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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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