

Vue, Rican (2021). From First to First: Black, Indigenous, and People of Color First-Generation Faculty and Administrator Narratives of Intersectional Marginality and Mattering as Communal Praxis. Education Sciences, v11 Article 773. While the education of first-generation students (FGS) has garnered the attention of scholars, educators, and policy makers, there is limited dialogue on how first-generation faculty and administrators (FGF/A)–that is, first-generation students who went on to become faculty and/or administrators–experience higher education and are engaged in enhancing equity, inclusion, and justice. Intersectional approaches, which illuminate the nexus of race, gender, and class in education, are necessary for appreciating the complexity of FGF/A experiences and liberatory practices taking shape in higher education. Narrative analysis examining nine Black, Indigenous and People of Color (BIPOC) FGF/A oral histories reveal how stories of mattering and intersectional marginality are sites of communal praxis that aim to dislodge systems of power, including racism, classism, and patriarchy. This praxis involves validating the complexity of students' academic and social lives and engaging vulnerability…. [PDF]

Connelly, Jeanne (2021). Interrogating the Special Education Identification Process for Black Indigenous Students of Color. Multiple Voices: Disability, Race, and Language Intersections in Special Education, v21 n1 p78-92 Spr-Sum. The initial special education identification process (SPED IDP) determines which students have disabilities and corresponding rights to IDEA supports. However, the disproportionate identification of Black, Indigenous Students of Color (BISOC) as emotionally disturbed necessitates the problematizing of special education structures within the SPED IDP. This critical analysis of current norms of practice within SPED IDP structures discusses hidden ideologies of Whiteness, ableism, and racism. I apply DisCrit and Whiteness Studies frameworks to interrogate power within three SPED IDP structures (a) multidisciplinary team (MDT) decision-making, (b) social-emotional-behavioral (SEB) assessments and data collection, and (c) categorical identification of emotional disturbance (ED). I include critical reflection on my professional practice in elementary schools, consider my complicity as a member of MDTs, and offer critical questions for practitioners…. [Direct]

Adrienne M. Watson (2024). A Phenomenological Exploration of Double Consciousness: Two-Ness in Black Women Educational Leaders. ProQuest LLC, Ed.D. Dissertation, Tennessee State University. Black women leaders in higher education grapple with their double identities in the workplace which leads to unique challenges and obstacles. Black women leaders in higher education face situations and circumstances in leadership different than their white male and women counterparts and Black men. Dealing with both racism and sexism, Black women leaders experience a range of difficulties causing them to face discrimination and mistreatment. Despite these occurrences, Black women continue to donate their labor to and encourage ways higher education can be better for Black women. This phenomenological research study explored the lived experiences and perspectives of Black women leaders in higher education. Nine Black women in leadership were interviewed who worked in leadership a minimum of two years at their institutions. The theory utilized for this study was double consciousness and focusing specifically on its aspect of two-ness. Double consciousness (Du Bois, 1903) suggests that… [Direct]

Richard R. Valencia (2024). Achieving Equal Educational Opportunity for Students of Color: Disrupting Structural Racism–An American Imperative. Multicultural Education Series. Teachers College Press Valencia presents the most comprehensive, theory-based analysis to date on how society and schools are structurally organized and maintained to impede the optimal academic achievement of low-SES, marginalized K-12 Black and Latino/Latina students–compared to their privileged White counterparts. The book interrogates how society contributes to educational inequality as seen in racialized patterns in income, wealth, housing, and health, and how public schools create significant obstacles for students of color as observed in reduced access to opportunities (e.g., little access to high-status curricula knowledge). Valencia offers suggestions for achieving equal education (e.g., implementing fairness of school funding, improving teacher quality, and providing students of color access to multicultural education) by disrupting structural racism. Considering the rapid aging of the White population and the sharp decline of White youth–coupled with the explosive population growth of people… [Direct]

Dizon, Jude Paul Matias; Huerta, Adrian H.; Nguyen, Julie Vu; Romero-Morales, Maria (2021). Lessons Learned from Men of Color Programs: A Roadmap to Guide Program Development and Beyond. Pullias Center for Higher Education The collegiate experiences of men of color–Black, Latino, multiracial, Native American, Southeast Asian, and Pacific Islander men–are influenced by a wide variety of factors that determine if and how they persist to reach college graduation. Subtle and overt acts of racism and microaggressions from peers and faculty often shape experiences in college classrooms and are two examples of the many hurdles that prevent a smooth transition into campus-based resources for men of color. This roadmap aims to present areas of engagement for all stakeholders–internal and external–to create environments for men of color to succeed through the specific development, design, and implementation of both men of color programs and systems of support in higher education…. [PDF]

Combs, Lisa; Johnston-Guerrero, Marc P.; Tran, Vu T. (2020). Multiracial Identities and Monoracism: Examining the Influence of Oppression. Journal of College Student Development, v61 n1 p18-33 Jan-Feb. We explored how notions of oppression manifest in the identities of 16 multiracial college students. We were guided by two research questions: (a) How does racial oppression affect multiracial students' identities? and (b) Is that racial oppression tied to traditional manifestations of racism, monoracism, or both? Findings demonstrate that racial oppression is influential, yet there are difficulties in identifying racial oppression that targets multiracial people. This study highlights the need for more education on monoracism as a unique and connected form of oppression and on racial asymmetries within multiraciality…. [Direct] [Direct]

Ebony Aya (2023). Aya: The Enduring Spirit of Black Women in Higher Education. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. "Aya: The Enduring Spirit of Black Women in Higher Education" is a research study that sought out to better understand the experiences of Black women inside of higher education. Building off of two previous unpublished research studies that focused on the resources that enable Black women to stay in their programs, this study took a more in-depth look at the protective factors and risk factors that make some Black women stay in their programs as well as the factors that make some Black women leave. I gathered this data through an initial survey and an autoethnographic self study that invited all Black identified women who attended the University of Minnesota for their PhD program to talk about their experiences, which included the extent that they experienced double consciousness, academic mammying, gendered racism, and spirit murder in their programs. From this study, I saw several themes emerge that articulated Black women's experiences in higher education and concluded… [Direct]

Golden, Noah Asher (2023). "Why Should I Bother if the School Didn't Bother with Me?": Navigating the Effects of Subtractive Schooling in an Alternative Learning Program. Journal of Latinos and Education, v22 n4 p1761-1775. Subtractive schooling can have lasting effects on Latinx learners' lives that go beyond missed opportunities to develop academic literacies in English. Subtractive schooling itself can be a significant source of trauma for Latinx youth, complicating efforts to repair harm done to young people through the school-based remedies of culturally-responsive or trauma-informed pedagogies. Through analysis of narratives shared by a participant, Mariana, a high school student in the "second-chance" Conexi√≥nes program, this study builds knowledge on one student's sense of who she is in the multiple schooling spaces of her K-12 education. Specifically, this study documents shifts in Mariana's figured world of schooling. With support, Mariana worked to navigate the social positionings of school itself, which are subtractive in nature and reflect broader discourses of ethnocentrism, racism, colorism, and class bias. Analysis of narratives shared by Mariana, an 18-year-old about to… [Direct]

Tarnawska Senel, Magda (2023). Contextualizing DEIA in the German Language Classroom: Terminology and History, DDGC and Recent Developments, and Practices and Resources. Unterrichtspraxis/Teaching German, v56 n2 p157-172 Fall. This paper takes a closer look at diversity, equity, inclusion, and accessibility (DEIA) in the context of German Studies and the language classroom in the United States. The first part of the article examines the terminology, provides a general history of DEI/DEIA in higher education in the United States, and traces the development of DEI practices and language to include accessibility, belonging, and anti-racism. The second part of the article focuses on the scholarly collective Diversity, Decolonization, and the German Curriculum and its self-reflective and self-critical stance toward our field, solidarity efforts to create networks of tangible support and empowerment, and its foregrounding of activism. This leads to a discussion of the intersections between current political events and classroom practices. Finally, the last section details three DEIA practices in the classroom–positionality, social justice framework, and antiracism–as well as resources for their implementation…. [Direct]

Markovitz, Jeffrey S. (2020). The Case for Black Studies Coursework in General Education. Journal of General Education, v69 n1-2 p1-4. This article explores the function and value of considering Black Studies coursework as part of the general education curriculum. In the current cultural antiracist moment, it is important to consider the role academia plays not only in historicizing its own complicity in institutions of racism but also in offering contemporary solutions to such. Thinking of Black Studies as central to the mission of higher education centers the institution as a method of social justice and an avenue toward increasing the importance of marginalized American communities. General education curricula implies an inherent value of certain specific academic material ubiquitously applied to every student's educational experience. Positioning Black Studies coursework in that existent paradigm acknowledges a current void in systemic higher education and works to equalize previously imbalanced notions of just cultural education…. [Direct]

Bercaw, Lynne A.; Dial, Edward R.; Duesbery, Luke; Ginsberg, Eric J.; McDowell, Dan; Pang, Valerie Ooka; Saltzman Martin, Andrea; Schleicher, Al R. (2022). Lessons Learned: Designing an Online Graduate Program in Teacher Education. Distance Learning, v19 n3 p57-72. This research is a narrative which explains the development of a fully online master's program in education at a major public university. It was established in 2014, more than 6 years prior to the COVID pandemic. We asked our teachers and online faculty team to describe the characteristics of a successful fully online graduate program. Teachers wanted a graduate program that was fully online, asynchronous, and rigorous. The program focused on diversity and social justice in schools integrating issues of social oppression such as racism, sexism, classism, ableism, homophobia, and needs of English learners. Educators appreciated having university faculty who cared and supported them in their studies. Also the graduate program described offered a master of arts in teaching in a full year. This made the degree achievable. The program provided courses in K–12 virtual teaching so that teachers could learn how to utilize remote education in their classes by participating in a fully online… [Direct]

Bucholtz, Mary; Hudley, Anne H. Charity; Mallinson, Christine (2022). Talking College: Making Space for Black Language Practices in Higher Education. Teachers College Press "Talking College" shows that language is fundamental to Black and African American culture and that linguistic justice is crucial to advancing racial justice, both on college campuses and throughout society. Writing from a linguistics-informed, Black-centered educational framework, the authors draw extensively on Black college students' lived experiences to present key ideas about African American English and Black language practices. The text presents a model of how Black students navigate the linguistic expectations of college. Grounded in real-world examples of Black undergraduates attending colleges and universities across the United States, the model illustrates the linguistic and cultural balancing acts that arise as Black students work to develop their full linguistic selves. "Talking College" provides Black students with the knowledge they need to make sense of anti-Black linguistic racism and to make decisions about their linguistic experiences in… [Direct]

Cathery Yeh (2023). Discrit Noticing: Theorizing at the Intersections of Race and Ability in Mathematics Education. School Science and Mathematics, v123 n8 p417-431. While there is increased attention to power, privilege, and access in mathematics education, conversations around race and disability are often left out of the conversation. Disability in mathematics continues to be studied with a lens that focuses on behavior, rather than attending to the situated and sociopolitical context in which teaching and learning takes place. This paper specifically calls on the importance of an intersectional analysis of ability and the need for explicit conversation on the interwoven nature of race and disability to uncover exclusionary practices of hyper-labeling, hyper-surveilling, and hyper-punishing for those outside notions of normalcy. Drawing on sociopolitical perspectives informed by Disability Critical Race Theory (DisCrit) and DisCrit Classroom Ecology, I share a framework of DisCrit noticing to consider the interwoven nature of racism and ableism in mathematics classrooms, provide a context to develop preservice teacher DisCrit noticing during… [Direct]

Hubin, Andrea; Schneider, Karin (2023). In the Unrest of Implication: Museum Education Methods in Atmospheres of Scandalization. Journal of Museum Education, v48 n3 p270-282. In this essay, we explore ways in which cultural and museum spaces can be opened up to meaningful discussions about difficult topics and how this can be done through specific educational formats. We attempt to look critically at some of the assumptions that are around in critical museum education theory and practices, e.g. influences coming from standpoint theory. The goal is to understand our own unconscious biases as we develop methods to help address problematic issues such as racism and anti-Semitism. We argue that these biases are shaped by a logic of dichotomy that allows to position oneself on "the good side." Especially in an atmosphere of scandalization, these dichotomies might hinder mutual learning situations. We propose using Michael Rothberg's concept of the "implicated subject" to develop approaches and methods that move beyond dichotomous thinking patterns. We will try to illustrate our reflection process with three examples that also show that… [Direct]

Crowshoe, Lynden; de Groot, Janet; Henderson, Rita; Keegan, David; Kelly-Turner, Kenna; Rame, Ana; Roach, Pamela; Roze des Ordons, Amanda (2023). Informing Critical Indigenous Health Education through Critical Reflection: A Qualitative Consensus Study. Health Education Journal, v82 n5 p569-582 Aug. Objective: To examine experiences of anti-Indigenous racism in a Canadian medical school and inform the development of critical and action-oriented Indigenous health education necessary to pave the way for reconciliation within health systems. Design: A qualitative study conducted within a constructivist paradigm which involved: (1) semi-structured interviews with students, faculty and staff at a Canadian medical school; and (2) consensus-building/collaborative analytical sessions with an Indigenous advisory group and a non-Indigenous working group. Setting: Twenty-three semi-structured interviews were completed with students, staff and faculty working across a Canadian medical school. Results: Inductive coding generated 211 codes that were grouped into seven overarching thematic domains. By engaging in an iterative dialogue with the advisory and working groups, we deductively aligned the thematic analysis with faculty-level and institution-level Indigenous education strategies to… [Direct]

Escamilla, Kathy; Garc√≠a, Jorge; Shannon, Sheila (2022). Four Decades after Casta√±eda: A Critical Analysis of Bilingual/Dual Language Education in Colorado. Language Policy, v21 n3 p357-379 Sep. The "Casta√±eda" Standard was handed down in 1981. We use this Standard along with Latino Critical Race Theory (Solorzano & Yosso, 2001) and Ruiz's Language Orientations (1984) to conduct a historical analysis of bilingual education in Colorado from 1976 to 2019 to examine the availability of bilingual/dual language education for Latinx students over four decades. Our historical analysis resulted in dividing Colorado's bilingual history into four time periods (1976-1981; 1981-2000, 2000-2018 and 2019-present). Findings indicated that other than a brief period (1976-1981) the history of bilingual education and all other program types in Colorado has been oriented toward language as a problem and toward systemic racism with regard to language policies and practices. However, the community also developed resistant capital to maintain bilingual education despite formidable odds. This is particularly true for Spanish speaking Mexican origin children and families. Moreover, we… [Direct]

Candace M. Moore; Cierra Kaler-Jones; Jesse R. Ford; Kaleb L. Briscoe (2022). "We Don't Feel Like We Belong": Graduate Students' of Color Racialized Experiences in Hybrid HESA Graduate Programs. Journal Committed to Social Change on Race and Ethnicity, v8 n2 p78-114. Using Critical Race Theory and sense of belonging, we examined the racialized experiences of 17 graduate Students of Color in hybrid higher education and student affairs (HESA) graduate preparation programs in the United States to understand how faculty members contribute to their sense of belonging. The experiences of graduate Students of Color in hybrid HESA programs are complex and multi-layered; therefore, this study used a critical phenomenological approach to examine how their racialized experiences influence their experiences in hybrid classrooms. Graduate Students of Color racialized experiences were shaped by three factors, which are illustrated in the findings: faculty ability to discuss acts of racism, racialized experiences with faculty, and including diverse perspectives in the classroom. Participants' experiences illuminate the importance of applying culturally conscious approaches to program development, curriculum, advising, and pedagogical practices, especially for… [PDF]

Chang, Wen-Chia; Viesca, Kara Mitchell (2022). Preparing Teachers for Culturally Responsive/Relevant Pedagogy (CRP): A Critical Review of Research. Teachers College Record, v124 n2 p197-224 Feb. Context: Proposed more than two decades ago, culturally relevant/responsive teaching or pedagogy (CRP) is one promising approach to transforming the education experience of historically marginalized groups. The development of CRP has since inspired changes in teacher education programs and resulted in considerable research on preparing teachers for CRP. However, critics have argued that much work on CRP has not fulfilled its transformative potential of addressing racism and the white-supremacist foundations underlying teacher education research and practice and have urged CRP research to grow from the existing knowledge base and to innovate. Purpose of Study: This study critically examines the research practices of empirical studies on preparing K-12 preservice teachers for CRP in the United States by merging ideas of research as social practice with critical race theory, critical whiteness studies, and Indigenous epistemologies to argue for research as racialized social practice…. [Direct]

Bianco, Margarita; Joseph, Nicole M.; Viesca, Kara Mitchell (2016). Black Female Adolescents and Racism in Schools: Experiences in a Colorblind Society. High School Journal, v100 n1 p4-25 Fall. This article takes up the questions: (a) How do Black female adolescents define racism?, (b) What kind of experiences with racism to they report having in schools?, and (c) How can these perspectives and experiences inform educational reform efforts? The in-depth analysis of 18 student surveys and interviews revealed that most of the definitions of racism centered on prejudice, discrimination, and differential treatment; and most of the experiences the girls described regarding racism in school illustrated issues of prejudice, discrimination, and differential treatment as well as stereotypes, labels and low teacher expectations. Critical Race Theory, Critical Race Feminism, and Black Feminist Thought were used as interpretive theoretical frameworks. Implications for teacher education, secondary education and broad reform efforts are discussed…. [Direct]

Carolyn Cracknell; Jessica Lees; Joanne Bolton; Louisa Remedios (2024). Exploring the Marking of a Reflective Assessment Task: A Collaborative Autoethnography by Educators Navigating Indigenous Allyship in Higher Education. Higher Education Research and Development, v43 n5 p1156-1170. The aim of this study was to closely examine the experiences of non-Indigenous academics in marking a single assessment task designed to promote cultural safety practice in a health professional programme. In recognition of institutional racism and significant health and wellbeing disparity in Indigenous wellbeing, "cultural safety" is recognised as essential knowledge across professions in tertiary education. An assessment task was designed to support students' written critical reflection to promote their cultural safety practice. A collaborative autoethnography by four academics critically reflected on the tensions in marking this reflective assignment as non-Indigenous educators. Thematic analysis was conducted on transcriptions of the authors' discussions and a framework was developed in response to repeating sites of tension. "The Indigenous allyship assessment framework: sharing the load" was framed around the central theme of Navigating the Unsettling. It… [Direct]

Karren Amadio (2023). Critical Reflection on Cultural Competence: The Teacher as an Autoethnographic Researcher. Journal of the International Society for Teacher Education, v27 n1 p32-44. In this paper, I explore the importance of incorporating principles of social justice and cultural awareness in 21st century education. Specifically, I explore the utilization of autoethnographic research as a powerful tool for non-Indigenous teachers to enhance their cultural awareness. To illustrate this, I present a vignette featuring an Australian Indigenous child deeply connected to his culture to describe how a culturally insensitive school counsellor misdiagnosed him with a global developmental delay. In contrast, the child's teachers strived to avoid cultural insensitivity and challenge institutional racism by assessing the child and taking into account local funds of knowledge. To enrich the understanding of cultural competence, I integrate Bronfenbrenner's (1979) social ecological model, a global framework, with the Australian Early Years Learning Framework (EYLF). The EYLF, developed based on the United Nations Convention on the Rights of the Child, reinforces the… [Direct]

Elenes, C. Alejandra (2023). Autoethnographic Reflexion: Chicana Feminist Border/Transformative Pedagogies and Human Rights Education. Journal of Latinos and Education, v22 n3 p1236-1249. Through the methodologies of critical reflexi√≥n and autoethnography, the author illustrates how border/transformative pedagogies and Anzald√∫a's concepts of nos/otras and new tribalism proved useful in efforts to dismantle color- and colonial-blind ideologies, abstract liberalism, and binary and oppositional thinking among members of a graduate seminar in social justice and human rights. Investments in these discourses and unquestioned philosophical commitments to them limited seminars members' ability to openly talk about racism, sexism, homophobia, and colonialism. Applying the principles of border/transformative pedagogies, nos/otras, and new tribalism required hard work, in-depth reflexi√≥n, and deep listening to each other. As a result of this praxis, some members of the seminar were able to name their philosophical and political positions to work across what seemed to be insurmountable borders. In doing so, seminar members were able to begin to build bridges among multiple… [Direct]

Baumgartner, Lisa M.; Ellis, Joanna H.; Hollingsworth, Kris; May, Marcy; Peebles, Courtney McElhaney (2021). Reactions to COVID-19: A Public Health Critical Race. American Association for Adult and Continuing Education, Paper presented at the American Association for Adult and Continuing Education 2020 Conference (Online, Oct 27-30, 2020). Since the spring of 2020, the pandemic has dominated public discourse. Using a public health critical race praxis research approach, our team interviewed a diverse group of individuals to elicit stories about their knowledge, attitudes, and responses to COVID-19. We used health belief model constructs and critical race theory tenets to evaluate race and ethnicity's influence and implications in reactions to the pandemic. Findings include the ordinariness of racism and colorblindness in assessing the susceptibility and severity of COVID19 and its risk factors. Including social determinants of health in the core curriculum of cross-disciplinary education programs emphasizes the impact of public health disparities and may reduce colorblindness and ordinariness. [For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]… [PDF]

Hoter, Elaine; Shapira, Noa (2022). Simulations in Virtual Worlds: Improving Intergroup Relations and Social Proximity. Intercultural Education, v33 n4 p435-454. This paper examines an intervention using experiential learning and simulations in a virtual world that can promote social proximity, tolerance, and cooperation in diverse societies. The participants in the study were 125 Jewish and Arab students living in Israel. A mixed linear model for repeated measures analysis that included time of measurement (pre and post), ethnicity, and students' age as independent variables revealed a main effect for time for most social groups included in this study; that is, the participants reported more social proximity to other groups after the course, including groups not studied in the course (the LGBTQ community and people of colour). The results of the study suggest that experiential learning has considerable potential in the field of education to help students question their prejudices, experience being someone else, and ultimately feel social proximity for the other, thus reducing stigmas and racism…. [Direct]

Taylor, Louise (2021). Response to Commentaries. Psychology of Education Review, v45 n2 p53-61 Aut. In this article, Louise Taylor responds to commentaries on her article, "Seeking Equality of Educational Outcomes for Black Students: A Personal Account" (EJ1316951), offering her response and further reflections as she continues her efforts towards anti-racist practice. She begins her response by noting that the scale of the challenge to improve the experiences and educational outcomes for Black students is undoubtedly large, but she believes that it is achievable if everyone takes responsibility for educating themselves about racism and taking necessary steps to overcome it. She goes on to reply to the following commentaries: (1) Rachel Boyle's "A Response to Taylor" (EJ1317331); (2) Sarah Gillborn and David Gillborn's "Racism, Psychology and Higher Education: A Response to 'Seeking Equality of Educational Outcomes for Black Students: A Personal Account' by Louise Taylor" (EJ1317172); (3) Stephen Minton's "A Response to Dr. Louise Taylor's… [Direct]

(2022). Legislative Threats to Academic Freedom: Redefinitions of Antisemitism and Racism. American Association of University Professors The past few years have seen an increase in partisan political attempts to restrict the public education curriculum and to portray some forms of public education as a social harm. Two targets are particularly evident: teaching about the history, policies, and actions of the state of Israel and teaching about the history and perpetuation of racism and other accounts of state-enabled violence in the United States. In both cases, conservative politicians have justified restrictive legislation under the guise of protecting students from harm, including discriminatory treatment or exclusion. The core assertion of the American Association of University Professors' (AAUP's) 2021 "Statement on Legislation Restricting Teaching about Race" applies equally to legislative restrictions on teaching about the history and ongoing actions of Israel. The AAUP therefore urges the defeat of these legislative initiatives and others of their kind in order to protect the academic freedom that is… [PDF]

Allbright, Taylor N.; Alonso, Jacob; Bridgeforth, James; Daramola, Eupha Jeanne; Enoch-Stevens, Taylor; Humphrey, Daniel C.; Kennedy, Kate E.; Kimner, Hayin; Koppich, Julia E.; Marsh, Julie A.; Mulfinger, Laura S.; Nkansah-Amankra, Akua (2022). Crisis Response in California School Districts: Leadership, Partnership, and Community. Policy Brief. Policy Analysis for California Education, PACE Public education today faces a troubling set of challenges, including declining enrollment, staffing shortages, and polarized communities, with school boards at the center of broader political debates. How did we arrive at this current state? This study–described here and, in more detail, in a related report–of seven California school districts conducted during the first 14 months of the COVID-19 pandemic explores how districts responded in real time to the unfolding health crisis as well as to the growing national reckoning about structural racism. Our case studies show that districts–often bolstered by relationships with labor, the community, and leadership–stepped up to a tremendous challenge, demonstrating resourcefulness, collaboration, and commitment to serving students and their communities. However, our findings suggest that challenges for district leaders have been relentless and show no signs of abating. [For the full related report, see ED624681.]… [PDF]

Hollar, James L. (2021). Responding to Contemporary Education Reform: Maria W. Stewart, Frances E. W. Harper, and Anna Julia Cooper. Journal of Negro Education, v90 n4 p539-545 Fall. As education reform continues a seemingly endless cycle of incremental advancement for students and teachers of color followed by the inevitable White-centric backlash threatened by ideas like equity and anti-racist curricula, it is essential to consider perhaps now more than ever, what the past has to teach us all. Inspired by three voices from the past in particular, this article seeks to begin a conversation to bring back, to recycle what has been too often side-aside at the intersection of racism and sexism: the powerful lessons we may learn yet from African American women teachers. This article represents the beginning of such an effort to bring forward ideas that we already knew…. [PDF]

Hanson, Josef; Roberts, Joel (2023). Perspectives of Black Students in Music Education Doctoral Programs: Motivations, Experiences, and Information Literacy. Journal of Music Teacher Education, v33 n1 p69-85 Oct. The purpose of this study was to explore the experiences of Black doctoral students in music education in terms of their motivations to pursue doctoral studies, educational and social experiences while enrolled, and emerging information literacy. Qualitative techniques based on phenomenology were employed to document and better understand the experience of a small, purposive sample of Black doctoral students (n = 14) enrolled at universities throughout the United States. A variety of techniques ensured trustworthiness, including data triangulation, member checking, and use of an external interviewer. After data analysis, four core essences emerged: (1) "Familial support and formative experiences during childhood;" (2) "Overload of information and frustration in conducting research;" (3) "Prejudice and lack of Black representation in the academy;" and (4) "Change-oriented motivations beset by barriers to access." Findings revealed commonalities… [Direct]

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

Rice-Boothe, Mary (2023). Leading within Systems of Inequity in Education: A Liberation Guide for Leaders of Color. ASCD This timely guide will help leaders of color succeed within white spaces while working to dismantle those spaces for a new system where they–and students–thrive. As a leader of color, what do you need to succeed in the systems that often have marginalized the populations you represent? What skills and support will help you to replace these existing systems with new ones that will better serve today's students? In "Leading Within Systems of Inequity in Education," Mary Rice-Boothe addresses these questions with specific recommendations, outlining the "whys" and "hows" of 10 individual, interpersonal, and institutional competencies for leaders: (1) Demonstrate self-awareness; (2) Operate outside your comfort zone; (3) Practice love and rage; (4) Practice self-care; (5) Engage in authentic dialogue; (6) Attend to relationships; (7) Create a coalition; (8) Be patient but persistent; (9) Take a stand in pursuit of a liberatory education system even if it's… [Direct]

Dunn, Kevin; Forrest, James; Lean, Garth (2016). Challenging Racism through Schools: Teacher Attitudes to Cultural Diversity and Multicultural Education in Sydney, Australia. Race, Ethnicity and Education, v19 n3 p618-638. How school teachers act to challenge racism in schools is a vital concern in an immigrant society like Australia. A 10% response from a self-administered online survey of government (public) primary and secondary school teachers across Sydney, Australia's largest EthniCity, examines attitudes of classroom teachers towards cultural diversity, goals of multicultural education, and strategies to implement anti-racist strategies. Principal components analysis (PCA) of attitudes tease out the varied influence of opinion on multicultural education, diversity, and anti-racism. Classroom teachers are overwhelmingly supportive of cultural diversity, multicultural education and strategies to combat racism and discrimination, and these views hardly vary across the different geographic zones of the city, unlike attitudes within the general community. However, teacher knowledge about the implementation of multicultural policy does vary, and is positively associated with the extent of population… [Direct]

Grant, Claire; Katz, Jennifer; Merrilees, Christine (2019). Just Joking? White College Students' Responses to Different Types of Racist Comments. Journal of Diversity in Higher Education, v12 n4 p341-350 Dec. When communicated in a humorous way, racially prejudicial comments may be dismissed as "just jokes." The current study investigated White undergraduate students' antiracist responses to different types of prejudicial comments. Participants (N = 252) were randomly assigned to read about a peer who denigrates Black intelligence by either joking or making a nonjoking statement. Compared to those in the statement condition, those in the joking condition reported less negative evaluations of the speaker and less assertive responding. Students' own symbolic racist attitudes moderated these effects; those who endorsed stronger symbolic racism reported less assertive responding but only in the joking condition. Furthermore, students in the joking condition tended to evaluate the speaker less negatively than did those in the statement condition, leading to less assertive responding to jokes but only for those who endorsed at least moderately high symbolic racism. These results… [Direct]

Zembylas, Michalinos (2021). Affective Strategies of Abolition Pedagogies in Higher Education: Dismantling the Affective Governmentality of the Colonial University. Equity & Excellence in Education, v54 n2 p121-135. I highlight the importance of paying attention to the affective strategies of abolition pedagogies in higher education to mobilize abolitionist praxis. Affective strategies can make a contribution in either changing or reproducing the affective culture that has long been established at the colonial university. In the analysis here, I argue that the affective strategy of invoking sentimental empathy, which is often used in education when addressing issues of slavery, racism, and coloniality, is not only superficial but also reproduces colonial-feeling rules. Instead, I suggest a number of affective strategies–such as mobilizing affective solidarity with the affective worlds of marginalized students and identifying complicity, while engaging in anti-complicity praxes–that enable educators and students to begin imagining and enacting the abolition university. I argue that a more comprehensive understanding of abolition pedagogies in higher education can be attained by a heightened… [Direct]

Forman, Tyrone A.; Hagerman, Margaret A.; Lewis, Amanda E. (2019). The Sociology of Race & Racism: Key Concepts, Contributions & Debates. Equity & Excellence in Education, v52 n1 p29-46. In this paper we highlight key conceptual, empirical, and theoretical contributions of the sociology of race and racism, particularly those relevant to education scholars. We suggest that educational researchers could benefit from incorporating some of the insights of sociological research on race and racism into their scholarship as such engagement would help to refine and deepen understandings of what race is and is not, how racial dynamics shape what happens in schools, and how schools matter for society. Similarly, studies of school processes, practices, politics, and outcomes can help us to understand more about the construction, negotiation, and transformation of racial knowledge, racial boundaries, and racial hierarchies. We thus advocate for more robust interdisciplinary exchange and believe that the potential benefits are substantial not only to academic fields but also to efforts to advance racial justice more generally. How we conceptualize race informs how we measure it… [Direct]

Wexler, Alice (2022). An Anti-Ableist Framework in Art Education. Art Education, v75 n1 p30-35. The study of ableism, often defined as disability discrimination and prejudice, is still nascent when compared with racism, homophobia, and sexism. Anti-ableism highlights the inequities of institutions, including public education, in the United States that are structured for the success of the White middle class and offer little hope and resources for children of color and with disabilities. In this article, Alice Wexler examines ways to conceive drawing with children with disabilities that would not require accommodation, which is an unintentionally ableist practice because it separates them from their peers–both physically and emotionally. She inquires what kind of drawing methods might be interesting to all students and invite children with diverse disabilities to participate. She suggests two examples of anti-ableist drawing methods: collaborative doodles and walking a/r/tography. Doodling, however, has been central in two of her recent teaching experiences, which she describes… [Direct]

Alemanji, Aminkeng Atabong; Mafi, Boby (2018). Antiracism Education? A Study of an Antiracism Workshop in Finland. Scandinavian Journal of Educational Research, v62 n2 p186-199. In doing antiracism education there is a risk that it can in effect reinforce the very racialisation it is supposed to fight against. This paradox becomes a formidable challenge given the ubiquity of race in contemporary ways of knowing and ways of being for both its subjects and its objects: more so in an era of "racism without race," a neoliberal attempt to move beyond racism without fully coming to terms with racial histories and their accompanying racialising consequences. This study examines the challenges of doing antiracism education within a multiculturalist framework using the case of KYTKE, a non-governmental organisation project in upper-secondary schools in Finland. We argue that when antiracism education fails to critically examine power relations in established traditions and knowledge or when it does not genuinely prioritise knowledge generated through the creative resistance of racialised groups, it can participate in re-inscribing racialised social relations…. [Direct]

Villarreal, Christina (2019). Who We Are and How We Do: Portraits of Pedagogical Process and Possibility When Teaching and Learning about Race and Racism in Social Studies Classrooms. ProQuest LLC, Ph.D. Dissertation, Columbia University. This dissertation study documented and analyzed the key curricular and pedagogical features of three secondary social studies teachers who center issues of race and racism in their classrooms by examining their decision-making processes and the impact of relevant lived experiences on their practice. I utilized portraiture methodology, which included ethnographic field notes, document analysis, interviews, and impressionistic records to document and analyze the key curricular and pedagogical features of each teacher. Data were collected during the 2016-2017 school year across three racially diverse social studies classrooms located in southern New England. My findings were that each teacher treated race and racism as central objects of historical inquiry and enacted a set of curricular and pedagogical moves that were guided by a combination of what they know (technical pedagogy) and who they are (relational pedagogy). I refer to the relevant lived experiences that give shape and form… [Direct]

Beatrice S. Fennimore (2023). Dismantling Dehumanizing Educator Talk about Children and Families: The Moral Imperative for Early Childhood Teacher Educators. Journal of Early Childhood Teacher Education, v44 n4 p980-1001. This reflection on practice explores dehumanizing educator talk as an explicit topic within multicultural/diversity/anti-bias and anti-racist teacher education. Dehumanizing educator talk is defined as formal or informal conversation during which targeted individuals or groups are openly demeaned with offensive generalizations in the absence of discernable educational goals leading to improved outcomes. The significance of deficit-based dehumanizing educator talk is supported with linguistic theory, critical race theory, cultural capital theory, and the theory of funds of knowledge. A counter-educator talk of ethics, care, and resistance to bias is proposed with examples. Recommended topics for early childhood teacher educator reflection include potential resistance of White future teachers to acknowledgement of racism as well as the presence of deficit-based and dehumanizing ideas in early childhood-focused educational scholarship. Recommended actions include emphasis on critical… [Direct]

Cruz, Rebecca A.; Firestone, Allison R.; Kulkarni, Saili S. (2021). A QuantCrit Analysis of Context, Discipline, Special Education, and Disproportionality. AERA Open, v7 n1 Jan-Dec. Using a dis/ability critical race theory (DisCrit) and critical quantitative (QuantCrit) lens, we examine disproportionate application of exclusionary discipline on multiply marginalized youth, foregrounding systemic injustice and institutionalized racism. In doing so, we examined temporal-, student-, and school-level factors that may result in exclusion and othering (i.e., placing into special education and punishing with out-of-school suspensions) within one school district. We frame this study in DisCrit and QuantCrit frameworks to connect data-based decision making to sociocultural understandings of the ways in which schools use both special education and discipline to simultaneously provide and limit opportunities for different student groups. Results showed a complex interconnectedness between student sociodemographic labels (e.g., gender, race, and socioeconomic status) and factors associated with both special education identification and exclusionary discipline. Our findings… [PDF]

de Oliveira, Luciana C. (2022). Principles and Practices for the Preparation of Antiracist ESOL Teachers. CATESOL Journal, v33 n1. Events in 2020 sparked the need to continue a focus on ongoing inequities in the United States. This article addresses the preparation of ESOL teachers for antiracist work, acknowledging that racist beliefs and structures are pervasive in education and beyond, and how ESOL teachers can develop antiracist "conscientiza√ß√£o." I address questions related to power and privilege that are present in the TESOL field and provide an overview of historically racist practices that have been part of TESOL. I draw on some personal experiences with linguistic racism as a woman, Latina, transnational, immigrant, and selfidentified multilingual speaker who speaks English as an additional language to guide why and how I come to this work as a scholar and teacher educator. Drawing from the previous sections, I describe principles and practices to tear down those racist beliefs and structures, build antiracist classrooms, and guide the preparation of antiracist ESOL teachers…. [PDF]

Alexis Bennett; Sean Molloy (2022). Basic Writing and Resisting White Innocence. Journal of Basic Writing, v41 n1-2 p5-39. In this archival history, a college writing teacher and recent graduate together challenge the integrationist narrative of Basic Writing, grounded in "white innocence" and dating back to the 1970s. Joining other studies of physical and linguistic segregation in higher education, we recover the true birth of Basic Writing from 1969 to 1971 at City College and we find that racism was not an unintended bug of the first "Basic Writing" program, but it was rather the principal intended feature–a feature that was carefully concealed from students and outsiders with euphemisms and codes. We consider what this troubling birth means for the Basic Writing field today and enduring forms of white innocence that support monolingualism, including in our own experience together. We ask if it is still tenable for college writing teachers and researchers to remain "innocent" or neutral about Basic Writing and monolingualism…. [PDF] [Direct]

Avril Sargeant (2024). A Workshop to Address Wellness for BIPOC Students. ProQuest LLC, D.M.F.T. Dissertation, Fuller Theological Seminary, School of Psychology. In higher education settings, minority BIPOC students have a harder time attaining wellness compared to their majority student counterparts. This may impact their level of functioning, leading to an overall unpleasant college experience. The covert and overt racism, injustice, and social unrest that exist in today's society hinders students from gaining the necessary coping skills and proper ability to care for themselves in college. The purpose of this resource guide is to provide wellness tools to faculty, staff, parents, and–especially–students. This resource is geared towards students of color because the existing literature exposes how microaggressions and macroaggressions from students who are not of color greatly and negatively impact BIPOC students. In order to approach optimal wellness support for BIPOC students, this guide will provide a roadmap, workshop, and list of tools all geared towards wellness. As a result, students, staff, and universities will have a resource to… [Direct]

Tracey Hunter-Doniger (2024). Equity, Diversity, Inclusion, and Other Trigger Words. Art Education, v77 n5 p8-14. Art education is an important field where marginalization, differing privileges, and oppression can be addressed, but we can do more. In today's politicized educational climate, a teacher who wants to create an activism-oriented lesson needs to understand the terms surrounding equity, diversity, and inclusion (ED&I). However, many tensions exist regarding ED&I. The political right has weaponized these terms, while some researchers on the liberal left are skeptical of ED&I and view the terms as managed racism. Nevertheless, art teachers' achievements are determined largely by their ability to identify, understand, and empathize with the social and political struggles of their communities (Kraehe, 2017). This article is intended to inform art educators about the detailed and complex terms that have become politically charged in more than several states. In the following pages, the author breaks down the ideas of ED&I. She also explains the difference between critical… [Direct]

Shalyssa Monique Smith (2024). Racial and Academic Intersectionality: Black Students Navigating Spaces of Catholic Whiteness in Academia. ProQuest LLC, Ed.D. Dissertation, Saint Joseph's University. This qualitative research study used an interpretivist approach to examine the following research questions: (a) Do Black students experience intersectionality between their racial and academic identities in Catholic institutions of higher education? (b) Do student academic pathways promote their racial identity? (c) For Black students, do racial identity and academic pursuits intersect in the classroom? Is racial identity explored through inclusive pedagogical practice? and (d) Do Black students experience antiracist pedagogy in the classroom? Using an integrated and interdisciplinary exploratory approach by reconstructing four theoretical frameworks, this study explored Black American undergraduate student experiences and racial identity development holistically at Catholic institutions of higher education. Examining the intersection of Black American student identity as a Black American and a student through the reconstruction of Cross's Model of psychological Nigrescence,… [Direct]

Shoshana, Avihu (2017). Ethnographies of "A Lesson in Racism": Class, Ethnicity, and the Supremacy of the Psychological Discourse. Anthropology & Education Quarterly, v48 n1 p61-76 Mar. Through the ethnographies of two schools serving different socioeconomic communities, this article offers an examination of students' and teachers' interpretations of the anti-racism text "Brown Morning" taught in civics classes. Findings present the dramatic differences between the interpretations of students from dissimilar socioeconomic communities, the manners in which these interpretations discordantly activate the teachers, and the disparity of assorted class dynamics. These findings proffer a discussion of the link between education, class, ethnicity, and racism…. [Direct]

Brittany M. Holmes (2023). Policy and Leadership Accountability on Black Special Education Teacher Persistence. ProQuest LLC, Ph.D. Dissertation, University of South Florida. There is a persistent shortage of qualified special education teachers in schools across the country. This issue is exacerbated by the need for special education teachers of color who can help serve the disproportionate number of minority students in schools. Over time, researchers and government entities, alike, have considered ways to increase the recruitment and retention efforts of Black teachers However, given the lack of investigation regarding the needs of Black teachers in special education and what encourages their persistence, efforts to increase representation have been unsuccessful. For this reason, using a qualitative methodology, the purpose of this study is to explore the experiences of successful Black teachers in special education who work with students with high incidence disabilities. Findings indicate, Black special education teachers confront enormous difficulties. Along with the usual pressures that special that special education teachers encounter, Black… [Direct]

Johnson, Aaron D. (2018). Implicit Bias of Education Leaders and the Achievement Gap between Black and White Students in Suffolk and Nassau County, New York High Schools. ProQuest LLC, Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services. Researchers have been studying the racial achievement gap for years but somehow closing it has not happened systemically. Many scholars have postulated that implicit bias and systemic racism have contributed in perpetuating the achievement gap between African American and White students. The purpose of this study was to determine if implicit bias and structural racism influenced education policies and decisions among a diverse group of educators and education administrators in diverse districts in Suffolk and Nassau Counties in New York. This study was qualitative in nature. Semi-structured interviews with educational leaders (upper and lower level administrators), classroom teachers, and deans, were conducted in diverse Long Island, New York high schools in Nassau and Suffolk Counties. The participants' ages and years of service varied. They ranged from 14 years of service to 30 plus years. There were even two participants who were retired. The researcher asked a series of prepared… [Direct]

Gloria, Alberta M.; Herrera, Nancy (2023). Chicana Graduate Students' Decolonization and Healing from Educational White Supremacy: A Nepantlera Approach to Their Scholarly Writing. Journal of Women and Gender in Higher Education, v16 n3 p203-219. Embedded misogyny and white supremacy in higher education have resulted in Chicana graduate students experiencing education-based traumas. Furthermore, hegemonic values related to what is considered "noteworthy" and "publishable" in academia are heavily influenced by racism, sexism, and misogyny, further oppressing Chicanas intending to pursue academic careers. Therefore, Chicanas' journeys as graduate students and scholars must be understood within the context of their experiences with and methods of healing from educational white supremacy. Given our lived experiences as Chicana scholars, "mujeristas," and "poderosas," this article results from our commitment to supporting the healing and decolonizing of future Chicana scholars. Inspired by our respect and value of Gloria Evangelina Anzald√∫a's (1942-2004) work, we developed a decolonized healing approach to academic writing centered on her Nepantla Theory. This article is structured into the… [Direct]

Harris, Ann; Hodgson, John (2022). The Genealogy of 'Cultural Literacy'. Changing English: Studies in Culture and Education, v29 n4 p382-395. The British government's current educational policy for England draws on E.D. Hirsch's writings on 'cultural literacy'. This paper aims to uncover the roots of Hirsch's influential views through a genealogical critique. Hirsch admired the Scottish Enlightenment educator Hugh Blair as a model architect of a hegemonic culture to unite disparate members of a nation. Following Hirsch, the government Department for Education in England called for 'shared appreciation of cultural reference points' and 'a common stock of knowledge on which all can draw and trade'. Consequently, the literature curriculum in England increasingly disenfranchises a significant component of the population in terms of both gender and cultural heritage. Recent 'culture wars' have highlighted the legacy of colonialism and have led educators to decolonise the curriculum and prioritise social justice. Continuing racism within civil society demonstrates the need for a general recognition that cultures are desirably… [Direct]

Olszewski-Kubilius, Paula; Subotnik, Rena F.; Worrell, Frank C. (2023). Sociocultural Factors That Affect the Identification and Development of Talent in Children and Adolescents. European Journal of Training and Development, v47 n3-4 p404-420. Purpose: The purpose of this paper is to inform readers about the nature of talent development prior to post-secondary education; describe the obstacles that individuals face because of poverty, racism or geography; and recommend asset-based approaches that can enable more individuals to be prepared to make significant contributions to society within their domain of talent. Design/methodology/approach: The methodology used was to review research from the fields of education and psychology about talent in varied domains of sport, academics and the arts, as it relates to key components (domain pathways, opportunities and psychosocial skills) of the talent development megamodel proposed by Subotnik "et al." (2011). Findings: Findings include a delineation of the challenges that many nations face in cultivating talent among its young citizens particularly related to their socioeconomic status, race and ethnicity and geography. Findings include recommendations for new approaches… [Direct]

Maton, Rhiannon M. (2018). From Neoliberalism to Structural Racism: Problem Framing in a Teacher Activist Organization. Curriculum Inquiry, v48 n3 p293-315. Philadelphia's teacher-led activist group, the Caucus of Working Educators, has displayed shifts in how it frames the central problems facing public education since its emergence in 2014. Initially, the organization tended to advance the notion that neoliberalist discourses and values were primarily responsible for "education reform" effects, including underfunded schools and districts, shrinking public school districts, and the privatization of formerly public aspects and services of schooling. Over its first four years of life, however, the organization has increasingly integrated critiques of structural racism in how it frames such issues in public education. This article asks: How do teacher Caucus members employ neoliberalist and structural racism problem frames within their activist teacher organization? I show how members have increasingly centred racial justice concerns, and argue that organizational strategy concerns and the desire to push the organization to align… [Direct]

Kitayama, Yuka (2018). The Rise of the Far Right in Japan, and Challenges Posed for Education. London Review of Education, v16 n2 p250-267. This paper examines emerging far-right movements and xenophobia, and the challenges they pose for justice in education in Japan. It illustrates discourses on nationalism and cultural diversity in both education and wider society from the perspective of critical race theory. It explores the voice of educators, particularly about their concerns and uncertainties regarding xenophobia, and examines their perceptions and reactions. By focusing on the narratives of interviewees from different ethnic backgrounds, this paper investigates far-right extremism and its challenges to education from different viewpoints. Data from interviews reveals different perceptions among both majority and minority teachers regarding the culturalization and personalization of problems in the classroom. This data also suggests that due to the absence of collective strategies and visions to challenge racism, approaches to combating racism depend largely on individual teachers. Drawing from these findings, this… [PDF]

Han, Keonghee Tao; Leonard, Jacqueline (2017). Why Diversity Matters in Rural America: Women Faculty of Color Challenging Whiteness. Urban Review: Issues and Ideas in Public Education, v49 n1 p112-139 Mar. Using critical race theory as an analytical framework to examine White privilege and institutional racism, two teacher educators, in a rural predominantly White university tell counterstories about teaching for social justice in literacy and mathematics education courses. In sharing our counterstories in this paper, we, women faculty of color, challenge Whiteness and institutional racism with the hopes of: (1) promoting social justice teaching in order to globally prepare (pre-and-in-service) teachers and educational leaders to motivate and empower ALL students to learn; (2) dismantling racism to promote better wellbeing for women faculty of color; and (3) moving educational communities at large closer toward equitable education, which is a fundamental civil right. After analyzing the counterstories, we suggest that university leaders establish policies and practices to support (recruit, retain, and promote) faculty/leaders of color, not just mainstream academics. Working toward… [Direct]

Rivera-McCutchen, Rosa L. (2021). White Privilege and Power in the NYS Opt-Out Movement. Teachers College Record, v123 n5. Background: Part of a special issue on the high-stakes testing opt-out movement, this article focuses its analysis on the movement within New York State, and examines white privilege and power within one specific organization, the NYS Allies for Public Education (NYSAPE). Specifically, I examine how the public-facing work of NYSAPE addressed (or ignored) race and/or racism in their efforts to resist high-stakes testing. I also ask, in what ways do their public stances affirm and reinforce white privilege and power? Purpose: I explore the opt-out movement in New York State, and argue that it is a movement that has been largely dominated by white privilege and power. Employing critical race theory (CRT; Bell, 1980, 1992) as analytical and methodological tools (DeCuir & Dixson, 2004; Yosso & Sol√≥rzano, 2002), I briefly examine the development and policy positions of NYSAPE, a coalition of grassroots parent, educator and community organizations. Research Design: This qualitative… [Direct]

James, Tobin E. (2023). From P.E. to Protests: The History of Dance Activism in Academia–1920-2022. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Kansas City. Throughout history, dance has been regarded as an act of rebellion. This art form has persisted to become a means for the common person to demonstrate impassioned objections to issues from racism and religious oppression to communism, plastic waste, and human trafficking. As early as the plantation era, dance has provided a means of physical intervention throughout U.S. history. With its origins in departments of physical education, dance became a fixture in higher education–first as an artistic aesthetic, then as a weapon for battle. While much has been written about the history and development of dance in U.S. institutions of higher education and about the role of dance in American activism, little has been written about the history of how these roles emerged to exist in tandem. This historical study discusses the role of dance activism in higher education. Firstly, how dance has historically existed as the embodiment of opposition, followed by a discussion about how the… [Direct]

Scott M. Waring Ed. (2024). Teaching with Primary Sources for Cultural Understanding, Civic Mindedness, and Democracy. Teachers College Press This resource has been developed for pre-K-20 educators in order to help students use primary sources to go beyond simple acquisition of content knowledge and rote memorization. The procedures and approaches outlined in this book are designed to help students use primary sources in discipline- and inquiry-based ways to develop and enhance cultural understanding, civic mindedness, and democracy. Expert authors demonstrate how the skills students learn through this process can be applied to their everyday life and allow them to think critically about the world around them, better understand various cultures, communicate their understandings effectively, and enhance their democratic values. Grounded in the National Council for the Social Studies C3 Framework, topics include social emotional learning, inclusion, higher order thinking, civic agency, project-based learning, democracy-building across cultures, teaching about war, enacting change through intentional civic engagement, and… [Direct]

Austin H. Johnson; Laura A. Alba; Lindsay M. Fallon; Margarida Veiga; Patrick Robinson-Link; Ryan Sunda; Staci Ballard; Tyler A. Womack (2024). Learning to Decenter Whiteness in Schools through Teacher Professional Development: A Systematic Review. School Psychology Review, v53 n4 p400-416. Racism is enmeshed within the fabric of U.S. public education, making it critical to identify and dismantle. One way to do this is to provide professional development (PD) to teachers targeting antiracism to build awareness, decenter whiteness, and advance racial equity in schools. This systematic review is a synthesis of antiracism PD studies, summarizing the (a) topics and activities integrated, (b) participants, (c) settings, and (d) outcomes associated with participation. Thirty-eight studies published from 1981 to 2020 met study criteria. Results indicated that study participants were most likely to be white educators from urban, public elementary schools who received, on average, nearly 18 hours of professional development. Training included authentic learning and reflection opportunities, with many participants reporting increased critical consciousness and improved racial literacy after PD. However, results also illuminated (a) inconsistencies in the way white teachers… [Direct] [Direct]

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

Owusu-Kwarteng, Louise (2021). 'Educated and Educating as a Black Woman' — An Auto/Biographical Reflection on My Grandmother's Influence on My Academic and Professional Outcomes. Gender and Education, v33 n7 p881-897. Adopting an auto/biographical approach, I discuss the impact my grandmother, Nana Elizabeth (Lizbet) Beyie had on the academic and career outcomes of myself and other female descendants. The paper begins with an exploration of Lizbet's biography and how she overcame struggles in terms of ensuring my mother's education in an era and context where female education was not prioritised. Following this, the paper moves to a focus on my continuation of Lizbet's legacy though my work in academia. I reflect on my career journey and positive and challenging experiences, as a Black female academic. I discuss the value of an auto/biographical approach to exploring these issues, since it enables reflections on the relationships between structural issues (e.g. racism/sexism; the education system; Ghanaian/British society) and personal experience/action as a result, not least our decision to help educate the next generations and allows for the voices of marginalised groups (including Black women)… [Direct]

McKenney, Elizabeth L. W. (2022). Reckoning with Ourselves: A Critical Analysis of White Women's Socialization and School Psychology. School Psychology Review, v51 n6 p710-725. The future of school psychology requires us to examine present challenges, our capacity to address them, and how we might better prepare ourselves for what lies ahead. This piece raises the question of whether school psychology is not only demographically but structurally oriented to the norms of middle-class White women, especially those who demonstrate gender normative identities. Our dependence on the social norms of White women, although having conferred benefits to date, may be limiting the impact of school psychology, especially in the effort to achieve and sustain systemic changes in education. Evidence cited in support of the points made here ranges from literature in social psychology and organizational psychology, to education and Black feminism, to school psychology scholarship and professional standards. The crux of this thesis is not that the feminization of our profession is to blame for the yet unrealized potential of our leadership within education. Rather, as a… [Direct]

Kashif Raza; Mick King; Mohammad Manasreh; Zohreh Eslami (2024). Context Specific Leadership in English Language Program Administration: What Can We Learn from the Autoethnographies of Leaders?. International Journal of Leadership in Education, v27 n5 p1031-1051. Research in educational program administration provides insights into the operationalization of programs or organizational services; however, an area of research that is long due exploration and development is how English language programs (ELPs) differ in terms of planning, organization and services and the job English language program administrators (ELPAs) perform in their roles. This paper reports on collaborative autoethnographies of three ELPAs who share their experiences of encountering administrative challenges and devising effective strategies to address them. Employing a qualitative research design, data were collected through critical self-reflections, individual research discussion dialogs, notes sharing and a focus group. While we confirm that administrative challenges exist in ELP administration, the findings of this study add that the nature and extent of these problems (e.g. cultural diversity, course alignment, power relations, racism, recruitment) can be different… [Direct]

Hytten, Kathy; Stemhagen, Kurt (2021). Democratic Theory's Evasion of Race. Educational Theory, v71 n2 p177-202 Apr. In this essay, Kathy Hytten and Kurt Stemhagen explore the evasion of race, particularly implicit whiteness, in democratic theory. The authors maintain that democratic theorists, especially those who write about education, avoid discussions of race, often writing in universal terms about democracy while ignoring the ways that ostensibly democratic societies reproduce white supremacy. Hytten and Stemhagen begin by describing critiques of the whiteness of democracy; next, they draw on three different approaches to democracy — decolonial, abolitionist, and Black pragmatist — to explore how we can work to disentangle the workings of democracy from racism. Significantly, all of the approaches they address center the voices of scholars of color and each one provides specific charges, resources, and tools for doing democracy differently and in ways that are explicitly antiracist…. [Direct]

Dowling, Fiona; Flintoff, Anne (2018). A Whitewashed Curriculum? The Construction of Race in Contemporary PE Curriculum Policy. Sport, Education and Society, v23 n1 p1-13. Analyses of curricula in a range of countries show how they tend to reinforce, rather than challenge, popular theories of racism. To date, we know little about the contribution of physical education (PE) curriculum policy to the overall policy landscape. This paper examines the construction of race and racism in two national contexts (Norway and England) as a means of putting race and anti-racism on the PE policy research agenda. It adopts a critical whiteness perspective to analyse how whiteness, as a system of privilege, contributes to the racialisation of valued knowledge in PE and asks, who potentially benefits and/or is marginalised within the learning spaces available in the texts? The discourse analysis reveals that two discursive techniques of whiteness combine to privilege white, Eurocentric knowledge content. Unmarked white PE practices and students are constructed as universal, normative and contingent. As a result, non-white PE practices and students are positioned on the… [Direct]

Cash, Sheri F. (2017). A Mixed Methods Study of Student College Experiences That Construct Racism. ProQuest LLC, Ed.D. Dissertation, University of Louisiana at Monroe. Hardie and Tyson (2013) claim that the education institution has become a foundational source of social and political racism. Colleges and universities are microcosms of society with the potential to institute behavioral reform. Bonilla-Silva (2015) claims that Blacks and Whites continue a condition of separation while the inequality between the races has not noticeably improved since the Civil Rights movement. Fifty-six surveys and twenty-two interviews were analyzed to answer three research questions: 1. What are the discrimination experiences of college students? 2. How frequently are college students reporting discriminatory experiences? 3. How do students define racism based upon these experiences? The survey data indicated that while both male and female students are experiencing discrimination, those incidences are occurring infrequently. The interviews revealed that college students narrowly define racism but in some cases, recognize that racism is persistent today…. [Direct]

Dunn, Kevin; Forrest, James; Lean, Garth (2017). Attitudes of Classroom Teachers to Cultural Diversity and Multicultural Education in Country New South Wales, Australia. Australian Journal of Teacher Education, v42 n5 Article 2 p17-34 May. Views of country school teachers towards multicultural education and anti-racism policy directives are examined against a background of a largely "white" landscape but increasing numbers of language background other than English (LBOTE) immigrants. A 10 per cent response from a self-administered online survey of government primary and secondary classroom teachers in country New South Wales examines their attitudes to cultural diversity, goals of multicultural education, and anti-racist strategies. Though strongly supportive of attempts to combat racism, implementation in some schools lags behind intention. Whether on cultural diversity, multiculturalism or acknowledgement of racism, teacher attitudes are more tolerant than those in the wider communities the schools serve. But while among teachers and the wider community there is some level of intolerance and discrimination towards Aboriginal and LBOTE Australians, such attitudes do not vary significantly across country… [PDF]

Hollinsworth, David (2016). Unsettling Australian Settler Supremacy: Combating Resistance in University Aboriginal Studies. Race, Ethnicity and Education, v19 n2 p412-432. Higher education courses designed to equip students to work effectively with Indigenous peoples by teaching about racism and inequality often encounter resistance to these concepts. In particular, students argue that individual and structural racisms, and their own white privilege, are 'not their fault'. This article examines different forms of student resistance expressed within a number of Aboriginal Studies courses taught in a regional Australian university. This article reflects on data collected from various research initiatives with students, and personal teaching experiences over decades, and argues that although the notion of white supremacy can explicitly identify white privilege it also actively promotes even greater student resistance to learning. As such, this article argues for a consistent sequence of anti-racism approaches and suggests a number of key pedagogical strategies for anti-racism education…. [Direct]

Ramirez, Brianna R. (2021). Racist Nativism Racist Nativism in the College Access Experiences of in the College Access Experiences of Undocumented Latinx Students. Journal of College Access, v6 n2 Article 6 p65-79 Sep. This study explores undocumented Latinx students' college access experiences through a racist nativist framework to understand how the ideologies of racism and xenophobia underlie the possibilities of pursuing college aspirations. This article describes five particular ways in which racist nativism underlies undocumented Latinx college access experiences. These included 1) systematic lack of institutional college knowledge, 2) restricted college outreach, 3) instilling fear in pursuing college aspirations, 4) discriminatory financial aid policies and practices, and 5) contradictory rhetoric of "deservingness" of educational and life opportunities. This paper supports an understanding of undocumented Latinx student educational processes at the intersection of systems of marginality, as the practices, policies, and structures in higher education are microcosms of larger societal ideologies and inequities…. [PDF]

Obiakor, Festus E. (2021). "Black Lives Matter" in Education and Society. Multicultural Learning and Teaching, v16 n1 p81-96. Black people all over the world have historically endured slavery, colonialism, racism, prejudice, and discriminatory actions; and they continue to be disenfranchised, disadvantaged, disillusioned, and demeaned by institutions and systems. Of late, Black people in the United States, especially Black males have been encountering blatant police harassments, brutalities, shootings, and killings. These actions have led to the question, "Do Black lives matter?" Of course, they do! It is no surprise that an organization, "Black Lives Matter" was formed to protest the incessant shootings and killings of Blacks in the United States. Then, if "Black Lives Matter" as I know they do, they must matter in education and society. This is the focus of the article…. [Direct]

Albert, Bwanda D. (2023). Black Studies: White Students. The Impact of Black Studies in Two Predominately White High Schools in Massachusetts. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. "Studying history will sometimes Disturb you. Studying history will sometimes Upset you. Studying history will sometimes make you Furious. But if studying history always makes you feel proud and happy, you probably aren't studying History." Author Unknown. This study occurred during a period of increased social awareness of antiracism, yet in a time of intense educational controversy. As tension rises across the United States over teaching Black studies (African American studies) and banning books by Black authors, such as Toni Morrison's "Beloved" and the classic "I Know Why the Caged Bird Sings" by notable author, Maya Angelou, debates have sparked on whether learning the history of Black people in K-12 classrooms causes White students to feel guilty for America's past atrocities against Black people. Therefore, by focusing on the impact of White high school students enrolled in Black studies courses in Massachusetts, this study examined how the… [Direct]

Owusu-Kwarteng, Louise (2021). 'Studying in This England Is Wahala (Trouble)': Analysing the Experiences of West African Students in a UK Higher Education Institution. Studies in Higher Education, v46 n11 p2405-2416. 'Studying in this England is Wahala' critically analyses social/academic experiences of 12 West African overseas undergraduate/postgraduate students in a London University. It discusses structural and individual factors impacting on decisions to study here, including perceptions of differences between quality of university education in the UK and 'back home'. To analyse this, I draw on the 'Push-Pull' model and Gidden's (1991) Structuration approach as theoretical frameworks. I also examine students' experiences of adapting to life in the UK, views on teaching and learning experiences in the UK and their home countries, and strategies used to facilitate their educational success. In so doing positives and challenges faced by students are highlighted. These were largely shaped by staff-student relationships, some of which were positive and supportive. In others, racism was prevalent, which reflects ongoing debates about Black and Minority Ethnic (BAME) student experiences in UK Higher… [Direct]

Wilcox, Serena M. (2021). Still Separate: Black Lives Matter and the Enduring Legacy of School Segregation in Rural Georgia. Journal of Research in Rural Education, v37 n7 p23-33. The purpose of this article is to critically probe racial discourse around how the convergence of Black Lives Matter (BLM) and white nationalist organizations complicate the reality of segregation, education, and social change in a rural community in Central Georgia. Critical race studies ground the work, using narratives as a device to frame and examine what school transformation can look like for Black people living in rural communities. The method for this study is a critical ethnography that draws on census data, school district achievement data, and informal conversations and interviews conducted in person and though social media. The findings from this research suggests that some African Americans in this rural community are beginning to embrace forms of segregation as a reparative compromise to dealing with racism in their community. The implications of this study contribute to the literature on race and education in rural schooling and community…. [Direct]

Bruick, Samantha; Chatterji, Akiksha; Diaz, Autumn; Jones, Tiffany M.; Malorni, Angela; McCowan, Kristin; Spencer, Michael S.; Wong, Daisy W. (2021). Experiences and Perceptions of School Staff Regarding the COVID-19 Pandemic and Racial Equity: The Role of Colorblindness. School Psychology, v36 n6 p546-554 Nov. As schools physically closed across the country to protect against the spread of the COVID-19 pandemic, it became clear early on that the burden on students will not be equally shared. Structural racism patterns the lives of people of color that, in turn, increases their exposure to the effects of the pandemic further impacting the quality of education the students of color have access to. It is critical to examine the ways in which racial disparities in social emotional and educational outcomes have the potential to increase as a result of the pandemic. To that end, using a content analysis of an open-ended survey, this study examines (a) how teachers and school staff experienced the pandemic, (b) their perception of student experiences during the transition to remote learning, and (c) school staff's perceptions of how racial inequities may be increased as a result of the pandemic. Our findings highlight the deep, but unequal impact of the pandemic on school staff, students, and… [Direct]

Carmen Keller (2024). Conceptualizing the Hawaiian, Asian, and Pacific Issues General Education Requirement at Uh Manoa: A Qualitative Case Study Using Kingdon's Multiple Streams Approach and Kanaka 'Oiwi Critical Race Theory. ProQuest LLC, Ph.D. Dissertation, University of Hawai'i at Manoa. This study applied Kingdon's (2003) Multiple Streams Approach (MSA) in conjunction with Kanaka 'Oiwi Critical Race Theories (Wright & Balutski, 2015; Salis Reyes, 2018) to contextualize the creation of the Hawaiian, Asian, and Pacific Issues (HAP) general education requirement at the University of Hawai'i at Manoa (UH Manoa), a large, public, Research One, and self-identified Indigenous serving university located on the island of O'ahu. Utilizing qualitative case study methodology and data sources including institutional documents, archival records, and qualitative interviews with faculty members, this study examined the various elements of influence, organized into MSA's problems, policy, and political streams, to articulate how a particular policy came to be within our institution of study. Furthermore, Kanaka 'Oiwi Critical Race Theories served to interrogate the various influences race and racism, settler colonialism, and institutional isomorphism had in shaping policy and… [Direct]

Cecile Michelle Caddel (2024). Democratizing Social Studies Education: Testimonios of Mexicana Youth in El Llano Grande de Aztlan. ProQuest LLC, Ed.D. Dissertation, The University of Texas Rio Grande Valley. This research presents the testimonios of Mexicana youth. Through a qualitative research design, this centered on the central question: How does testimonio in the social studies classroom serve as a decolonizing practice and how does this impact Mexicana students? and secondary question: How do Mexicana make meaning and reclaim identity using lived experiences as brown bodied women? As an individualized approach to social studies education, the testimonios give voice to the life and schooling experiences of Mexicana youth in El Llano Grande de Aztlan. As methodology, testimonio bears witness to bring about new theorizing. With intention, the theoretical frame, a Chicana Feminist Epistemology (CFE) constructs testimonios to understand Mexicana lived experiences. Four emergent themes originated from the data that included: communality, language constructs overarching contradictions, a Mexicana Identity, and microaggressions (racism and sexism). The findings reveal Mexicana experiences… [Direct]

Joanne Tien (2024). Free Schooling or Freedom Schooling? Negotiating Constructivist Learning and Anti-Racism in the Berkeley Experimental Schools. Pedagogy, Culture and Society, v32 n2 p281-301. Critical pedagogues advocate a constructivist approach to learning emphasising the self-directed construction of knowledge from the learners' experiences while also expecting students to develop an explicit critique of the social order. However, the use of a constructivist approach for the pursuit of explicit ideological goals leaves educators with a dilemma: what happens when students' reflections don't lead them to the anti-oppressive conclusions teachers desire? Using comparative historical archival methods and oral history interviews, this study interrogates how teachers and students navigated this paradox in the Berkeley Experimental Schools Project (1968-1975), a public educational programme that sought to actualise the goals of both the Free School and Black Power movements. This study sheds light on this dilemma with particular clarity because the Free Schools represent one of the U.S.' most radical experiments in constructivist pedagogy, and the Black Power movement one of… [Direct]

Andrea Golloher; Lisa Simpson; Matthew Love; Sudha Krishnan (2022). Program Redesign to Prepare Transformative Special Educators. Journal of Special Education Preparation, v2 n2 p18-29. Teacher educators are in a unique position to prepare future educators to disrupt the status quo and enact changes that ensure equitable access to educational opportunities for all students, including those with disabilities. It is critical that those who prepare future special education teachers (SETs) ensure they are prepared to engage with the broader school community to foster inclusivity and positive outcomes for all students, in addition to designing specially designed instruction (SDI) responsive to the unique learning needs of individual students with disabilities. Addressing this task requires candidates who are prepared to employ high leverage and evidence-based practices, culturally responsive and sustaining pedagogy, and universal design for learning. In this article, we describe how one small Department of Special Education sought to reinvent its program to center anti-racism and anti-ableism to inspire the next generation of SETs to adopt a transformative vision for… [PDF]

Subedi, Binaya; Subreenduth, Sharon (2018). Examining Noddings' "Educational Malpractice" Assertion: Serious Considerations for Local-Global Issues in Social Studies Education. Theory Into Practice, v57 n4 p307-315. The article utilizes a decolonizing theoretical lens to advocate for the need to engage in a more nuanced approach to conceptualizing local/global aspect of social justice discussions within social studies education. The article engages with questions of social justice by utilizing Noddings's (2006) argument that "educational malpractice" (p. 250) is a daily occurrence in US classrooms because students are expected to reproduce textbook answers, rather than generate their own questions and reasoned research and deliberation. Kumashiro's (2004) writings on antioppressive education speak of how the repetition of mainstream narratives normalize what ought to be taught and learned in schools. We propose that educators cannot avoid questions of racism and Islamophobia as critically important issues within social studies classrooms. Therefore, through engaging in critical inquiry on the prevalence of racism and Islamophobia, educators can disrupt the continued educational… [Direct]

Baptiste, H. Prentice; Haynes Writer, Jeanette (2021). As Elders in Our Villages: Re-Imagining Racist and Anti-Indianist Public Schools. Multicultural Perspectives, v23 n3 p161-166. The authors, a Cherokee woman and an African American man, write from the important stance of multicultural education Elders, working from the foundational concept of the community as a village to raise a child. They discuss the caste system in the U.S. and briefly outline the historical and contemporary dehumanizing and assimilative actions of racism and anti-Indianism waged against communities, and specifically children in public schools. The authors then move to Elders? demands for the protection of children and call for public schools to institute practices such as funds of knowledge. They conclude with their personal and professional obligations and responsibilities to prepare teachers to be effective for all children, ensuring the well-being and cultural continuance for the children of their respective communities…. [Direct]

Guttman-Lapin, Danielle; Ormiston, Heather E.; Shriberg, David (2021). Social Justice as a Framework for Addressing Mental Health Disparities. Communique, v49 n5 p14-16 Jan-Feb. This article is part of a year-long series facilitated by the National Association of School Psychologists (NASP) Social Justice Committee (SJC) highlighting the impact of health disparities on youth through a social justice lens for school psychologists. Historical and systemic racism and instructional inequities contribute to mental health disparities for minoritized youth. This article focuses on school-based applications of utilizing social justice principles to promote the mental well-being of students. Mental health disparities in education are discussed and an advocacy framework is proposed as a mechanism for addressing mental health disparities. [For the article preceding this one in the series, "Physical Health Disparities as a Social Justice Issue: Actions School Psychologists Can Take at the Systems Level," see EJ1275729.]… [Direct]

Kanipes, Margaret; Mack, Kelly; McGee, Ebony O.; Parker, Lynette; Taylor, Orlando L. (2021). HBCU Presidents and Their Racially Conscious Approaches to Diversifying STEM. Journal of Negro Education, v90 n3 p288-305 Sum. HBCUs have outpaced all other institutions of higher education in graduating Black students who are empowered to pursue graduate programs and contribute to the science, technology, engineering, and mathematics (STEM) ecosystem. These successes are due, in part, to Black presidents who are at the helm of these institutions. This study examined the practices of thirteen Black HBCU presidents or senior administrators. The authors interviewed these leaders and relied upon Gallos and Bolman's four frameworks to explore university presidents' decision-making to understand the skillsets and values that enabled them to create educational environments where Black STEM students thrived. These HBCU presidents utilize multiple leadership frames concurrently, while operating under a race-conscious approach to understand, identify, and counter the structures of systemic racism…. [PDF]

Burnam, Hugh (2023). Haudenosaunee Men and Masculinities in Higher Education: Perceptions, Reminders, and Responsibilities to Community. ProQuest LLC, Ph.D. Dissertation, Syracuse University. Native men in higher education experience among the lowest persistence and graduation rates in the United States (Condition of Education, 2020). Native men are subjected to systemic barriers brought by settler colonialism such as racism and patriarchal hegemony which negatively impact their perceptions of masculinity and forces them to move away from their traditional cultural teachings (Boyden, et al., 2014; Innes & Anderson, 2015). These systemic barriers also detrimentally impact the perceptions and experiences of Native men in higher education (Poolaw, 2018; Still, 2019). The experiences of Native men in higher education still need to be explored further (Reyes & Shotton, 2018). Native students often feel marginalized, and their experiences are made invisible in education research and statistics, causing their stories to be left untold. Using Indigenous Storywork (Archibald, 2008) and Critical Race Methodology (Solorzano & Yosso, 2002), this qualitative study examines… [Direct]

Suspitsyna, Tatiana (2021). Internationalization, Whiteness, and Biopolitics of Higher Education. Journal of International Students, v11 n1 p50-67. From a postcolonial perspective, U.S. higher education is entangled with the colonial past and the neoliberal neo-colonial present as an economic actor that dominates global educational markets through internationalization. The COVID pandemic and the nationwide movement for racial justice have brought these entanglements into stark relief in the ways U.S. colleges and universities are implicated in the neoliberal biopolitics of race. Applied to higher education, Michel Foucault's concept of biopolitics as the management of life and wellbeing of populations and his conceptualization of racism as a biopolitical tool illuminate how U.S. colleges and universities maintain racialized categorizations of lives worth protecting and lives considered disposable in the service of dominant whiteness. De-centering whiteness and eliminating its advantage and superiority in research, curricula, instruction, and internationalization is a necessary step toward a future that envisions a more inclusive… [PDF]

Samuel Jaye Tanner (2019). Whiteness Is a White Problem: Whiteness in English Education. English Education, v51 n2 p182-199. This article relies on methods of racial storytelling to provoke the field of English education (and teacher education more generally) to see how race is a white problem. Specifically, I tell and make sense of stories from my experiences as a white high school English teacher and English education scholar to wonder about the potential work white people might engage to contribute to better understandings of whiteness and, perhaps, antiracism. I argue that it is time for white people to worry about how mediating race through people of color affects engagement with race, racism, and antiracism in the field of English education…. [Direct]

Irby, Decoteau J. (2021). Stuck Improving: Racial Equity and School Leadership. Race and Education Series. Harvard Education Press An incisive case study of change-making in action, "Stuck Improving" analyzes the complex process of racial equity reform within K-12 schools. Scholar Decoteau J. Irby emphasizes that racial equity is dynamic, shifting as our emerging racial consciousness evolves and as racism asserts itself anew. Those who accept the challenge of reform find themselves "stuck improving," caught in a perpetual dilemma of both making progress and finding ever more progress to be made. Rather than dismissing stuckness as failure, Irby embraces it as an inextricable part of the improvement process. Irby brings readers into a large suburban high school as school leaders strive to redress racial inequities among the school's increasingly diverse student population. Over a five-year period, he witnesses both progress and setbacks in the leaders' attempts to provide an educational environment that is intellectually, socioemotionally, and culturally affirming. Looking beyond this single… [Direct]

Porcher, Kisha (2021). Don't Talk about It, Be about It: Centering Blackness in a Grammar and Language English Education Course. Contemporary Issues in Technology and Teacher Education (CITE Journal), v21 n2. At the start of the pandemic, a lot of talk occurred about reimagining education, especially since the inception of schooling in America is not built for Black children. Research has examined the violence against Black children in schools, not to mention the double pandemic that they are experiencing with COVID-19 and the country's history of racism. As a Black scholar-practitioner, this author was hopeful for the future of education and teacher education. As the school year approached, however, and universities made a decision about virtual, hybrid, or in-person teaching and learning, the author noticed that the content or pedagogical practices had not changed or been reimagined, especially in English Education teacher preparation programs. As an effort to shift from talking about reimagining to action, the author utilized the framework of being, learning and teaching, and technology as a pedagogical tool to center Blackness in redesigning the course, English Language: Grammar and… [Direct]

Tierney, William G. (2021). Higher Education for Democracy: The Role of the University in Civil Society. SUNY Press Democracy and higher education are inextricably linked: universities not only have the ability to be key arbiters of how democracy is advanced, but they also need to reflect democratic values in their practices, objectives, and goals. Framed by the COVID-19 pandemic, and the ongoing crisis of structural racism, "Higher Education for Democracy" explores academe's role in advancing democracy by using a cross-national comparison of Los Angeles, New Delhi, and Hong Kong to develop strategies that universities can employ to strengthen democracy and resist fascism. William G. Tierney argues that if academe is to be a progenitor in the advancement of democracy, then we need to consider five areas of change that have been significant across national contexts amid both globalization and neoliberalism: inequality, privatization, the public good, identity, and academic freedom. Taking a comparative approach and drawing on scholarly literature, archival research, and interviews,… [Direct]

Rutherford, Gill (2023). Teacher Education: Doing Justice to UNCRPD Article 24?. International Journal of Inclusive Education, v27 n10 p1133-1147. The unjust schooling experiences of many disabled students is the impetus for this conceptual paper, which investigates the complexity involved in developing future teachers' knowledge and commitment to putting into practice disability rights-related provisions. The paper focuses on the components of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) (United Nations 2006. "United Nations Convention on the Rights of Persons with Disabilities." Accessed March 1, 2020. www.ohchr.org/EN/HRBodies/CRPD/Pages/Con…) that relate specifically to teacher education programmes. The concepts of dysconciousness (King 1991. "Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers." Journal of Negro Education 60 (2): 133-146) and dysconscious ableism (Lalvani et al. 2015. "Teacher Education, Exclusion and the Implicit Ideology of Separate but Equal: An Invitation… [Direct]

Ayala, Mycah L.; Barth, Alexandra M.; McKee, Shannon L.; Mire, Sarah S.; Ramclam, Ashley N.; Tan, Samantha X. L.; Truong, Dieu M. (2022). Cultural Considerations for Conducting Autism Assessment with Asian American and Pacific Islander Students. Psychology in the Schools, v59 n7 p1430-1444 Jul. In public schools, Asian American and Pacific Islander (AAPI) students are overidentified with autism (AU) but are underrepresented in other special education categories. Such patterns may be result, in part, from overaggregation of data from students representing diverse AAPI ethnic groups. Yet, professionals' implicit biases, limited cultural responsivity in evaluation and research, and structural and systemic racism also likely contribute to the pervasive AU disproportionality in school-based identification. To improve accuracy of AU identification and appropriateness of school services and programming, the current paper aims to enhance school psychologists' (SPs') awareness and knowledge about AAPI cultures and to improve their efforts in conducting culturally responsive evaluation with AAPI students suspected of AU. An overview of historical and current anti-AAPI issues and AAPI cultural perceptions of AU are provided. Then, through the lens of sociocultural theory and using a… [Direct]

Jones, YeVonne A. (2019). "I Was the Only One in the Building." Lived Experiences of Black School Counselors Post-"Brown v. Board of Education" in Predominantly White Schools. ProQuest LLC, Ph.D. Dissertation, Indiana State University. The purpose of this study was to explore the lived experiences of Black school counselors post-"Brown v. Board of Education" (1954) decision and their integration into predominantly White public schools. A literature review was conducted which included the history of school counseling, "Brown v. Board of Education," and its impact on the displacement of Black educators. The literature also explored the experiences of Black teachers and students post-"Brown" and current demographic data of school counselors. A qualitative study was conducted to capture the lived experiences of participants using multiple case studies and narrative life stories. Four Black school counselors served as participants and were interviewed in semi-structured interviews. Data were coded by themes using constant comparative method. Six themes emerged: racism, coping strategies, appearance, supports, everybody's counselor, and everywhere I go. Analysis of the responses exhibited… [Direct]

Karishma Furtado; Matthew Chingos (2024). What Evidence Could Help Schools Put Students on a Path to Economic Mobility? Research Report. Urban Institute Upward mobility is core to the American dream yet remains unobtainable for many Americans. And although education is widely viewed as a key lever to support students' upward mobility, there is too little actionable information about how schools promote lifelong success. As a result, PK-12 education tends to focus on conventional indicators of success, such as standardized test scores, that–though important–are unlikely to capture the full set of skills that drive upward mobility. This report reviews the available evidence on the direct links between PK-12 education and economic mobility. We find that the current research offers little guidance about which skills and competencies in PK-12 education are most important for economic success. In part, this is because few studies connect students' PK-12 experiences to their economic success as adults. Additionally, the existing research defines success narrowly in terms of wages, ignoring other dimensions like finding dignity in one's… [PDF]

Cook-Sather, Alison (2022). Responding to Twin Pandemics: Reconceptualizing Assessment Practices for Equity and Justice. Research & Practice in Assessment, v16 n2 p5-16. The intersection in 2020 of the new COVID-19 pandemic with the ongoing pandemic of anti-black racism exacerbated existing injustices as well as caused and revealed new inequities in US higher education. Because inequities in assessment in particular were intensified by these twin pandemics, faculty at several US colleges revised assessment approaches as part of their pedagogical partnership work over the last year. This paper describes the one-on-one, semester-long, pedagogical partnerships these faculty undertook with undergraduates not enrolled in the faculty members' courses. It reviews the commitments of such partnership work to equity and justice, offers examples of how four faculty-student pairs across the disciplines at three US colleges revised their approaches to assessment, and analyzes how these examples work toward equity and justice. The paper concludes with a discussion of the implications of such work not only at the intersection of twin pandemics but under all… [PDF]

Charalambous, Panayiota; D'hondt, Fanny; Mesaritou, Evgenia; Spyrou, Spyros; Stevens, Peter A. J.; Van Houtte, Mieke; Van Praag, Lore; Vervaet, Roselien (2016). Minority Students' Responses to Racism: The Case of Cyprus. British Journal of Educational Studies, v64 n1 p77-95. While research has focused on the role of racism in (re)producing ethnic/racial inequalities in education, there is very little research that investigates how variability in minority students' responses to racism can be explained. By using an ecological approach to integrate existing research on actors' responses to racism, this study finds that researchers have generally neglected factors and processes situated at the micro- and meso-levels of analysis. Qualitative interview data with Turkish-Cypriot children enrolled in schools in the predominantly Greek-speaking part of the Republic of Cyprus are used to investigate their strategies in response to racism and the factors that explain the observed variability in their responses. The findings suggest the importance of and interactions between factors situated at different levels of analysis, including the level of organizations and social groups and face-to-face interactions in explaining variability in young people's responses to… [Direct]

Mattsson, Christer (2021). Hiding in the Classroom: How Neo-Nazi Leaders Prepare Their Children for Schooling. Power and Education, v13 n3 p134-146 Nov. As part of the general curricular ambitions of contributing to the development of a democratic society, Swedish schools are mandated to actively combat racism and extremism. This causes particular challenges when teachers encounter students who have been brought up in environments where racist and extremist worldviews dominate. This study analyses four Swedish neo-Nazi leaders' experiences of schooling and how they have utilised these experiences when establishing an approach for their children's schooling. The focal point of the analysis is the ideological dilemmas that arise from clashes of conviction among neo-Nazi leaders, their children and the teachers. The results show how neo-Nazi leaders use their own negative experiences of schooling to prepare their children on how to escape both democratic education and prevent social stigmatisation…. [Direct]

Henry, Tamara R. (2019). A Willingness to Fail: Reflections on the 2018 Religious Education Association Conference. Religious Education, v114 n3 p362-368. The 2018 Religious Education Association (REA) meeting, "Beyond White Normativity: Creating Brave Spaces" shed light for many on the failure of the REA to effectively confront the reality of white racial bias within its systemic and structural practices. This essay reflects on four specific ways these challenges emerged during the 2018 session and highlights strategies for how the association might continue the effort to address explicit and implicit racism in its midst…. [Direct]

Steven L. Riddick (2023). Exploring the Impact of Misandry and Racism on the Career Experiences of Black Male K-12 Educators: A Case Study. ProQuest LLC, Ed.D. Dissertation, Marymount University. In this study, I explore the impact of misandry and racism on the career experiences of Black male K12 educators in a doctor of education (EDD) program. Misandry is a concept that is defined as dislike of, contempt for, or ingrained prejudice against men i.e. the male sex. (Nathanson, 2006). This concept is a direct parallel to misogyny. While misogyny is more of a well-known and understood concept, misandry may not seem as understood. The concept of misandry manifests itself into the intricate conceptualization of dislike, contempt for and ingrained prejudice against men. As a result of the prevailing mindset of some, Black men and boys are scrutinized in ways other races of men and boys are not. Black men face stiffer penalties for the same or similar crimes as White men. Black men are subject to extreme difficulties based on predisposed prejudices in both jurisprudence and economical concepts. Additionally, Black male K-12 educators are touted as disciplinarians more than for… [Direct]

Fuller, Laurie; Meiners, Erica R. (2020). Will White People Work Collectively to Trump White Power? Stepping up for Struggle beyond the Yard Sign. International Journal of Qualitative Studies in Education (QSE), v33 n2 p263-273. What can white people do to resist racism and white supremacy in this political moment? Using the conceptual frameworks of transformative justice and community accountability drawn from antiviolence and antiprison industrial complex movements, this essay explores this question and aims to contribute to the proliferation of collective action. Building from and with examples from organizers, activists and theorists who are working collectively, often within the curricular and cocurricular spaces of education and schools, to challenge white supremacy and other forms of oppression, this essay offers partial suggestions and engagements to build the capacity of white people to dismantle white supremacy…. [Direct]

Carolyn Mazzei; Ebony Terrell Shockley; Jan Edwards; Tatiana Thonesavanh; Zachary Maher (2024). Multiple Approaches to "Appropriateness": A Mixed-Methods Study of Elementary Teachers' Dispositions toward African American Language as They Teach a Dialect-Shifting Curriculum. Reading Research Quarterly, v59 n3 p468-486. Despite decades of sociolinguistic research, African American Language (AAL) remains stigmatized throughout the United States education system. There have been proposals to counteract this through curricula and/or ideological interventions targeted at teachers that seek to validate AAL while maintaining Dominant American English (DAE) as an educational target. However, such approaches have been criticized for giving limited attention to combating the racism that underlies much linguistic marginalization. We used a mixed-methods approach to explore the benefits and limitations of a dialect-shifting curriculum in shaping teachers' language ideologies. Participants (n = 40) were K-1 teachers in a predominantly Black mid-Atlantic city. They were participating in an efficacy study of a dialect-shifting curriculum; schools were randomly assigned to teach the curriculum (intervention condition) or continue with business as usual. Before and after the intervention, teachers completed a… [Direct] [Direct]

Crofoot, T.; McKinley, C.; Showalter, G. M.; Stone, Kaden (2023). Systematic Evaluation of Geoscience Education Programs That Are Designed for Indigenous Students, or Use Traditional Knowledge. Journal of Geoscience Education, v71 n3 p428-441. The geoscience community has begun to grapple with the whiteness of the community and the harm and erasure of Indigenous communities done by earth and environmental scientists. We have come to understand that to recruit and retain Indigenous students, geoscience education needs to be culturally responsive by explicitly centering Indigenous students. This has created a great need for guidelines about how to approach and evaluate educational programs that are designed for Indigenous students, and/or use Traditional Knowledge. There are many recent initiatives, especially those led by Indigenous scientists and faculty, that have done this well. We present here a newly developed rubric and systematic review of publications about Indigenous geoscience initiatives for K-12, college education, and professional training. Our evaluation examines the implementation of the program, its content, approach (i.e., if the program used Indigenous ways of learning and knowing or taught Indigenous… [Direct]

Garduno, Victoria Ann (2022). Validation and Resiliency of Mexican Migrant Farm Worker Students in Institutions of Higher Learning. ProQuest LLC, Ph.D. Dissertation, University of Colorado Colorado Springs. This qualitative phenomenological study examined the factors influencing Mexican Migrant Farm Worker (MMFW) students' persistence in higher education. Twelve MMFW students from three Colorado universities were interviewed to understand the MMFW students' specific barriers and how they overcome obstacles to persist in their education. The study sought to answer the following questions: What influences MMFW students' persistence in higher education? and What recommendations do MMFW students offer to enhance their persistence in higher education? MMFW students tend to have less experience in education and have fewer family members connected to academia: therefore, understanding positive impacts on resiliency will help create guidance to contribute to the success of current and future migrant students in higher education. In-depth interviews provided an insight into the lived experiences of MMFW students in higher education and highlighted the internal and external components that… [Direct]

Michaela M. Dengg (2024). Same, Same but Different: A Critical Post-Intentional Phenomenology on the Lived Experiences with Whiteness of White International Graduate Students from Europe in the United States. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. This post-intentional phenomenological study grounded in Critical Whiteness Studies explored the lived experiences with whiteness, the post-intentional phenomenon, of white international graduate students from Europe. The study was guided by an overarching research question with two sub-questions. Data collection included three separate semi-structured interviews with six participants, journal entries, as well as researcher conversations, and data analysis featured thematic coding through NVivo. The first subquestion explored how the U.S. higher education setting shapes white European international students' understanding of whiteness. This line of inquiry found an overarching theme of participants' development from colorblindness to more racial awareness by having to grapple with their own white racial identity and constructions of race and racism in and outside the United States. The second subquestion explored how white European international students enact and benefit from… [Direct]

Caruthers, Loyce; Friend, Jennifer; Schlein, Candace (2022). School Desegregation as Multi-Generational Narratives of Afropessimism. Educational Studies: Journal of the American Educational Studies Association, v58 n1 p33-49. The Kansas City, Missouri School District (KCMSD) avoided federal oversight to comply with the desegregation ruling for nearly 30 years after "Brown v. Board of Education" by establishing a neighborhood concept for school attendance boundaries. "Jenkins v. Missouri" ended in 1995 with a U.S. Supreme Court decision to desegregate schools in this district. Our research project used BlackCrit and oral history to examine the experiences of 15 participants, who were educators, students, parents, and community members that formed the legacy of school desegregation. Their counter stories shed critical light on how they continue to grapple with persistent inequalities in today's schools. Themes from their stories resonated with vivid accounts of the desegregation plan that guided their educational experiences; the community's reactions to desegregation; views about integration; dangerous memories of institutional racism and antiblackness; and lessons from a contested… [Direct]

Wright, Zachary (2022). Dismantling a Broken System: Actions to Bridge the Opportunity, Equity, and Justice Gap in American Education. Solution Tree Become a hyperlocal activist for change and help ensure a bright future for every student. Written for educators at all levels, this resource dives into the American education system, exposing the history of discrimination and offering strategies for establishing financially and academically equitable learning environments. You'll be empowered with specific action steps to educate yourself and others and to move toward inclusion and cultural relevance in your school community. This book will help educators: (1) Engage in specific ways to acknowledge and educate yourself and your students about racism and improve your cultural responsiveness; (2) Know the link between school funding and local wealth and how it perpetuates educational injustice; (3) Explore ways to improve programs for those who are becoming teachers or who are new to the profession; (4) Consider new policies for teachers' unions; and (5) Discover people and organizations that are making change in their local areas…. [Direct]

Dina Zoe Belluigi; Grace Ese-osa Idahosa; Nandita Banerjee Dhawan (2025). "Going beyond the Call of Duty": Academic Agency and Promoting Transformation for Sustainability in Higher Education. International Journal of Sustainability in Higher Education, v26 n1 p21-36. Purpose: In the past decade, against increasing global inequality, higher education has grappled with increased demands for social justice, transformation and decolonisation. While a lot of research in South Africa has focused on the (im)possibilities of fostering racial, gendered, socio-economic and cultural change, the connection of such change to questions of sustainability has been less explored. The purpose of this paper is to specifically explore the agency of academics to foster transformative initiatives for sustainability within the context of institutions historically serving under-represented populations. Design/methodology/approach: Using a qualitative methodology, this paper highlights the importance of considering sustainability in processes of transformation. This paper is specifically interested in how academic faculty and those in assigned leadership positions view their agency in relation to promoting transformation for sustainability at the institutional level…. [Direct]

Dinah Volk; Eliza Braden; Gloria Boutte; Jennipher Frazier; Kamania Wynter-Hoyte; Sabina Mosso-Taylor; Susi Long (2023). Curricular Violence and the Education of Black Children: Working toward Positive Peace through Pro-Black Practices. International Journal of Early Childhood, v55 n3 p347-367. This article responds to the endemic, intergenerational, and pervasive racism endured by Black children in the USA and the need to reimagine classrooms as cultures of peace where Black histories, literatures, accomplishment, oppression, resistance, resilience, and joy are taught as central to the curriculum. To do so, the article shares a five-year study of practices developed by 12 teachers working with university educators to construct Pro-Black pedagogy for children from ages five-to-nine. The article opens with descriptions of renewed efforts in the USA to ban books and deny the teaching of whole histories and how that constitutes curricular violence in the lives of Black students. The study is anchored in Black Critical Theory as it encompasses understandings of anti-and Pro-Blackness in the education of young children. With decolonizing methodologies guiding data collection, analysis, and representation, findings are shared in the form of (a) practices used by the teachers to… [Direct]

Breland, Byron D. Clift; Bush, Edward C.; Buul, Abdimalik A. (2023). Liberatory Community College Leadership: Education, Decolonization, and Emancipation. New Directions for Community Colleges, n202 p199-208 Sum. Building from Freire's ideas of liberatory education in the "Pedagogy of the Oppressed," Carter G. Woodson's "The Mis-Education of the Negro," and Frantz Fanon's "The Wretched of the Earth," we outline a new and audacious approach in this chapter, in hopes that it will better position a more transformative and revolutionary approach for community college leaders to profoundly address the systemic inequities that exist in their colleges. Additionally, we critically examine current notions related to the principal tenets of equity-minded leadership that are currently couched in anti-racist frameworks, arguing for the need for leadership approaches rooted instead in liberatory ideas. Current anti-racist frames are limited and ultimately fall short of producing the type of leadership that will lead to the deep systemic change necessary to dismantle, decolonize, and reconstruct systems that are rooted in institutional racism and colonialism. Our views are… [Direct]

Jaimis Rebecca Ulrich (2023). Resisting Internalized Oppression: Hypnotherapy (Guided Meditation) as a Liberatory Praxis by and for Women of Color in Education. ProQuest LLC, Ed.D./HE Dissertation, Azusa Pacific University. Internalized oppression is a pervasive issue that disproportionately affects Women of Color in education. Continuous exposure to systemic oppression, such as sexism and racism, can further exacerbate existing internalized oppression (Crenshaw, 1991) and can result in severe implications on the overall emotional, physical, and spiritual health of those affected (Bryant-Davis & Comas-Diaz, 2016). It is critical to recognize and challenge these internalized beliefs to foster personal growth and collective liberation. By engaging in practices that resist internalized oppression, individuals can reclaim their power and work toward dismantling oppressive systems. Integrating critical action research (Fine & Torre, 2021; Ledwith, 2007) with critical radical feminism (hooks, 2000), this qualitative study used an arts-based approach (Bhattacharya & Payne, 2016) and hypnotherapy (guided meditation; G. Smith, 2022) to explore the use of hypnotherapy (guided meditation) as a… [Direct]

Aronson, Brittany A.; Culberson, Emily; Hochstetler, Britt; Lowman, Suzanne; McCartney, Ash; McMinimy, Jocelyn; Murphy, Emily; Newlin, Ralph; Santen, Emily; Sutphin, Rachel; Terlau, Megan; Vrzal, Nicholas; Wheeler, Imani (2020). Pre-Service Teachers as Curriculum Makers: What Could Social Justice Look Like in a Middle School Curriculum?. Journal of Educational Research and Innovation, v8 n1 Article 9. In this article, we answer the questions 1) What could social justice look like in the middle school curriculum; 2) How do we help young adolescents recognize and repudiate racism and other forms of social injustice; and 3) What are some lessons learned from a middle level teacher preparation with a focus on social justice? By presenting three examples of social justice curriculum created by pre-service teachers in their teacher leadership education course, we argue for spaces that allow pre-service teachers to be curriculum-makers if we are truly seeking social justice educators in schools. We conclude, through the perspective of the pre-service teachers, effective practices they believe should be a part of teacher preparation that focus on social justice education…. [PDF]

Thakore-Dunlap, Ulash (2023). Understanding the Lived Experiences of Students of Color in Graduate Counseling Education: Implications for Educators and Leaders. ProQuest LLC, Ed.D. Dissertation, San Francisco State University. The purpose of this qualitative study was to understand the lived experiences of students of color enrolled in graduate counseling education (GCE) master's-level programs in California. A phenomenological approach was used, and participants included 25 students of color from five GCE programs who were enrolled in terminal master's-level counseling and counseling psychology programs in marriage and family therapy, general counselors, and professional clinical counseling California State University and California private institutions. Five student online focus groups were conducted via Zoom to collect the data. The following three main themes emerged in the findings: (a) Social Support, (b) Structural and Interpersonal Racism, and (c) Administrative and Leadership Needs. Implications of findings and recommendations indicate social supports, using a CRT pedagogy framework, and administrative and leadership needs help to increase sense of belonging, academic success, and retention for… [Direct]

Crabtree, Lenora M.; Stephan, Michelle (2023). That Exists Today: An Analysis of Emerging Critical Consciousness in a Professional Development Setting. Journal of Science Teacher Education, v34 n2 p105-131. Recent events reveal the impact of systemic inequities on marginalized communities and highlight the importance of critical frameworks in science teacher education. Education theorists and research suggest that lack of sociopolitical, or critical, consciousness among teachers limits their ability to engage students in culturally relevant teaching and learning; provoking critical consciousness among white educators is an especially daunting task. Research is needed to uncover how science teacher educators might support the development of critical consciousness among practicing science teachers. In this article, we present findings from a study situated within a larger Design-based Research project to test and revise an instructional sequence grounded in science content, collaborative inquiry, and critical place-based pedagogies. This analysis of how participants' collective awareness developed over the course of a four-day Professional Development workshop offers insight into how… [Direct]

Jasmine Jones (2024). Contesting the Boundaries of Physics Teaching: What It Takes to Transform Physics Education Toward Justice-Centered Ends. Science Education, v108 n4 p1015-1033. The underrepresentation of Black Americans in physics has been persistent for so long that it seems to have constrained physics educators' collective imagination when it comes to conceptualizing and pursuing equity in physics teaching and learning. Drawing on a teacher research study that foregrounds justice-centered physics teaching, this article pushes past the "equity as access" narrative toward more expansive visions of equity and justice by reimagining physics education as a liberatory praxis. Accordingly, this study explores the complexities that emerged while expanding the boundaries of physics learning to embrace a justice-centered curriculum through a Youth Participatory Science (YPS) project. Taught in the context of a freshman physics course at an urban public high school, this YPS project engaged students in designing solar energy systems for an African-American community historically harmed by environmental racism. Critically evaluating curricular documents, I… [Direct]

Cohen, Robert; Drake, Janine Giordano (2022). Debating the 1619 Project. Social Education, v86 n1 p9-15 Jan-Feb. If high school history courses are meant to introduce students to the paradoxes and debates of American history, then they should study the 1619 Project, the authors argue in this article. College history students regularly debate the extent to which slavery was formative to the development of American systems of law, business, medicine, religion and foreign policy. The original 1619 Project, in addition to the "1619 Project" book, offers teachers a set of historical essays they can assign, debate, and discuss with their students. However in 27 states, elected officials on school boards and legislatures press to muzzle classroom discussions on slavery, race, and white supremacy under the presumption that an emphasis on the structures of white supremacy stokes conflict over inequality and furthers unfair implications of white students' complicity in American racism. When politicians encourage teachers to censor the historical record and thus prevent discussion of… [Direct]

Lewis, Tyson E. (2018). "But I'm Not a Racist!" Phenomenology, Racism, and the Body Schema in White, Pre-Service Teacher Education. Race, Ethnicity and Education, v21 n1 p118-131. In this article, I call for a phenomenological turn in educating white, pre-service teachers. As opposed to dominant pedagogical models which focus on changing one's beliefs about race, phenomenology points toward the importance of pre-conceptual, pre-critical forms of racial embodiment. Here I draw upon recent work on the different between body image (beliefs about the body) and body schema (what the body can do). The worry is that existing forms of anti-oppressive education miss the centrality of the schema, and thus do not go far enough in uncovering the embodied, perceptual roots of racism…. [Direct]

Ana Lilia Romero (2022). Double-Edged Work: The (In)Visible Labor of Women of Color Mid-Level Higher Education Professionals. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Women of color who pursue careers in higher education administration face a double bind of navigating institutional barriers wrought by sexism and racism while simultaneously taking on the crucial work of mentoring, advocating, and caring for students of color. This multi-method study drew on organizational support theory (Eisenberger et al., 1986) and intersectionality (Crenshaw, 1989; 1991) to understand the contributions of women of color on higher education campuses and the perceived support and value of their contributions. First, descriptive analyses were used to examine data from 998 respondents to the 2020 HERI Staff Climate Survey to understand gender and racial differences in items related to organizational support and diversity work. Additionally, structural equation modeling using a subset of 142 mid-level women of color staff was used to examine the relationship between diversity work, organizational support, campus racial and gender climate, and supervisor support on… [Direct]

Shapiro, Lauren R. (2023). Educating College Students for Loss Prevention Jobs: Understanding Stereotypes and Their Role in Surveillance and Punishment Decisions Regarding Juvenile Shoplifters. Journal of Vocational Education and Training, v75 n1 p130-154. The purpose of this article was to improve the post-secondary vocational education curriculum for private security students by focusing on a particular applied skill — detection of juvenile shoplifters. Educators are tasked with helping students to identify racist beliefs and reduce worldwide organisational racism in the retail industry. Consistent with this goal, 166 urban college students in the U.S. provided physical appearance, behaviour, and family characteristics comprising their stereotype of a juvenile shoplifter. After reading one of 10 shoplifting vignettes with different combinations of sex and race/ethnicity of 14-year-old shoplifter, students made decisions relevant to identification, surveillance, and consequences. Marginalised juveniles were selected the most for surveillance and given harsher, formal consequences consistent with predictions they would recidivate. The findings suggest that instructors must implement specific changes in their curriculum to guide… [Direct]