Crowley, Ryan M.; Cushing-Leubner, Jenna; Demoiny, Sara B.; Smith, William L. (2021). Threshold Concept Pedagogy for Antiracist Social Studies Teaching. Multicultural Perspectives, v23 n2 p87-94. This conceptual article explores the use of threshold concepts to help pre-service teachers develop antiracist dispositions. Threshold concepts are "troublesome knowledge" within a discipline that serve as gateways to expanded modes of thinking about subject matter. Grappling with threshold concepts places learners in a liminal space as they confront new knowledge that connects them to transformative, irreversible, and integrative understandings. In response to a call for expanding pedagogical content knowledge of threshold concepts in teacher education, we propose the use of threshold concepts as a pedagogical tool to structure methods courses in order to facilitate the growth of PSTs' working racial knowledge. We provide the study of redlining as an exemplar of how to promote the threshold concept of structural racism toward developing PSTs' antiracist dispositions…. [Direct]

Atif, Ameena; Wozolek, Boni (2022). "A Nice White Lady": Critical Whiteness Studies, Teacher Education, and City Schools. International Journal of Qualitative Studies in Education (QSE), v35 n7 p755-763. Critical Whiteness Studies (CWS) can be a significant tool to dismantle white supremacy in educational contexts. However, the authors argue that without attending to the forms of curriculum as they are entangled across systems of schooling, CWS can reinscribe the very forms of whiteness it seeks to disrupt. Identifying as a queer, Brown assistant professor of education and a Black undergraduate student who recently finished her studies, this paper uses a duo-ethnographic approach to examine what the authors call an "enacted curriculum of whiteness." Through their respective narratives, the authors explore how students and faculty bracketed CWS, often identifying CWS as a part of the formal curriculum while using the enacted curriculum to defend and maintain normalized racism. The authors argue that alongside CWS in teacher preparation, an emphasis on curriculum studies is critical to resisting the "nice white lady" phenomenon that often infects teacher preparation… [Direct]

Tichavakunda, Antar A. (2022). University Memorials and Symbols of White Supremacy: Black Students' Counternarratives. Journal of Higher Education, v93 n5 p677-701. Universities across the globe continue to reckon with memorialization and symbolism tied to racist histories. In this paper, the author uses Critical Race methodology to examine how 23 Black undergraduate students at the University of Cincinnati interpret and experience one such symbol–the namesake of an enslaver–memorialized throughout campus. The enslaver, Charles McMicken, bequeathed money for what would become the University of Cincinnati explicitly for the "education of White boys and girls." The author begins with the assumption that the namesake is a symbol of White supremacy. Using Critical Race Theory, the author analyzes: (1) to what extent this symbol shapes students' campus experiences; and (2) the mechanisms by which students' learned of the racist histories behind the symbol. The data presented demonstrates how counternarratives surrounding this symbol were shared and how the concept of racial realism–the belief that racism is permanent–might be useful in… [Direct]

Melissa Reese (2023). To the Heart of It: Relationships between White Teachers and Black Students. ProQuest LLC, Ed.D. Dissertation, California State University, East Bay. Although developing a positive relationship between teachers and students is important for students to thrive in school, white teachers frequently fail to do this with their Black students. The failure of white teachers to connect with their Black students contributes to inequities such as disparities in academic achievement, the overrepresentation of Black students in special education, and the disproportionate exclusionary discipline of Black students. When these classroom patterns continue, they perpetuate the larger systems of racism that exist in the U.S. and take the lives of Black people every day. Teachers are responsible for student learning, are a frequent starting point for students' referral to special education, and often initiate the first step in a process that results in exclusionary discipline. Therefore, this study follows a heuristic and intimate inquiry approach to learn from Black students what their experiences and relationships with white teachers have been… [Direct]

Cole, Eddie R. (2018). College Presidents and Black Student Protests: A Historical Perspective on the Image of Racial Inclusion and the Reality of Exclusion. Peabody Journal of Education, v93 n1 p78-89. This essay revisits college presidents during the early 1960s to investigate the long history of how academic leaders manage racial unrest on college campuses. Throughout time, the concept of a welcoming and inclusive climate for black students on majority-white campuses has functioned as an illusion alongside the prevailing reality of racism on and off American campuses. In turn, this essay exhibits how political structures, as well as university hierarchy, have shaped academic leaders' approach to social change in higher education. Therefore, this work demonstrates the need to reevaluate higher education history as a lens for understanding the current American sociopolitical context that shapes present-day academic leaders and their challenges of addressing racism on college campuses. In summary, this work renders a richer and more nuanced understanding of the complexities college presidents, students, and campus stakeholders, such as governors and boards of trustees, face to… [Direct]

Cutler, Kelly JoAnn; Larson, Carrie (2017). Unpacking the Social Construct of Race: Exploring Racial Categories with Predominantly White Middle Schoolers. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (San Antonio, TX, Apr 27-May 1, 2017). Currently, the color-blind perspective is widespread in schools, as evident in formal policies and practices, as well as informal social norms (Gillborn, 1992; Sleeter, 2004). Since race is often perceived as a taboo topic in education, proponents of colorblindness ignore the existence of race and the devastating impact of racial injustice in education (Milner, 2010; Tatum, 2007). Anti-racist curriculum combats colorblindness by directly teaching students about race and exposes the Eurocentrism in American public education. This study investigates predominantly White sixth grade students' reflections after explicit lessons discussing colorblindness, the social construction of racial categories, racism, and racial identities. Initial findings indicate middle school students' are eager to develop a more sophisticated understanding of race, racism, and societal implications…. [Direct]

Crowley, Ryan M.; Smith, William L. (2020). A Divergence of Interests: Critical Race Theory and White Privilege Pedagogy. Teachers College Record, v122 n1. Background/Context: Informed by the increasing racial disparity between the nation's predominantly White teaching force and the growing number of students of color in K-12 schools, along with the well-documented struggles that White teachers have in exploring race and racial identity, the authors critique the use of White privilege pedagogy as a strategy for promoting antiracist dispositions in White pre-service teachers. Purpose/Objective/Research Question/Focus of Study: By deploying several concepts central to critical race theory, as well as critiques that note the shortcomings of past attempts at racial reform (Brown v. Board of Education, Voting Rights Act), the authors investigate the effectiveness of White privilege pedagogy within the teacher education setting. Research Design: To construct our conceptual critique of White privilege pedagogy within teacher education, we reviewed the extant literature that discussed the range of shortcomings to this pedagogical approach. To… [Direct]

Castek, Jill; Harris, Kathy; Jacobs, Gloria E.; Vanek, Jen (2022). Examining the Perspectives of Adult Working Learners and Key Stakeholders Using Critical Race Theory. Higher Education, Skills and Work-based Learning, v12 n6 p1108-1121. Purpose: This article reports on a critical race theory (CRT) analysis of the perspectives of providers of employer-supported educational opportunities and adult learners, who identified as Black, indigenous or as a person of color, and were employed in service industries. Design/methodology/approach: A review of the literature was used to shape an initial interview protocol. Data were collected from working learners in retail, hospitality, restaurants and healthcare industries. An "a priori" coding scheme that drew from CRT was applied to transcripts during analysis. Findings: Analysis revealed that working learners' skills, experiential knowledge, learning mindset, language flexibility and knowledge gained from previous learning experiences were not consistently acknowledged by employers. CRT analysis illustrated that endemic racism exists within educational opportunities and in workplace learning. Originality/value: CRT has not been widely used to examine adult education… [Direct]

Erin A. Leach (2024). "To Promote the Liberal and Practical Education of the Industrial Classes" in the South: Southern Land-Grant College Development, 1862-1910. ProQuest LLC, Ph.D. Dissertation, University of Georgia. The Morrill Act of 1862 provided the funding mechanism for the modern land-grant college system. In the over 160 years since its passage, the tripartite land-grant mission of teaching, research, and service has become the most recognizable legacy of the legislation. Recent scholars of land-grant education caution against viewing the history of land-grant education as a singular story. Despite this caution, many of the texts that offer horizontal histories of land-grant education focus largely on schools in Northeastern and Midwestern states. Within the study of the history of higher education, land-grant college development and the development of higher education in the postbellum South are relatively underexamined. Southern land-grant college development, where the two bodies of literature converge, is studied even less. This study combines multicase study methodology and historical research methods to examine the history of Alcorn University (now Alcorn State University), the… [Direct]

Pride, Alexis J. (2022). A World Pandemic and a Clarion Call: The New Push for DEI Initiatives in Higher Education. International Society for Technology, Education, and Science, Paper presented at the International Conference on Humanities, Social and Education Sciences (iHSES) (Los Angeles, CA, Apr 21-24, 2022). Diversity, equity, and inclusion (DEI) is a term used to describe policies and programs that promote the representation and participation of different groups of individuals, including people of different ages, races and ethnicities, abilities and disabilities, genders, religions, cultures, and sexual orientations. Diversity, as it relates to a group or persons, or a community of people, is identified by various characteristics. This includes distinctions of social orientation and class, and cultural identity. When equity is present within a group, the result is equal access enjoyed by everyone; this includes equal opportunities as well as the potential for advancements. The American Council on Education (ACE) argues that the objectives of DEI initiatives have been voiced actively for years, targeting inequities in education. However, the global crisis of the COVID-19 pandemic, the systemic racism in America, and the race-based inequities in higher education–have converged to create… [PDF]

Migliarini, Valentina; Stinson, Chelsea (2021). A Disability Critical Race Theory Solidarity Approach to Transform Pedagogy and Classroom Culture in TESOL. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v55 n3 p708-718 Sep. Until very recently, ability and whiteness as relational systems have been uninterrogated by TESOL research, policy, practice, and teacher education. Consequently, monolingual teachers often use students' proximity to whiteness and nondisabled status as a metric for ascertaining their ability or belonging in certain language learning spaces. Similarly, English language teachers' uncritical and unsupported engagement with policy and professional learning around race and whiteness contributes to the unwarranted subjection of multilingual students to the special education referral process. In this contribution, we aim to analyze the nuances of ableism and racism in the field of TESOL, and offer TESOL educators practical examples to dismantle it. Drawing from the critical intersectional framework of DisCrit, this contribution presents two DisCrit solidarity-oriented practical examples for the language classroom: cultural reciprocity and translanguaging. We argue that these support TESOL… [Direct]

Bathmaker, Ann-Marie; Pennacchia, Jodie (2023). Who Governs and Why It Matters. An Analysis of Race Equality and Diversity in the Composition of Further Education College Governing Bodies across the UK. Journal of Vocational Education and Training, v75 n1 p24-42. Concerns about racism and race equality have been widely reported in the first decades of the 21st century, following the Black Lives Matter protests and campaigns such as 'Rhodes Must Fall'. Yet 'race' remains largely absent from policy debate and research concerning further education colleges in the four countries of the UK, particularly in relationship to leadership and governance. The focus of this paper is on who governs and why it matters. Governors and trustees play an increasingly visible and significant role in public, private and charity sector organisations, but diversity on governing bodies of further education across the UK remains patchy and is seen as a major challenge. The paper reports on what is known about the composition of governing bodies and what this tells us about the involvement of governors from black and minority ethnic backgrounds at the present time, drawing on a three-year project which examined the processes and practices of governing in the four… [Direct]

Junco, Eric R. (2022). Preservice Teacher Socialization for Social Justice: Exploring Stances and Enactments of Social Justice Pedagogies. ProQuest LLC, Ed.D. Dissertation, Northern Illinois University. This multicase study examined the socialization experiences of four preservice high school English teachers from four different Midwestern teacher education programs to understand how their acculturative and professional socialization experiences influenced their social justice beliefs. This study also examined how participants' most salient social justice beliefs took shape within their social justice stances, mission-oriented approaches to enact social justice pedagogies like culturally responsive teaching, antiracist pedagogy, and culturally sustaining pedagogy within their classrooms. This study was framed by occupational socialization theory and critical race theory. Data were collected from the Learning to Teach for Social Justice Belief Scale, interviews, and artifact stimulated recalls composed of lesson plans, assignments, student work, and supplemental texts. Quantitative data were analyzed via descriptive statistics for survey response questions. Qualitative data were… [Direct]

Lord, Susan M.; Simmons, Denise R. (2019). Removing Invisible Barriers and Changing Mindsets to Improve and Diversify Pathways in Engineering. Advances in Engineering Education, Spr. Supporting diverse students in engineering education is considered a critical unsolved issue facing engineering education. The field continues to suffer from a lack of diversity and struggles to recruit and retain underrepresented students. We argue that structural barriers prevent equitable participation. In this paper, we examine structural barriers – specifically racism and sexism – experienced by underrepresented students in engineering education and highlight useful interventions. We then call for action to improve and diversify educational pathways in engineering. Specifically, we call for and highlight examples of rethinking mindsets for research and instruction. Lastly, we call for the engineering education community to work together in changing the culture of engineering education while highlighting the key role of the allies…. [PDF]

Neil O. Houser (2023). Understanding the Loss of Public Education: A Critical Ecological Perspective on Systemic Challenges in School and Society. Critical Education, v14 n2 p1-21. The decline of public education and the concomitant loss of the commons are increasingly recognized as significant and interwoven issues. Like other prevailing societal problems, such as the tenacity of institutionalized racism, classism, and patriarchy, these conditions are rooted in the ways growing numbers of people have come to think and act — socially, economically, politically, and intellectually. In a word, they are structural problems. As such, they require educators and others concerned with the health of society and well-being of the planet to address not only the observable symptoms but also the underlying factors that have spawned and perpetuated the systems in the first place. Critical scholars generally understand that problematic structural conditions are produced by prevailing systems of thought and action, that they evolve within particular social and historical contexts, and that they are maintained through oppressive mechanisms of persuasion and control. Less… [PDF]

Tevis, Tenisha (2021). "It's a Sea-Change": Understanding the Role the Racial and Socio-Political Climate Play on the Role-Shift of the American College Presidency. Education Policy Analysis Archives, v29 n40 spec iss Mar. This inquiry is part of a larger study focused on whether white male presidents in higher education can respond to racism. In the initial study, the author concluded that while presidents were responsive, their responses were not void of privilege, and highlighted the need to further address white Fragility amongst this group. In an effort to advance our understanding of the American college presidency, particularly how the racial and socio-political climate has shaped their leadership, in the current study, the author analyzed data using the perspective offered by the presidents–higher education is in a sea-change, which was also a finding, as well as specific facets of Astin and Astin' (2000) and Buller's (2015) respective frames of change. The analysis yielded the importance of naming that higher education is in a sea-change, grappled with the reality of power within the presidency, and articulated the value of being willing over being ready to incite change. In light of these… [PDF]

Waite, Shannon R. (2021). Towards a Theory of Critical Consciousness: A New Direction for the Development of Instructional and Supervisory Leaders. Journal of Educational Supervision, v4 n2 Article 4 p65-79. COVID-19 and the demand for racial justice caused the dark underbelly of white supremacy to be laid bare during 2020. These events call for a reexamination of the ontological and epistemological frameworks in academe and specifically within the field of educational leadership. The legacy of white supremacist ideology prevails as the existing and accepted ontological and epistemological perspectives of history offered in PreK-12 through post-secondary education. The political, economic, and social context highlights the need for instructional and supervisory leaders to be culturally responsive school leaders. This requires that programs preparing these leaders must grapple with and problematize the existing narratives purported in PreK-12 and post-secondary education; and recognize that racism, implicit bias, discrimination, and anti-Blackness are foundational issues in the field. Reimagining preparation programs by incorporating critical theories and liberatory praxis to support the… [PDF]

Cin, F. Melis; Dogan, Necmettin (2021). Navigating University Spaces as Refugees: Syrian Students' Pathways of Access to and through Higher Education in Turkey. International Journal of Inclusive Education, v25 n2 p298-312. This paper aims to explore how refugee students construct pathways of access to higher education by drawing on interviews with 15 Syrian university students studying at different universities across Turkey. The research is located within a capabilities-based human development paradigm from which it outlines the factors that enable students' transition into university and looks at how they navigate complex higher education spaces. The refugees' narratives show that access to university is intersectionally shaped by personal ambition, family encouragement, community support, and the social and education policy. On the other hand, their educational experiences highlight that higher education works as a site of justice where the everyday racism, xenophobia, and discrimination is alleviated to a significant degree through providing a peaceful and safe space for coexistence with others despite its financial and pedagogical constraints. The paper draws attention to the agency of students in… [Direct]

Fylkesnes, Sandra (2019). Patterns of Racialised Discourses in Norwegian Teacher Education Policy: Whiteness as a Pedagogy of Amnesia in the National Curriculum. Journal of Education Policy, v34 n3 p394-422. This article adds to new ways of understanding the institutionalisation of Whiteness as subtle workings of race and racism within education policy. It presents a critical discourse analysis of how Whiteness works through the use and meaning making of the term 'cultural diversity' in six Norwegian teacher education policy and curriculum documents. These documents are positioned as promoters of social justice. This article, however, aims to contest this position. Framed under the theoretical perspectives of critical Whiteness studies, discourse analysis and Goldberg's theorisation of racialised discourse, the findings indicate that Whiteness is embedded in the usage of the term 'cultural diversity', manifested in discursive patterns of (1) three hierarchically arranged pupil group categories, (2) descriptions that place the pupil group categories as either superior Norwegian or as inferior non-Norwegian, and (3) the role of student teachers as 'political actors of assimilation'. I… [Direct]

Kamille Marie Greene (2024). Promoting Change through the Voices of Black Graduate Students: A Qualitative Exploration of the Experiences of Black Graduate Students in MFT Programs. ProQuest LLC, Ph.D. Dissertation, Kansas State University. This qualitative study explores the diverse experiences of Black students who are currently enrolled in, or recently graduated from, various marriage and family therapy (MFT) graduate school programs in the United States. This study uses minority stress theory and critical race theory to explore the lived experiences of Black graduate students at predominately White higher education institutions. The study sample includes 14 individuals (13 female, 1 male) that identify as Black graduate students in MFT programs across the United States. The study sample consists of seven students working towards a master's degree and seven students pursuing a doctoral degree (PhD, D.A., etc.). Results were analyzed using the thematic analysis approach. The results indicate there are several barriers Black students in MFT graduate programs face including: financial concerns, racism, difficulty practicing self-care, lack of diversity within programs, and lack of support. The results also indicate… [Direct]

Bloch, Marianne N., Ed.; Nagasawa, Mark K., Ed.; Peters, Lacey, Ed.; Swadener, Beth Blue, Ed. (2023). Transforming Early Years Policy in the U.S.: A Call to Action. Early Childhood Education Series. Teachers College Press This timely collection provides an accessible discussion and analysis of some of the most urgent policy issues facing early childhood care and education in the United States: fragmented policy systems; broad disregard for early years professionals exemplified by low pay; standards that fail to increase equity; and overlooking the role community contexts plays in producing or ameliorating social inequalities among children. Contributors draw upon their deep personal experiences with these issues as educators, scholars, and advocates to advance practice-based recommendations for how the nation's inequitable systems can be transformed. Their call to collective action is supported by an accessible and powerful advocacy toolkit that will grow with readers over time and with practice. The text centers the perspectives of Black, Indigenous, and other People of Color, with a clear focus on the effects of systemic racism, ageism, sexism, classism, and associated oppressions on early years… [Direct]

Wright, Courtney N. (2022). Lest History Repeat Itself: Enduring Instructional Communication Questions for Online and Face-to-Face Formats in the Post-2020 Era of Education. Forum: Online Teaching: Challenge or Opportunity for Communication Education Scholars. Communication Education, v71 n2 p161-163. The COVID-19 pandemic and emergency transition to remote learning prompted communication scholars and educators to explore the challenges and opportunities in online teaching with new fervor. Morreale and colleagues (2021) offered questions about instructional communication competence, learning efficacy, student engagement, and learner-centered course development in online environments to guide these important conversations and research. Considerations of these and related questions require that we examine teaching modalities and instructor–student interactions against the backdrop of heightened sociopolitical tensions and two ongoing pandemics–COVID-19 and racism. However Courtney N. Wright found it surprising that the essay (Morreale et al., 2021) and "Communication Education's" associated call for submissions to this forum did not acknowledge the centrality of inclusion, diversity, equity, and accessibility (IDEA) issues in this way. As the pandemics accentuate… [Direct]

McCarron, Graziella Pagliarulo; Yamanaka, Aoi (2022). Reflecting Back and Going Forward: Promising Pedagogical Practices for Culturally Relevant/Sustaining and Equitable Online Leadership Education. Journal of Leadership Education, v21 n4 p38-57 Oct. According to the U.S. Department of Education's National Center for Education Statistics, in the fall of 2020, 72.8% of U.S. postsecondary students were enrolled in distance education courses–up from 36.3% in the fall of 2019. While this surge may be explained by a number of factors, one of the most significant factors is the COVID-19-induced pivot to online learning. The rapid and intense expansion in distance education due to COVID-19 offered learners some sense of continuity in their studies, but it also revealed stark inequities in learner resources and access–especially for students of Color and students from lower-income households. Further, as COVID-19 spread, the U.S. roiled in a "twin pandemic" of racial injustice that continued to metastasize–spawning more pain-points such as online environments where racism became unmasked when face-to-face norms were abandoned. These revelations about the shadow side of online learning are particularly concerning in the… [PDF]

Pierce, Dennis (2021). From Statements to Action: How Community Colleges Are Mobilizing around Diversity, Equity and Inclusion. Community College Journal, v92 n1 p19-23 Aug-Sep. Many college leaders watched the disturbing video of George Floyd's murder at the hands of law enforcement officers in spring 2020 and the wave of protests that followed nationwide. That event prompted the question: What can colleges do to create more equitable systems of education for "all" students at our institutions? While the act of releasing a statement condemning the incident and the systemic racism behind it was appropriate, a statement devoid of action is just a publicity stunt. Moving from statements to action can be challenging. This article discusses how Louisiana Community and Technical College System (LCTCS), Community College of Baltimore County (CCBC), and Rockland Community College in New York have managed to do so successfully–and the lessons they have learned can inform the work of other colleges…. [Direct]

Deringer, S. Anthony; Dussler, Rob; Martinez, Gloria; Morreale, Andrew (2023). Place-Based Pedagogy in a Border Region: A Qualitative Examination of Experiences. Journal of Experiential Education, v46 n4 p390-411. Background: Problematic trends have been identified with student travel that perpetuate hierarchies of power in outdoor recreation. Little research has examined the impact of bias, racism, or political national meta-narratives regarding immigration and people crossing the border on students who enter areas where cultural differences exist. Purpose: The purpose of this study was to understand how a place-based outdoor recreation experience impacted students' understanding of recreational experiences on a trip in the border region of Texas. Methodology/Approach: Using a constructivist qualitative approach, the researchers provided a group of college students with place-based lessons about the Texas and Mexico border prior to and during a canoe trip along the border. The team then conducted semi-structured interviews to understand student experiences. Findings/Conclusions: The findings from this project suggest that place-based lessons may have helped students refute faulty… [Direct]

Jasmine Alicia Hawa Griffith (2024). Climbing the Academic Ladder While Black: Exploring the Experiences of Institutional Belongingness for Black Counselor Education and Supervision Doctoral Students at Predominantly White Institutions. ProQuest LLC, Ph.D. Dissertation, Old Dominion University. Although ample research investigates students' belongingness experiences in counselor education (CE) programs, existing literature only marginally explores the realities of Black master students, and there is a notable lack of empirical attention to Black doctoral students' belongingness experiences in counselor education and supervision (CES) programs. Investigating Black CES doctoral students' belongingness experiences at Predominantly White Institutions (PWIs) is critical to understanding how the Council for Accreditation of Counseling and Related Education Programs (CACREP) accredited CES programs can address the troubling statistic that Black doctoral students are least likely to become full-time CE faculty. Consequently, this study utilizes critical phenomenology from a critical race theory perspective to explore how Black CES doctoral students experience institutional belongingness through interactions with institutional agents (i.e., faculty, peers, administrators, and… [Direct]

Desai, Dipti (2010). The Challenge of New Colorblind Racism in Art Education. Art Education, v63 n5 p22-28 Sep. In this article, the author examines the ways the colorblind ideology shapes the post-Civil Rights society, what is now being called the new racism. She looks specifically at the ways colorblind ideology is produced and reinforced through multiculturalism and visual culture (media). She then looks at how it shapes art teachers' understanding of racism. Drawing on the work of several contemporary artists who challenge the colorblind ideology, the author argues that through new representations of race/racism in the art-world, media, and classrooms, one can shape anti-bias art education practices. (Contains 4 figures.)… [Direct]

Thomas, Vanessa (2020). "How Dare You!" African American Faculty and the Power Struggle with White Students. Journal of Cases in Educational Leadership, v23 n4 p115-126 Dec. Higher education institutions are hiring more Intellectuals of Color to diversify their faculty. However, the diverse faculty presents an adverse dynamic between White male students and Black female professors. White students tend to exhibit disruptive, intimidating behavior toward Black faculty. Historical stereotypes, prejudices, biases, racism, oppression, and White supremacist attitudes and beliefs displayed in society express itself in the classroom. Black faculty face unique challenges in comparison with their White colleagues when teaching White students. White students more frequently disrespect and challenge the competency of Black faculty while disrupting the classroom learning environment. Meanwhile, Black faculty must display a high level of emotional labor to cope with the daily stressors…. [Direct]

Molock, Sherry Davis; Parchem, Benjamin (2022). The Impact of COVID-19 on College Students from Communities of Color. Journal of American College Health, v70 n8 p2399-2405. Objective: To assess the impact of the COVID-19 pandemic on daily living, mental well-being, and experiences of racial discrimination among college students from communities of color. Participants: Sample comprised 193 ethnically diverse college students, aged 18 to 25 years (M = 20.5 years), who were participating in virtual internships due to the COVID-19 pandemic. Methods: A cross-sectional 16-item survey was developed as a partnership between two nonprofit organizations. The survey included both close-ended and open-ended questions assessing the impact of COVID-19. Results: The students of color reported disruptive changes in finances (54%), living situation (35%), academic performance (46%), educational plans (49%), and career goals (36%). Primary mental health challenges included stress (41%), anxiety (33%), and depression (18%). Students also noted challenges managing racial injustice during the COVID-19 pandemic. Conclusions: Higher education institutions will benefit from… [Direct]

Jones, Sosanya (2019). Subversion or Cooptation? Tactics for Engaging in Diversity Work in a Race-Adverse Climate. Journal of Educational Leadership and Policy Studies, v3 n2 spec iss 2 Sum. The current lack of awareness and understanding about the work of diversity professionals in higher education manifests into missed opportunities for increasing knowledge, training, and practice for greater impact and may ultimately sabotage institutions' success in their commitments to diversity and inclusion. This qualitative study examines the challenges faced by diversity professionals when engaging in the work of promoting diversity and inclusion in institutions of higher education; how diversity professionals navigate these challenges; and if, and how, race and racism are addressed (or ignored) in their work. Recommendations for both future research and institutional practice are offfered…. [PDF]

Gonz√°lez Stokas, Ariana (2023). Reparative Universities: Why Diversity Alone Won't Solve Racism in Higher Ed. Critical University Studies. Johns Hopkins University Press As institutions increasingly reckon with histories entangled with slavery and Indigenous dispossession, diversity, equity, and inclusion (DEI) efforts occupy a central role in the strategy and resources of higher education. Yet reparation is rarely offered as a viable strategy for institutional transformation. In Reparative Universities, Ariana Gonz√°lez Stokas undertakes a critical and decolonial analysis of DEI work, linking contemporary practices of diversity to longer colonial histories. Gonz√°lez Stokas argues that diversity is an insufficient concept for efforts concerned with anti-oppression, anti-racism, equity, and decolonization. Given its historical ties to colonialism, can higher education foster reconciliation and healing? Reparation is offered as a pathway toward untangling higher education from its colonial roots. Gonz√°lez Stokas develops the term "epistemic reparation" to describe a mode of social-historical accountability that can already be seen at work in… [Direct]

Suraweera, Dulani (2022). Plurilingualism in a Constructively Aligned and Decolonized TESOL Curriculum. TESL Canada Journal, v38 n2 p186-198. While learning and teaching English as an additional language are lifelong learning processes for both learners and teachers, these two sectors are largely dominated by West-centric linguistic and cultural imperialism, epistemic hegemony, racism, and neoliberalism, which are tied to colonialism and imperialism. In light of this issue, I argue that it is necessary to decolonize and de-imperialize the teaching English to speakers of other languages (TESOL) teacher education curricula to prepare future English as an additional language (EAL) teachers to identify, challenge, and resist the hegemonic elements embedded in EAL education worldwide. I claim that plurilingual pedagogical approaches can be identified as critical pedagogies since they can empower adult EAL learners by resisting linguistic and epistemic imperialism through activation and endorsement of their plurilingual repertoire, diverse knowledge systems, and identities. Drawing on the literature of plurilingualism,… [PDF]

Sheila Miranda Russell (2024). Navigating Whiteness: A Critical Autoethnography of the Lived Experience of a Black Female Administrator in the Predominantly White Spaces of Higher Education. ProQuest LLC, Ed.D. Dissertation, Molloy University. This critical autoethnographic study explored my multifaceted journey of being Black and female in administration within a predominately white higher education institution. I drew upon personal narratives and reflections from 25 years of experience in higher education. This study explored the intricate intersections of race, gender, and power dynamics that have shaped my navigation of self and belonging. The study is framed in a Black feminist theoretical approach, acknowledging how the interconnectedness of being Black and female can intersect to shape individual experiences within systems of power and privilege. I used a six-step thematic analysis combined with a systematic and reflexive approach to explain how my encounters with systemic racism, microaggressions, and institutional biases impacted my personal and professional sense of self and belonging. A key theme was my identity formation, and marginalization experienced through structural inequities embedded in higher… [Direct]

Kolano, Lan; Sanczyk, Anna (2022). Transforming Preservice Teacher Perceptions of Immigrant Communities through Digital Storytelling. Journal of Experiential Education, v45 n1 p32-50 Mar. Background: As diverse communities continue to be targets of racism and anti-immigrant sentiments permeate current political discourse, the need to prepare a teaching force that understands immigrant children and their families continues to be a critical priority. Purpose: This study explored the ways in which one digital storytelling project that required 20 clinical hours working with English learners (ELs) engaged preservice teachers in learning about immigrant issues. Methodology/Approach: Data in the form of critical reflections, digital storytelling video transcripts, and archival data were collected from undergraduate teacher education candidates over three semesters. Narrative data from participants were analyzed using thematic narrative analysis. Findings/Conclusions: The findings of the study are organized into themes that included enriching experience, transformed attitudes, and stories of resilience. The results showed the ways that preservice teachers' dispositions about… [Direct]

Fu, Yiwei; Hu, Die; Liu, Xitao (2022). International Doctoral Students Negotiating Support from Interpersonal Relationships and Institutional Resources during COVID-19. Current Issues in Comparative Education, v24 n1 p26-40 Win. The COVID-19 pandemic has greatly affected international students around the world. Chinese international students are challenged in their daily life and study due to the travel restrictions, disruption of research, closure of labs, and the rise of anti-Asian racism. This study investigates the challenges, especially psychological ones, faced by international doctoral students from China studying in the United States. and explores how their social networks and support systems help them navigate their life and study during the pandemic. In light of social networks and support theory, we interviewed 20 Chinese international doctoral students studying in the U.S. and found that falling in between intimate relationships and student-institution relationships, academic departments and advisors are able to provide all types of support, namely, instrumental, informational, and emotional. Their ability to provide emotional support was heavily overlooked, especially during a global crisis…. [PDF]

Rolanda Harris (2024). Am I My Sisters' Keeper? A Phenomenological Study of the Cultural and Institutional Factors Affecting the Professional Advancement of Black Women in Higher Education. ProQuest LLC, Ed.D. Dissertation, Delaware State University. This study explores the experiences of senior Black women leaders in higher education. It aims to focus on the barriers they face and the support they receive during their professional journeys. The study conducted in-depth interviews with nine Black women in various roles within higher education institutions. The research aims to unveil the nuanced challenges they face and the support they receive in shaping their career trajectories. Using phenomenological analysis, the study centers on participants' lived experiences, focusing on themes related to perceived barriers, sources of support, and how their leaders' attitudes and behaviors influenced their professional advancement. Participants shared insights into the structural, interpersonal, and cultural obstacles they encounter, including systemic racism, intragender and intrarace bias, and intersectional discrimination. The study found multifaceted barriers that impact Black women's advancement in higher education, including… [Direct]

Bong-gi Sohn; Pedro dos Santos (2023). Multisemiotics, Race, and Academic Literacies: Trajectories of Racialized Academic Writing Faculty in Canadian Postsecondary Education. TESL Canada Journal, v40 n1 p41-60. This study examines the trajectories of two plurilingual, racialized academic writing faculty, presenting how we brought our Southern onto-epistemologies to curriculum, teaching, and assessment. Although plurilingualism has become a significant dimension of Canadian higher education, monolingual norms that emphasize native-like competence continue to be a mainstream discourse in many academic writing courses. Building on the recent raciolinguistic critique of the lack of discussion of racism in academic literacies discourse, we acknowledge that academic literacies continue to force plurilingual, international students into a white subject position. Acknowledging the tension between the monolingual ideal and multilingual realities, we explore how two plurilingual, non-white faculty challenge an academic writing tradition that is constructed by the white listening subject. By co-creating duoethnographic narratives that provide insight into our complex biographical journeys as cycles of… [PDF]

Block, David (2018). The Political Economy of Language Education Research (Or the Lack Thereof): Nancy Fraser and the Case of Translanguaging. Critical Inquiry in Language Studies, v15 n4 p237-257. This article problematizes the politics of language education research with regard to social injustice, which is not only cultural, but also material. Its starting position is that most language education research today is, following Nancy Fraser, recognition oriented, in that it takes on culture- and identity-based injustices such as racism, gender bias, religious bias, and LGBTQ-phobia. It does not, however, have much to say about more economic and class-based injustices–redistribution issues–and it does not draw on the political economy literature essential to any attempt to explore such issues. The author develops these arguments and then applies them to a specific area of language education research that has become popular in recent years, translanguaging. It concludes that while translanguaging research may deal with recognition issues, in particular ethnolinguistic racism, it is not likely to alter in any way the underlying the current capitalist order that is causing deep… [Direct]

Cooper, Emilie; Cooper, Yichien (2023). An Arts-Based Journey: A Mother-Daughter's Dialogue on Cultural Hybridity, Displacement, and Being an Asian American. Art Education, v76 n2 p31-37. Art education has celebrated pluralism and cultural diversity to bring a more profound understanding between people from different backgrounds. However, since the spread of COVID-19, horrendous discriminatory crimes have increased, such as the 2021 Atlanta massacre, a shooting that targeted Asian American-owned massage parlors. These alarming events, among others, have brought attention to systemic racism and racial disparities in the United States. Being an Asian American, one of the authors was deeply concerned by how these unsettling circumstances might impact my teenage daughter, Emilie, the other author, who was 16 at that time. After a few conversations over dinner, they both agreed to have open dialogues critical for challenging and opposing the status quo of the racial divide. Their conversations became a journey filled with narratives of shared identity and reflective arts-based experiences. Each dialogue functioned as a gateway, inviting to question, explore, affirm,… [Direct]

Doharty, Nadena; Joseph-Salisbury, Remi; Madriaga, Manuel (2021). The University Went to 'Decolonise' and All They Brought Back Was Lousy Diversity Double-Speak! Critical Race Counter-Stories from Faculty of Colour in 'Decolonial' Times. Educational Philosophy and Theory, v53 n3 p233-244. UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications that affect curricula, pedagogy, knowledge production, university policies, campus climate, and the experiences of students and faculty of colour. Unsurprisingly then, calls to decolonize the university abound. In this article, we draw upon the Critical Race Theory method of counter-storytelling. By introducing composite characters, we speak back to assumptions that universities are race-neutral, meritocratic institutions. We illustrate some of the key themes that shape the experiences of faculty of colour in UK Higher Education: institutional racism, racial microaggressions, racial battle fatigue, and steadfast fugitive resistance. We argue that, despite the paradox of working under (what purports to be) a 'decolonial' agenda, widespread calls to decolonize our universities have further… [Direct]

Sherman Gillums Jr. (2024). Beyond the Label: Investigating the Psychosocial Cost of "Nameism" for Students with Distinctively Black Names in Interracial Learning Environments. ProQuest LLC, Ed.D. Dissertation, University of Dayton. Past and current research has explored the link between the "blackness" of a person's name and socioeconomic outcomes in American society. Black-sounding names were shown to influence employment prospects, access to credit markets, and choice of housing among other opportunities. While education research had identified a relationship between teachers' perceptions of students with distinctively Black names and perceived academic potential, it had yet to examine how targeted students perceive and internalize nameism, a portmanteau of name and racism, in predominantly white learning environments. A qualitative study examined nameism and its influence on students' self-conceptions and learning experiences. Using a phenomenological gaze to study participants' experiences, the results revealed mixed, contradictory views on Black-sounding names within the sample. Study participants expressed feeling compelled to maintain varying situational identities to avoid name-identity… [Direct]

Christopher Kirchgasler; Ryan Ziols (2024). Being and Becoming Well in the Most Transparent of Times: The Limits of Racialized Healing Strategies in Educational Research. Educational Studies: Journal of the American Educational Studies Association, v60 n2 p135-155. This article examines the possibilities and limits of strategies directed toward racialized healing amidst declarations of pandemics and legislative attacks on public school teachers. We question what these strategies take as a self-evident truth: that race and racism can be conceptualized in terms of health and transparently addressed through research and practice focused on racialized healing. To complicate this assertion, we locate the strategies within a race-health nexus, a form of biopower. This nexus establishes norms, categories, and classifications that justify ranking and comparing, dividing and differentially intervening on some in the name of the health and wellbeing of all. We historicize how this nexus became integral to schooling in the United States in the 19th century, normalizing populations according to civilizational values that doubled as health standards. We argue that this nexus makes possible biopolitical strategies of "tailoring treatments" and… [Direct]

Lukeythia Alice Bastardi (2024). Perceived Barriers and Facilitators for Underrepresented Minority Certified Registered Nurse Anesthesiologists in Faculty Roles. ProQuest LLC, Ph.D. Dissertation, William Carey University. Certified Registered Nurse Anesthesiologists (CRNAs) are in an ideal position as healthcare providers to eliminate health disparities and inequities in the many areas of healthcare CRNAs influence while providing anesthesia and pain management care. The problem is that the CRNA workforce lacks the ethnic and racial diversity necessary to mirror the diversity in the patient population within the United States. Developing a diverse workforce is significantly enhanced when the faculty teaching in healthcare education programs are diverse. The purpose of this study was to identify perceived barriers and facilitators for underrepresented (URM) current and former CRNA faculty in nurse anesthesiology programs and to identify possible strategies for increasing the success of URM CRNAs in nurse anesthesiology faculty roles. Using interpretive description as the qualitative research methodology, data was collected through interviews with 14 current or former URM CRNA faculty. The three themes… [Direct]

Samuels, Amy J.; Samuels, Gregory L.; Self, Christopher (2019). Champions of Equity: Fostering Civic Education to Challenge Silence, Racial Inequity, and Injustice. Multicultural Perspectives, v21 n2 p78-84. This article presents a study that explored how race and racism impact teaching and learning and how civic education can be employed to promote racial justice. We argue the need to examine educators' perspectives on how increased awareness of existing inequities coupled with ongoing professional development can better equip them to understand their identity, engage in meaningful dialogue, and teach in culturally responsive ways. The paper concludes with a brief discussion of teaching implications related to self-assessment, disruptive discourse, and inclusive practices…. [Direct]

Casandra Greene (2024). A Quantitative Study of the Multiracial College Student Experience with Identity Denial, Perceptions of Multiracial Discrimination, and College Belonging. ProQuest LLC, Ed.D. Dissertation, California Baptist University. This quantitative research study examined the experiences of multiracial college students regarding racial identity and perceptions of discrimination against multiracial people, as well as college belonging, compared to their monoracial peers. Multiracial individuals can encounter microaggressions and racism as a result of not fitting into societal norms based on a monoracial paradigm. By examining lived experiences, the research study advocates for higher education institutions to examine systemic practices that can impact all students, emphasizing inclusivity beyond monoracial perspectives. Using critical multiracial theory (MultiCrit) and investigating structural determinism in conjunction with the diversity, equity, and inclusion framework, the study examined the impact of race as a social construct and how external factors affect identity development. In response to survey questions in this quantitative research, the study analyzed identity denial, perceived discrimination, and… [Direct]

Alonzo M. Flowers III Ed.; Robert T. Palmer Ed.; Sosanya Jones Ed. (2023). Black Scholarship in a White Academy: Perseverance in the Face of Injustice. Johns Hopkins University Press While research has emphasized the importance of a diverse faculty, higher education has done little to bring this goal to fruition. The hidden politics at play during the traditional tenure and promotion process represent a significant obstacle to the advancement of Black faculty. While research productivity is the cornerstone of a successful tenure and promotion case at most universities and colleges, Black faculty are more likely to be tasked with extra service activities, which constrains time for research. Many Black faculty are also community-conscious scholars dedicated to conducting research to help uplift their communities, which may not be seen as credible or as valuable in the tenure and promotion process. Edited by Robert T. Palmer, Alonzo M. Flowers III, and Sosanya Jones, "Black Scholarship in a White Academy" offers important perspectives on how Black faculty and their scholarship have been historically devalued within the academy, particularly in… [Direct]

White, Courtney L. (2022). Race, Negative Acculturation, and the Black International Student: A Study of Afro-Caribbean and African-Born Students in U.S. Colleges. International Research and Review, v12 n1 p33-51 Fall. Black students originating from African and Caribbean nations are well represented in the ranks of international students attending U.S. colleges, at over 51,000 annually (Institute of International Education, 2021). In addition to contributing heavily to the overall economic impact of the universities they attend (NAFSA, 2021), Black foreign-born students play a critically important role in adding diversity of thought and perspective to these academic communities. However, because of the additional socio-political challenges they face in a racially polarized United States, these students must navigate a more difficult pathway to acculturation and desirable academic outcomes than their non-Black peers. This qualitative study examines the phenomenological experiences of 15 foreign-born Black students from the subSaharan African and Caribbean regions — lived experiences found at the intersection of immigration, race, and higher education. The findings suggest that the interpolations… [PDF]

James Wright; Taeyeon Kim (2024). Navigating Emotional Discomfort in Developing Equity-Driven School Leaders: A Conceptual-Pedagogical Framework. Journal of School Leadership, v34 n5 p465-488. Background: Given that K-12 schools necessitate leaders who can advance equity and justice, preparation programs in higher education institutions have prioritized the development of equity-oriented school leaders. However, there has been relatively limited exploration of pedagogical approaches that equip educational leaders to navigate adverse emotional responses and utilize their discomforting emotions as a source of transformation toward equity-oriented principles. When negative emotions are suppressed and/or unexplored within leadership development programs, adult learners will likely miss crucial opportunities for personal growth and transformative change. Purpose: This theoretical article aims to enhance and expand existing scholarship on the pedagogies of emotional discomfort by developing a conceptual-pedagogical framework for preparing equity-driven school leaders. Conceptual Model: We explore the role of emotions in/as learning, drawing insights from the learning science… [Direct]

Deliah Kay Brown (2021). How African American Female Faculty Experience and Perceive the Organizational Culture at Community Colleges: A Qualitative Study. ProQuest LLC, Ed.D. Dissertation, Grand Canyon University. The purpose of this qualitative descriptive study was to explore the lived experiences of African American female faculty members within the organizational culture at community colleges in the south. Three research questions that provided guidance for this study: How do African American female faculty members describe their lived experiences within the organizational culture at community colleges? How do African American female faculty members describe their lived experiences within the organizational culture at community colleges when examining issues of racism? How do African American female faculty members describe their lived experiences within the organizational culture at community colleges when examining issues of sexism? Semi-structured interviews and critical incident reports were utilized to collect in-depth narratives. Critical race theory and Black feminist thought served as the theoretical foundation for this study. Data analysis involved Braun and Clarke's six-step… [Direct]

Teff-Seker, Yael (2020). Peace and Conflict in Israeli State-Approved Textbooks: 2000-2018. Journal of Curriculum Studies, v52 n4 p533-550. The current article describes the peace and conflict educational approaches found in the Jewish-Israeli curricula between the years 2000-2017. Using thematic analysis, it extracts the dominant themes and messages towards Muslim, Arab and Palestinian 'others'. The study follows 123 textbooks recommended by the Israeli Ministry of Education for grades 7 through 12 of the Jewish state and state-religious sectors for the 2000-2019 academic years. The academic subjects or disciplines represented in the study include history, geography, civics, (Jewish) religious studies and Hebrew language and literature studies. Study findings indicate that current Israeli textbooks to not contain any overt racism or incitement against Palestinians. However, ethnocentric perceptions and victim mentality are two themes that still dominate curricular discourse and are counterproductive to peace education goals. Additionally, the paucity of Palestinian narratives is another potential hurdle to achieving… [Direct]

(1992). Racism and Education: Different Perspectives and Experiences = Le racisme et l'education: Perspectives et experiences diverses. These 12 essays provide insights into how racism demoralizes and debilitates the confidence of all Canadians affected in the educational milieu, especially the young. The writers all unmistakably signal the challenge for change and a renewed commitment to justice and equality. Essays include: (1) "There is a Better Canadian Answer" (Patrick Brascoupe Apikan); (2) "Aboriginal Peoples, Racism and Education in Canada: A Few Comments" (Paul Chartrand); (3) "Anti-Racist Education and the Curriculum–A Privileged Perspective" (Nora Dewar Allingham); (4) "Different Perspectives and Experiences: Memories from The Sir Martin Frobisher School" (Alootook Ipellie); (5) "Killing the 'Spirit' through a History of Racial Policies" (Mae Katt); (6) "Combatting Racism and Ethnocentrism in Educational Materials: Problems and Actions Taken in Quebec" (Marie McAndrew); (7) "A Young Person's Perspective" (Jennifer Melting Tallow); (8)… [PDF]

Lynch, James (1985). Human Rights, Racism and the Multicultural Curriculum. Educational Review, v37 n2 p141-52 Jun. The author looks at what is meant by racism, the theories of prejudice that are currently available, and what is known about intervention strategies to correct for racism and prejudice. Education's role in these strategies is examined. (CT)…

Reddick, Richard J.; Taylor, Z. W. (2020). The Eyes of History Are upon You: Toward a Theory of Intellectual Reconstruction for Higher Education in a Post-Truth Era. Review of Higher Education, v44 n2 p167-188 Win. "The Eyes of Texas," the official song of The University of Texas at Austin (UT), was written during the Jim Crow era, was first performed at a 1903 minstrel show, and was inspired by Robert E. Lee. This legacy and the enduring institutional racism at UT bring into question the purpose and propriety of the song in a post-truth era, where observable and documented facts may not be as influential in shaping public sentiment than subjective perceptions. This conceptual essay urges institutional leadership in higher education and academia writ large to practice "intellectual reconstruction," or an education–not a celebration–of minoritizing institutional anachronisms in order to (re)purpose and (re)appropriate these anachronisms, many of which may be crucial to an institution's identity, history, people, and place…. [Direct]

Bell, Phillip; Bergsman, Kristen; Fincke, Krista; Morrison, Deb (2021). Formative Assessment for Equitable Learning: Leveraging Student Voice through Practical Measures. Science Teacher, v89 n2 p32-36 Nov-Dec. All educators engage in formative assessment; however, to ensure educators are fostering equity in how diverse learners experience learning, the assessment toolkit needs to be expanded. Science education, like all other aspects of society today, has persistent issues of inequity rooted in issues of anti-Blackness, colonialism, and racism; however, as a community, science educators are exploring ways to engage deeply in abolition and de-colonial efforts within science learning contexts. One way of sensing how diverse learners are engaging in science learning is through practical measures surveys, a type of formative assessment that amplifies students' voice around how they are learning (Bryk et al. 2015). This article discusses types of practical measures, designing practical measure surveys, and using feedback in instruction design making. The article also includes guidance for designing practical measures surveys, and highlights challenges and opportunities…. [Direct]

Obiakor, Festus E. (2021). Dealing with Hate to Boost Multiculturalism in Colleges/Schools of Education. Multicultural Learning and Teaching, v16 n1 p29-44. Hate has always been a part of our lives and world. We have rationalized about it and pretended that it is a personality difference that is not very harmful and hurtful. However, hate continues to be devastating and visible in the forms of discrimination, racism, xenophobia, linguistic superiority, religious bigotry, Messiah Complex, White supremacy, and prejudice, to mention a few. At Colleges/Schools of Education (C/SOE) and their respective colleges and universities, hate and its related problems continue to manifest themselves in these institutions in divergent ways, thereby making them unsafe, unhealthy, and uncomfortable environments to culturally and linguistically diverse (CLD) and vulnerable individuals who have been traditionally devalued, disenfranchized, disadvantaged, and disillusioned. In this article, I discuss the dangers of hate in C/SOE and recommend what we can do to boost multiculturalism in these educational environments…. [Direct]

Alem√°n, Sonya M. (2014). Reimagining Journalism Education through a Pedagogy of Counter-News-Story. Review of Education, Pedagogy & Cultural Studies, v36 n2 p109-126. In this article, the author describes her experience teaming up with "Venceremos," an alternative bilingual student newspaper that after laying dormant for five years was revived in 2007 by seven Chicana/o students at a Rocky Mountain university. Working with "Venceremos," she designed a university-sanctioned communication course that supports the publication of "Venceremos" and evolves its form of progressive community journalism. Upon learning of the publication's inconsistent twenty-year history on the university campus and in the greater community, she sought to institutionalize the publication, as well as to evolve and articulate the elements of this distinctive Chicana/o journalism practice (Alem√°n 2011) by designing a course and accompanying pedagogical practice that sustains publication of the newspaper. Offered for the first time during the Fall 2008 semester, the "Venceremos" course has run for eight semesters, resulting in seventeen… [Direct]

Espelage, Dorothy L.; Robinson, Luz E.; Woolweaver, Ashley B. (2023). Synthesizing Knowledge on Equity and Equity-Based School Safety Strategies. National Institute of Justice This publication provides an overview of the literature on school safety in the United States, with a focus on equity. Using the framework developed by the National Institute of Justice (NIJ), this publication situates a comprehensive school safety approach as a balance of three key elements: physical safety, school climate, and student behavior, with an emphasis on equity and the inclusion of knowledge gained from projects funded by the NIJ Comprehensive School Safety Initiative. The recent effects of the COVID-19 pandemic and the national outcry to address systemic racism have highlighted the continuing inequities that make schools unsafe for marginalized students. Systems must consider the experiences of these students and be intentional about implementing policies that balance the elements of a comprehensive school safety framework while also explicitly considering equity. For the purposes of this discussion, equity in school safety is defined as a system that not only considers… [PDF]

Broderick, Alicia; Lalvani, Priya (2017). Dysconscious Ableism: Toward a Liberatory Praxis in Teacher Education. International Journal of Inclusive Education, v21 n9 p894-905. This study draws upon King's [1991. "Dysconscious Racism: Ideology, Identity, and the Miseducation of Teachers." "Journal of Negro Education" 60 (2): 133-146] concept of "dysconscious racism," extrapolating from it the analogous conceptual device of "dysconscious ableism." We report upon data drawn from an inquiry at a US university-based teacher preparation programme, wherein we analyse our teacher education candidates' writing through the conceptual lens of dysconscious ableism, to better understand their conceptualisations of dis/ability, and their understanding of existing examples of educational segregation based upon those conceptualisations. We make an argument for the necessity of engaging in studies of ableism in teacher education generally, and also for the usefulness of using the specific conceptual device of "dysconscious ableism" as a central tool of social justice pedagogy in teacher education…. [Direct]

LaShae R. Grottis (2024). Balancing Wellness and Leadership: Exploring Black Women Administrators' Subjective Well-Being, Resilience, and Radical Self-Care in Higher Education. ProQuest LLC, Ed.D. Dissertation, Abilene Christian University. Leaders in higher education experience high and unrealistic demands for their skills, time, and energy, causing stress, competing priorities, burnout, compromised health, and attrition. However, unlike other racial and gender groups, Black women higher education administrators experienced these challenges more intensely. As a result of chronic stress associated with being undervalued and overworked, discriminatory and unwelcoming workplaces, and intersectional biases, Black women leaders are leaving higher education workplaces. Despite the link between gendered racism and unwellness, little is known about the problem from a positive leadership perspective. This study addressed the lack of knowledge of the wellness strategies Black women administrators in higher education use to persist in leadership. Guided by Black feminist thought, the purpose of this qualitative study was to examine how Black women administrators describe their lived experiences and make meaning of their… [Direct]

Cassandra R. Henderson (2024). Priced out of Opportunity: Investigating the Impact of California's Housing Burden on School Segregation and Black Student Achievement. ProQuest LLC, Ed.D. Dissertation, California State University, Sacramento. Historically, de jure systemic racism in the United States and the California housing market resulted in a lack of Black family access to housing in affluent neighborhoods, generating a Black-White wealth and income gap still observed today. Even after eliminating much of this outright discrimination, these economic gaps caused de facto segregation of many Black families from affluent and primarily White neighborhoods. This practice is especially prevalent in California, where housing costs are particularly burdensome, and Black families are unlikely to find affordable housing in affluent school districts. Black children are likely to attend Black-White segregated and low-socioeconomic status (SES) school districts. This study, grounded in critical race theory and the education debt model, empirically documents how higher average home prices in California keep Black children out of affluent districts more likely to boast higher standardized test scores. Holding other explanatory… [Direct]

Zhang-Wu, Qianqian (2018). Chinese International Students' Experiences in American Higher Education Institutes: A Critical Review of the Literature. Journal of International Students, v8 n2 p1173-1197. Using database searches in ProQuest Sociology, Education Research Complete, ERIC, and Google Scholar, this landscape literature review provides research synthesis and analysis on research designs, underlying assumptions and findings of 21 recent peer-reviewed scholarly articles focusing on Chinese international students' experiences in American higher education institutes. Patterns observed across studies regarding colorblind racism are presented in the discussion. Towards the end, this review closes with implications and directions for future research…. [PDF]

Levi-Nielsen, Shana; Sevon, Mawule A.; Tobin, Ren√©e M. (2021). Addressing Racism and Implicit Bias–Part 2: A Response to the "Framework for Effective School Discipline". Communique, v49 n8 p1, 14-16, 18 Jun. School psychologists have a responsibility to promote positive outcomes for children that includes removing systemic barriers for our most marginalized students. The current political climate surrounding the movement for racial justice should inform our service provision to schools, students, and their families. Racism and implicit bias are at the core of our education system's failure to meet the needs of what is now the majority of public school children in our nation (Hussar et al., 2020). Anti-Black racism in particular continues to exact harm on Black children across genders who are more likely to be disciplined harshly for subjective offenses, even when problematic behavior has not occurred (Chmielewski et al., 2016; Morris & Perry, 2017). This discrimination occurs from toddlerhood throughout adolescence (Gilliam et al., 2016) and is often codified in school policy in which problematic behavior is loosely defined (Jacobsen et al., 2019). Disparities in school discipline… [Direct]

Stauffer, Suzanne M. (2020). Educating for Whiteness: Applying Critical Race Theory's Revisionist History in Library and Information Science Research: A Methodology Paper. Journal of Education for Library and Information Science, v61 n4 p452-462. Research into education for librarianship has failed to explore the historical development of the subject or to establish the social and cultural contexts within which it developed. Such historical background and context are essential for exploring and understanding issues of race and of systemic and institutionalized racism. Historical methodology, coupled with the revisionist history of Critical Race Theory, asks how the social/institutional structures of white society determined the construction of librarianship and education for librarianship in the African-American community, explores issues of whiteness and white privilege, and investigates how this influenced African Americans' perception of the profession and their place and role in it. It addresses intersectionality and essentialism and seeks to understand the thoughts and feelings of the African Americans involved in the process who were disregarded and ignored…. [PDF]

Alexander, Neeske; Biscombe, Monique; Conradie, Stephan√©; Costandius, Elmarie (2017). Investigating "Othering" in Visual Arts Spaces of Learning. Education as Change, v21 n1 p1-18. In the political, social, cultural and economic context of South Africa, higher education spaces provide fertile ground for social research. This case study explored "othered" identities in the Department of Visual Arts of Stellenbosch University. Interviews with students and lecturers revealed interesting and controversial aspects in terms of their experiences in the Department of Visual Arts. Theoretical perspectives such as "othering", symbolic racism, the racialised body and visual art theory were used to interpret these experiences. It was found that "othering" because of indirect racism and language or economic circumstances affects students' creative expression. Causes of "othering" experiences should be investigated in order to promote necessary transformation within the visual arts and within higher education institutions…. [Direct]

Arawjo, Ian; Mogos, Ariam (2021). Intercultural Computing Education: Toward Justice across Difference. ACM Transactions on Computing Education, v21 n4 Article 30 Dec. Even in the turn toward justice-oriented pedagogy, computing education tends to overlook the quality of intergroup relationships, which risks entrenching division. In this article, we establish an intercultural approach to computing education, informed by intercultural and peace education, prejudice reduction, and the sociology of racism and ethnicity. We outline three major concerns of intercultural computing: shifting from content toward relationships, from cultural responsiveness to cultural reflexivity, and from identity to identification. For the last, we complicate discourses of race and identity widespread in U.S. education. Drawing from studies of youth programming classes in East Africa and U.S. contexts, we then reflect on our attempts to address the first shift of fostering relationships across difference. We highlight three promising design tactics: intergroup pairing, interdependent programming, and making relational goals explicit. Overall, we find that computing can… [Direct]

Kean, Eli (2021). Advancing a Critical Trans Framework for Education. Curriculum Inquiry, v51 n2 p261-286. This article introduces a new theoretical framework comprised of three principles for teaching, learning, and researching gender in a way that celebrates gender diversity and centers transgender experiences and knowledge. The first principle describes how gender operates on multiple levels including individual, institutional, and socio-cultural. The second principle explores genderism as a system of oppression and delineates some of the ways genderism operates concurrently with all other systems of oppression, with racism and ableism provided as examples. The third principle asserts that transgender people's lived experiences, experiential trans knowledge, and counter-narratives must be at the center of transformative efforts in educational spaces. Based on these principles, the article offers suggestions for how people in various educational roles in K-12 and post-secondary education could implement this framework to create educational spaces that affirm and support people of all… [Direct]

Gilliam, Elizabeth; Toliver, S. R. (2021). Black Feminist Wondaland: Reckoning, Celebrating, and Reclaiming Joy in Higher Education. Journal of Effective Teaching in Higher Education, v4 n2 p84-98. Janelle Monae's, "Dirty Computer," tackles issues like feminism, racism, sexuality, Black womanhood, self-assurance, and growth. Each song on the album is presented from a first-person point of view, offering a unique insight into a story that shares an intimate portrait of what it means to embrace authentic Black womanhood. Monae's lyrical storytelling brings to life stories of love, loss, fear, and celebration, offering an experience that cannot be ignored. Still, the numerous ways Black women experience joy and celebration are often overlooked in higher education. Thus, in this article, we center Monae's album and offer the framework, Black Feminist Wondaland (BFW), to account for how Black women reckon with the misogynoir enacted against us, celebrate ourselves as an act of radical resistance, and reclaim our joy in a society bent on keeping us in a state of sorrow…. [PDF]

Chong, Melanie M.; Kulkarni, Saili S. (2021). Teachers of Color Implementing Restorative Justice Practices in Elementary Classrooms: A DisCrit Analysis. Equity & Excellence in Education, v54 n4 p378-392. This article provides case studies of two elementary school teachers of color who enact restorative justice practices in their classrooms, which include students of color with disabilities. Although the positive effects of restorative justice practices has been well-documented for general education classrooms, less is known about how restorative justice interacts with disability justice and accounts for disability and difference. Additionally, there has been little research on the influences of restorative justice practices with young children, including those in early elementary grades. In this study, we explored these gaps and how two teachers of color envisioned and enacted restorative justice practices. Disability Studies and Critical Race Theory (DisCrit) illuminates how teachers of color navigate structural racism and ableism through restorative justice practices in their classrooms. The article concludes with recommendations for building networks and community to resist… [Direct]

Hinton-Smith, Tamsin; Padilla-Carmona, Maria Teresa (2021). Roma University Students in Spain and Central and Eastern Europe: Exploring Participation and Identity in Contrasting International Contexts. European Journal of Education, v56 n3 p454-467 Sep. Roma are Europe's largest, most marginalised minority, with a long history of racism and exclusion informing complex inequalities. Roma higher education participation remains under addressed, and paucity of research hinders understanding. While there is variation between countries, the proportion of Roma accessing higher education compared to the general population is extremely small in all countries. Spain has the largest Roma population outside Central and Eastern Europe, and relatively high levels of Roma participation in higher education. As part of an international project on Internalisation and Mobility, here we discuss insights from eleven qualitative interviews carried out with Roma students and recent graduates in Central and Eastern Europe and Spain. Findings from a thematic analysis of interviews highlight identity and inclusion and how experience intersects with distinct national approaches. We focus in particular on competing pulls of "ethnic invisibility"… [Direct]

Kerr-Berry, Julie (2016). Peeling Back the Skin of Racism: Real History and Race in Dance Education. Journal of Dance Education, v16 n4 p119-121. Over a decade ago Julie Kerr-Berry wrote the editorial for this journal, "The Skin We Dance, The Skin We Teach: Appropriation of Black Content in Dance Education" (Kerr-Berry 2004). In it, she argued the importance of integrating multiple legacies into dance education, particularly into the historical narrative. She also contended that her whiteness need not be a barrier if she knew the history because the blackness, brownness, and whiteness in U.S. dance was an undertold story. To this end, she could use the privilege of her skin color to help further this discourse by filling in the missing pieces. However, in this 2016 article Kerr-Berry reflects that now she knows there was a larger narrative than what she wrote about in 2004. Herein, she explains how this realization came with the reality of her students' lives. In addition she talks about how "Critical Race Theory" (Delgado and Stefancic 2012) provided her with tools to navigate challenges she did not… [Direct]

William Chris Cathcart (2020). A Phenomenological Study of the Experiences of African American Males. ProQuest LLC, Ed.D. Dissertation, Ball State University. Since their early days, community colleges have maintained a pivotal role as a provider of education to the diverse populations they serve. Over the years, these institutions of higher learning have been tasked with expanding access to education to those who had been denied even the possibility on the basis of race, economic stability, and a host of other factors. As leaders of these great institutions, community college presidents are seen as visionaries who are called to serve as the bridge between their institution and the communities they serve. In the past, the presidency has been a role largely reserved for White men with significant academic experience alone; however, in recent decades, sitting presidents have begun to retire, leaving institutional decision makers scrambling to identify new talent in a decreasing pool. While the ranks of presidency have been diversifying, men and women from racially marginalized communities still struggle to break through the glass ceiling…. [Direct]

Hjerm, Mikael; Johansson Sev√§, Ingemar; Werner, Lena (2018). How Critical Thinking, Multicultural Education and Teacher Qualification Affect Anti-Immigrant Attitudes. International Studies in Sociology of Education, v27 n1 p42-59. Previous studies identify a relationship between education and anti-immigrant attitudes. There is, however, uncertainty regarding the underlying explanations linking education to attitudes. In this article, we examine whether a relationship exists between exposure to teaching about critical thinking as well as multiculturalism (measured as religions/cultures as well as xenophobia/racism), and anti-immigrant attitudes among adolescents. In addition, we examine whether teacher qualification matters for attitudes. The analysis is based on survey data collected from high school students in Sweden. The results show an association between exposure to teaching about critical thinking as well as multiculturalism (both indicators) and anti-immigrant attitudes among students, i.e. higher exposure is related to lower levels of anti-immigrant attitudes. However, we find that teaching about xenophobia/racism affects attitudes, but not when simultaneously controlling for teaching about critical… [Direct]

Ant√≥n, Mary; Teitel, Lee (2021). Practical Tools for Improving Equity and Dismantling Racism in Schools. Learning Professional, v42 n3 p33-39 Jun. Racial equity is a deep-seated value for principals Andrea Steele of Tucson, Arizona, Samuel Etienne of Elizabeth, New Jersey, and Eliza Loyola of Austin, Texas. As they strive to fulfill these values in their schools, each of these principals has found valuable tools and approaches, as well as a supportive virtual network, as they engaged in an equity improvement process developed at the Reimagining Integration: Diverse and Equitable Schools (RIDES) Project at the Harvard Graduate School of Education. The goal of the RIDES Project is to disrupt systemic inequity in America's schools by building individual and team capacity to tackle race and racism. Author Mary Ant√≥n worked with RIDES when she was a school principal and later as a RIDES coach; Lee Teitel was the founding director of RIDES and co-creator (with Darnisa Amante Jackson) of the Equity Improvement Cycle. Ant√≥n and Teitel's experiences point to powerful ways that dismantling institutional racism in schools requires five… [Direct]

Joseph Butler (2024). Racialization's Influence on African American Male University Attrition: Is It Culture Shock or Is There More to the Story. ProQuest LLC, Ph.D. Dissertation, Loyola University Chicago. This dissertation investigates the influence of racialization on the attrition rates of African American male students in predominantly white institutions (PWIs). The study examines whether these students experience cultural shock or face more profound systemic challenges. The research explores how African American men navigate and perceive their college environments by employing Critical Race Theory and DuBois' double consciousness. The research utilizes a mixed-methods approach, combining qualitative interviews, demographic surveys, and document analysis to view these students' experiences comprehensively. The study focuses on four religiously affiliated universities, highlighting the intersection of race, identity, and institutional culture and revealing patterns of isolation, resilience, and the pursuit of belonging. The findings indicate that systemic racism and cultural misunderstandings significantly marginalize African American male students, affecting their academic… [Direct]

Souto-Manning, Mariana (2022). A Call for a Moratorium on Damage-Centered Early Childhood Teacher Education: Envisioning Just Futures for Our Profession. Journal of Early Childhood Teacher Education, v43 n2 p213-235. Calling for a moratorium on damage-centered early childhood teacher education, in this article, I urge U.S. early childhood teacher educators to envision and commit to a just future for our profession through desire-centered early childhood teacher education. An antidote to damage-centered early childhood teacher education, which problematically centers the harm inflicted or trauma caused to individuals and families of Color, cross-generationally, desire-centered early childhood teacher education interrupts the construction of young children, families, and communities of Color as broken. A desire-centered early childhood teacher education subscribes to an assets-based, justice-oriented approach that centers the ingenuity, knowledges, powerful legacies, rich values, and sophisticated practices of communities comprised of Black, Indigenous, and other persons of Color. After contextualizing the need to disrupt damage-centered early childhood teaching and teacher education, I offer… [Direct]

Schiele, Jerome H. (2007). Implications of the Equality-of-Oppressions Paradigm for Curriculum Content on People of Color. Journal of Social Work Education, v43 n1 p83-100 Win. Because no distinction is made in the Council on Social Work Education's educational standards about the frequency, intensity, or pervasiveness of the various forms of oppression, social work education affirms what may be called the \equality-of-oppressions paradigm.\ This article contends that, although the equality-of-oppressions paradigm is a valuable perspective, its ascendancy in social work education may be placing the coverage of people-of-color content at risk of being diminished. This article examines two implications of the equality-of-oppressions paradigm for people-of-color content: (1) the expanded definition of diversity, and (2) racism's persistence in social work education. The article also offers a model of differential vulnerability to help prioritize the various forms of oppression important to social work education…. [Direct]

Davis, Adrian; Dekle, James; McCall, Joyce M.; Regus, Marjoris (2023). "To Be Young, Gifted and Black". Teachers College Record, v125 n1 p56-83 Jan. Background and Context: Inspired by a photograph of the groundbreaking playwright Lorraine Hansberry that appeared in the New York Times following her unanticipated death in 1965, Nina Simone, pianist, singer-songwriter, and civil rights activist, carefully crafted "To Be Young, Gifted and Black," a song that later became the anthem of the 1970s Black Power Movement. Like Hansberry, Simone sought to encourage cultural and ethnic pride among young African Americans who found themselves at the crossroads of an identity crisis and a national dismissal of their existence, both funded by racism. Today, African Americans attending predominantly White institutions (PWIs) continue to grapple with these challenges. Purpose/Objective/Research Question or Focus of Study: For this study, we aim to amplify the lived experiences and ontologies of Black music education doctoral students at predominantly White institutions (PWIs) and to identify and confront racialized structures,… [Direct]

Thomas, Joshlyn D. (2022). Lord, Why Did You Make Me a Black Woman?: Examining the Intersection of Race and Gender for Black Women Senior-Level Leaders at Historically Black Colleges and Universities and Historically White Institutions. ProQuest LLC, Ph.D. Dissertation, The Florida State University. The representation of Black women in senior leadership positions within higher education hovers at a dismal 5.8% (Wilder et al., 2013). Though Black women's degree attainment has increased substantially in comparison to other racial groups (NCES, n.d.), they are not recruited and supported in these roles (Jackson & Harris, 2007), especially in both Historically Black Colleges and Universities and Historically White Institutions. Consequently, the women who are successful in obtaining administrative and executive positions share experiences that illuminate a system still plagued with sexism and racism (Cooper, 2020). Using Black Feminist Thought, Intersectionality, and Misogynoir as frameworks, as well as a critical narrative inquiry, I explored the intersection of race and gender for Black women in senior-level leadership roles at HBCUs and HWIs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited… [Direct]

DeNicolo, Christina P.; Edwards, Erica B.; Gonzales, Sandra M.; Robert, Sarah A.; Yu, Min (2022). Remember. (Re)member. Re-member: Theorizing the Process of Healing, Sustaining, and Transforming as MotherScholars. Peabody Journal of Education, v97 n2 p199-211. In this article, we examine our efforts as a multiracial collective of mothers, activists, and education scholars to work together to (re)new ourselves — to use our collective energy to harmonize our relationships between home and work and to imagine new possibilities for the future of the academy through this regenerated state. Marginalized women have long used the collective power in this way — turning to one another for support through circumstances certainly as challenging and frightful as the pandemic and using the collaborative learning to build new futures for their children, their students and, by extension, society. Using a circle methodology and "abuelita" epistemologies framework, we engage in the different process of (re)membering ourselves as MotherScholars, in order to rupture the violent logic of structural racism in the academy, intensified by the global pandemic. The stillness of the earth provided a space for us MotherScholars to listen in a new way, to… [Direct]

Kulkarni, Saili S. (2022). Special Education Teachers of Color and Their Beliefs about Dis/Ability and Race: Counter-Stories of Smartness and Goodness. Curriculum Inquiry, v51 n5 p496-521. Teacher beliefs about race and dis/ability1 are important in understanding how teachers educate and support students of color with dis/abilities. This is particularly critical because of the overrepresentation of students of color in special education, irrelevant curriculum, and poor post-school outcomes which continue to impact students of color with dis/abilities in US public schools. Using qualitative counter-stories of goodness and smartness, this study highlights the expressed beliefs of two special education teachers of color, Leena and Leonardo, who were completing a special education teaching credential program at a Hispanic Serving Institution (HSI) in Southern California. The teachers were asked to compose a series of short and long reflections as part of two courses centering dis/ability and race. They also participated in follow-up interviews in which they reflected on their beliefs and experiences with the intersections of dis/ability and race. Courses were intentionally… [Direct]

Sawyer, Lidyvez; Waite, Roberta (2021). Racial and Ethnic Diversity in Higher Education: White Privileged Resistance and Implications for Leadership. Education Policy Analysis Archives, v29 n38 spec iss Mar. Extrapolating history is crucial to mitigating the current underpinnings of racial and ethnic inequities in higher education; however, to establish sustainable change, one must consider its fundamental origin. The inception of 15th-century white settler colonialism is at the epicenter of modern-day racial discrimination and the normalcy of oppressive practices in the United States' education system (US) of America. To understand white settler colonialism and its denigrating manifestations is to understand the dynamics between those in power and those who are subjugated. America's white settler colonialism's horrific ideology is insidiously depicted through "torture," "persecution," "brutality," "plunder," and "pillage" (Traore, 2004). This ideology is the foundation that breeds our society's racial and ethnic hierarchy, including in higher education. Racial discrimination in higher education creates a partisan, culturally divided… [PDF]

Chang, Benjamin (2020). From 'Illmatic' to 'Kung Flu': Black and Asian Solidarity, Activism, and Pedagogies in the Covid-19 Era. Online Submission, Postdigital Science and Education. Trending social media has indicated that there are currently two pandemics: Covid-19 and racism. While this typology and terminology can be critiqued, it is rather clear that the virus and white supremacy are key concerns of social movements in various parts of the world, particularly in nation-states that experienced European colonisation and imperialism. The wake of Covid-19 has perhaps brought greater attention and support to #BlackLivesMatter-oriented protest movements, including by those labelled people of colour (POC) or 'minorities' in the North American context, such as Latinx and Asian communities. But with the amplified protest movement have come deeper calls for systemic change, from policy to ideology to everyday practice. Some of these critiques have been directed at the privilege, positionality, and participation of Asian communities not only with #BLM-oriented activism, but in education and general society as well. This paper seeks to contribute to this critical… [PDF]

Bensimon, Estela Mara (2020). The Case for an Anti-Racist Stance toward Paying off Higher Education's Racial Debt. Change: The Magazine of Higher Learning, v52 n2 p7-11. There is no shortage of documentation that racial inequality is coursing freely through every artery of higher education. We are endlessly studying data reports that show Black, Latinx, and Indigenous students stuck at the lowest percentile of representation and achievement, from admissions to elite institutions to low graduation rates at the broad access colleges that represent their only hope in a highly stratified higher education system. A focus on the "achievement gap" does little more than perpetuate theories that associate academic achievement with individual effort, motivation, and drive. To combat racial inequality we have to focus on the ways in which higher education policy can result in racist outcomes. To avoid racism in policies, this article provides four criteria to construct anti-racist higher education policy. This article contains a brief guide that can be used by colleges and universities, systemic-level leaders, advocacy organizations, and philanthropic… [Direct]

Atar, Cihat (2020). International Students' Views Regarding the Higher Education System in Turkey. Online Submission, Paper presented at the International Conference of Strategic Research on Scientific Studies and Education (ICoSReSSE) (12th, Dec 10-13, 2020). Turkey as a developing country aims to increase internationalization of its higher education as it wants to form increased social, economic and cultural relations around the world. From this perspective, the recent increase in the number of international students in Turkish higher education system is of great significance. However, there is still a significant need for the improvement of internationalization in terms of quality and quantity. Accordingly, via a qualitative research design utilizing a semi-structured interview, this case study aims to investigate international university participants are mostly content with the quality of education and living conditions in Turkey. The most common problem is racism although a significant percentage of the participants report that they like Turkish people. The findings of this study contribute to the understanding of the problems from the perspective of international students, and this can provide implications for attracting more… [PDF]

Benjamin Gleason; Daniel G. Krutka; Marie K. Heath (2024). "See Results Anyway": Auditing Social Media as Educational Technology. Information and Learning Sciences, v125 n9 p650-672. Purpose: This paper aims to consider the role of social media platforms as educational technologies given growing evidence of harms to democracy, society and individuals, particularly through logics of efficiency, racism, misogyny and surveillance inextricably designed into the architectural and algorithmic bones of social media. The paper aims to uncover downsides and drawbacks of for-profit social media, as well as consider the discriminatory design embedded within its blueprints. Design/methodology/approach: The authors used a method of a technological audit, framed through the lenses of technoskepticism and discriminatory design, to consider the unintended downsides and consequences of Twitter and Instagram. Findings: The authors provide evidence from a variety of sources to demonstrate that Instagram and Twitter's intersection of technological design, systemic oppression, platform capitalism and algorithmic manipulation cause material harm to marginalized people and youth…. [Direct]

Christina Berchini (2019). Reconceptualizing Whiteness in English Education: Failure, Fraughtness, and Accounting for Context. English Education, v51 n2 p151-181. This article focuses on Mr. Kurt, a white, first-year English teacher in an all-white context who has chosen to teach his students about whiteness, white supremacy, white privilege, and the many ways institutionalized racism is enacted in daily life. I center this article on classroom scenarios that highlight the challenges embedded in dealing with race and whiteness in curriculum and classroom discussion. I conclude with a discussion of how possibilities for antiracist and social justice pedagogies in English education rely on the field's willingness to embrace a more nuanced conversation, and I offer implications for classroom practice at the K-12 and teacher education levels…. [Direct]

Buss, William J. (2023). Serving Diverse Student Populations in Higher Education for the Twenty-First Century. ProQuest LLC, Ed.D. Dissertation, Western Illinois University. This study focuses on how higher education institutions have responded to recent student demonstrations protesting alleged racism on college campuses across the United States. The study is a document analysis of contemporary diversity initiatives at college multicultural centers, reviews contemporary diversity training initiatives, and how these centers inform institutions as they emerge and evolve to better serve diverse student populations in the 21st century. This study provides a conceptual framework to integrate how effective diversity initiatives can be implemented into higher education policy and curriculum. The research also provides a framework based on higher education institutions' needs. To achieve this overall objective, the following research questions framed this qualitative methods study: 1. What values have each institution's multicultural center included in their archival historic documents? 2. What do the archival documents from each institution's multicultural… [Direct]

Adam, Helen; Barblett, Lennie; Boutte, Gloria S.; Kirk, Gill (2023). (Re)Considering Equity, Inclusion and Belonging in the Updating of the Early Years Learning Framework for Australia: The Potential and Pitfalls of Book Sharing. Contemporary Issues in Early Childhood, v24 n2 p189-207 Jun. Few would dispute the importance of equity, inclusion and belonging in early childhood education and care, yet translation into meaningful practice rarely centres the priorities of historically divested communities. The national learning framework for early childhood in Australia is the Early Years Learning Framework, positioning the child as a capable agent and describing inclusive, culturally competent practice. This article presents part of a larger study investigating educators' beliefs and practices when using culturally diverse literature to address the Early Years Learning Framework's diversity principles. A critical theoretical framework enables a robust examination of how the Early Years Learning Framework constructs, maintains, legitimises and/or disaffirms social inequities, implicitly probing how literacy education mediate/s messages children receive about their identity, cultures and roles in society. The findings suggest that instead of pursuing anti-racism and… [Direct]

Lee, Walter; London, Jeremi; Reeping, David (2023). Person-Centered Analyses in Quantitative Studies about Broadening Participation for Black Engineering and Computer Science Students. Journal of Engineering Education, v112 n3 p769-795 Jul. Background: There have been calls to shift how engineering education researchers investigate the experiences of engineering students from racially minoritized groups. These conversations have primarily involved qualitative researchers, but an echo of equal magnitude from quantitative inquiry has been largely absent. Purpose: This paper examines the data analysis practices used in quantitative engineering education research related to broadening participation. We highlight practical issues and promising practices focused on "racial difference" during analysis. Scope/Method: We conducted a systematic literature review of methods employed by quantitative studies related to Black students participating in engineering and computer science at the undergraduate level. Person-centered analyses and variable-centered analyses, coined by Jack Block, were used as our categorization framework, backdropped with the principles of QuantCrit. Results: Forty-nine studies qualified for… [Direct]

Nyland, Chris; Tran, Ly Thi (2020). The Consumer Rights of International Students in the Australian Vocational Education and Training Sector. Journal of Vocational Education and Training, v72 n1 p71-87. Scholars who analyse the policies that provide for the rights of international students have tended to focus on challenges posed by racism, discrimination and unjustified stereotyping. This discussion has focussed overwhelmingly on the higher education sector but recently has begun to be extended to vocational and training education (VET). We enter this emergent debate by addressing the finding that when international VET students studying in Australia are interviewed about their rights experience, they are prone to focus on their status as consumers of the commodities they purchase in order to gain a high-quality international education experience. Given this response, we examine how Australian officials provide for international students' consumer rights, analyse the views of international students studying in Australia, and explain why the need to provide for the consumer rights of these sojourners is bound to remain a perennial concern for host governments and institutions…. [Direct]

Hazel, Julia; Santoro, Doris A. (2022). Demoralization and Remoralization: The Power of Creating Space for Teachers' Moral Centres. Philosophical Inquiry in Education, v29 n1 p16-21. In this collaborative analysis, we (a philosopher of education and an experienced public school educator) examine the experience of demoralization and remoralization in the context of the COVID-19 pandemic. We overlay the context of the pandemic with the context of institutional racism and their interwoven impact for educators of colour. We use one educator's narratives about teaching during the pandemic as a launching point about where philosophical research on teacher demoralization needs to go next. We argue that the pandemic presents an opportunity for teachers to gain clarity about their moral centres and for school and district leaders to create space for teachers to enact their professional values and thus access the moral rewards of their work. Teachers of colour encounter distinct challenges in having their moral centres recognized, but their prior experiences with moral friction may present them with unique resources in these challenging times. Teachers' energy and agency… [PDF]

Bledsoe, Candice L.; Dowd, Alicia C.; Ward, LaWanda W. M. (2020). Silence Is Complicity: Why Every College Leader Should Know the History of Lynching. Change: The Magazine of Higher Learning, v52 n2 p22-25. Institutions of higher education have authority over academic content and learning environments, which confers responsibility on them to produce anti-racist curricula, policies, and standards of educational practice.Absent an understanding of historical and contemporary manifestations of the White supremacist campaign of terror and control of Black bodies, educators will fail to effectively address racialized hate speech. Racialized threats and tropes, which are figurative phrases that communicate racial hierarchy by terrorizing, disempowering, and/or dehumanizing the targeted person or group, constitute linguistic violence. Higher education institutions can address linguistic and symbolic violence by incorporating anti-racist curricula and standards of practice to educate community members about racism in all its forms. To understand the roots of a problem, one must develop a historical and particularized understanding of that problem…. [Direct]

Baker, Sally; Due, Clemence; Rose, Megan (2021). Transitions from Education to Employment for Culturally and Linguistically Diverse Migrants and Refugees in Settlement Contexts: What Do We Know?. Studies in Continuing Education, v43 n1 p1-15. Access to and experiences of education among Culturally and Linguistically Diverse Migrants or Refugees (CALDM/R) is a site of increased scholarly interest. While research emphasises new CALDM/Rs' desire to work and meaningfully contribute to their new country, many remain under employed even though many hold multiple tertiary qualifications. This article offers an interpretive review of literature relating to the higher education and employment experiences of CALDM/R, so as to contribute to debates about how universities should facilitate the pathways from university to employment for these students. From our reading of the literature, we argue that current policy fails to address areas of language proficiency, work experience and recognition of work and study from countries overseas, all of which contribute to high levels of unemployment. This review also highlights structural workplace issues of racism, discrimination and exploitation and discussed the role and responsibility of… [Direct]

Janice Jefferis (2023). "It's Not My Place": Internalized Norms of Whiteness in Early Childhood Educator Teacher Preparation. ProQuest LLC, Ed.D. Dissertation, California State University, Long Beach. This qualitative case study examined the experiences of 10 current and former students enrolled in an early childhood education teacher preparation program (ECETPP) at a Latine-serving 2-year community college in southern California. The study used Richard Valencia's deficit thinking framework as the theoretical lens to explicate ways in which deficit thinking about Black and Brown children and their families pervades early childhood educator (ECE) preparation programming, perpetuating poor outcomes and chronic academic failure. Several themes and subthemes emerged that demonstrate ways in which internalized norms of Whiteness and White womanhood shaped the preparatory experiences of these future ECEs. The data evince that the diversity curriculum was curated through a White hegemonic lens, which undervalued the importance of preparing future ECEs to effectively navigate conversations about race and issues of racism in the preschool setting. Implications and recommendations are… [Direct]

Adrina Breaux Million (2022). Examination of Post-Secondary Outcomes for Black Males Disproportionately Represented in Special Education. ProQuest LLC, Ed.D. Dissertation, Southeastern Louisiana University. The Individuals with Disabilities Act (IDEA) was passed in 1975 in an effort to ensure that children with disabilities were provided with an equitable education when compared to their nondisabled peers. IDEA requires schools throughout the country to educate students with disabilities in the most appropriate setting. Despite this federal law, previous educational researchers have determined that Black males are disproportionately represented in special education due to overrepresentation. Although this phenomenon has been known and researched for decades, it continues to be an issue. However, limited research has been conducted regarding the post-secondary outcomes for these students. Numerous factors have been proposed as contributory to the disproportionate representation of Black males in special education. These include, but are not limited to socio-economic status, race, ethnicity, cultural biases and deficits, and the issue of racism. Although some research has been conducted… [Direct]

Tabi, Emmanuel (2023). "You Write Because You Have To": Mobilizing Spoken Word Poetry as a Method of Community Education and Organizing. Comparative Education Review, v67 n4 p803-819. This article draws on data from a larger project that is founded on four narrative case studies that examine the ways in which Black activists in Toronto mobilize their cultural production–namely, spoken word poetry and rapping–in support of their activism, community education, and community organizing work. This particular article is founded on the work of Kofi, a pseudonym for a Toronto activist who mobilizes spoken word poetry as a method of community organizing and as a medium for Black folks to speak to their emotional lives and communal healing practices. As such, the particular narratives shared in this article continue to provide important contributions to the "new era of black words" (Fisher 2003, 362). It is through this creative labor, these activists and cultural producers address the sociology of anti-Black racism that deeply influences the lives of Afrodiasporic people in Canada. They are composers and constructors of strategies and perspectives that are… [Direct]

Allen, Quaylan; Nash, Angel Miles (2021). Caution, Approaching Intersection: Black Educators Teaching in the Crossroads of Resistance and Responsiveness. AILACTE Journal, spec iss p54-75. As a powerful institution of social reproduction, schools are locations in which racial inequalities and anti-Black racism play out in ways that contribute to the larger racial disparities that many Black communities experience. The way race informs the experiences of Black students in schools justifies the need for anti-racist and anti-bias teaching in education programs. In this paper, we argue that anti-racist and anti-bias education should be rooted in intersectional leadership and pedagogical approaches. We do so by first describing why intersectional leadership matters, particularly in preparing educators and leaders in working with Black students in school. We then describe our own positionality as Black scholars and educators working in a predominantly White private university and how our own positionality informs why this work is important to us. In particular, we focus on the ways in which we prepare future educators to engage in resistance and responsiveness on behalf of… [PDF]

Mashford-Pringle, Angela; Webb, Denise (2022). Incorporating Indigenous Content into K-12 Curriculum: Supports for Teachers in Provincial and Territorial Policy and Post-Secondary Education Spaces. Canadian Journal of Educational Administration and Policy, n198 p55-73. In an era of learning truth and working towards reconciliation with Indigenous peoples, education institutions across Canada are in the midst of decolonizing their education spaces. Fundamental to this process are the Truth and Reconciliation Commission Calls to Action to educate settler teacher candidates to develop culturally appropriate curricula and incorporate Indigenous content into their teaching practices. Little research has reviewed institutional responses to these recommendations. To fill this gap, this study compiles recent efforts to inform Ministries of Education and post-secondary education institutions of effective and culturally safe methods to incorporate Indigenous content in curricula, based on current interventions and the lived experiences of teachers navigating the decolonization process. Two rapid reviews of grey and academic literature are completed. The findings shed light onto course-, professional workshop-, and policy-based interventions to support… [PDF]

Hill, Bridgett (2023). Power to the Sisters: Qualitative Study Featuring the Barriers of African American Women Working in Higher Education. ProQuest LLC, Ed.D. Dissertation, Valdosta State University. Throughout the years, Black women have worked to advance their quality of life. Black women have been obtaining additional degrees and certifications. Despite the degrees, years of experience, and qualifications, Black women are still unable to secure positions of administration in higher education institutions. Studies have shown that there are low faculty numbers of African American women being full-time professors in higher education institutions. This study revealed themes related to Black women in higher education as they shared their challenges to career advancement. To prevent some of these threats, only participants who were truly interested in the study and who would like to see change occur were asked to participate. Collecting as much data as possible during this study was pivotal. Interviews consisted of open-ended questions. It was important for a researcher to understand and interpret what the participant said. Initial coding and In Vivo Coding were for data analysis…. [Direct]

Jeter, Floyd; Melendez, John (2022). Too Few Black Male Educators. Impacting Education: Journal on Transforming Professional Practice, v7 n2 p19-25. In the United States, schools and universities have too few Black male teachers. Although many factors contribute to this significant problem, one primary factor is the existing lack of Black male educators to serve as role models for Black male students. This literature review captures information from peer-reviewed research, public scholarship sources, and empathy interviews. The purpose of this literature review was to understand the reasons why so few Black males are successful in school and why there are so few Black male students pursuing careers in education. Based on the literature review, the following themes were identified: a lack of financial resources, a lack of a sense of belonging, a lack of role models and mentors, and institutional racism. Colleges need to consider these issues and determine ways to support Black male students in school and encourage them to pursue a career in education. Increasing the number of Black male educators is one central way to increase… [PDF]

Adam E. Ali; Erin K. Sullivan (2024). Are Kinesiology Programs Oppressive? A Content Analysis of Canadian University Kinesiology Curricula and Websites. Sport, Education and Society, v29 n6 p712-725. Institutionalized oppression experienced by marginalized groups is central to post-secondary education and, if left unchallenged, will remain pervasive within academia (Lincoln, Y. S., & Stanley, C. A. (2021). The faces of institutionalized discrimination and systemic oppression in higher education: Uncovering the lived experience of bias and procedural inequity. "Qualitative Inquiry", 10778004211026892). Emerging literature that examines discrimination and oppression in kinesiology has focused on the consequences of privileging Western, Eurocentric knowledge and scholarship. (Andrews, D. L., Silk, M., Francombe, J., & Bush, A. (2013). McKinesiology. "Review of Education, Pedagogy, and Cultural Studies", 35(5), 335-356; Culp, B. (2016). Social justice and the future of higher education kinesiology. "Quest" ("grand Rapids, Mich"), 68(3), 271-283; Douglas, D. D., & Halas, J. M. (2013). The wages of whiteness: Confronting the nature of… [Direct]

(1995). News and Views. Journal of Blacks in Higher Education, n8 p8-48 Sum. Contains articles on the black experience in higher education, including affirmative action issues, enrollment trends at both black and Ivy League colleges, black appointments in higher education favoring men and other gender issues, and blacks in college coaching. State- and school-specific articles concerning segregation, black leadership in education, racism, and special awards for blacks are included. (GR)…

Bhopal, Kalwant (2020). For Whose Benefit? Black and Minority Ethnic Training Programmes in Higher Education Institutions in England, UK. British Educational Research Journal, v46 n3 p500-515 Jun. Inequalities continue to exist in higher education, with Black and minority ethnic (BME) academics less likely to be professors or occupy senior decision-making roles compared to their White colleagues. In order to increase BME representation in senior decision-making roles, specific programmes targeted at BME groups have recently been introduced in higher education institutions (HEIs). This article draws on research carried out on two such programmes in England. By using principles of critical race theory (CRT), I argue that racism continues to play a key role in the lack of BME groups in senior leadership roles and that such programmes benefit HEIs rather than contributing to a commitment to inclusion, equity and creating a diverse workforce. Furthermore, such programmes work for the benefit of HEIs to perpetuate and reinforce White privilege, rather than addressing structural inequalities…. [Direct]

Sonu, Debbie (2022). Making a Racial Difference: A Foucauldian Analysis of School Memories Told by Undergraduates of Color in the United States. Critical Studies in Education, v63 n3 p340-354. This paper draws from the writings of Michel Foucault and his recently reconsidered provocations on race and racialization. Using Foucault's definition of 'internal racism,' race is understood as a complex set of correlations that are employed for the purpose of establishing (ab)normality and exercising various forms of expulsion. Racialization is then seen as the circulation of knowledge that makes racial categorization evident as scientific truth, linked to themes of science, developmentality, and the governing of population. To illustrate its subjective materialization, I analyze childhood memories of school told by undergraduates of color at one large public university in New York City. In what follows, I present three narratives that exemplify the production of difference and abnormality, as a biopolitical strategy with racial significance, arguing that positivist school reforms and developmental theories in education cannot be thought of as separate from the mobilization of… [Direct]

Smith, Brian (2022). Hannah Arendt on Anti-Black Racism, the Public Realm, and Higher Education. Educational Philosophy and Theory, v54 n12 p2054-2071. In recent years, a growing number of scholars have accused Arendt of anti-Black racism. Some of these criticisms can be traced to certain passages in her essay "On Violence" about black radicals making what she believed to be unreasonable curriculum demands, namely the establishment of Black Studies programs. The purpose of this paper is to contextualize these controversial passages within her deeply anti-modern thinking about the role of higher education in society. While her arguments remain troubling, when read along with the critical perspectives of Max Weber and Karl Jaspers, it becomes clear that her essential criticism had mostly to do with the transformation of the university into a capitalist enterprise, where students had become customers essentially seeking glorified vocational degrees. For Arendt, the university should not be a means of employment or another branch of the US military, as it had so become. It was a space where one could escape the public realm… [Direct]

Baker, Ryan S.; Esbenshade, Lief; Karumbaiah, Shamya; Vitale, Jonathan (2023). Using Demographic Data as Predictor Variables: A Questionable Choice. Journal of Educational Data Mining, v15 n2 p22-52. Predictive analytics methods in education are seeing widespread use and are producing increasingly accurate predictions of students' outcomes. With the increased use of predictive analytics comes increasing concern about fairness for specific subgroups of the population. One approach that has been proposed to increase fairness is using demographic variables directly in models, as predictors. In this paper we explore issues of fairness in the use of demographic variables as predictors of long-term student outcomes, studying the arguments for and against this practice in the contexts where this literature has been published. We analyze arguments for the inclusion of demographic variables, specifically claims that this approach improves model performance and charges that excluding such variables amounts to a form of 'color-blind' racism. We also consider arguments against including demographic variables as predictors, including reduced actionability of predictions, risk of reinforcing… [PDF]

Alexander Walker; Amanda Gilbert; Sandi L. Tait-McCutcheon (2023). Tutors' Responses to Student Disclosures: From "Suicidal Ideation" to "Feeling a Little Stressed". Journal of University Teaching and Learning Practice, v20 n7 Article 10. Tutors in higher education are receiving and responding to student disclosures that include racism, anxiety, loneliness, legal disputes, family upheavals, physical, emotional, and mental health, bereavement, legal battles, and harassment. In many cases, this caring aspect of the tutor role is not acknowledged, allocated time in job descriptions, or accurately remunerated. This qualitative study explored how tutors experienced and managed student disclosures, the personal and professional impact of responding to disclosures, and how tutors believed they could be better supported. Data was collected from two cohorts of participants tutoring at a University in Aotearoa New Zealand. Using interviews and questionnaires and analysed by reflexive thematic analysis. Our findings showed that our participants believed they were positioned vulnerably between a rock and a hard place. At the rock, tutors were told to follow university guidelines and refer distressed students to over-loaded course… [PDF]

Buenavista, Tracy Lachica; Cariaga, Stephanie; Curammeng, Edward R.; McGovern, Elexia Reyes; Pour-Khorshid, Farima; Stovall, David Omotoso; Valdez, Carolina (2021). A Praxis of Critical Race Love: Toward the Abolition of Cisheteropatriarchy and Toxic Masculinity in Educational Justice Formations. Educational Studies: Journal of the American Educational Studies Association, v57 n3 p238-249. Educators of color can often (in)advertently perpetuate gendered oppression against each other to cope with racism and its associated stressors. This occurs in part due to the violence we have endured as (a) minoritized people in a society where our oppression is endemic, (b) scholars of color navigating exclusionary institutions and education spaces, and (c) educators who experience vicarious and complex trauma from pain imposed onto the young people with whom we work, seldom resulting in opportunities to address gender dynamics that uphold power imbalances among men, women, and gender-nonconforming people of color. In this conceptual paper we offer an intersectional framework of a "praxis of critical race love" to highlight cisgendered, heteropatriarchal toxic masculinity often reified in education contexts, and use narratives to demonstrate how we apply a healing-centered praxis within our service, teaching, and research to challenge such harm. Ultimately, we share… [Direct]

Poutisak Smoky Rith (2024). Navigating the Intersectionality of Identities: Understanding the Transition Experiences of First-Generation BIPOC College Students. ProQuest LLC, Ed.D. Dissertation, Alliant International University. This study explores the transition experiences of first-generation Black, Indigenous, and People of Color (BIPOC) college students through the framework of Intersectionality Theory. The research examines how multiple intersecting identities, including race, ethnicity, gender, sexual orientation, and immigration status, influence these students' educational journeys, creating both challenges and coping mechanisms. Using a concurrent triangulation mixed-methods approach, the study collects and analyzes both quantitative and qualitative data to provide a comprehensive understanding of their experiences. Drawing from key theories, including the work of Kimberle Crenshaw, the research reveals how various systems of oppression, such as racism and ageism, combine to create unique forms of marginalization and privilege for these students. The findings highlight the significance of addressing both academic and social disparities by understanding the multifaceted nature of their challenges…. [Direct]

Flores-Koulish, Stephanie A.; Shiller, Jessica T. (2020). Critical Classrooms Matter: Baltimore Teachers' Pedagogical Response after the Death of Freddie Gray. Education and Urban Society, v52 n6 p984-1007 Jul. The purpose of this article is to discuss the possibilities of public education. We argue that public schools, despite their flaws, still provide necessary spaces of civic engagement. When major social and/or political events happen, young people have few outlets to discuss, process, and understand implications. In this article, we share the experiences of Baltimore's teachers after the death of Freddie Gray, an unarmed Black man, who lived in Baltimore and died in police custody. Following his death, the city exploded in protest, both violent and peaceful. We interviewed eight teachers and collected curriculum samples to make sense of how they used the public school classroom as a space of critical care, social justice, cultural relevance, and anti-racism to contextualize current events in their city. There are implications here for school district professional development and teacher education…. [Direct]

Joseph, Jaclyn; Rausch, Alissa; Steed, Elizabeth (2019). Dis/ability Critical Race Studies (DisCrit) for Inclusion in Early Childhood Education: Ethical Considerations of Implicit and Explicit Bias. ZERO TO THREE, v40 n1 p43-51 Sep. This article explores the ethical obligation of those in the early care and education field to deconstruct ableism (and other -isms, such as racism, sexism, classism) and to reconstruct an understanding of social identity that is strengths-based and affirming. The authors describe the Dis/ability Studies and Critical Race Theory (DisCrit) framework of understanding ableism and provide examples of potential solutions for early childhood providers to explore the role of bias in inclusion practices and deconstruct dis/ability to enact systemic change for young children with dis/abilities and their families…. [Direct]

DeFino, Rosalie (2019). Teaching with Race in Mind: Exploring the Work of Antiracism in Leading Whole-Class Mathematics Discussions. North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (41st, St. Louis, MO, Nov 14-17, 2019). How might teachers of elementary mathematics pursue antiracism through everyday practices such as leading whole-class discussions? This paper reports on an exploratory study of one White woman teacher's efforts to challenge manifestations of structural racism in classroom interactions with students who are predominantly Black. The results include preliminary characterization of three areas of antiracist work: planned and routine practices, in-the-moment responses to student behavior, and ongoing interpretation of classroom events. Implications for research on mathematics teaching and for mathematics teacher education are discussed. [For the complete proceedings, see ED606556.]… [PDF]

MacDonald, Lunden (2021). Improving Language Learning by Addressing Students' Social and Emotional Needs. Hispania, v104 n1 p11-16 Mar. The social, economic, and educational upheaval that has been occasioned by the COVID-19 pandemic, the concurrent and stressful conversation about race and racism in the United States, and domestic political turmoil has turned the world on its head. In these so-called "unprecedented times," traditional higher education appears to be on the verge of an uncharted transformation. In short, there is a lot going on in the world and at school, and students are finding themselves physically and emotionally smack in the middle of it all. This article details a pedagogical innovation that alters course structure by integrating measures of self-care and student engagement into the completion requirements. This change sets the stage for creating the in-class and extracurricular conditions in which students can best learn Spanish, despite external situations that may distract or keep them from their studies…. [Direct]

Bennett, Christine I. (1995). Research on Racial Issues in American Higher Education. This review of racial issues in American higher education identifies the quest for community amid diversity as the major challenges facing colleges and universities today. The literature reviewed is organized into three parts: (1) the demographics of equity and access in higher education; (2) the legacy of racism in higher education; and (3) the movement toward democratic or integrated pluralism in higher education. Each segment provides evidence from research and scholarly writing that illustrates complexities and crises that must be considered in efforts to create communities amid diversity on college campuses. Trends in undergraduate, graduate, and professional education are summarized for African Americans, Asian Americans, Hispanic Americans, and Native Americans. Racism on college campuses can be individual, institutional, or cultural. Several studies are reviewed that attempt to combat racism at these levels and that attempt to establish a goal of integrated pluralism. An…

Zembylas, Michalinos (2015). Rethinking Race and Racism as "Technologies of Affect": Theorizing the Implications for Anti-Racist Politics and Practice in Education. Race, Ethnicity and Education, v18 n2 p145-162. This article draws on the concept of race and racism as "technologies of affect" to think with some of the interventions and arguments of critical affect studies. The author suggests that critical affect theories enable the theorization of race and racism as affective modes of being that recognize the historically specific assemblages which are practiced in schools and the society. It is also argued that rethinking race and racism as technologies of affect, a vision of anti-racist politics and practice in education can be formed in ways that go beyond recognition or resistance, but rather attend to the production of pedagogical spaces and practices that create ways of living differently. The education implications of this idea are discussed in relation to how teachers and teacher educators can begin not only to analyze the affective mobilizations of race and racism, but also to engage in political struggles that harness the affective forces of anti-racist action in everyday… [Direct]

Alexander, Kerry H.; Collins, Claire; Dunham, Heather; Holyoke, Erica; Wetzel, Melissa Mosley (2023). Coaching in Communities: Pursuing Justice, Teacher Learning, and Transformation. Harvard Education Press In "Coaching in Communities," researcher Melissa Mosley Wetzel and her coauthors distill the lessons of an eight-year study into a transformative educator training model, Coaching with CARE (critical and content-focused, appreciative, reflective, and experiential). They demonstrate how effective, contextual teacher training can be a cornerstone of educational justice, which occurs when all learners are supported to be successful in school and when schools expand notions of success to include diverse ways of life and learning. The authors show how this new framework, which draws from behavioral, cognitive, humanistic, and critical models of coaching, can be used in professional and informal learning contexts, and in dialogue with families and communities, to upend the status quo, break down the expert-novice distinction, and cultivate just forms of practice. As they note, the work of justice is collaborative, sustained engagement in resistance to marginalization, racism, and… [Direct]

(2022). Rethinking the Role of the Principal. Aspen Institute Every line of inquiry on the role of the principal tells us that the role needs an overhaul. Schools are dealing with historic educational disruption associated with the pandemic. Young people face record levels of anxiety and depression, unsustainably high income inequality, a painful reckoning with systemic racism, and a declining commitment to democracy. If school systems are to meet the challenge of this historic moment, they must articulate a new, rich vision that imbues students with a sense of responsible citizenship, prepares them for the world of work, and helps them develop a healthy sense of self. This vision for schooling calls for a shift in what we ask of schools, and that shift starts in the principal's office. Rethinking the Role of the Principal offers actions that education leaders can take for the role of the principal and district systems to make the role more impactful and sustainable, starting with alignment to a vision and research for school leadership to… [PDF]

Miller, Hannah K. (2018). Developing a Critical Consciousness of Race in Place-Based Environmental Education: Franco's Story. Environmental Education Research, v24 n6 p845-858. Environmental education (EE) has a history of support for critical place-based pedagogy as a means of learning through engagement in space, both cultural and biophysical. In this paper I tell the story of how Franco–a non-white, non-American undergraduate–engaged with local discourses in a watershed-focused EE program in the rural Midwestern US. I examine how the five tenets of critical race theory (CRT) can be used to interpret Franco's experience, where he encountered multiple instances of racism and xenophobia. I argue that without a critical analysis of race in place-based EE programs, instructors may (a) privilege their own ways of knowing in local settings, (b) rely on 'grit' narratives as mechanisms for mediation of racism, and (c) send non-white students home having learned that they cannot effect meaningful change for sustainability. I conclude with recommendations for faculty in predominantly white institutions on how CRT might foster the development of critical… [Direct]

Hollman, Deirdre Lynn (2021). Critical Race Comics: Centering Black Subjectivities and Teaching Racial Literacy. Journal of Curriculum and Pedagogy, v18 n2 p119-133. This article seeks to explore the complexities of Black subjectivities as written and illustrated by comic book creators of color who wrestle with the enigmatic qualities of blackness as they write within and beyond racial imaginaries and social realities. I call these works "critical race comics" to highlight their explicit engagement with the ubiquity of race and racism and other tenets of critical race theory in education. Critical race comics teach through onto-epistemological explorations of blackness and by centering the black gaze in ways that foster humanizing racial discourse in classrooms, develop racial literacy in readers, and contribute to antiracist pedagogy. As such, I position critical race comics as pop culture and curriculum as they reflect larger literary, artistic, and social movements for racial justice in America (e.g. Antislavery, Reconstruction, New Negro, Civil Rights, Black Power, Hip-Hop, and #BlackLivesMatter)…. [Direct]

Le√≥n, Raina; Norris, Aaminah; Raygoza, Mary Candace (2021). Unhidden: The Voices of Teacher Education Scholars on Disrupting, Transforming, and Healing toward an Antiracist World. AILACTE Journal, spec iss p76-103. This counternarrative is an homage to the work of abolition in teacher education and a call to humanizing liberatory praxis as collective healing from racism and anti-Black hate. We, three critical teacher educators, interrogate our positionalities and the experiences within and beyond schooling that have shaped us. We recognize that our identities were informed by our individual memories of growing up in a racist United States. We therefore make space for disruption of practices that continue to (de)humanize us, our students, and their students. We say their names-Breonna Taylor, Ahmaud Aubery, George Floyd-as we replace dehumanization with rehumanizing praxis and a commitment to the journey of seeking freedom through finding joy in our work and in our lives. Our voices are unhidden as we join the resistant and transformational voices of youth and adults in the movement for Black lives. Together we change the world…. [PDF]

Helmick, Linda (2022). White Saviorism: An Insider Perspective. Art Education, v75 n3 p9-13. White Savior Industrial Complex (WSIC) encapsulates a myth that non-White communities need White outsiders to rescue them. WSIC is one of many ways well-intentioned outsiders fail to serve communities, and teacher education programs perpetuate WSIC by obscuring race, Black culture, and White privilege. In addition to WSIC theory, the author used critical race theory (CRT) and Whiteness critical theories to identify how Whiteness informed their pedagogical decisions. A process of narrative storytelling, unstructured interviews, and critical self-reflection provided data for this research. The author examined how the culturally developed identities of Alexis, a Black artist/art educator and colleague, informed the different and similar ways of knowing, thinking about, and enacting art instruction within the same community. In this article, the author explores Alexis's experience and pedagogical choices, arguing that art and teacher education programs should help to inform critical… [Direct]

Abrica, Elvira J.; Gallaway, Chaddrick D. James; Garc√≠a-Louis, Claudia (2020). Antiblackness in the Hispanic-Serving Community College (HSCC) Context: Black Male Collegiate Experiences through the Lens of Settler Colonial Logics. Race, Ethnicity and Education, v23 n1 p55-73. This qualitative longitudinal study explored the experiences of Black males attending a public, two-year, community college Hispanic-serving community college (HSCC) in Southern California. Drawing on the perspective of HSCCs as reflecting a colonial relationship between whites and Students of Color, we outline specific forms of anti-Black racism that include the rejection of Black intellectualism, presumed ownership of Blacks' intellectual and material property, and psychological violence and rejection of Black suffering. We articulate a need for researchers to attend to institutionalized forms of anti-Blackness across structurally diverse institutional contexts — as well as predominantly white ones — and a need to articulate realities that exist outside the 'settler colonial logics' that permeate higher education…. [Direct]

Anderson, Stephanie; Keenlyside, Emily (2021). Art Museums and Exclusionary Visions of Nationhood: The Possibilities for Docent Training. Journal of Museum Education, v46 n3 p375-392. Art museums around the world play an integral role in the formation and preservation of collective identity and national belonging. As part of wider efforts for social change, these institutions are being challenged to decolonize and confront racism with renewed and sustained focus. As such, they are thinking more deeply about how they engage visitors with their collections. Within this context, this article considers how docents are uniquely positioned in the collective response to these calls for action. Drawing on strategies used in museum and teacher education pedagogy, it offers a renewed approach that emphasizes docent training's capacity to create meaningful experiences that dismantle exclusionary national narratives operating within collections and exhibitions. This article responds to calls for art museums to multiply voices and become spaces for decolonization, and will resonate with other museums, galleries, and heritage institutions invested in ongoing critical learning… [Direct]

Kimberly Corum; Lynn Nichols; Rachel Gorsky (2024). Conceptual and Theoretical Frameworks for Leveraging Makerspaces to Encourage and Retain Underrepresented Populations in Stem through Learning by Design. Educational Technology Research and Development, v72 n1 p425-445. Amidst this era of rapid technological advancement, the impact of White dominance in STEM causes inequity throughout the design, implementation, and function of modern technologies. Evidence of this includes AI systems that perpetuate racial and gender biases, medical devices that are incompatible with non-White medical needs, and hiring algorithms that prioritize the White male experience. Though not a panacea, greater representation of traditionally marginalized groups in the STEM workforce will help reduce and safeguard against digital racism, sexism, and ableism. Advocates of greater representation in STEM fields suggest that makerspace pedagogy and design that is rooted in equity and inclusivity can attract students from traditionally marginalized groups and make STEM more accessible and welcoming to all. To this end, this paper proposes a modification of the TPACK theoretical framework (Koehler and Mishra in Contemp Issues Tech Teach Educ 9(1):60-70, 2009) that centers… [Direct]

Bodkin-Andrews, Gawaian; Carlson, Bronwyn (2016). The Legacy of Racism and Indigenous Australian Identity within Education. Race, Ethnicity and Education, v19 n4 p784-807. It may be argued that the emerging discourses focusing on the social, emotional, educational, and economic disadvantages identified for Australia's First Peoples (when compared to their non-Indigenous counterparts) are becoming increasingly dissociated with an understanding of the interplay between historical and current trends in racism. Additionally, and if not somewhat related to this critique, it can be suggested that the very construction of research from a Western perspective of Indigenous identity (as opposed to identities) and ways of being are deeply entwined within the undertones of epistemological racism still prevalent today. It is the purpose of this article to move beyond the overreliance of outside-based understanding Western epistemologies, and to explore not only the complex nature of both racism and identity from Aboriginal and Torres Strait Islander perspectives, but to also explore the role of education and research in perpetuating varying levels of racism and… [Direct]

Griffin, Dana C. (2016). Parenting Practices of Black Mothers Amid an Uptick in Racial Violence: Implications for Family-School-Community Partnerships. AERA Online Paper Repository, Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, Apr 8-12, 2016). Black mothers are viewed through negative lens when it comes to parental involvement in education and childrearing practices. Although a variety of beliefs and values exist about the proper ways to raise children, it seems that Black mothers' perspectives are deemed deficient. These negative views carry over into the educational system causing Tatum to epitomize that despite the courageous leadership and sacrifice of many strong women, Black mothers continue to fight the legacy of racism at home and in schools. With the uptick of racism against the black community, a study exploring the impact of current societal racism on parenting practices is warranted. Data from this study can aid schools in fostering deeper, more effective partnerships with Black families…. [Direct]

Fitzpatrick, Katie; May, Stephen (2022). Critical Ethnography and Education: Theory, Methodology, and Ethics. Routledge, Taylor & Francis Group In this book, Fitzpatrick and May make the case for a reimagined approach to critical ethnography in education. Working with an expansive understanding of "critical," they argue that many researchers already do the kind of critical ethnography suggested in this book, whether they call their studies critical or not. Drawing on a wide range of educational studies, the authors demonstrate that a methodology that is lived, embodied, and personal–and fundamentally connected to notions of power–is essential to exploring and understanding the many social and political issues facing education today. By grounding studies in work that reimagines, troubles, and questions notions of power, injustice, inequity, and marginalization, such studies engage with the tenets of critical ethnography. Offering a wide-ranging and insightful commentary on the influences of critical ethnography over time, Fitzpatrick and May interrogate the ongoing theoretical developments, including… [Direct]

Astor, Ron Avi; Benbenishty, Rami; Fergus, Edward; Gadsden, Vivian; Noguera, Pedro (2021). A Call for the Conceptual Integration of Opportunity Structures within School Safety Research. School Psychology Review, v50 n2-3 p172-190. Few studies explicitly examine how opportunity structures impact school safety, school climate, or bullying. This article applies school-centered ecological theory as a heuristic conceptual framework that links opportunity structures and school safety. Historically, opportunity structures identified how institutional characteristics such as labor conditions, combined with factors such as geographic location, gender, race, religion, nationality, ethnicity, and family background, influence the opportunities open to individuals and shape patterns of entering the labor market. In education, the concept has been used when describing systemic racism in educational inequality. Examples are drawn from several bodies of research that have strong implications for future study of these issues. These areas include research on communities and families, creating positive school cultures and climates, and different types of educator bias that restrict opportunities and result in less safe… [Direct]

Blair, Alissa; Haneda, Mari (2021). Toward Collaborative Partnerships: Lessons from Parents and Teachers of Emergent Bi/Multilingual Students. Theory Into Practice, v60 n1 p18-27. There is widespread consensus that parental involvement in their children's education contributes to the children's success at school. However, it is also recognized that non-dominant populations, particularly immigrant families, face language and cultural barriers, racism, poverty, and other obstacles to navigating school practices that many families do not face. In this article, we argue for the need to reject overtly school-centered parental involvement practices in favor of collaborative partnerships that position parents as equal partners and decision-makers. We first present critical features that characterize home-school collaborative partnerships, based on key literature detailing research from this perspective. Second, we present 2 examples of attempts to forge home-school partnerships, based on qualitative research independently conducted by the coauthors. Finally, we discuss the challenges and possibilities of school-parent partnerships that are illustrated by these… [Direct]

Eduardo Najarro Jr. (2021). Resistance to Conversations about Race. ProQuest LLC, Ph.D. Dissertation, Michigan State University. Qualitative research continues to demonstrate a majority white, female, middle-class teaching force is struggling to effectively teach an increasingly culturally and linguistically diverse U.S. student population (Hollins & Guzman, 2005; Nieto, 2000). As a result, teacher education incorporates multicultural education/diversity coursework to teach prospective teachers (PSTs) how to incorporate culturally and/or linguistically diverse children in the classroom (Hollins & Guzman, 2005). This has resulted in having discussions about race and racism. Consequently, due to the social-political nature of the topic, teacher educators have had a difficult time discussing how inequities occur along racial lines. Commonly, PSTs resist conversations about race by disengaging from the class discussion or dismissing viewpoints that highlight the historical influence of race in today's society. This project compares teacher educator's approach to resistance, my own experimental experience,… [Direct]

Jenny Ritchie (2020). Ko tenei te wa…. Te Tiriti o Waitangi Education, Teacher Education, and Early Childhood Care and Education. Journal of Educational Leadership, Policy and Practice, v35 spec iss p1-12. This paper offers a brief personal reflection on some leadership related observations from work as an early childhood teacher educator over the past thirty years. Te Tiriti o Waitangi education is a specific area that has previously not been sufficiently prioritised and has only comparatively recently been affirmed in government policy as a key focus of education henceforth. This paper reflects on some of the underlying reasons for this omission within education, pointing to notions of white supremacy in the colonialist assumption of sovereignty and ongoing racism that has negatively impacted on educational experiences and outcomes for Maori in Aotearoa and has also resulted in the degradation of our environment despite Tiriti o Waitangi assurances about the sustenance of rangatiratanga and protection of taonga which should have supported ongoing kaitiakitanga of te taiao. Some hopeful recent policy initiatives are acknowledged. It finishes with recognition of the current climate… [PDF]

Thangaraj, Stanley Ilango (2021). Racing the Muslim: Strategies for Teaching Race and Ethnic Studies in the Education Curriculum. Urban Education, v56 n7 p1042-1066 Sep. In this paper, I insert the importance of teaching race through Middle Eastern America and Muslim America. By bringing in critical analysis of Middle Eastern America and Muslim America, I offer theoretical insights and pedagogical strategies in the education curriculum to teach race that will deconstruct, destabilize, and interrogate the dominant White-Black racial logic in the United States. While my theoretical engagement with Critical Race Theory complicates how we theorize race in the United States, I couple the theory with transhistorical, transnational, embodied, performative pedagogical strategies to enable a wide assortment of ways to engage with the dynamism, fluidity, and constantly shifting nature of race and Whiteness through an engagement with scholarship on Middle Eastern America and Muslim America. I present a way to teach race that enriches the curriculum on race in the education program while preparing future educators with resources to support students and expand… [Direct]

Gilda Spaducci; Jennifer Oates; Jermaine Edwards; Juliet Foster; Salim Hashmi; Theofanis Freiderikos; Tia Nevins; Tommy Dickinson (2024). Identifying the Barriers to Inclusion and Belonging Experienced by Students and Alumni in Higher Education. Psychology Teaching Review, v30 n1 p32-68. Students minoritised because of their race and/or ethnicity have a different university experience from their peers, which is reflected in degree completion statistics, awarding gaps, and graduate outcomes. One factor influencing these outcomes is students' sense of inclusion and belonging with the university, which is lower in minoritised students. We aimed to identify whether barriers to inclusion were present across students and alumni in one university, and whether this varied according to ethnic and/or racial backgrounds. Three-hundred and twenty-three students and alumni completed an online questionnaire measuring students' belonging, experience of the curriculum and microaggressions, and 14 students and alumni attended focus groups to further explore the barriers to inclusion and belonging, and proposed recommended actions to reduce these barriers. From the questionnaire, ethnicity and/or race did not influence students' sense of belonging, experience of the curriculum or… [Direct]

Amzalag, Meital; Shapira, Noa (2021). Online Joint Professional Development: A Novel Approach to Multicultural Education. Journal for Multicultural Education, v15 n4 p445-458. Purpose: The current research presents findings from an innovative online Teachers Professional Development (TPD) program entitled — The Israeli Society is Meeting Online. This study aims to examine to what extent does online contact promote meaningful acquaintance among teachers from different cultures in Israeli society, and how did the online TPD program influence the way teachers perceive their roles in the Israeli education system. Design/methodology/approach: This study implemented a qualitative phenomenological approach to learn about the teachers' experiences (through the TPD program. Findings: The findings indicate that teachers who live and study in a diverse and divided society can improve intergroup relations using online contact with teachers from other groups. This contact may lead to a significant acquaintance, which, in turn, prepares teachers as agents of change in the field of multicultural education. Originality/value: Israeli society is diverse and divided and… [Direct]

Chapman, Sammy; Davis, Susan; Haughton, Chantelle; Okeke, Rom; Smith, Martin; Yafele, Aylwin; Yu, Kin (2023). The Recruitment and Retention of Teachers of Colour in Wales. An Ongoing Conundrum?. Curriculum Journal, v34 n1 p118-137 Mar. There are a disproportionate number of teachers of colour (ToC) in Wales in comparison to pupils of colour. Teachers are less ethnically diverse than the pupils they are teaching with only 1.3% of teachers categorising themselves as being from a non-White background. This paper sets out findings from research investigating recruitment into Initial Teacher Education (ITE) and the career progression of ToC in Wales. Through a qualitative case study approach, employing participant voice, it gives participants a platform to articulate their experiences. Sixty-eight semi-structured interviews took place and participants were a mixture of 14+ learners and serving teachers/leaders, all from diverse backgrounds. As a multi-ethnic research team ourselves, we were aware of issues that participants faced within the Welsh school system, either as pupils or teachers, and were committed to carrying out the research, employing an empathetic lens. This was especially relevant as participants were… [Direct]

Boyle, Lisa; Lemieux, Am√©lie; Rahm, Jrene; Simmonds, Emiyah (2023). Working towards More Socially Just Futures: Five Areas for Transdisciplinary Literacies Research. Literacy, v57 n2 p185-197 May. Policy-makers and provincial governments have a responsibility to prioritise equity, diversity, inclusion and accessibility (EDIA) with approaches that leverage both intersectionality and transdisciplinarity, especially when looking at literacies research. Supported by a federally funded knowledge synthesis grant that surveyed the scope of EDIA in Canadian schools, this article focuses on youth marginalisation to address literacies learning. The authors address five concepts from a three-phase literature review to examine inclusive practices that respect, acknowledge and address EDIA in K-12 education. Across reviewed studies, there is an underlying trajectory outlining methodological challenges in implementing EDIA practices. We advance anti-racist and abolitionist approaches by addressing five areas: (1) making learning more accessible by adopting culturally responsive pedagogy informed by local cultures, languages and values; (2) pursuing sustainable professional development in… [Direct]

Anderson, Ross C.; Guldin, Rachel; Madison, Ed (2021). Writing for Social Justice: Journalistic Strategies for Catalyzing Agentic Engagement among Latinx Middle School Students through Media Education. Journal of Media Literacy Education, v13 n2 p71-85. This study examines the experiences of 15 Latinx sixth-grade students in Los Angeles who participated in a yearlong journalism-based media literacy program embedded in their social studies classes. Students researched, interviewed, wrote, and published articles on the Internet about social justice themes, like immigration, racism, and LGBTQ rights. The intervention uses critical pedagogy and social justice pedagogy. This study seeks to understand how key aspects of these philosophies emerge in students' reflections of their journalistic learning experiences. Deductive qualitative analysis of focus group data indicates that students experienced transformational, agentic experiential learning that allowed them to explore and question the world. The limited comments about funds of knowledge, local communities, and critical co-investigation suggest that these areas need additional attention during intervention implementation. The journalistic approach illustrates new ways educators can… [PDF]

Caruthers, Loyce E.; Poos, Bradley; Waddell, Jennifer H. (2022). Preparing Antiracist Educators through Transformative Teacher Education. Journal for Multicultural Education, v16 n3 p295-306. Purpose: This paper reports the findings of a study examining the impact of one teacher preparation program on the current practices of its graduates and documents the ways the program focused on equity and social justice in preparing educators who see themselves as agents for transforming schools. This paper aims to identify program elements that can be transformative in the preparation of antiracist teachers. Design/methodology/approach: This study examined the stories of nine program alumni who shared preservice education experiences and reflections on current practices. Interview data, videotaped and transcribed verbatim, included the teachers' reflections and perceptions of their preparation program and descriptions of current practices and areas to which they each attribute success as educators. Data were analyzed through inductive analysis. Findings: Two thematic categories were identified: pedagogical experiences and foundational experiences. Pedagogical experiences were… [Direct]

Cabrera, Nolan L.; Duran, Antonio; Foste, Zak; Tevis, Tenisha; Whitehead, Melvin A. (2021). Disrupting the Big Lie: Higher Education and Whitelash in a Post/Colorblind Era. Education Sciences, v11 Article 486. James Baldwin (1998) described whiteness as "the big lie" of American society where the belief in the inherent superiority of white people allowed for, emboldened, and facilitated violence against People of Color. In the post-Civil Rights era, scholars reframed whiteness as an invisible, hegemonic social norm, and a great deal of education scholarship continues to be rooted in this metaphor of invisibility. However, Leonardo (2020) theorized that in a post-45 era of "whitelash" (Embrick et al., 2020), "post-colorblindness" is more accurate to describe contemporary racial stratification whereby whiteness is both (a) more visible and (b) increasingly appealing to perceived injuries of "reverse racism." From this perspective, we offer three theoretical concepts to guide the future of whiteness in education scholarship. Specifically, we argue that scholars critically studying whiteness in education must explicitly: (1) address the historicity of… [PDF]

Abby Yost (2021). Fostering a Commitment to Culturally Sustaining Pedagogy among Teacher Preparation Students. ProQuest LLC, Ph.D. Dissertation, Prescott College. This dissertation evaluates the efficacy of an intervention with decolonizing intentions in a teacher preparation course at fostering a commitment to Culturally Sustaining Pedagogy (Paris & Alim, 2017) among preservice educators. The findings have been distilled to create a prescription that will prepare future educators to disrupt processes of settler colonialism and systemic racism in K-12 classrooms. This model for Teacher Education programs that seek to decolonize is based on the incorporation of "land education" (McCoy et al, 2017), experiential facilitation techniques, explicit address of critical themes, proactive differentiation to student interests, and a robust practice of reflection by the facilitator. I discuss the continuing "stuck places" (Ellsworth, 1989) this study revealed, likely to apply to many projects with decolonizing intent, so other educators may engage those with intentionality, creativity, and compassion. [The dissertation citations… [Direct]

Singer, John N. (2016). African American Male College Athletes' Narratives on Education and Racism. Urban Education, v51 n9 p1065-1095 Nov. This study presents narrative case study vignettes of three elite African American male football athletes at a major historically White institution of higher education with a big-time athletics department. More specifically, I draw from critical race theory to garner insight into their secondary schooling background, what education means to them, and how racism impacts their holistic development. The focus group and individual interviews revealed each came from urban high schools in close proximity to the university, viewed education as more than classroom learning and obtaining a degree, and perceived racism as alive and well in college sport…. [Direct]

Miles, Monica L.; Morton, Terrell R.; Ortiz, Nickolaus A.; Roby, ReAnna S. (2022). "All We Wanna Do Is Be Free": Advocating for Black Liberation in and through K-12 Science Education. Journal of Science Teacher Education, v33 n2 p131-153. This paper calls for a critical reimagination of science epistemology and praxis by advocating for a move toward Black liberation in and through K-12 science education. This call is driven by our desires as authors to foster a future of K-12 science teaching and learning that centers, embraces, and promotes historical and contemporary Black scientific innovation and creativity through practices that redress structural anti-Black racism and its implications on Black existence and life. Black Liberatory K-12 Science Education (BLKSE) names the existing challenges with cultivating and empowering Black minds in and through science as a result of anti-Black ideologies that ground and govern K-12 science access, teaching and learning. In naming said challenges as the manifestations of anti-Black ideologies, we shed light on the roles of K-12 science teachers and science teacher education regarding the treatment of Black students given oppressive policies and practices that fail to… [Direct]

Martinez-Vargas, Carmen; Walker, Melanie (2022). Epistemic Governance and the Colonial Epistemic Structure: Towards Epistemic Humility and Transformed South-North Relations. Critical Studies in Education, v63 n5 p556-571. Current epistemic governance analyses in higher education ignore systemic power relations between Northern and Southern researchers. This paper does focus on previous approaches to understanding epistemic governance, but rather moves beyond these towards a Southern evaluative and prospective comprehension. The paper is primarily theoretical. We draw on Fricker's theorizing of epistemic justice, but note the importance of the institutional. Amartya Sen's capability approach enables envisioning possibilities for change at individual and systemic levels, placing agency and epistemic freedoms at the centre of epistemic governance to foster solidarity and reflexive actions for change. To make the case, the paper explores testimonial and hermeneutical (including hermeneutic obstruction) injustices in research, presenting unfair practices and the unjust consequences for scholars in the South arising from 'the colonial epistemic structure'. The paper proposes that this structure, and its… [Direct]

Bhopal, Kalwant; Pitkin, Clare (2020). 'Same Old Story, Just a Different Policy': Race and Policy Making in Higher Education in the UK. Race, Ethnicity and Education, v23 n4 p530-547. Evidence suggests that Black and minority ethnic (BME) students and staff continue to be disadvantaged in higher education institutions (HEIs) in the UK. Policy making has been introduced to specifically address such inequalities. This article draws on critical policy analysis and 45 interviews to explore the impact of the recently introduced Race Equality Charter (REC) as a measure to address such inequalities. By using principles of Critical Race Theory (CRT), we argue that racism continues to play a key role in the experiences of BME groups in HEIs and policy making. Consequently, the enactment of policy making on race through the REC works to benefit HEIs by adhering to White normative practices and behaviours which contribute to a system which reinforces and perpetuates White privilege…. [Direct]

Kirkwood, Alisia Monique (2018). Maintaining One's Consciousness: An Exploratory Study of Upper-Level Black Community College Administrators as Racially Conscious Leaders. ProQuest LLC, Ed.D. Dissertation, California State University, Fullerton. The purpose of this study was to explore the experiences of Black community college administrators who have transitioned to upper-level management, while maintaining their own race consciousness. A race conscious mindset is defined as: (a) acknowledgement of racialized self as Black; (b) normative emphasis on racial group membership as part of overall self-concept; (c) a comprehensive understanding of racialized self within racial and social context; (d) an in-depth understanding of the complexities of racism and systemic oppression; and (e) proactive engagement in work aiming to disrupt institutional marginalization. This study also examined how Black administrators, who serve or have served as chancellor, vice-chancellor, president, or vice-president navigate leadership expectations of the California Community College system, while maintaining the saliency of their own consciousness. The following questions guided this exploratory study: 1. How do racially conscious Black community… [Direct]

Bennett, Ejana; Parkhouse, Hillary; Schcolnik, Ana; Tichnor-Wagner, Ariel (2022). Toward a Cohesive Union? Currents and Cleavages in State Civic Education Policy Discourses. American Journal of Education, v128 n4 p647-676 Aug. Purpose: Civic education in the United States has received renewed attention in state-level policy making. Yet defining what citizenship education entails has been long-contested terrain. This study explores the extent to which recently adopted civic education state policies are consistent in policy messaging around desired civic outcomes and civic debt. Research Methods/Approach: This study utilized political discourse analysis to analyze all civic education state policies enacted between 2017 and 2020, which included 45 laws from 29 states, through an iterative process of open and focused coding. Findings: The vast majority of policies espoused civic republican goals, with varying degrees to which they addressed civic debt. Liberal citizenship discourses were found in less than one-fourth of policies, and critical discourses were entirely absent. Patterns emerged in civic discourses by state political identity, geographic location, and whether civic debt was addressed…. [Direct]

Joseph, Nicole M. (2022). Making Black Girls Count in Math Education: A Black Feminist Vision for Transformative Teaching. Race and Education Series. Harvard Education Press "Making Black Girls Count in Math Education" explores the experiences of Black girls and women in mathematics from preschool to graduate school, deftly probing race and gender inequity in STEM fields. Nicole M. Joseph investigates factors that contribute to the glaring underrepresentation of Black female students in the mathematics pipeline. Joseph's unflinching account calls attention to educational structures and practices that contribute to race- and gender-based stratification in science, technology, engineering, and mathematics disciplines. The author also disentangles a complex network of historical and sociopolitical elements that influence the perception and experiences of Black girls and women both inside and outside of mathematics education. In her clear-eyed assessment of the intersectional difficulties facing this marginalized group, Joseph offers a critical view of the existing mathematics education research, practice, and policies that have neglected Black… [Direct]

Watson-Vandiver, Marcia J.; Wiggan, Greg (2021). The Healing Power of Education: Afrocentric Pedagogy as a Tool for Restoration and Liberation. Teachers College Press Situating the African American learning experience within the stream of historic enslavement and hundreds of years of institutionalized racism, this timely book introduces antiracist foundations for teaching in the 21st century. The authors take a holistic approach that uses Afrocentricity to identify and address critical omissions and distortions in school curricula. Drawing on empirical findings from a high-performing 100% African American school, they identify what teachers and students recognize as successful features of the schools' approach, including a unique learning environment, support systems, spiritual affirmations, evidences of Black education, a reframing of Afrocentricity, and education that promotes positive Black identity. This much-needed book demonstrates the healing power of education; provides evidence of social, emotional, and psychological transformation within the learning experience; and frames education as a tool for liberation. This book: (1) offers a clear… [Direct]

Watson, Kenjus Terrel (2019). "Revealing and Uprooting Cellular Violence": Black Men and the Biopsychosocial Impact of Racial Microaggressions. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Although the overall health in the US has improved over the past few decades, Black men, regardless of socioeconomic status or educational attainment, bear a disproportionate burden in disease morbidity and mortality. African-American men remain the most vulnerable racial gender group for almost every health condition that medical researchers monitor and feature the lowest life expectancy of any cohort in the country. Current research suggests college-educated African-Americans accumulate stress through frequent encounters with subtle and seemingly ambiguous forms of racial discrimination. These racial microaggressions (a particularly mundane and insidious form of modern racism) can wreak havoc on the psychological and physiological functioning of Black males and may be complicit in their elevated levels of stress-related disease and shortened lifespans. Most educational research on Black males' racialized experiences at purposively white colleges and universities (PWIs) has featured… [Direct]

Bah, Fatoumata B. (2020). Freedom! Freedom! Where Are You? A Critical Examination of Educational Reform Policy and Programmatic Initiatives. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. Within the context of the U.S., there has always existed a parasitic dynamic between the white and the Black, where Black is relegated to a structural antagonism by the white. Research within education that has taken up the issue race and racism has resulted in preoccupations with examining the academic achievement gap, and pursuits of racial justice. Specifically, educational reform and legislation is often identified as the most optimal means to attaining racial equity within education. I contend that the invocation of race and racism in educational research is not sufficient unless it is specifically concerned with critically examining and eradicating Black suffering. Thus, in this study, I explore the legacy of State demonstrated antipathy towards Black thought and life. Broadly, I examine the liberatory capacity of educational reform legislation and programmatic initiatives. Using critical discourse analysis, I focus on the discourse which accompanies the rollout of policy,… [Direct]