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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Clement Chihota; Gen√©e Marks; Jacqueline Z. Wilson (2023). Teaching White Privilege: An Auto-Ethnographic Approach. International Journal of Inclusive Education, v27 n14 p1642-1658. The teaching of white privilege in Australian tertiary settings is beset by a number of obstacles arising especially from resistance, disbelief and outright obstructionism in white students, and occasionally colleagues. The article summarises the historical and societal context regarding race relations, racism and white hegemony in Australia, then presents the personal accounts of three academics of diverse backgrounds who teach white privilege as components of courses in Social Work and Education. The three accounts make explicit connections between their authors' personal and ethnic origins and their respective pedagogical and epistemological approaches to teaching the topic, either explicitly, or embedded within other course content or encounters. The article contributes to the growing body of work on effective pedagogy in the area of white privilege, with emphasis on the increasingly urgent need for broad societal understanding of the issue in Australia…. [Direct]

Mai H. Vang (2024). Activist Scholars: Faculty of Color Navigating Institutional Rewards and Punishments. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. Faculty of color (FoC) often engage in social justice scholarship that focuses on the needs of minoritized communities. Yet, FoC often are subjected to suspicion and scrutiny over concerns of objectivity and academic rigor. Despite these barriers, FoC have demonstrated "successfully" navigating traditional institutional reward systems while making significant contributions to social justice knowledge and knowledge production at research-intensive higher education institutions. Exploring how tenured FoC at research intensive higher education institutions have earned academic success while engaging non-traditional approaches to knowledge production is important to higher education's mission to broaden scholarship to be practical, political, and beneficial to society. This dissertation applied a narrative research approach involving in-depth interviews with 15 participants to capture stories of how FoC who engage in scholarship with social justice goals navigated institutional… [Direct]

Shim, Jenna Min (2018). Inquiry into (In)Ability to Navigate Dissidence in Teacher Education: What It Tells Us about Internalized Racism. International Journal of Teaching and Learning in Higher Education, v30 n1 p127-135. In this study, the author, a teacher educator of color, explores her inability to successfully navigate a tension-filled moment in a teacher education diversity course while discussing ethnic and racial stereotypes. More specifically, using "inquiry as stance" and relocating personal pedagogical practice to social and critical practices through the conceptual lenses of "white racial supremacy" and "double consciousness", she investigates her dilemma that she uncomfortably confronts when a student of color speaks up against the majority of students in class who are white. In working through and theorizing the author's inner conflict, as she feels the commitment to support the student of color while also seeking validation by the majority students, she concludes that teacher educators of color committed to social justice work can unwittingly alienate the very students of color they are committed to inspire as an effect of internalized white supremacy. In… [PDF]

Barnett, Hannah; Carlson, Julianna; Lloyd, Chrishana M.; Logan, Deja; Shaw, Sara (2022). Mary Pauper: A Historical Exploration of Early Care and Education Compensation, Policy, and Solutions. Updated. Child Trends In 2021, Child Trends was selected to conduct a literature review and develop a policy and practice report to map the history of systemic racism in the U.S. and how it has influenced early childhood education (ECE) policy and practice, with a particular focus on educator pay and benefits, preparation, and workforce stability. This report articulates a landscape analysis and a set of recommendations for policy, practice, and future research to improve the professional status of early childhood educators. The intent of this work is to build a common understanding of the biggest equity issues impacting early childhood educators–historically and in the present day. The authors focused on five different time frames for the landscape analysis and report development–years 1400-1619, 1619-1870s, 1870s-1940s, 1945-1970s, and 1970s-2020s–to understand the social and policy contexts that have impacted ECE policy through history. In total, more than 200 articles, books, gray literature, and… [PDF]

Christopher D. Logan (2023). The Lived Work Experiences of African American/Black Male Full-Time Faculty at Midwestern Community Colleges. ProQuest LLC, Ph.D. Dissertation, Indiana Institute of Technology. The purpose of this qualitative study was to explore the lived work experiences of African American/Black male full-time faculty at Midwestern community colleges. Narrative inquiry was used as the design in this study. The data reflects the national statistics indicating the low number of African/American Black male full-time faculty employed at community colleges in the Midwestern region of the United States. The focus of the study is how implicit bias, explicit bias/racism, and stereotyping manifest themselves in day-to-day interactions amongst faculty, administrators, students, and the overall environment within community colleges. The study participants were selected based on gender, ethnicity, community college classification (i.e. rural, urban, or suburban), age range, and years of service. The method of data collection used in this study was through semi-structured interviews, and field notes. Critical race theory (CRT) was utilized as the theoretical framework. CRT explores… [Direct]

Brainard, Patricia Jones (2009). White Lies: A Critical Race Study of Power and Privilege. ProQuest LLC, Ed.D. Dissertation, National-Louis University. This was a phenomenological study of racial privilege as experienced by White people who have struggled to become more racially aware and socially active in dismantling racism and White privilege. The primary conceptual framework for this study was Critical Race Theory with Transformative Learning theory and Racial Identity Development as additional theoretical lenses. The purpose of this study was to increase our awareness of how White people come to understand their racial privilege and what change in behavior occurs as a result of that increased awareness. Its goal was to promote and influence White adult educators to find explicit ways in which to address White privilege and racism in adult education settings. There were seven participants in this study. These were White adults who could articulate their understanding of White privilege and were willing to share those critical incidents that led to an increased consciousness about that privilege. The findings of the study… [Direct]

Sanna Ryyn√§nen (2024). Towards Public Social Pedagogy: Participatory Theatrical Events as Pedagogical Encounters. Journal of Social Science Education, v23 n1. Purpose: This study considers the pedagogical dimensions of an event concept ]that combined participatory theatre and social scientific research to approach questions relating to ethnic relations and racism. The article aims to establish, with the help of a practical case example, the notion of public social pedagogy. Approach: Ethnographic research on 24 participatory theatrical events. The analysis utilizes the taxonomy of public pedagogy by Gert Biesta to provide an empirically informed theoretical 'autopsy' of the events. Findings: The analysis shows the pedagogical and societal importance of fostering encounters, encouraging communal discussion and nurturing dialogic competencies. "Public social pedagogy" would specifically address pedagogical processes relating to the public sphere, which revives the tradition of public deliberation. Practical implications: The study directs attention to pedagogical processes within the public sphere which have not been very prominent… [PDF]

Miller, Michael T., Ed.; Nelson, Glenn M., Ed. (1993). Graduate Programs in the Study of Higher Education: Selected Syllabi. The 13 syllabi for the study of higher education contained in this compilation were selected for their comprehensive nature and their bibliographic appendices. The syllabi were chosen from among those solicited in an exploratory study in which requests were sent to 467 faculty members in institutions around the country and from whom 55 syllabi were obtained. The selected syllabi and their creators are: (1) \History of American Higher Education\ (Don Williams at the University of Washington); (2) \Introduction to Student Affairs\ (George D. Kuh at Indiana University); (3) \Higher Education Administration\ (George D. Kuh at Indiana University); (4) \Issues of Race and Racism in Education in Society\ (Bruce A. Jones at the University of Pittsburgh); (5) \Comparative Higher Education\ (Philip G. Altbach at State University of New York at Buffalo); (6) \Principles of College Teaching\ (Michael F. Welsh and Betsy Barefoot at University of South Carolina)\ (7) \College Teaching\ (Julie… [PDF]

Ouellette, Cathy Marie (2022). What Being Human Means: Integrating Global Learning through Lived Experiences. International Journal of Teaching and Learning in Higher Education, v34 n1 p183-194. Proficiencies in global knowledge are essential to student growth and preparation in any career, and individual courses have the capacity to achieve important global learning benchmarks. With international students on the decline at institutions of higher education in the United States, and the predicted delay in returning to study abroad after COVID-19, domestic classroom experiences that privilege global perspectives are even more imperative. Courses that demonstrate connections to real world experiences are decisive for successful graduates in a multicultural, globalized world. Based on formal and informal student assessment, this research on the scholarship of teaching and learning reveals how purposeful course development can augment global learning, even in a domestic setting. Although one course cannot adequately achieve every aspect of global learning, this integrative learning class underscores the critical connections between theory and practice by highlighting the human… [PDF]

Adrian Kyle Davis (2021). Underrepresentation of African Americans in Music Positions at Predominantly White Institutions: A Narrative Case Study. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Utilizing the narrative case study method, this study elevates the voice and perspective of African American music professors currently employed in predominantly White institutions. Five participants were selected through purposive sampling. Specific criteria are based on self-identified race, degree status, current employment status, years of college teaching experience, and professorial rank. The participants have a wide variety of musical backgrounds (e.g., instrumental, choral, musicology, education, performance). They were selected from universities across various regions of the United States including the Upper Midwest, Ozark, Northeast, East Central, and Pacific West regions. The participants' schools range from a minimum classification of Post Baccalaureate to Research Doctoral. Data were gathered from the participants through semi-structured interviews. Interview questions were formed based on topics that would be explored in the study. Interviews were synthesized into… [Direct]

Bandr√©, Patricia; Burgess, Matthew; Cappiello, Mary Ann; Crawford, Patricia; D√°vila, Denise; Gardner, Roberta Price; Hadjioannou, Xenia; Johnston, Kari; Lowery, Ruth; Stewart, Melissa (2023). Position Statement on the Role of Nonfiction Literature (K-12). National Council of Teachers of English Contemporary nonfiction for young people plays a crucial role in the reading and writing lives of K-12 students. It is a rich and compelling genre that supports students' development as critically, visually, and informationally literate 21st century thinkers and creators. Unlike many textbooks and materials written for online or print-based school curriculum, nonfiction literature for young people does more than communicate information. Nonfiction literature contextualizes primary source evidence, offers multiple perspectives on current and historic events, and shares new scientific discoveries. Contemporary nonfiction addresses historical silences; explores historic and contemporary events rooted in racism, oppression, and violence; and highlights courageous trailblazers and organized groups working toward societal transformation and liberation. The purpose of this position statement is to propose a paradigm shift for teaching and learning with nonfiction literature in K-12 education…. [Direct]

(2022). Momentum: A Policy Agenda for Accelerating Racial Equity in California's Education Systems in 2022. Education Trust-West California is at a crossroads. The state continues to battle a global pandemic, disproportionately affecting Black, Latinx, Asian, and Native American students. Meanwhile, communities of color are leading a movement to force the state's leaders to acknowledge the persistence of racism. However, rhetoric is not enough. On nearly every indicator, California's students of color and students learning English are being shortchanged by the very education systems that should be serving them. While there are signs of progress, the fact remains that progress has moved far too slowly for a state as resource-rich as California. This 2022 Policy Agenda shares the 11 key policy priorities Education Trust-West is championing in Sacramento and across the state to close opportunity and attainment gaps. Leaders must enact these 11 actions if California is serious about recovering from the pandemic while also leading the nation in progressive policymaking to advance racial equity in education…. [PDF]

Shanique Jazmine Broom (2022). "Damned if Ya Do, Damned if Ya Don't": A Critical Narrative Inquiry Exploring the Gendered Racism Experienced by Black Women Housing Professionals in Higher Education. ProQuest LLC, Ph.D. Dissertation, University of Denver. Between 1999 to 2018, there has been an 11% decrease in Black women staff and administrators at post-secondary institutions. More research is needed to understand the experiences of Black women who work in housing as research fails to address the experiences of Black women housing professionals. This dissertation uncovers how Black women reflect on their experiences of gendered racism at predominantly white institutions and how they cope with such experiences. I found that Black women offered reflections on their relationships with Black women, white men, Black men, white women as students. Black women also shared their reflections with discrimination, deceptive institutional culture, and an overall lack of support of Black women housing professionals within higher education. Black women also discussed utilizing several coping strategies such as hyper-awareness, hypervigilance, enacting personal and professional boundaries, avoiding hypervisibility and engaging in personal and… [Direct]

Heidi Luv Strikwerda Ed.; Jose W. Lalas Ed. (2023). Contextualizing Critical Race Theory on Inclusive Education from a Scholar-Practitioner Perspective: Does It Really Matter? International Perspectives on Inclusive Education. Volume 22. International Perspectives on Inclusive Education Race does not only resonate with the dichotomy of blackness and whiteness but also on its impact on non-physical attributes, this includes factors such as indigenous status, social class, religion, language, ethnicity, class, gender, sexuality and immigration. The intersection of these factors are key considerations on inclusive education. "Contextualizing Critical Race Theory on Inclusive Education from a Scholar-Practitioner Perspective" highlights what race means across social, cultural, political, and historical categories of diverse identities. The scholar-practitioner approach employed here captures the theories, tenets, perspectives, and misconceptions of this based on its particular critical expansion in describing other related social identities that is consistent with the attributes of inclusive education. More importantly, it emphasizes the theoretical and practical use of critical race theory as an analytical tool in addressing the influence of race on… [Direct]

Neville, Mary L. (2020). 'I Can't Believe I Didn't Learn This in School': 'Refusing Secondly' as an Anti-Racist English Education Framework. Changing English: Studies in Culture and Education, v27 n2 p193-207. This study examines the responses of pre-service teachers (PSTs) to the young adult novel "All American Boys" in light of their viewing the 2016 documentary 13th. In this paper, I use anti-racist English education scholarship to discuss how these two texts helped PSTs 'refuse to start with secondly.' I examine how Adichie's concept of 'refusing secondly' within readings of literature both affords and constrains the anti-racist possibilities of literature teacher preparation courses. Using qualitative methodologies, I analysed student reflections, recorded class discussions, and co-constructed class documents. Students connected the historical and the contemporary in considerations of race and racism. They also implicated societal institutions before situating themselves within the continuing legacies of race and racism. These findings demonstrate the ways that 'refusing secondly' may offer space for PSTs and teacher educators to use literature to navigate the continuous and… [Direct]

Morawo, Stephanie (2022). Review of "HOOD Feminism: Notes from the Women That a Movement Forgot" by Mikki Kendall. Professional Educator, v45 n1 p35-37. In "Hood Feminism," Mikki Kendall critiques mainstream feminism arguing that the feminist movement does not focus on the basic needs of all women. Kendall defines feminism as "the work that you do, and the people you do it for who matter more than anything else" (Kendall, 2020, p.xiii). She focuses on the experiences of marginalized communities and the issues they face as the key to the equality of all women. In eighteen chapters Kendall engages with topics including gun violence, hunger, education, housing, colorism/racism, and reproductive justice. The text represents a critical, meaningful critique of mainstream feminism as a call to action for it to respond to all women's needs…. [PDF]

Ahsan, Sanah; Williams, Emma (2022). 'We Are Creating Conditions for Young People That Are Un-Survivable': An Interview with Sanah Ahsan. Journal of Philosophy of Education, v56 n1 p88-93 Feb. Sanah Ahsan is an award-winning poet and a qualified clinical psychologist. Ahsan has a growing profile in the public conversation about mental health. She is currently building anti-racism as a core competence into clinical psychology training. Her work has been featured by the BBC, Channel 4, Shakespeare's Globe and Southbank's WoW festival. She presented the 'Dispatches' documentary 'Young, British and Depressed'. She has also fronted campaigns for the charity Childline on 'coming out to religious parents' and the therapeutic practice of poetry. Emma Williams spoke to Sanah Ahsan about matters of race, education, the arts, and how she draws on the interconnection between these areas in her own practice and research on mental health…. [Direct]

Hong, Eunice (2022). Asian American Faculty Experiences of Racism. Journal of Research on Christian Education, v31 n2 p169-184. Conversations regarding race and racial tensions continue throughout institutions of higher education. For this study, 14 Asian American faculty members from four different private, Christian universities were interviewed to understand their experiences of racism on their campuses. All participants self-identified as East-Asian American and received, at minimum, their doctorates in the United States. Data were collected and analyzed using basic qualitative research methods, and findings were classified into two major categories: relationships and campus environment. Although participants were grateful for their institutions, their experiences were not without microaggressions and discrimination. The study hopes to aid in efforts that may ultimately create an even more inclusive environment for both faculty and students…. [Direct]

Allison L. Palmadessa (2024). Ideological Codes and Manipulation: How Discourse Redefines the Purpose of Higher Education. Change: The Magazine of Higher Learning, v56 n6 p12-18. Colleges and universities and members of their communities–administrators, faculty, and students–are caught in the crosshairs of sharply divided sociopolitical debates. Issues at home and abroad have polarized campuses, reflective of national division. With activism alive and well on campuses across the nation, and very much the focus of public attention, this polarization is only going to become more difficult as national elections continue to become more volatile. This facilitates a crisis of purpose and expectations for higher education. Herein lies the thesis of this article and the author's larger body of work: Individuals and groups manipulate ideologically laden discourse to shape social institutions to promulgate their interpretation of democratic idealism. This is dangerous for higher education, one of the nation's most valuable assets (Palmadessa, 2017). Given the discord on Capitol Hill, divisive politics across the country, and upheaval on campuses in response to… [Direct]

Fanghui Zhao (2023). White Counselors' Exposure to Black Individuals and Their Counseling Effectiveness with Black Clients. ProQuest LLC, Ph.D. Dissertation, The Pennsylvania State University. This study examined the relationship between White counselors' exposure to Black individuals and their counseling effectiveness with Black college clients. This study used three secondary data sets, including the clinical treatment data gathered from the Center for Collegiate Mental Health (CCMH), neighborhood demographic data obtained through Census 2020 data set, and university demographic data reported through the Integrated Postsecondary Education Data System (IPEDS). A sample of 994 African American/Black college students who sought counseling at a university counseling center between 2015 and 2019 was included in the analyses. These clients were seen by 142 White counselors who worked at 46 university counseling centers. This study used multilevel linear regression, multiple linear regression, and multilevel logistic regression to test Allport's intergroup contact theory. The results indicated that White counselors did not significantly vary in producing positive treatment… [Direct]

(2022). Ministry of Advanced Education, Skills and Training 2022/23-2024/25 Service Plan. Ministry of Advanced Education and Skills Training The Ministry of Advanced Education and Skills Training provides leadership and direction for post-secondary education and skills training across the province to help British Columbians succeed and reach their full potential. This 2022/23 service plan outlines how the Ministry of Advanced Education and Skills Training will support the government's priorities including the foundational principles listed and selected action items identified in the November 2020 Minister's Mandate Letter. The policies, programs and projects developed over the course of this service plan period will align with the five foundational principles established by Government in 2020: putting people first; working toward lasting and meaningful reconciliation; supporting equity and anti-racism; ensuring a better future through fighting climate change and meeting greenhouse gas reduction targets; and supporting a strong, sustainable economy that works for everyone. [For the 2020/21-2022/23 Service Plan, see… [PDF]

Karin Schneider (2024). The Challenges of Doing Multidirectionality. Co-Researching the Own Practice on Holocaust Education in the City Museum of Linz. Journal of Museum Education, v49 n1 p69-87. Models of education that we find in city museums in Austria bear the danger of avoiding discussing the Nazi past. But on the other hand, there is potential in the freedom of being about to skirt it. The lack of pressure to address the topic can lead to a more open approach in discussions, but the ease with which the topic can be avoided is dangerous. Museum spaces between leisure and learning bear the potential to implement open learning models that are, similar to social research, oriented more towards processes and the development of questions than the transmission of already fixed content. Following the approach of research-oriented learning in my own practice at the City Museum of Linz (the city where Hitler and Eichmann grew up), I discuss its challenges, especially in regard to experiences of antisemitism and racism-based forms of exclusions. I use my own learning process as research to suggest methodological developments that allow addressing the issues of antisemitism and the… [Direct]

Royal, Camika (2022). Not Paved for Us: Black Educators and Public School Reform in Philadelphia. Race and Education Series. Harvard Education Press "Not Paved for Us" chronicles a fifty-year period in Philadelphia education, and offers a critical look at how school reform efforts do and do not transform outcomes for Black students and educators. This illuminating book offers an extensive, expert analysis of a school system that bears the legacy, hallmarks, and consequences that lie at the intersection of race and education. Urban education scholar Camika Royal deftly analyzes decades of efforts aimed at improving school performance within the School District of Philadelphia (SDP), in a brisk survey spanning every SDP superintendency from the 1960s through 2017. Royal interrogates the history of education and educational reforms, recounting city, state, and federal interventions. She covers SDP's connections with the Common School Movement and the advent of the Philadelphia Freedom Schools, and she addresses federal policy shifts, from school desegregation to the No Child Left Behind and Every Student Succeeds Acts. Her… [Direct]

Gulliver, Trevor; Thurrell, Kristy (2016). Denials of Racism in Canadian English Language Textbooks. TESL Canada Journal, v33 spec iss 10 p42-61. This critical discourse analysis examines denials of racism in descriptions of Canada and Canadians from English language textbooks. Denials of racism often accompany racist and nationalist discourse, preempting observations of racism. The study finds that in representations of Canada or Canadians, English language texts minimize and downplay racism in Canada's past and present while problematically and uncritically constructing Canadians as committed to multiculturalism and ethnic and racial diversity. The authors echo the call made by the Truth and Reconciliation Commission for antiracist education and education materials that speak frankly of racism in Canadian history…. [PDF]

Christina Marie Ashwin (2018). Beyond "Talking Different": White Pre-Service Teachers' Critical Race Talk about Teaching Dialect Diversity. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. This dissertation documents 214 White pre-service English Language Arts teachers' engagement in explicit discussions of race and racism in online class discussions about teaching about dialect diversity. Participants were recruited from eight geographically distinct teacher education programs in the United States that implemented Godley and Reaser's (2018) dialect diversity mini-course. Informed by scholarship on White teachers' talk about racism, I analyzed participants' engagement in what I call "critical race talk"–talk about race that acknowledges systemic racism and White privilege. I used qualitative research methods to identify themes within the subset of White teachers' comments that included critical race talk. Even when prompted to discuss race and dialects in critical ways, only 3% of the 2,900 discussion board posts authored by White teachers included critical race talk. Twenty-nine percent of White teachers voiced critical race talk at least once. Teachers… [Direct]

Anderson, Leticia; Riley, Lynette (2021). Crafting Safer Spaces for Teaching about Race and Intersectionality in Australian Indigenous Studies. Australian Journal of Indigenous Education, v50 n2 p229-236 Dec. The shift to massified higher education has resulted in surges in the recruitment of staff and students from more diverse backgrounds, without ensuring the necessary concomitant changes in institutional and pedagogical cultures. Providing a genuinely inclusive and 'safer' higher education experience in this context requires a paradigm shift in our approaches to learning and teaching in higher education. Creating safer spaces in classrooms is a necessary building block in the transformation and decolonisation of higher education cultures and the development of cultural competency for all staff and graduates. This paper outlines an approach to crafting safer spaces within the classroom, focusing on a case study of strategies for teaching and learning about race, racism and intersectionality employed by the authors in an undergraduate Indigenous Studies unit at an urban Australian university…. [Direct]

Jia Liu; Yahui Wang (2024). The Impact of COVID-19 on International Students: A Qualitative Synthesis. British Journal of Educational Studies, v72 n6 p805-829. The COVID-19 pandemic has exerted a profound impact on numerous facets of our daily lives, including in higher education. International students have encountered unique challenges due to their vulnerability stemming from living abroad, including cultural adjustments, language barriers, and separation from families and friends. This review aims to examine the educational, financial, sociocultural and psychological impacts experienced by international students in the context of the pandemic and identify areas requiring support for this group. A systematic search of eight databases yielded 78 relevant papers for inclusion. Through a systematic qualitative synthesis, this review presents an increased understanding of the multifaceted impact of COVID-19 on international students, encompassing five key themes: 1) unprecedented learning barriers, 2) stalled transnational mobility, 3) heightened financial, social, and cultural challenges, 4) exacerbated racism and racial discrimination, and… [Direct]

Laura London; Sophie Vauzour (2024). Decolonising Initial Teacher Education and Anti-Racist Education in 'White Spaces': Feelings of Uncertainty and Optimism. Teacher Education Advancement Network Journal, v15 n1 p136-148. This research, conducted jointly by history and modern language teacher educators working in a higher education institution, evaluates the impact of a project to 'Decolonise Postgraduate Teacher Education', started in summer 2020. This project involved the creation of an action planner aimed to cultivate tutors' and student teachers' racial literacy and empower them to tackle racism in school. The research explores the impact and challenges of the project from the perspectives of the student teachers and tutors involved and establishes the next steps to decolonise the programme. A self-study approach was adopted, as the tutors' and student teachers' perceptions were recorded in diaries. One finding from the research is that the project had a positive impact on the participants' racial literacy and allowed them to look critically at resources and curriculum. The research also identified many challenges in decolonising subjects in secondary schools; for instance the considerable… [PDF]

Hammond, Lauren (2021). London, Race and Territories: Young People's Stories of a Divided City. London Review of Education, v19 n1. This article examines the relationships between children's everyday lives and geographical education. Drawing on research with five young people in London, the article examines their narratives, analysed as relating to race and territory, critically considering the relationships between children's geographies and the geographies of race and racism in schools. Following hooks, the article begins with the argument that there is value in 'teaching to transgress' to challenge both legacies of imperialism in geography and education, and the inequalities and injustices that many children face. Following this, the article introduces the research, drawing on Aitken to argue the importance of consideration of children's voice, presence and rights in (geographical) education, before sharing the narratives of the young people. The article concludes by arguing for a reconceptualization of how 'the child' is constructed, and valued, in education…. [PDF]

Cantell, Hannele; Kallioniemi, Arto; Karilainen, Laura; Kasa, Tuija; Rajala, Antti (2023). Finnish UNESCO School Educators' Understanding of Global Citizenship Education: Analysis through Typologies, Ecosocial Understanding, and Human Rights. Prospects, v53 n3-4 p459-476. This article sheds light on the unexplored field of UNESCO schools in Finland, and the results clarify the relationships between curricula, international commitments, and the understanding of educators in the educational field. It examines how teachers and principals of UNESCO's Associated Schools Network (ASPnet) in Finland describe their understanding of the role of global citizenship education (GCE). It draws on the typology proposed by Oxley and Morris in which forms of global education are divided into cosmopolitan types and–more critically–advocacy types and subtypes. The article also draws on concepts connected to GCE in the Finnish curricula (namely, ecosocial understanding and human rights). Findings indicate that educators perceived equality, democracy, and ecological sustainability as part of UNESCO schools and their own work. On the other hand, the need for increasing student-centered approaches was noted, racism was perceived as a difficult topic, and active… [Direct]

La' Trina Dudley (2024). Factors That Influence Elementary School Teachers Who Refer Students to Special Education. ProQuest LLC, Psy.D. Dissertation, Walden University. There is an overrepresentation of African American students in special education classes; placing African Americans disproportionately in special education classes lowers their self-esteem and compromises their academic performance. This study aimed to increase understanding of the meaning-making processes elementary school general education teachers use to refer African American students for special education services. I used critical race theory (CRT) to support the study, which suggests that structural racism in schools harms African American students' self-esteem and academic achievement. Two research questions directed the study: What are the decision-making processes of elementary school teachers who refer African American students for special education services? How do the beliefs of teachers impact their decision to refer African American students for special education services? With a qualitative approach, I interviewed 14 K-6 public school general education teachers who had… [Direct]

Albrechet-Souza, Lucas; Avegno, Elizabeth M.; Ball, Chloe D.; Ferguson, Tekeda F.; Harrison-Bernard, Lisa M.; Molina, Patricia E.; Souza-Smith, Flavia M. (2021). Perspectives against Racism: Educational and Socialization Efforts at the Departmental Level. Advances in Physiology Education, v45 n4 p720-729 Dec. The current heightened social awareness and anxiety triggered by escalating violence against Black Americans in the United States demands a safe space for reflection, education, and civil discourse within the academic setting. Too often there is an unmet need paired with a collective urgent desire to better understand the chronic existing structural, social, educational, and health inequities affecting disadvantaged populations, particularly Black Americans. In this perspective, the authors provide insight into a shared learning approach that provided a forum to discuss Perspectives Against Racism (PAR). Unlike existing top-down approaches, faculty, trainees, and staff were engaged in leading a series of focused discussions to examine unconscious bias, promote awareness of implicit biases, and reflect on individual and collective roles and responsibilities in working toward becoming antiracist. An existing 1-h graduate elective seminar course was dedicated to creating a space for… [Direct]

Charles Hansen (2024). Building Brighter Futures: Dismantling the Preschool-to-Prison Pipeline. ProQuest LLC, D.S.W. Dissertation, California Baptist University. The Building a Brighter Future: Community Symposium Against the Preschool-to-Prison Pipeline addresses systemic inequities in early childhood education and the juvenile justice system. The symposium aims to combat the preschool-to-prison pipeline–a phenomenon disproportionately affecting children from economically disadvantaged backgrounds, racial and ethnic minorities, individuals with disabilities, and those in foster care. The symposium employs the Dismantling Racism, Equality, and Achieving Milestones in Schools framework to address the root causes of this pipeline, fostering collaboration among educators, community leaders, law enforcement, parents, and policymakers. The symposium's structured methodology emphasizes continuous quality improvement, assessing its impact through quantitative and qualitative research methods. This initiative seeks to inspire collective action, enhance community awareness, and promote an inclusive and equitable environment for all children,… [Direct]

Lori D. Patton (2024). Still Climbing the Hill: Intersectional Reflections on Brown and Beyond. Educational Researcher, v53 n2 p73-84. National Youth Poet Laureate Amanda Gorman's poem "The Hill We Climb"–among the most powerful moments of the 2021 presidential inauguration–inspired the central inquiry of the 18th Annual "Brown" Lecture in Education Research: Why are we still climbing the hill of educational equity 67 years after the U.S. Supreme Court's landmark decision in "Brown v. Board of Education?" The purpose of this article is to challenge dominant narratives surrounding "Brown" and introduce perspectives that might help account for a general lack of progress–perspectives that typically are overlooked or erased in wider "Brown" discourses. Inspired by her poem, Patton Davis offers a scholarly analysis and contributes a robust understanding of "Brown" and its historical and contemporary meanings in the sociopolitical contexts of racism and white supremacy. Patton Davis considers pressing questions: How can study of the circumstances that have… [Direct]

Seo, Youngjoo (2022). Pre-Service English Teachers' Reflections on Culturally Responsive Teaching in Teacher Education. English Teaching, v77 n4 p159-176 Win. As Korea has recently become a multicultural society, English teachers acknowledge the need to address anti-racism in the classroom. However, how to raise students' racial awareness and ways to incorporate racial issues into English language instruction have not been sufficiently studied in the Korean teacher education context. The aims of this study were to provide pre-service English teachers with a guide to implementing antiracist pedagogy in their language teaching and assessing its impact on their racial literacy development and to examine how pre-service English teachers' racial literacy can be developed through multiple self-reflective practices and microteaching experiences in their teacher education programs. This paper first introduces an anti-racist curriculum for pre-service English teachers intended to raise their multicultural awareness, and then provides multiple educational resources and teaching strategies to help them become culturally responsive language teachers…. [PDF]

Ahmed Sahlane Ed.; Rosalind Pritchard Ed. (2023). English as an International Language Education: Critical Intercultural Literacy Perspectives. English Language Education. Volume 33. English Language Education This volume provides an overview of current issues in English as an International Language (EIL) education and critical intercultural literacy pedagogy. The different chapters are inspired by 'critical interculturality' as a decolonial project that seeks to interrogate the structures, conditions, and mechanisms of colonial power relations that still pervade our increasingly globalising postcolonial societies; they tend to perpetuate forms of discrimination such as sexism, racism, classism, heterosexism and linguicism. Divided into five sections, this collection critically examines English Language Teaching textbooks' integration of intercultural dimensions, the promotion of intercultural literacy in teacher education programs, the management of cultural diversity in multicultural professional/business and educational situations, and the 'decolonisation' of the curriculum in various global educational and professional situations. The book presents a range of linguistic approaches as a… [Direct]

Pamela Harlan-McSwain (2023). Critical Race Theory: An Exploration of African American Medical Students' Perception of Their Racialized Experiences While Attending Medical School. ProQuest LLC, Ed.D. Dissertation, The University of Memphis. Supported by Critical Race Theory, this study explores the perceptions of African-American medical students regarding their racialized experiences while attending medical school. The history of African Americans seeking medical education in the United States is entrenched in a legacy of racial segregation, social and cultural constructs, and legal doctrine perpetuated through society's sustained racial bias. Critical Race Theory has often examined the relationship between race and education systems. Critical Race Theory in medicine consistently acknowledges race as a social construct. Racism is not obsolete, and this is not a post-racial world. A critical race methodology research approach along with counter stories will be utilized in this study through semi-structured interviews to fully understand participants' lived experiences as African American medical students and generate data concerning racialized experiences while attending medical schools. [The dissertation citations… [Direct]

Beasley, Jordon J.; Ieva, Kara P.; Steen, Sam (2023). Reclaiming the System: Group Counseling Landscape in Schools. Professional School Counseling, v27 n1a. Postpandemic culture has provided educators the opportunity to rebuild and reclaim the education system from its very foundation. Pioneering researchers in school counseling have begun reexamining what antiracist school counseling programs look like and providing school counselors practical recommendations for addressing racism and dismantling racist policies and procedures in their schools. This article disseminates findings from a quantitative research study that examined how school counselors are currently utilizing the lens of power, privilege, and intersectionality in their implementation of small groups in their schools. The results indicated that about half (52%) of participants are implementing small-group counseling through this lens while the other half are not. Further results showed that, demographically, school counselors who identified as Black or African American are more likely to do this critical work. We discuss implications for practitioners as they explore their… [Direct]

Brown, Eric M.; Grothaus, Tim (2019). Experiences of Cross-Racial Trust in Mentoring Relationships between Black Doctoral Counseling Students and White Counselor Educators and Supervisors. Professional Counselor, v9 n3 p211-225. The literature is replete with research and references to racism experienced by Black faculty and students in counselor education. Although explorations of the mistrust in relationships between races is extant, empirical investigations into trusting cross-racial relationships in counselor education have been scarce. To address this void, the researchers conducted a phenomenological qualitative study with 10 Black doctoral counseling students concerning their experiences of cross-racial trust with White counselor educators and clinical supervisors who were mentors. Researchers identified three superordinate themes during data analysis: reasons for trust, reasons for mistrust, and benefits of cross-racial mentoring. The researchers also identified several themes and subthemes that delineated the interpersonal and intrapersonal factors that helped generate cross-racial trust, despite participants' ubiquitous experiences of racism. The participants' experiences are discussed, and… [PDF]

Cunningham, Marian Evette (2021). Mirrors to the Soul: Elementary Preservice Teachers' Critical Reflections of Situating Race, Racism, and Antiracism within the Literacy Curriculum. ProQuest LLC, Ph.D. Dissertation, University of Arkansas at Little Rock. Research that engages preservice teachers in critical reflective practices may reveal the level at which they understand and confront their own biases when addressing race within the institutions and societies they interact. This study was conducted to understand the depth in which elementary preservice teachers critically reflect on their own racialized experiences and beliefs and how they situate race within the literacy curriculum through the lens of critical race theory. Semi-structured interviews were conducted with 21 preservice teachers. Findings indicated that preservice teachers believe antiracist themes should be integrated into literacy. However, due to lack of exposure, limited coursework, and curriculum mandates, they were not fully prepared to address race, racism, and antiracism within literacy instruction. Future research should focus on revising teacher education programs to include a more concrete focus on race and racism, specifically ways to navigate those topics… [Direct]

Choi, Yoon Ha (2022). A Domains of Power Analysis of the Narratives of Women of Color on Community College STEM Education Pathways. Journal of Women and Gender in Higher Education, v15 n4 p375-395. Informed by Black feminist thought and intersectional feminism, this study examined the lived experiences of 12 Women of Color on community college STEM education pathways. Participants were current and former community college STEM students, whose narrative interviews were analyzed using Patricia Hill Collins's domains of power framework. Findings suggest that rather than participants' experiences being isolated cases, they form a part of a larger pattern of realities that reveal multiple forms of power operating in STEM and beyond. Participants' experiences of racism and heterosexism intersected with other identities and backgrounds such as being a transfer student, an undocumented student, and a parent. These overlapping and multilayered manifestations of power were found to impact individuals' abilities to successfully navigate STEM in higher education. While the women of this study critically analyzed their experiences of power and resisted oppression, all stakeholders in the… [Direct]

Amelia Baker Cole (2024). Talking Back as an Act of Resistance and Healing for Black Women Survivors of Prostitution. ProQuest LLC, Ed.D. Dissertation, The University of Memphis. The sexual abuse and prostitution of Black women is a system of oppression that has its foundation in slavery and is still embedded in the culture of the U.S. This ongoing practice of domination, racism, sexism, and class exploitation is at work daily in the lives of Black women. Some of the harsh conditions of today that limit choice and influence Black women into prostitution include poverty, lack of opportunity/education, and prior sexual, emotional, and physical abuse, which leads to a disproportionate number of women of color and girls of color who are trapped by racism and structural oppression into prostitution. Drawing on Black Feminist Theorists (BFT) Collins (2000) and hooks (1989) and Communities of Practice by Wenger (1998) and Wenger et al. (2002), the purpose of this study is to share the narratives of Black women survivors of prostitution and their communities of practice to consider the role of spiritual practices in shaping their experiences. The participants were… [Direct]

Ault, Stacey; Johnson, Onda; Love, Bridget H.; Templeton, Emerald (2023). Bruised, Not Broken: Scholarly Personal Narratives of Black Women in the Academy. International Journal of Qualitative Studies in Education (QSE), v36 n10 p2229-2251. With growing research on our experiences, this paper explores the academic lives of four doctorate-holding Black women. Using Scholarly Personal Narrative as a methodology, monologues and reflections from a conference on race in higher education were analyzed and thematically situated to understand the vantages of navigating gendered racism in the academy. Black women experience advancing the academy in painful ways that impact their well-being and professional trajectory. Amidst a growth in social justice-focused academic programs, contemporary politics have undercut the experiences of Black women whose stories are often academicized and co-opted by others. Through the unique lens afforded by intersectionality, this paper addresses the need to listen to and value Black women's stories. Additionally, discussions herein underscore how providing a venue for Black women to foster commu nity benefits our and others' success which has implications for practice, research, and policy…. [Direct]

Janice Barge Clarke (2022). Remnants of Educational Leadership and Desegregation Etched in the Memories of Black Educational Leaders: An Oral History. ProQuest LLC, Ed.D. Dissertation, University of South Florida. In this study the experiences of Black (a.k.a. African Americans/ Negroes) educational leaders were explored focusing on the period during the transition to a more desegregated public- school setting in the state of Florida. Using retrospective storytelling and reflections of 'leading' during desegregation, the lived experiences of those in educational leadership roles were captured in the form of oral histories and analyzed using critical race theory. The effects of desegregation is recounted from their vantage point, from the dissolution of the 'all Black' schools to the impact it had on the communities. The research question was: "What are the stories told by Black people in educational leadership roles about leading during the school desegregation era?" The sub-questions were: "How did school desegregation efforts affect their experiences as Black educational administrators?" "How do counter-narratives about educational leadership manifest in their… [Direct]

Tiffany R. Simmons (2024). Bridging Compliance Gaps: Training on Special Education Mandates in Carceral Spaces. ProQuest LLC, D.Ed. Dissertation, American University. This dissertation of practice delves into the critical examination of special education provision in adult correctional facilities, focusing on the systemic and compliance-related challenges that predominantly impact incarcerated Black males ages 18 to 21. Through the lenses of Critical Race Theory (CRT) and Disability Critical Race Theory (DisCrit), it investigates the compounded effects of systemic racism and ableism, highlighting the stark disparities in educational outcomes and the perpetuation of the prison-to-prison pipeline. The research employs a multifaceted methodology, including an analysis of legal frameworks and an intervention workshop aimed at enhancing the understanding and implementation of special education mandates among carceral staff. The findings reveal a deficit in the delivery of federally mandated educational supports within the carceral system, exacerbated by systemic inefficiencies. These deficiencies significantly contribute to increased recidivism rates… [Direct]