Arcidiacono, Francesco; Bergamaschi, Alessandro; Blaya, Catherine; Steff, Jimmy (2022). Blatant and Subtle Prejudice, and the Role of Teachers in Conveying Tolerance and Respect for the Other. Intercultural Education, v33 n1 p17-34. In this paper, we discuss the role that teachers play in preventing the expression of blatant and subtle prejudice among students. Using a self-reported survey conducted in the south of France, we investigated the attitudes of 1,858 middle and high school students. Multivariate analyses show that when students see their teachers addressing issues about racism, discrimination and cultural diversity in the classroom, their attitudes of intolerance decrease. Nevertheless, mediation and moderation models highlight the existence of external factors, such as the parents' educational attainment, that affect the students' capacity to internalise their teachers' discourse. Contrary to our expectations, the students' level of trust in the education system has no significant influence on their perception of the effectiveness of teacher interventions…. [Direct]

Claire Kreuger; Michael Cappello (2022). Confronting Partial Knowledge through a Pedagogy of Discomfort: Notes on Anti-Oppressive Teaching. in education, v28 n1a p39-59 Aut. Wrestling with issues of racism and colonization in the classroom requires significant nuance from dominantly positioned educators. In this article, we weave together a narrative unpacking of an uncomfortable experience in a graduate level class with an exploration of relevant theoretical literature. Our reflection on practice takes up the possibilities for anti-oppressive education to engage with the partial knowledge of educators and students. Ultimately, engaging in a pedagogy of discomfort is necessary to unsettle dominantly positioned educators and students and enable a move towards bearing witness to the unequal realities of Canadian society. In order to begin to enter more deeply into relationships of accountability between non-Indigenous and Indigenous peoples, teaching moments such as these are inevitable, if not required…. [PDF]

Goering, Christian Z.; Lopez, Trish A.; Riesco, Holly Sheppard (2023). Obfuscating Systemic Racism: A Critical Policy Discourse Analysis on the Operation of Neoliberal Ideas in Media Representation of a School District State Takeover. Education Policy Analysis Archives, v31 n34 Apr. Education reform in the United States has unwisely focused attention on standards and accountability to the state as determined by standardized testing (Berliner & Biddle, 1995; Mehta, 2013). Stemming from the emphasis on standards-based accountability are the ideas of rapid school "turnaround" and the state's role in this process (Peck & Reitzug, 2014; VanGronigen & Meyers, 2019). The current study employed critical policy discourse analysis to examine the media's portrayal of the 2019 determination to continue or terminate state control of the Little Rock School District. The analysis highlights two argumentative frames–one that emphasized neoliberal values in support of continued state control of the district and another that focused on systemic racism as the basis for advocating for local control of the district. These frames, along with their implications for future actions within the educational policy making process, guide the discussion. Our findings… [PDF]

Dorie J. Gilbert; Katarzyna Olcon; Rose M. Pulliam (2022). 'Those Are the Things That We Need to Be Talking About': the Impact of Learning about the History of Racial Oppression during Ghana Study Abroad. Race, Ethnicity and Education, v25 n5 p665-682. This article examined what U.S. college students who participated in a Ghana study abroad program learned about the history of racial oppression and the meaning-making that resulted from that knowledge. Based on inductive thematic analysis of a variety of qualitative data sources, four themes were identified: (1) the suffering and resilience of African and African descent people; (2) 'it's still happening today'; (3) 'you don't learn about that in school'; and (4) remembrance, equity, and healing. Students expressed frustration with the U.S. education system which 'breezes through' the topics of slavery and colonialism. As connections between the past and present racial oppression in the United States and globally were recognized, students yearned for a forthright education and dialogue about racism as a first step toward acknowledging historical trauma and creating a racially equitable society. More explicit education related to slavery and colonialism and their current… [Direct]

Cunningham, Elizabeth; Fox, Lauren; Howell, Sara; Wagner, Lindsay (2022). Top Education Issues, 2021-22. Measuring Progress. Public School Forum of North Carolina The Public School Forum's Top Education Issues outlines the Forum's priorities on what should be at the forefront of education policy decision-making each legislative biennium, as the Forum works toward eliminating the systemic racism and inequities that exist and are visible throughout the educational system. The Top Education Issues publications provide analysis and recommendations, grounded in research, to help guide discussions and decision-making by state and local policymakers when it comes to the most critical needs facing public school students across North Carolina. The Forum's 2021 Top Education Issues identified a set of evidence-based actions that they hoped to see policymakers tackle during the 2021-23 legislative biennium. Over the past twelve months, the Forum's team has worked towards and tracked progress on specific metrics for each of their policy priorities. This year's report presents an overview of progress made in year one of the biennium and the significant… [PDF]

Lateefah Id-Deen; Marrielle Myers (2023). I Need You to Survive: Black Women Resisting White Supremacy Culture for Faculty and Student Wellbeing. Student Success, v14 n3 p53-64. The K-12 teaching population in the United States remains overwhelmingly White despite rapid changes in racial demographics. Black prospective educators enrolled in teacher preparation programs often find themselves isolated and subjected to racism. Racial affinity groups have been established to support students of Color. Faculty mentors of these groups spend substantial time, physical, and emotional energy supporting students who navigate the violence of higher education institutions. Given recent and ongoing pandemics, supporting students to survive, thrive, and develop psychological literacy is critical work and has become more time intensive. This article examines the experiences of two Black women faculty mentors working with Black undergraduate students. Findings indicate that notwithstanding the labor, mentoring has supported faculty members' wellbeing, thereby disrupting traditional notions of service leading to burnout. The authors posit that affinity mentoring is mutually… [PDF]

James Sadler; Sarah L. Woulfin (2023). A Is for Apple, B Is for Bulletproof: The Racialized Fortification of Schools. Berkeley Review of Education, v12 n2. From Colorado and Connecticut to Florida and Texas, school shootings have struck the U.S. education system. In response, there has been a proliferation of policies, programs, and practices to make schools safer. We term this phenomenon the fortification of schools. Fortification entails prioritizing and instituting various structures, resources, and routines that militarize schools; defines "safety" as a function of the school building; and positions educators as responders to gun violence. Thus, fortification asks educational administrators, teachers, and staff to work in new ways. To expose and better understand the policies, resources, and practices associated with fortification, we apply theories of structuration and racialized organizations. In so doing, we illuminate how fortification is continually shaped by systemic racism. Our discussion of fortification explains racialized dimensions of school safety policy implementation, operationalizes facets of… [PDF]

Anderson, Myron; Young, Kathryn (2021). Hierarchical Microaggressive Intersectionalities: Small Stories of Women of Color in Higher Education. Metropolitan Universities, v32 n1 p78-103 Mar. This article uses methods from narrative analysis to consider how the macro-level experiences of racism and sexism appear in micro-level small stories about hierarchical microaggressive intersectionalities (HMI) in higher education. Small stories shared by university faculty and administrators reveal that microaggressions were simultaneously experienced along the lines of race, gender and role in the institution. Themes emerge that link deprofessionalization, invisibility, and fatigue to these small stories. On a nuanced level, the narratives in this paper demonstrate how broader societal notions of women's and women of color's roles in institutions translate into a negative campus climate for those who experience HMI…. [PDF]

Villenas, Sofia A. (2019). The Anthropology of Education and Contributions to Critical Race Studies. Equity & Excellence in Education, v52 n1 p68-74. This essay is a response to Jonathan Warren and Michelle Kleisath's "The Roots of US Anthropology's Race Problem: Whiteness, Ethnicity and Ethnography." In this essay, I engage with critiques about anthropology's position on the periphery of critical race studies. The discipline's lack of attention to racism and critical race scholarship stands in some contrast to the subfield of anthropology of education with its explicit antiracist mission and goals. I suggest educational anthropologists are more explicit about promoting research that details the workings of racism and fosters racial literacy because of at least two reasons — as a subsection of anthropology, educational anthropology is more closely aligned with if not squarely located in the field of education, and it benefits from critical anthropological methods and sensibilities. I address each of these reasons and conclude with thoughts about educational anthropologists' contribution to critical race studies…. [Direct]

Strayhorn, Terrell Lamont (2023). Estimating the Effects of an Anti-Racist Intervention on Campus Administrators' Beliefs about Racial Equity and Justice: A Quasi-Experimental Study. Journal for Multicultural Education, v17 n3 p379-390. Purpose: The purpose of this study is to measure the impact of a novel anti-racist educational video-based intervention designed by the author, with advice from leading experts, on campus administrators' prevailing beliefs, philosophies and practices about racial equity and justice. A single research question guided the project: what effect, if any, does an anti-racist educational intervention have on college administrators' awareness, beliefs and knowledge about race (i.e. racial ideologies), equity-mindedness and justice, compared to peers in two control groups? Design/methodology/approach: This paper is based on a study that employs a quasi-experimental approach, using a pre- and post-test design, to assess the impact of a brief video intervention on college administrators' awareness, beliefs, and knowledge about anti-racism generally and racial ideologies, equity-mindedness and justice orientations specifically. Findings: Multivariate analyses suggest the efficacy and… [Direct]

Souto-Manning, Mariana (2022). Critical Race Self-Study: An Abolitionist Methodology. Asia-Pacific Journal of Teacher Education, v50 n3 p249-265. Taking an oppositional approach to the whiteness of teacher education research, I challenge critiques of self-study in teacher education as insufficient for the fundamental transformation of teacher education. Drawing from critical race theory, I posit that the stories and self-studies of Black, Indigenous, and other teacher educators of Colour are key to dismantling the white supremacy ingrained in teacher education. Race has palpable consequences for teacher education, and I posit that if teacher education research continues to sidestep and ignore race and racism, the field will continue to condone the harmful status quo of whiteness. Critically examining the need to move beyond research that naturalises whiteness in teacher education, I consider how "passing" and "trespassing" — the long-established positionings rendered possible to Black, Indigenous, and other teacher education researchers of Colour — are hindering the pursuit of racial justice. Seeking to… [Direct]

Grote-Garcia, Stephanie; Ortlieb, Evan (2023). What's Hot in Literacy: The Duality of Explicit Instruction & Cultural and Linguistic Considerations. Literacy Research and Instruction, v62 n1 p1-15. The annual What's Hot in Literacy survey was conducted to determine what topics are currently receiving attention, and how they are being addressed effectively within schools and in the emerging research. Twenty-five literacy experts served as panelists and were interviewed to determine which of the 30 topics were a focus of current attention. The survey results included several topics being classified as "very hot" including: "Science of Teaching Reading/Science of Reading," "dyslexia," "social justice/equity/anti-racism in literacy," "cultural and linguistic diversity in literacy," "digital literacy," "assessment and accountability," and "early literacy." Other topics received less attention in 2022 both in the classroom and in emerging research. The included discussion of results and their potential impacts on P-12 classrooms is relevant to teachers, specialists, coaches, administrators, and higher… [Direct]

Datnow, Amanda; Kennedy, Benjamin C.; Macdonald, Brandie; Trejos, Jessica; Yoshisato, Mariko (2023). Bridging Educational Change and Social Justice: A Call to the Field. Educational Researcher, v52 n1 p29-38 Jan-Feb. The education research community, both within the American Educational Research Association (AERA) and beyond, could and should play a critical role in fundamentally transforming educational institutions and systems. Given its complexity, transformative change in education is best undertaken as a collective endeavor. Yet for researchers to be a valuable resource in educational transformation, we will need to bridge knowledge across subfields that currently have limited interaction. Through two illustrative examples, we demonstrate the need to link knowledge on educational change with knowledge on how to create more equitable, anti-racist, and decolonized spaces for formal and informal learning. While operating in different spaces and initiated at different entry points, the two change efforts exemplify a common set of commitments and actionable pathways for achieving transformational change. This article is a call to action for researchers to join together in supporting educational… [Direct]

Candice Michelle Cardwell (2023). "Should I Stay, or Should I Go?" Narratives of Black Women Special Educators: An Intersectional Analysis. ProQuest LLC, Ed.D. Dissertation, Howard University. The study aimed to assess how intersectional factors such as race, gender identity, occupation, or other markers of one's identity may contribute to the attrition of Black women special education teachers. More specifically, this study sought to reveal the unique challenges that Black women in special education experience as opposed to the experiences of Black women teachers, general educators, or educators in general. The intersectional analysis also examined the conditions that contribute to the attrition of Black women teachers in special education by operationalizing intersectionality as a tool for analysis to consider the impact of racism, sexism, and ableism in the field of education (Burmicky, 2022; Garcia & Duran, 2021). The study also intended to ascertain how leadership and policymakers can improve the retention of this narrow population of educators. By centering these stories, this study hoped to help ameliorate detrimental spaces for Black women in the special… [Direct]

Pulido, Gabriel; Wright-Mair, Raquel (2021). We Deserve More than This: Spirit Murdering and Resurrection in the Academy. Educational Foundations, v34 n1 p110-131. Spirit murdering in the academy is pervasive and the impacts on racially minoritized populations are far-reaching and lasting. As Love (2016) notes, spirit murdering is built upon an academic culture that openly embraces racism, at the expense of the minds, bodies, and souls of racially minoritized faculty and students. Over time the spirits, bodies, and minds of Black and Brown people are slowly etched away at and damaged many times beyond repair. Spirit murder takes various forms as we highlight- in the classroom, through the politics of research and service, expectations, and presumed incompetence. This manuscript discusses the ways that spirit murder manifests and underscores the significant and sometimes irreparable damage that occurs when racially minoritized faculty and students have to navigate constant attacks on their minds, bodies, and spirits as they navigate an academy not intended for them in the first place. The manuscript highlights how context matters and how refuge… [PDF] [Direct]

Bailey, Kim Moore; Foreman, Jedda; Olsen, Sarah; Payan, Rena; Rodriguez, Laura; Romero, Valeria Fike; Strang, Craig (2022). Racial Equity and Inclusion in United States of America-Based Environmental Education Organizations: A Critical Examination of Priorities and Practices in the Work Environment. Journal of Outdoor and Environmental Education, v25 n1 p91-116 Apr. In the United States of America, societal structures of oppression frame and underpin nearly every field and industry, including environmental education. Despite growing attention on efforts to diversify the environmental education workforce in the United States, environmental fields have had minimal success attracting and retaining professionals of color. This study sought to explore how Environmental Educators of Color experience and are impacted by workplace culture, practices, and policies. Through focus groups, Environmental Educators of Color (n = 26) shared their perspectives related to equity and inclusion in environmental education work environments. This study draws on critical race theory (Delgado & Stefancic, 2017; Tate, 1997) as an analytical framework to center racial equity in our understanding of the experiences and perspectives of Environmental Educators of Color. Analysis of data included thematic emergent analysis (Merriam & Tisdell, 2016) to identify… [Direct]

Ver√≥nica Gonz√°lez (2024). Sociocultural Competence for Racial Justice in Dual Language Programs: Dismantling (Mis)Conceptions of Race. Urban Review: Issues and Ideas in Public Education, v56 n1 p59-82. Research on the inequities present within dual language (DL) programs demonstrates that these programs are not immune from the racial stratification prevalent in the United States. Despite intentions to center justice for minoritized students in DL programs, unexamined ideologies among educators can inadvertently perpetuate the existing status quo. Given this context, the incorporation of critical consciousness and critical-racial consciousness has been put forth as additional goals of DL education. Through a theoretical framework grounded in critical race theory, this study investigates the race-related ideologies held by Latinx educators. The study explores how these ideologies influence their conceptualization and implementation of sociocultural competence, a key goal of DL education. This analysis takes place within the context of a one-way/developmental transitional kindergarten through eighth grade DL school situated along the US-Mexico border in Southern California. Conducting… [Direct]

Madriaga, Manuel; McCaig, Colin (2022). How International Students of Colour Become Black: A Story of Whiteness in English Higher Education. Teaching in Higher Education, v27 n1 p84-98. This article highlights how international students of colour are racialised in English higher education. Key performance indicators of racial inequality in the sector like achievement outcomes currently discount experiences of international students of colour. This is problematic as international students, as found in this study, identify themselves under the sector racial category of Black and minority ethnic (BME). They experience racism and discrimination in and outside the Academy just like 'home' BME students. The work presented here foregrounds the racialised experiences of international students of colour in English higher education. It is a counter-story in the tradition of critical race theory which reveal how whiteness unifies and divides. It unifies in creating a shared experience amongst those who experience the heat of the 'white gaze' in academia. It divides, categorising and classifying 'us' to the extent that 'we', both students and academic staff, may unwittingly… [Direct]

Ahmed Al-Asfour; Holly Boomer; James Rajasekar (2023). Talent Development for Faculty: The Case of Higher Education Minority-Serving Institutions. Journal of Faculty Development, v37 n1 p41-50. Despite the rise of mainstream higher education institutions, minority groups who have attended these institutions experienced challenges of retention, persistence, and low graduation rate. Because of these issues and others, such as segregation and racism, minority groups such as African and Native Americans found an opportunity to self-educate their people and communities. The need to self-educate was the momentum to create institutions such as Historically Black Colleges and Universities and Tribal Colleges and Universities. Minority-Serving Institutions (MSIs) of higher education is an interesting case to study as each is designed with unique objectives, goals, missions, and visions. The study aims to explore faculty TD trends and issues at MSIs in the United States. Because there are a few studies published about MSIs faculty members, especially in the areas of professional development and TD, this current comprehensive study about faculty TD at MSIs can set the foundation for… [Direct]

Malik Stevenson (2024). Understanding the Emotional Labor of English Language Teaching While Black in the United States. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v58 n4 p1347-1371. There is a robust literature examining emotional labor as it is experienced by English language teachers and how it is prompted by the emotional rules of their employers. However, it has not been sufficiently inclusive of native English-speaking Black English language teachers (BELTs). Using the method of autoethnography I examine my experiences with emotional labor as I struggle to manage feelings stemming from race-related stress to present feelings that are aligned with the emotional rules of an intensive English program (IEP) in the United States. Ultimately, this study highlights some of the unique challenges and emotional labor experienced by BELTs, including the endured triggering of race-related stress in response to workplace racial microaggression and how and why, through the process of emotional labor, outward responses are constructed. I argue that enduring emotional labor brings about implicit oppressive messages for BELTs to either detach from their racial identity to… [Direct]

Neil Houser (2024). Critical Ecological Citizenship Education: Social Studies–For the Good of Society and the Health of the Planet. Journal of International Social Studies, v14 n1 p20-35. The primary purpose of education is preparation for life. But what kind of life, and life for whom? Within the social studies, emphasis has long been placed on preparation for civic life in diverse and democratic societies within an interconnected world. This remains essential. There is an ongoing need for people who are willing and able to address the challenges of society, including structural problems such as racism, classism, and patriarchy. However, in addition to continuing threats to the quality of "human" life, growing concerns have also arisen regarding the quality, indeed the survival, of "all" life on the planet. One of the most urgent challenges of today is the decline of the environment upon which all life depends. This paper examines the implications of the environmental crisis for the social studies. First, I explore the deep interconnectivity that exists between humans and the nonhuman world and, by extension, between our social and environmental… [PDF]

Lockhart, Lakisha R. (2020). My Wildest Dream: A Letter to My Black Son. Religious Education, v115 n1 p92-99. This article is a letter to my son. In this letter I tell him the truth of my reality in theological education, as one filled with sexism, racism, and various other experiences. I express my fears for him in this world as a black boy who will grow into a black man. I also discuss my hope for his future and the future of theological education. I discuss how I believe that playing, changing the rules, and having good friends to play with could aid in creating a better future not only for him but theological education as well…. [Direct]

Alvira-Hammond, Marta; Carlson, Julianna; Lloyd, Chrishana M. (2021). Federal Policies Can Address the Impact of Structural Racism on Black Families' Access to Early Care and Education. Child Trends This issue brief is one in a series examining timely topics that are relevant to Black families and children in the United States. The series identifies key information and opportunities for consideration by policymakers, researchers, practitioners, philanthropists, and others interested in supporting the progress of Black families and children–and, by extension, the country as whole. This second issue brief sets a vision for how the federal government can pursue policy strategies that support access to early care and education for Black families by drawing on historical, contextual, and demographic data related to Black family structure, employment and income, and geography. It first discusses the current and historical role of federal policy in the lives of Black Americans. Next, it reviews the importance of early care and education (ECE), as well as the barriers that Black families face to accessing these important services. It describes two federal programs–Head Start and the… [PDF]

Mark Allen McMillian (2022). Black Parent Advocacy and Educational Success: Lessons Learned on the Use of Voice and Engagement. ProQuest LLC, Ph.D. Dissertation, Antioch University. "The opportunity is there, this is what I think of when I think of role models, I think of my experience" (Anthony — a participant in this study — commenting on the effectiveness of advocating for his child). Black children encounter racism in American schools and parents need to advocate for them. The purpose of this qualitative study was to explore how Black parents developed and used their voice to advocate for their children in a predominantly White educational system with a history of racially disparate outcomes. Particularly, this study drew on the experiences of 15 participants, two men — one was a grandfather — and 13 women, whose children had successful outcomes in graduating from high school and going on to post-secondary education. The findings reflect Black parents' understanding of the need to advocate to support their child's success in getting through school: all related incidents of discrimination where they needed to speak up on behalf of their child in… [Direct]

Arnzen, Cameron J.; Houston, David M. (2023). Who Should Control Education Now? Revisiting Preferences for Local Control in Educational Decision Making. Peabody Journal of Education, v98 n5 p516-532. Despite a long history of local control of schools, educational issues have become increasingly contested at higher levels of government as battles are fought in state and federal venues and along partisan lines. In light of this change as well as recent battles over school responses to COVID-19 and schools' roles in combating systemic racism, we explore how the shifting politics of education have affected public attitudes toward localism in education. We demonstrate that the public's preference for local control is not as deeply held as conventional wisdom suggests. Local government is never the public's most preferred option when asked about the optimal distribution of education funding or decision-making authority across all three levels of government. Our results also show that preferences for local control have remained relatively stable and exhibit only narrowly increasing partisan differences; however, the increase in the partisan divide is larger among parents. We note that… [Direct]

Erin C. Scussel; Jennifer Esposito Norris (2023). "That Sounds Scary, Let's Ban It": Analyzing Manufactured Ignorance & the Attack on Critical Race Theory in K-12 Schools. Thresholds in Education, v46 n1 p48-60. As of February 2023, 44 states have either introduced or passed legislation that aims to control the teaching of race in K-12 public schools. Using political discourse analysis, we investigate the discourse from six "anti-CRT" documents. We frame the discourse from an agnotological perspective; agnotology is the study of how ignorance is manufactured. Given that political discourse is one-directional, politicians have the unique position of actively constructing ignorance if they are providing information for the purpose of being consumed rather than argued or deliberated. We illustrate how the misuse of words/concepts as well as the distribution of disinformation contributes to manufactured ignorance. Finally, we argue that the deliberate and willful silence about systemic oppression will maintain white supremacy. Our intention is to challenge manufactured ignorance especially as it relates to how race and racism are discussed and taught in K-12 education…. [PDF]

Adamian, Annie S.; Arroyo, Andrew T.; Grummert, Sara E.; Jayakumar, Uma Mazyck; Schmidt-Temple, Cameron T. (2021). Why Are All the White Kids Sitting Together in the Cafeteria?: Toward Challenging Constructions of a Persecuted White Collective. Education Sciences, v11 Article 679. In the context of ongoing antagonism on college campuses, attacks on Critical Race Theory, and widespread backlash against racial justice initiatives, this paper underscores the growing need to recognize co-optation and other counterinsurgent strategies used against racial justice to make room for transformative scholarship. By presenting qualitative interviews from 15 white HBCU students, we illustrate how diversity research, advocacy, and organizing previously used to advocate for racial justice has instead constructed distorted understandings of race and racism and has been used to expand ideologies of whiteness. The findings show what CRT scholars have cautioned about for decades–when left uninterrupted, ahistorical approaches to racial diversity programming and research may lend to the co-optation of justice-focused diversity language and the appropriation of BIPOC strategies of resistance. This not only inhibits and detracts from racial justice work, but can function to expand… [PDF]

Miskinzod, Dilofarid (2023). Beyond Eurocentrism: Lack of Social Justice and Non-Western Perspectives in Sexuality Education Classes. Sex Education: Sexuality, Society and Learning, v23 n4 p478-489. To date, there has been very little discussion about social justice and non-Western, European and Anglo-American perspectives in formal sex and sexuality education courses. However, engagement with these issues is vital to counter ever-growing health inequities due to class, race, ethnicity, gender, sexuality and ability in the USA. This commentary highlights the importance of efforts to improve the quality of the sex and sexuality education provided to offer a more nuanced picture of issues studied. It argues that the use of a Eurocentric framework in sex and sexuality education maintains, supports and reproduces racist stereotypes and racism, and serves as a barrier to understanding and addressing health disparities and other key aspects of sexuality. The article also critiques the biomedical model which connects poor health outcomes to individual lifestyle choices and downplays the importance of economic, political, social, environmental and historical factors in creating… [Direct]

Fonseca Afonso, √ârica; Windle, Joel Austin (2022). Building Anti-Racist Education through Spaces of Border Thinking. Critical Studies in Education, v63 n5 p606-621. This paper seeks to identify strategies for anti-racist higher education, drawing on scholarship that locates structural racism in global and local centre-periphery relations. We first examine how the centre-periphery divide has been identified and challenged in anti-racist intellectual and political movements, focusing on exchanges and solidarity between peripheral territories. We then discuss the implications of this framework for the setting in which the authors work: Brazilian higher education. The Brazilian university sector has recently expanded through affirmative action policies that have resulted in an influx of Black students from urban peripheries. However, the dominant nationalist ideology in Brazil has historically denied racial divisions, presenting a myth of racial democracy and delegitimising transnational links between anti-racist movements. Reflecting on our own experiences and perceptions through a narrative approach, we draw out elements of border thinking that we… [Direct]

Brown, Erika Gould; Emmons, Teresa; Overby, Lynnette Young; Schroeder, Kimberly; Warburton-Phibbs, Joan (2022). Online Programming for Dancers and Dance Educators: A Response to COVID-19 and the Racial Justice Movement. International Journal of Education & the Arts, v23 spec iss 1.6 Oct. Upon the convergence of the twin epidemics of COVID-19 and racial injustice in 2020, the Delaware Dance Education Organization (DDEO) responded by creating and presenting interactive professional development webinars that ranged from sharing how dance history is a microcosm of the world to the impact culture has on personal behaviors. Through the lens of public scholarship, the virtual programming format allowed DDEO to reach dance populations in Delaware and beyond. Groundswell, a series of four webinars presented a consideration of the impact racism has in the dance world. Solos@Home invited participants to create, share, and virtually perform dance works based on material presented in Groundswell. Solos@Home II continued in this modality highlighting the theme of environmental justice. The value of activism was a key enduring understanding for these projects. DDEO continues to support and advance dance education while listening and responding to the immediate needs of the community…. [PDF]

Rodr√≠guez, Noreen Naseem; Vickery, Amanda Elizabeth (2021). "A Woman Question and a Race Problem": Attending to Intersectionality in Children's Literature. Social Studies, v112 n2 p57-62. Historical narratives of Black women often focus solely on racial discrimination without acknowledging the structural and systemic gender-based discrimination they faced. Crenshaw's concept of intersectionality draws upon decades of Black feminist scholarship delineating how Black women experience systemic oppression on account of both their race and gender simultaneously and can serve as an important framework to guide more critical conversations related to the long civil right movement. This article considers how three picturebook biographies about Black women who are often overlooked in early social studies education can powerfully demonstrate the intersectional roles of racism "and" sexism in their lived experiences…. [Direct]

Emerson, Abby C.; Marcel, Gina; Rabadi-Raol, Ayesha; Souto-Manning, Mariana; Turner, Adrielle (2022). Democratizing Creative Early Educational Experiences: A Matter of Racial Justice. Review of Research in Education, v46 n1 p1-31 Mar. Inquiring into the democratization of creative early educational experiences through the lens of the politics of belonging, this review of research asks: What does research reveal about creative early educational experiences as they pertain to history, race, and justice? Seeking to better understand the racialization of creative early educational experiences, this review undertakes a transformative justice in education approach, attending to the historical roots of the contemporary racialized politics of belonging. Despite the creativity, improvisation, and imagination displayed historically by Black, Indigenous, and other Communities of Color, findings underscore how creative educational experiences prioritize Eurocentric onto-epistemologies, (re)inscribing inequitable schooling. Creative disruption and Black futurities offer two possible pathways to disrupt the legacy of racism in U.S. early schooling…. [Direct]

Charlene Tan; Priya Goel La Londe (2024). Empathy as a Virtue: A Confucian Interpretation and a Tool to Address Anti-Asian Hate Crime. Critical Studies in Education, v65 n2 p162-180. This paper extends the dominant understandings of empathy — as a trait, state, communication or relationship — by conceptualising it as a virtue and as a tool to address anti-Asian hate crime. Drawing upon the writings of the Confucian philosopher Xunzi, this article interprets empathy as a personal quality that attests to one's moral excellence. It is argued that Xunzi's concept of empathy revolves around the ethical attributes of "zhong" (authenticity) and "ren" (humaneness). This article amplifies Xunzi's formulation of empathy by applying it to anti-Asian hate crime in the U.S. The authors propose that Xunzian empathy is a powerful tool to address racism and violence towards Asians through two related and mutually reinforcing approaches: undoing fixation by identifying and eliminating racial/ethnic prejudice and discrimination; and habituating humane conduct by internalising and exhibiting "li" (normative behaviour) towards fellow human beings…. [Direct]

Kahlenberg, Richard D.; Potter, Halley; Quick, Kimberly (2019). School Integration: How It Can Promote Social Cohesion and Combat Racism. American Educator, v43 n3 p26-30, 40 Fall. Public schools have always been meant to provide all children with the skills and knowledge to become successful participants in the economy. But currently, a second important purpose of public education has become more salient: to promote social cohesion in a diverse and fractured democracy. As ugly and naked racism in America is further unveiled, how can schools be a tool for combating racism and promoting unity? Ideas on a way forward can be found in the Supreme Court's landmark 1954 decision in Brown v. Board of Education. The court was explicit in describing the damage that school segregation inflicted on children of color. Less discussed, both in the court opinion and in public discourse, is the body of research that outlines the educational and moral damage that segregation inflicts on white children. This article argues why racial and socioeconomic school integration has proven to be one of the most powerful strategies known to educators to improve the lives of students and… [PDF]

Derek James Bradley (2024). Invisible Scars: Reimagining Black Male Academic Excellence through a Hip-Hop Empowerment Model. ProQuest LLC, Ed.D. Dissertation, California State University, Sacramento. Black males in higher education continue to face persistent challenges due to overt and covert racism, hindering their progress towards graduation, particularly within Historically White Institutions (HWIs). This study examines the factors contributing to the invisibility and barriers faced by Black males, including engagement, academic achievement, and lack of motivation, which contribute to low persistence and graduation rates among Black male college students. Existing research often fails to acknowledge the intelligence of Hip-Hop music and culture, with society emphasizing superficial aspects such as misogynistic and homophobic. Taken together, overlooking the intellectual contributions of Black men and Hip-Hop music and culture will guide my discussion as I argue that it stems from society's failure to validate the experiences, perspectives, and authentic expressions of Black men. [The dissertation citations contained here are published with the permission of ProQuest LLC…. [Direct]

Tursi, Diana (2023). "This Is Just Who We Are": A Participatory Case Study on the Implementation of Antibias/Antiracist Pedagogies in Early Childhood Spaces. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Chapel Hill. Until recently, many early childhood educators, particularly those in nontraditional preschool spaces, leaned on a color-evasive approach to their work, largely ignoring systemic racism and bias, claiming love and acceptance of all children in their care. While well-intentioned, these practices left young children to construct their own understandings of issues like race, gender, sexuality, and ability, often solidifying the racist and biased ideological messages from popular society. Since 2020, however, a year marked by political division, a global pandemic, and a public reckoning over systemic racism, early childhood educators have been reexamining their practices. Armed with research on young children's racial awareness and buoyed by support from the National Association for the Education of Young Children, preschool programs around the country began looking for ways to implement equity-based teaching practices with young children. This participatory case study follows the… [Direct]

Kuper, Ayelet; Sharma, Malika (2017). The Elephant in the Room: Talking Race in Medical Education. Advances in Health Sciences Education, v22 n3 p761-764 Aug. The deaths of black men and women while in police custody, rising anti-immigrant sentiment and rhetoric in high-income countries, and the continued health disparities experienced by Indigenous communities globally have brought race and racism to the forefront of public discourse in recent years. In a context where academic health science centres are increasingly called to be "socially accountable," ignoring the larger social context of race and racism is something that medical education institutions can little afford to do. However, many such institutions have largely remained silent on the issue of race and racism, both within and outside of healthcare. Most medical education continues to emphasize a primarily biological understanding of race. We argue that a different approach is needed. Highlighting the social construction of race is an essential starting point for educators and trainees to tackle racialized health disparities in our clinics and to challenge racism in… [Direct]

Indelicato, Maria Elena; Pra≈æic, Ivana (2019). The Legacy of Cold War Anti-Racism: A Genealogy of Cultural Distance in the Internationalisation of Higher Education. Paedagogica Historica: International Journal of the History of Education, v55 n2 p295-313. In this article, we develop a genealogy of international education studies' tenets of culture shock and skills deficit. To trace their emergence, we map the discursive shifts which underpinned cultural anthropology's involvement in the administration of US colonial, domestic, and international affairs respectively in the early 1900s and 1950s. These shifts are concomitantly linked to the formation of the field of intercultural communication, of which popularisation in the form of Hofstede model of "cultural distance" has structured international education when turning from a Cold War tool of total diplomacy to an export industry. Taking the development of international education in Australia as a case study, we demonstrate how the shifts in the disciplinary fields aforementioned are best understood as an anti-racist strategy, which mobilisation of the concept of culture has led to the paradoxical evacuation of the heuristic of race from the lexicon of intercultural contact… [Direct]

Crabtree, Lenora; Titu, Preethi (2022). What Will We Teach the Teachers? Grappling with Racism in a Professional Development Setting. Cultural Studies of Science Education, v17 n3 p899-906 Sep. This paper is a result of the reflection on Kristin Searle, Colby Tofel-Grehl, Andrea Hawkman, Mario Suarez, and Beth MacDonald's paper, "Whiteness at work in the elementary classroom: a case study," which follows a White male teacher as he is trained to employ an integrated technology unit that connects science, social studies, and language arts. The need for teachers to integrate content in culturally relevant ways is imperative as schools become increasingly diverse. Our engagement with this paper left us to question whether the professional development program was designed to support Mr. Anderson's (and other teachers') sociopolitical consciousness and subsequently his (and their) capacity to enact Culturally Relevant Pedagogy. In this forum, we offer "grappling with racism" as a foundational practice for teacher education as a way to interrupt dysconsciousness among science education researchers and teacher educators, as well as those with whom we learn…. [Direct]

P√©rez Huber, Lindsay; Sol√≥rzano, Daniel G. (2020). Racial Microaggressions: Using Critical Race Theory to Respond to Everyday Racism. Multicultural Education Series. Teachers College Press Drawing from over 2 decades of research, this book offers an in-depth analysis of a systemic form of everyday racism commonly experienced by People of Color. Racial microaggressions are layered and cumulative assaults, often carried out in subtle and unconscious ways, which take a psychological and physiological toll on the body, mind, and spirit. The authors make a unique contribution to the study of racial microaggressions by using Critical Race Theory (CRT) to develop the concepts, frameworks, and models provided in this book. Focusing on the lived experiences of People of Color, "Racial Microaggressions" can be used to disrupt the everyday racism that continues to target so many Communities of Color. The book features: (1) Theoretical, conceptual, and pedagogical tools to help all people recognize, respond to, and challenge racial microaggressions; (2) An interdisciplinary approach that draws from the fields of education, law, policy, ethnic studies, Women of Color… [Direct]

Nguyen, Nicole (2018). Educating Force Multipliers: Constructing Terrorism in a US Public High School. Discourse: Studies in the Cultural Politics of Education, v39 n6 p841-855. This article ethnographically explores a specialized Homeland Security program at a US public high school, paying careful attention to the program's discursive constructions of terrorism and national security. In particular, this analysis examines how the Homeland Security program framed its study of national security as both anti-racist and objective. I contend that the invocation of anti-racism and objectivity can advance Orientalist discourses in the classroom. Critical education scholars need to address how teachers and students rely on liberal precepts like anti-racism to maintain dominant understandings of war, terror, and security…. [Direct]

Bendixen, Lisa D.; Olafson, Lori; Plachowski, Tara (2023). Criticalizing Teacher Perceptions of Urban School Climate: Exploring the Impact of Racism and Race-Evasive Culture in a Predominantly White Teacher Workforce. Education and Urban Society, v55 n8 p949-974 Nov. This study seeks to critically examine perceptions of urban school climate from a predominantly white teacher workforce and discuss the role that white identity, as the Dominant culture, plays in maintaining the status quo of racialized school climate. Participants included 145 teachers from a large southwestern urban setting. Teachers' perceptions were measured by the Teacher Perceptions of Urban School Climate survey that includes six dimensions that are important aspects of urban school climate: (1) Leadership, Relationality, and Care, (2) Perceptions of Security and Safety, (3) Student Belonging, (4) Constructivist Teacher Practice, (5) Diversity, Equity, and Inclusion, and (6) Educator Retention. Results indicate that elementary school teachers had more positive perceptions of urban school climate and beginning teachers were less positive about aspects of urban school climate. Implications stemming from the results are discussed including the role whiteness and racism play in… [Direct]

Sandra Marie El Gemayel (2023). Barriers and Lifelines for Young Refugee Children's Education: The Experiences of One Young Iraqi Refugee Living in the Northern Suburbs of Beirut. International Journal of Early Childhood, v55 n3 p369-385. This paper identifies key barriers to young Iraqi and Syrian refugee children's access to education in Lebanon and highlights how local initiatives serve as glimmers of hope, or 'lifelines', for their well-being and learning. Reporting on aspects of my doctoral study, the paper homes in on one case study with an Iraqi family and their 5-year-old son, Kefa. The 'Day in the Life' methodology enabled rich insights into Kefa's home life and the informal school he attended, supplemented by interview data with his schoolteacher and observation of his school. The paper also draws on questionnaire data to situate this case study in a broader spectrum of refugee children's experiences in Lebanon (n = 100). Framed by sociocultural approaches to learning, the findings illustrate the interplay of social, economic and relational barriers that impede refugee children's access to quality education, and demonstrate how, despite limited resources, the informal school offered an inclusive and… [Direct]

Ardoin, Sonja, Ed.; Hallmark, Tyler, Ed.; Means, Darris R., Ed. (2023). Race and Rurality: Considerations for Advancing Higher Education Equity. Routledge, Taylor & Francis Group This book offers context, research, policy, and practice-based recommendations centering college access and success for a historically overlooked population: rural Students and Communities of Color. Through an exploration of how colleges and universities can effectively welcome students from rural areas who identify as Asian and Pacific Islander, Black and African American, Hispanic and Latinx, and/or Indigenous, this text challenges the misleading narrative that "rural is white," thereby placing these students and their communities in conversation with national higher education discourse. Rich contributions on scholarship, practice, and policy address the intersection of racism and spatial inequities and consider the unique opportunities and challenges that rural Students and Communities of Color face across the United States' higher education landscape. Chapters provide direction on creating equitable policies and practices, as well as details of the assets, resources,… [Direct]

Mu√±iz, Jenny (2021). Embracing Culturally Responsive and Sustaining Instructional Materials: Promising Strategies for State and District Leaders. New America Choosing instructional materials wisely is one of the most important jobs education leaders and teachers have, perhaps now more than ever. Unfinished academic instruction resulting from the COVID-19 crisis demands better ways to reignite student engagement and accelerate learning. At the same time, the disparate impact of the pandemic on students of color and growing efforts to quash discussions about systemic racism in schools reveals an urgent need to approach this work through a racial equity lens. This report argues that embracing high quality instructional materials that are both rigorous and relevant is crucial to addressing these priorities…. [PDF]

Boveda, Mildred; McCray, Erica D. (2021). Writing (for) Our Lives: Black Feminisms, Interconnected Guidance, and Qualitative Research in Special Education. International Journal of Qualitative Studies in Education (QSE), v34 n6 p496-514. In this collaborative sense-making of mentorship and interconnected guidance for education research, two Black women academics in special education offer lessons learned from their sustained dialogues with each other, other Black women, and with Black and endarkened feminists' texts. The authors reflect on how traditional approaches to academic mentorship were, at times, incompatible with their onto-epistemic and methodological needs as researchers. They revisit their initial entry into the field and examine the ways U.S. schooling is implicated in the racism, ableism, and other systemic oppression experienced by multiply-marginalized students, families, and educators. The authors consider the distinctive contributions Black women offer(ed) special education research and revisit the improvisational moves they enact to make space for qualitative inquiry informed by Black and endarkened feminisms…. [Direct]

Englert, Kerry; Kukea Shultz, Pohai (2023). The Promise of Assessments That Advance Social Justice: An Indigenous Example. Applied Measurement in Education, v36 n3 p255-268. In the United States, systemic racism against people of color was brought to the forefront of discourse throughout 2020, and highlighted the on-going inequities faced by intentionally marginalized groups in policing, health and education. No community of color is immune from these inequities, and the activism in 2020 and the consequences of the pandemic have made systemic inequities impossible to ignore. In the Hawai?i context, social and racial injustice has resulted in cultural and language loss (among other markers of colonization), but it is within this loss that we can see the potential for the most significant evolution of assessment practices that champion self determination and social justice. We illustrate how injustices can be addressed through the development of assessments centered in advocacy of and accountability to our communities of color. It is time for us to reimagine what self-determination and social justice in all assessment systems can and should look like…. [Direct]

Galvez, Eliza Silvia; Guerra Lombardi, Paula P.; Rodriguez, Sanjuana C. (2023). Pl√°ticas with Latinx Preservice Teachers: Insights about Navigating Teacher Education in the New Latinx South. Journal for Multicultural Education, v17 n2 p212-222. Purpose: The purpose of this study is to examine the experiences of Latinx preservice teachers (PSTs) while enrolled in a teacher preparation program in the New Latinx South, a cluster of states that have seen a precipitous growth in the Latinx population over the last decades. Design/methodology/approach: The authors used pl√°ticas, or informal conversations with a group of six female Latinx PSTs. Findings: Two main themes were identified: experiences with racism and discrimination and feelings of isolation. These themes, along with the narratives of the participants, reflect the barriers this population experiences in the education field and how professionals in this field can improve to best assist Latinx PSTs. Originality/value: Latinx PSTs' experiences are yet to be fully investigated to improve not only their schooling but also the number of Latinx teachers serving a growing number of Latinx children in US schools. Additionally, the use of pl√°ticas elevates this paper as this is… [Direct]

Bhavika Sicka; Minghui Hou (2023). Dismantling the Master's House: A Decolonial Blueprint for Internationalization of Higher Education. Journal of Comparative and International Higher Education, v15 n5 p27-43. While critical scholars have attempted to decenter internationalization, limited research has aimed to understand internationalization efforts in the context of the socio-historical particularities of the postcolonial condition. This paper takes a decolonial perspective in the study of internationalization, in light of the Eurocentric tendencies of modernity, whose major manifestation in higher education is neoliberal globalization. We unpack internationalization in the U.S. and examine how it is embedded in and reproduces neoliberalism, racism, and colonialism. Since decolonization is not merely deconstructive but also regenerative, we reconceive what it means to be international and recommend how internationalization can be deployed as a tool of decolonization, considering various possibilities for hopeful and ethical praxis. We identify promising practices to spark ongoing reflection and action about ways to contest coloniality/modernity and rethink mobility. This paper can… [PDF]

Ashley Paige Allen (2021). Dismantling Tools of the Incompetent: Exploring Cultural Competence Training in Undergraduate Education Policy and Education Studies Programs. ProQuest LLC, Ph.D. Dissertation, Loyola University Chicago. Cultural competence is described as a set of skills, values, and principles that acknowledge, respect, and work toward optimal interactions between the individual and the various cultural and ethnic groups with which an individual might come into contact. Scholars have been critical of cultural competence training because the three-dimensional approach which is its foundation fails to address institutional and systemic racism. I posit that undergraduate programs should provide training, so graduates are culturally competent entering their respective fields. I examined cultural competence training within education policy and studies undergraduate programs because these graduates will work within education at all levels from the federal government to the classroom impacting student success. I conducted a qualitative study utilizing document analysis of ten education policy and studies programs across the country. Based on my analysis of program overviews, program courses, course… [Direct]

Marcus, Alan S.; Mitoma, Glenn (2020). Human Rights before and after COVID-19: Getting Human Rights Education out of Quarantine. Journal of International Social Studies, v10 n2 p127-140. This essay explores the way in which the COVID-19 pandemic has worsened human rights conditions across the globe, particularly around the rise of authoritarianism, erosion of democracy, increase in hate crimes and racism, and deepening of economic inequality. We then advocate for the possibilities and significance of human rights education as a core component of every student's learning experience and provide suggestions and specific resources for teaching human rights during and after the COVID-19 pandemic…. [PDF]

Andrews, Tessa C.; Brickman, Peggy; Dolan, Erin L.; Lemons, Paula P. (2021). Every Tool in the Toolbox: Pursuing Multilevel Institutional Change in the DeLTA Project. Change: The Magazine of Higher Learning, v53 n2 p25-32. For decades, educators and policy makers have called for reform in higher education, yet now the urgency is palpable. The COVID-19 pandemic and heightened attention to systemic racism have highlighted the fact that outdated teaching practices can stunt student learning and trust of science, maintain systemic biases, and prevent equitable education. Promoting change to outdated teaching practices requires fundamental shifts at each level of a university–among faculty, departments, and the institution as a whole. The Departmental and Leadership Teams for Action (DeLTA) project at the University of Georgia pursues transformative shifts in policies and practices related to undergraduate science, technology, engineering, and math (STEM) education. This article provides examples of how DeLTA applies various change perspectives to shift thinking, practices, and policies related to evaluating teaching…. [Direct]

Cushing, Ian (2023). Challenging Anti-Black Linguistic Racism in Schools amidst the 'What Works' Agenda. Race, Ethnicity and Education, v26 n3 p257-276. Education policy in England's schools is driven by the 'what works' agenda, characterised by interventions claiming to be scientifically objective and evidence-led. In this article I show how what works interventions reproduce anti-Black linguistic racism because to be perceived as someone who is 'working', racialised children must assimilate their language practices towards idealised whiteness. I present case studies of two teachers working in low-income, majority Black schools who rejected what works interventions concerning a commercially produced curriculum package and the so-called word gap, both of which framed racialised children as displaying linguistic deficiencies in need of correcting. I describe various institutional oppositions the teachers faced, including having their own language, expertise and evidence questioned by white management. I argue that the what works agenda is crafted by the state to delegitimise anti-racist efforts, and that for the state, what counts as… [Direct]

Cochran-Smith, Marilyn (2023). What's the "Problem of Teacher Education" in the 2020s?. Journal of Teacher Education, v74 n2 p127-130 Mar-Apr. This article is a rejoinder, some 20 years later, to a "JTE" editorial, titled "The Problem of Teacher Education." The previous piece suggested that in response to unprecedented attention by high-level policy makers to "fixing" the "broken" system of teacher education, teacher education was treated as what I called a "policy problem" during the late 1990s and 2000s From this perspective, the goal was to identify which of the broad aspects of teacher education that could be controlled by policymakers was most likely to have a positive impact on teacher quality, defined primarily in terms of teachers' effectiveness at producing a strong workforce for the new economy. In this new article, the author argues that now–during the 2020s–teacher education should be constructed as an "equity problem." This means acknowledging that, despite many important and powerful multicultural and other initiatives over the last two decades,… [Direct]

Chenelle S. Boatswain (2022). Thriving Together: A Phenomenological Study of the Contributions of a Professional Counterspace to Black Women Higher Education Leaders' Cultivation of Resilience. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. Black women who serve in administrative leadership roles in higher education do so amidst conflicting experiences wherein they are positioned to exercise authority while being subjugated to conditions, socially and institutionally, that uphold racism and sexism. The manifestations and effects of gender and race-based oppression on Black women professionals in higher education have been well documented, but limited research makes visible the strategies that enable Black women leaders to persevere amidst the oppressive conditions they encounter in the higher education context. Professional counterspaces may add to the strategies employed by Black women leaders by offering inclusive spaces to cultivate resilience to persist in their professional practice. This phenomenology explores the impact of institutional racism and sexism on the leadership experiences of eleven mid-level and senior-level Black women administrators historically White Institutions (HWIs), the ways these leaders… [Direct]

Canzater Machera Rice (2023). A Multiple Case Study of Parents' Views of Educational Experiences of African American Students in High School Advanced Placement in STEM Related Courses. ProQuest LLC, Ed.D. Dissertation, Northcentral University. In the United States, education continues to be plagued by a racial achievement gap that disproportionately affects Black children. Although significant progress has been made in eliminating some of the country's long-standing racial discriminatory practices, the effort to eradicate racism remains unfinished as long as disparities exist between ethnic groups. The purpose of this qualitative multiple case study was to gain insight into parents' perceptions and experiences of the inequities faced by Black students that restrict access to and involvement in Advanced Placement science, technology, engineering, and math courses in one urban high school. The problem addressed was the underrepresentation of African American students in high school Advanced Placement classes. The guiding foundational theoretical framework was critical race theory, which suggests that racism continues to be the unseen culprit tarnishing major systems within society, including the educational system…. [Direct]

Ajmera, Param S. (2023). International Student Orientations: Indian Students at American Universities around the Turn of the Twentieth Century. ProQuest LLC, Ph.D. Dissertation, City University of New York. This dissertation examines the writings and experiences of five Indian international students in the United States during late nineteenth and early twentieth centuries. By drawing attention to these students, I attend to the ways in which notions of freedom, progress, and inclusivity associated with American higher education, and liberalism more generally, are related to structures of racialized and colonial dispossession in India. I build these arguments by reading archival sources such as university administrative records, student publications, personal and official correspondence, as well as understudied aesthetic works, such as memoirs, travel narratives, essays, doctoral dissertations, and public lectures. These historical materials show us how Indian international students oriented themselves amidst the shifting power relations between British colonialism, Indian anticolonial nationalism, and American higher education. I explore how the American university became a site that… [Direct]

Peters, Scott J. (2022). The Challenges of Achieving Equity within Public School Gifted and Talented Programs. Gifted Child Quarterly, v66 n2 p82-94 Apr. K-12 gifted and talented programs have struggled with racial, ethnic, socioeconomic, native language, and disability inequity since their inception. This inequity has been well documented in public schools since at least the 1970s and has been stubbornly persistent despite receiving substantial attention at conferences, in scholarly journals, and in K-12 schools. The purpose of this article is to outline why such inequity exists and why common efforts to combat it have been unsuccessful. In the end, poorly designed identification systems combined with larger issues of societal inequality and systemic, institutionalized racism are the most likely culprits. I end the article with a hierarchy of actions that could be taken–from low-hanging fruit to major societal changes–in order to combat inequity in gifted education and move the field forward…. [Direct]

Hyunjin Jinna Kim; Tuba Yilmaz; Yong-Jik Lee (2024). Reimagining Raciolinguistic Ideologies through an Analysis of Localized Language-in-Education Policies in Turkey and Korea. Current Issues in Language Planning, v25 n4 p355-375. As global migration and transnational mobility have increased steadily in the recent few decades, interests in equity-based theories and pedagogies have intensified to respond to racially and linguistically diverse student needs in today's classrooms. Raciolinguistic ideology is a theoretical framework challenging monoglossic language ideologies and the 'White gaze' that privileges White speaking and listening subjects (Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. "Harvard Educational Review," 85(2), 149-171. doi.org/10.17763/0017-8055.85.2.149). While raciolinguistic ideologies aim to critically examine the idealized monolingualism, the framework is typically adopted to analyze racial realities in Western or European educational contexts. In this study, we intend to (re)imagine raciolinguistic ideologies situated in non-Western educational contexts by examining language-in-education… [Direct]

Reichman, Henry (2020). Academic Freedom and the Challenge of Diversity: Upholding Two Core Values Essential to the Pursuit of the Common Good. Liberal Education, v106 n3 Fall. Academic freedom is undoubtedly a core value of higher education, but should it sometimes be compromised in order to accommodate efforts to tackle the many considerable challenges of the twenty-first century, from fighting climate change and global pandemics to reckoning with the stubborn legacies of institutional racism? More specifically, can American colleges and universities sustain their commitment to serving a more diverse student body, recruited from all classes and ethnic groups and increasingly from around the world, and still rigorously uphold academic freedom? This article concludes that it is easy to defend academic freedom and free speech when everyone is saying pretty much the same things. But diverse communities give voice to diverse experiences, diverse assumptions, and diverse needs. And with diversity comes disagreement. In the wake of sometimes disruptive protest movements against institutional racism and in the context of the country's political polarization,… [Direct]

Monreal, Timothy P.; Rodriguez, Sophia; Sinclair, Kristin A. (2023). "We Can Be Leaders": Minoritized Youths' Subjugated (Civic) Knowledges and Social Futures in Two Urban Contexts. International Journal of Qualitative Studies in Education (QSE), v36 n3 p392-410. This article problematizes traditional and critical conceptions of civic knowledge and centers minoritized youth voices. We utilize case studies from two critical qualitative studies in two urban contexts to suggest that minoritized youths' subjugated knowledges are a type of civic knowledge and necessary for youth to imagine agentic social futures. These case studies indicated that youths' community-based curricular experiences illuminated and tapped into their racialized experiences and embodied knowledge of gentrification, immigration, and racism. As youth expressed and built upon this knowledge, they discussed policy solutions to the injustices they identified, developed a deeper sense of belonging and solidarity with people in their communities, and articulated a desire to "become leaders" and agents of civic and social change. We offer implications for research and call for civic education anchored in the insurrection of subjugated knowledges and youths'… [Direct]

Awneet Sivia; Barbara Salingr√©; Sheryl MacMath (2023). Moving from EDID Words to Policy Action: A Case Study of a Teacher Education Program's Admissions Policy Reform. Canadian Journal of Education, v46 n2 p359-385. Regardless of the commitments that universities and teacher education programs (TEPs) have publicly stated regarding equity, diversity, inclusion, or decolonization (EDID), rarely do these commitments impact their admission policies or practices. Through examining a small program's efforts at implementing EDID change over a three-year period, this article provides critical reflections, questions, and action steps for TEPs looking to move beyond talking about the importance of EDID, to actually altering policies and procedures to address systemic change. Utilizing the concepts of "equity in" and "equity through" admissions, intake variables (Multiple Mini Interview [MMI], Program Preparation, GPA) were analyzed quantitatively and used in this beginning participatory action research project. Results illustrate the benefits of the MMI, the need for program admissions to account for capacities in relation to anti-racism directly, rather than just generally referring… [PDF] [Direct]

Breeden, Roshaunda L. (2021). Our Presence Is Resistance: Stories of Black Women in Senior-Level Student Affairs Positions at Predominantly White Institutions. Journal of Women and Gender in Higher Education, v14 n2 p166-186. Black women have made tremendous progress in higher education. However, despite increases in enrollment and graduation, research regarding Black women's experiences in senior-level positions in the student affairs field is limited. The purpose of this qualitative study was to explore the experiences of seven Black women in senior-level positions in student affairs at predominantly White institutions (PWIs). Analyzed using a Black feminist thought theoretical framework and narrative inquiry, this study amplified the unique standpoints of Black women in student affairs leadership positions at PWIs. The findings revealed strategies used and barriers faced when navigating racism and sexism for Black women in senior-level administrative positions in student affairs…. [Direct]

Gillborn, David (2018). "Heads I Win, Tails You Lose": Anti-Black Racism as Fluid, Relentless, Individual and Systemic. Peabody Journal of Education, v93 n1 p66-77. Derrick Bell's thesis, that racism is a permanent feature of society, is frequently misrepresented by detractors as signaling a view of racism as monolithic–bold, obvious, and unchanging. This paper argues that critical race theory [CRT] reveals a very different understanding of racism as relentless, yet fluid, and quick to morph depending on current circumstances. In this way, CRT offers a new perspective on the view that the more things change, the more they stay the same, the central theme for this issue of the "Peabody Journal of Education." This paper focuses on two key issues where the last quarter century has seen considerable superficial change that appears progressive but masks a deeper reality of continued racial injustice: first, the changing contours of the black/white achievement gap in England, and, second, the continuing fascination on both sides of the Atlantic with notions of genetics and intelligence…. [Direct]

Boutte, Gloria Swindler; Compton-Lilly, Catherine (2022). Prioritizing Pro-Blackness in Literacy Research, Scholarship, and Teaching. Journal of Early Childhood Literacy, v22 n3 p323-334 Sep. Against the backdrop of endemic anti-Black racism in Early Childhood literacy, we frame these special issues using "Pro-Blackness" as an antidote in early childhood classrooms. "Pro-Black" does note connote "anti"-White or "anti" any other ethnic group and declares an unapologetic, positive perspective regarding Blackness and Black people which is not evident in most educational settings. Pro-Blackness focuses on the agency, resistance, everyday lives, and joy of Black people. We unpack "anti"-Blackness in Early Childhood literacy contexts and offer Pro-Black strategies. We note the pervasive omission of Black theorists and scholarship in teacher education and P-3 classrooms and call for a prioritization of Pro-Black theories, research, policies, literacy practices and assessments…. [Direct]

McKinney de Royston, Maxine (2020). Black Womanist Teachers' Political Clarity in Theory and Practice. Theory Into Practice, v59 n4 p379-388. Black women educators have a legacy of political clarity about teaching and learning as well as about anti-Black racism. Scholarship on Black women teachers has begun to map out this political clarity (e.g), yet is continually at risk of being devalued and deintellectualized in an educational era that privileges universalist and reductivist (e.g."best-practices") approaches to teaching and learning and over politically relevant forms that are relational and intergenerational, embodied and heterogeneous. Re-focusing our attention back onto the voices of Black women educators already present in educational research, this article distills their understandings of teaching and learning to honor them as womanist intellectual and pedagogical interventions designed to disrupt anti-Black racism. Their intellectual interventions offer a distinct view of teaching and learning and their pedagogical interventions cultivate the brilliance and belonging of Black youth. Understanding these… [Direct]

Jaminque L. Adams (2023). "They're Already Punished Enough:" Fugitivity and Abolitionist Lessons from Black Women Alternative School Teachers. Equity & Excellence in Education, v56 n4 p636-647. While much of the literature on Black women teachers documents their legacy of addressing anti-black racism in traditional public-school settings, there is room for more dialogue about the labor of Black women teachers who teach in non-traditional school settings. This study draws on endarkened storywork, a methodological approach derived from the convergence of Endarkened Feminist Epistemologies (EFE) and indigenous storywork (ISW) to grasp insight from the storytelling of Black women teachers at an alternative school in central Georgia. To honor the breadth and depth of storytelling as an analytical tool, this paper focuses on how one of the three Black woman alternative schoolteachers creates a "fugitive space" in which she subverts conventional ways of schooling and offers nuanced narratives about herself and her students. The question that guides this study is how do Black women teachers' praxis in non-traditional school spaces invite us to imagine liberatory… [Direct]

Barthelemy, Ram√≥n; McCormick, Melinda; Rodriguez, Miguel (2022). Critical Race and Feminist Standpoint Theories in Physics Education Research: A Historical Review and Potential Applications. Physical Review Physics Education Research, v18 n1 Article 013101 Jan-Jun. More progress is needed to achieve equity in racial and gender representation in the push to diversify the physical sciences. In order to continue moving towards representation and equity, there is a need for more analytic tools that can help us understand where we are and how we got here. This may also enable meaningful systemic change. In this article, we will review two theoretical frameworks: critical race theory (CRT) and feminist standpoint theory (FST). This paper will guide the reader through the historical context in which each theory was formed, present core tenets and major ideas of each theory, along with external critiques to each theory and where they stand today. This will help readers to further understand CRT and FST, what their role is in education, and how they may be used in physics education research. Simultaneously, this article will serve to broaden perspectives of fundamental societal problems such as racism and sexism…. [Direct]

O'Donnell, Aislinn (2022). Sharing the World without Losing Oneself: Education in a Pluralistic Universe. Discourse: Studies in the Cultural Politics of Education, v43 n5 p666-685. One of the challenges contemporary societies faces is resistance to sharing the world. Investments in 'extremist' or 'identitarian' identity positions that desire purity and are intolerant of pluralism and difference undermine education. I explain why it is important to explore 'how ideas feel', understanding the affective investments in these positions and imaginaries, and the fear of loss of identity that can drive such closed positions. In the second part, I turn to the writings of √âdouard Glissant in order to deepen this analysis, paying particular attention to unpacking the desire for purity and the fear of "m√©tissage" or mixing that are commonplace in racism, xenophobia, and ultra-nationalism. Glissant offers another way of understanding identity-in-relation whereby sharing the world does not mean losing oneself. Finally, I draw on his poetic language of archipelagic pedagogies to suggest some ways in which education can invite students to deepen a sense of… [Direct]

Bryson, Brandy S. (2022). "Being on the Positive End of Every Negative Statistic": Expanding Inclusion of Gifted Education through Considerations of Critical Consciousness as Double Giftedness. Journal for the Education of the Gifted, v45 n2 p157-178 Jun. The narrow manner in which giftedness is often regarded perpetuates the underrepresentation of students of Color in gifted education programs, particularly for Black students. This case study highlights the story of a gifted Black high school student attending a predominantly White high school in the South. Bianca's story illuminates her struggle with myriad racialized challenges within and outside of school and, more importantly, demonstrates her sophisticated and critically conscious appraisal of structural inequities. Interpreted through the lens of critical consciousness, Bianca's story of giftedness illuminates her complex understandings of societal and institutional workings. Given the complexity and effort required to participate in critical ways of knowing, especially concerning the ways in which race and racism function, this study highlights that critically conscious students like Bianca are, in fact, doubly gifted and can offer insights to expand commonly held notions of… [Direct]

Machienvee Villanueva Lammey (2024). "Everyone Got to Eat My Tears": Racialized Emotions, Mentoring Experiences, and the Political and Ethical Commitments of Women of Color Graduate Students in STEM. ProQuest LLC, Ph.D. Dissertation, The University of New Mexico. In this project, I examine the emotional and lived experiences of women of color (WOC) graduate students in science, technology, engineering, and mathematics (STEM) and how they embody and negotiate racism, classism, and sexism in academia, particularly in White, men-dominated STEM spaces. I utilize critical race theory and intersectionality to shed light on how WOC draw upon their intersecting identities, marginalization, and sense of community to navigate and resist oppressive environments. Specifically, I highlight the ways they experience racialized emotions and leverage vulnerability to resist dominant academic norms and controlling images to preserve their holistic selves, engage in critical reflexivity to challenge harmful mentoring practices, and activate ethics of the embodied self and care through their work, relationship building, and visions of themselves as scientists. This study extends our current understanding of the experiences of WOC in higher education by providing… [Direct]

Jo Hoffman; LaSonya L. Moore; Rachel A. M. Lloyd; Ruchi Bhatnagar (2024). Divided by Policy, United by Resilience: Using Transformative Pedagogy to Impact Prospective Teachers in All Contexts. Education Policy Analysis Archives, v32 n62. As American teacher educators and teachers are being roiled by restrictive legislation around critical race theory and divisive concepts in some states, our investigation explored the impact of critical communities of practice (CoP) on redesigning and teaching introduction to education courses with a transformative lens. This manuscript details the collaboration of four equity-minded teacher educators, each representing unique institutional and political contexts. While two authors taught in states which promote culturally sustaining pedagogies, the other two authors taught in states that had passed laws restricting the professional autonomy of educators and honest discussions of race and racism. Participation in this critical CoP as a support group enabled us to better understand and navigate our dichotomous policy contexts and renewed our commitment to teaching prospective teachers to be politically conscious and empowered to teach in anti-racist ways. Our CoP was instrumental in… [PDF]

Casimere, Heather; King, Melissa Steel (2022). Pods in Action: My Reflection Matters. A Virtual Village Where BIPOC Families "Unschool" Together. Center on Reinventing Public Education In 2020, twin forces inspired large numbers of U.S. families of color to look outside traditional schools for their children's education. First, as the COVID-19 pandemic caused schools to shift in and out of virtual or hybrid instruction, many parents looked for other options because they were concerned about keeping their children safe or were dissatisfied with the quality of instruction. At the same time, the racial reckoning that followed the murder of George Floyd sparked a national conversation about systemic racism. For many parents of color, this included questions about whether it would be healthier for their child to be educated outside a system they viewed as replicating injustices. The My Reflection Matters (MRM) Village provided the answer that some of those parents were seeking. MRM Village is a nationwide, virtual network of parents, students, and educators, formed with a mission to "cultivate a space that provides the supports, conversations, and healing required… [PDF]

Christopher, Kelsey; Goforth, Anisa N.; Graham, Niki; Hogenson, Debbie; Howlett, Ronda; Nichols, Lindsey M.; Sun, Jingjing; Violante, Amy (2022). Building a Space to Dream: Supporting Indigenous Children's Survivance through Community-Engaged Social and Emotional Learning. Child Development, v93 n3 p699-716 May-Jun. Indigenous communities practice survivance and challenge social and political systems to support their children's identity and well-being. Grounded in transformative social-emotional learning (SEL) and tribal critical race theory, this 3-year community-based participatory research study (2019-2021) examined how a SEL program co-created with an Indigenous community in Flathead Nation in Montana supports anti-racism and anti-colonialism among Indigenous children. Critical reflexivity and thematic analyses of Community Advisory Board meetings and journals written by 60 students (M[subscript age] = 10.3, SD = 1.45; 47% girls; 60% Native American) during the SEL program revealed themes on Indigenous identity, belonging, wellness, and colonialism. These results shed light on challenging the racist and colonial roots of education to support Indigenous children's survivance and social-emotional well-being…. [Direct]

Burt, Jane; Clover, Darlene; February, Colette; O'Neil, Joy K. P.; von Kotze, Astrid; Walters, Shirley (2022). Towards an Emergent Curriculum for Climate Justice Adult Educators/Activists. Australian Journal of Adult Learning, v62 n3 p298-324 Nov. Ecoliteracy is essential for adult educators/activists en route to creating ecoliterate populations. Working cooperatively with other networks in the spirit of a 'solidarity economy', a group within the PIMA network has run a climate justice education programme through a series of webinars. We describe and analyse a case story of an emergent climate justice curriculum in action. We use an ecofeminist analysis to understand the relational entanglement of ecological breakdown, capitalism, colonialism, racism and patriarchy which in part undergird the breaching of planetary boundaries. We identify five inquiry-based themes which are suggestive as coordinates for orientating curricula for adult educators/activists learning climate justice. One of these is the importance of building ecoliterate alliances through collaborative action as we face the 'socio-ecological hurricane' which is bearing down…. [PDF]

Alison K. Cohen; Meira Levinson (2023). Social Determinants of Learning: Implications for Research, Policy, and Practice. AERA Open, v9 n1. The COVID-19 pandemic revealed what educators, policymakers, and researchers have long known–namely, that learning opportunities and outcomes are intimately intertwined with other aspects of children's and families' lives. The list of social forces outside the education sector that can affect learning is endless and includes economic experiences that are inequitably distributed, such as housing security (Gallagher et al., 2020), income (Hoynes & Rothstein, 2019), and wealth (Pfeffer, 2018), as well as social experiences, such as interpersonal and structural racism, (dis)ability, and xenophobia (Anderson-Nathe, 2020; DeMatthews, 2020). Now, it is time to lock in this learning among policymakers, practitioners, and researchers. We posit that the concept of "social determinants of learning" can serve as a powerful reframing tool for promoting educational equity, similar to the conceptual shift and policy impact we have seen in public health as "social determinants of… [PDF]

Taha, Maisa C. (2019). Confusion and Frustration as Catalysts for Change: 'Rich Points' in Multicultural Education. Ethnography and Education, v14 n3 p279-294. Despite compelling need for transformational approaches to multiculturalism, the measures in place at many schools may be works in progress. Based on twelve months of fieldwork at the secondary-school level in El Ejido, Spain, and longitudinal interviews with key participants, this article examines conflicting articulations of race, racism, and civility shaping interactions in state mandated intercultural education courses. Interweaving analysis of in-class exchanges with attention to textual/audiovisual inputs and socio-historical contexts, this article employs a discourse-centred approach to untangle the tensions shaping local interpretations of race and racism, based particularly on the experiences of marginalised Moroccan immigrant youth. Drawing on Michael Agar's notion of ethnographic 'rich points', or points of misunderstanding, I argue that the perspectives of diverse learners be leveraged to mindfully reconfigure top-down curricula through attention to distinctly local… [Direct]

Diao, Wenhao; Quan, Tracy; Trentman, Emma (2023). Returning to "Normal?": Reimagining Study Abroad and Language Learning for a Sustainable and Equitable Future. L2 Journal, v15 n2 p145-159. Due to health and travel restrictions, COVID-19 has presented unusual challenges to international education. Meanwhile, the pandemic has also become a historical juncture overlapping with other political and cultural moments (e.g., renewed Black Lives Matter movement, resurgence of anti-Asian racism, extreme weather phenomena). These events have propelled a reconsideration of the complex relationship between access to and participation in study abroad, language learning, and social and environmental justice. In this paper, we draw on our collective experiences as practitioners and researchers across three languages (Arabic, Mandarin, Spanish) to argue that study abroad must be a part of equitable and sustainable world language education curricula. We begin by reflecting on existing issues related to access and participation in U.S.-based study abroad and the underlying ideologies that reinforce them. We then provide possibilities — within our spheres of influence — to… [Direct]

Andrews, P. Gayle; Bishop, Penny; Burgess, W. Keith; DeMink-Carthew, Jessica; Leonard, Susan Y.; Nagle, James; Smith, Kristie W.; Yoon, Bogum (2023). Navigating Common Challenges: Guidance for Educators in Racial Justice Work. Middle School Journal, v54 n4 p25-36. The work of racial justice advocacy in the field of education is fraught with responsibility and challenge. The impact of historical racism on social policy within the United States has had an enduring effect in the educational realm, which is maintained in part by the prevailing white supremacy culture (WSC). Recent middle level education scholarship has emphasized the urgency of addressing racial inequities in middle schools. Yet teachers attempting to confront unjust practices and policies are often met with significant obstacles, which can curtail racial justice efforts. Antiracist middle grades teachers could benefit from a knowledge base regarding how to respond to common challenges faced in racial justice work. Drawing on the experiences of a group of middle grades educators who are striving to create more racially just schools in their communities, this article offers guidance for navigating resistance. We describe three pervasive challenges the group faced in their work: (a)… [Direct]

Bland, Samuel; Gaeta, Joanna Marinia; Kulkarni, Saili S. (2022). From Support to Action: A Critical Affinity Group of Special Education Teachers of Color. Teacher Education and Special Education, v45 n1 p43-60 Feb. Special education teachers of color (SETOC) multiply experience marginalized positions as students of color in P-12 classrooms, as teachers in teacher preparation programs, and alongside the experiences of students of color with disabilities. Instead of drawing from their identities, SETOC tend to be absorbed into the ableist, behaviorist, and racist system of special education and are expected to become complicit in the system. For educators of color, critical affinity groups provide support, reduce trauma, and support work toward collective intersectional justice. Using qualitative narratives, this paper describes how a critical affinity group (re)positioned three SETOC as smart, knowledgeable, and addressing racism and ableism in schools. Disability studies and critical race theory (DisCrit) illuminated SETOC's unique experiences and how they came together to process racist/ableist interactions and resisted the erasure of their identities as teachers of color. Implications discuss… [Direct]

Isaac-Savage, E. Paulette; Merriweather, Lisa R. (2021). Preparing Adult Educators for Racial Justice. New Directions for Adult and Continuing Education, n170 p109-118 Sum. Adult educators are often seen as proponents of social justice but what does it really mean to be an advocate for racial justice in and outside the classroom? Draconian policies implemented by the Trump administration have placed additional hardships on Americans. The increasing attacks on education have clear ramifications for adults in formal and informal contexts. In this article, the authors will explore how adult educators can become not only allies for social justice but also advocates and accomplices for racial justice through curriculum, instruction, and altered perceptions. Social justice is a broad term capturing all aspects of injustice. Racial justice focuses squarely on injustices due to race and racism…. [Direct]

Honnacker, Ana; Kroll, Tobias A.; Townsend, Christopher (2021). Pragmatic Humanism in CSD Diversity Education: A Conceptual Framework to Engage Students across the Political and Cultural Spectrum. Teaching and Learning in Communication Sciences & Disorders, v5 n3 Article 6. The purpose of this reflection on scholarly teaching is to outline the difficulties arising when critical race theory, in its misappropriated and popularized form that dominates current discourse, is deployed as the sole educational framework in CSD education. We wish to offer an alternative framework, pragmatic humanism. The latter is expounded as a paradigm that can reap the benefits of critical race theory without succumbing to the absolutist claims of its popularized variant. It will be argued that pragmatic humanism is a useful framework for diversity teachers in CSD who are faced with an overwhelmingly White, conservative student body that may be reluctant to accept the realities of racism…. [PDF]

Ataria, Jamie; Clarke, Te Hurinui; Derby, Melissa; Macfarlane, Angus; Macfarlane, Sonja; Manning, Richard (2019). Wetekia kia rere: The Potential for Place-Conscious Education Approaches to Reassure The Indigenization of Science Education in New Zealand Settings. Cultural Studies of Science Education, v14 n2 p449-464 Jun. "Wetekia kia rere" is an expression in the Maori language that refers to "unleashing potential". This paper discusses questions of power relevant to challenges recently identified by government officials regarding learners' experiences of science education in New Zealand schools. We begin by summarising the Treaty relationship (Treaty of Waitangi, considered to be the country's founding document first signed in 1840) that informs the framing of New Zealand's science curriculum guidelines. Next we outline some official New Zealand education strategies along with several policy guidelines relevant to the aspirations of Maori communities for a transformative science curriculum. This is followed by a discussion of how the historical processes of ecological imperialism, environmental racism and institutional racism have combined to attenuate Maori experiences of science education. A review of international literature is then presented to support calls for the… [Direct]

Shiying Li (2024). Education for Robust Self-Respect in an Unjust World. Educational Theory, v74 n4 p452-472. Philosophical work on self-respect has distinguished between various kinds of self-respect. In this paper, Shiying Li begins by introducing important kinds of self-respect and exploring the conceptual and empirical relations among them. She then discusses the value and political significance of social bases of self-respect for both individuals and society. While political theory on this topic, especially from the Rawlsian tradition, has focused on the social bases of self-respect in a well-ordered society, Li takes on the task of uncovering the social bases of self-respect in an unjust society marked by structural injustices such as racism, sexism, social stigmas, and economic and other social inequalities. She provides arguments, including public reason arguments, for the political priority and urgency of securing robust self-respect for all in an unjust society, and thus paves the way for a discussion of the role that education, especially schooling, can and should play in securing… [Direct]

Lawrence Louis (2024). Deciphering Racism: A Developmental Approach to Racial Literacy by Examining the Racial Beliefs of Culturally Responsive School Leaders. ProQuest LLC, Ph.D. Dissertation, Michigan State University. Leveraging racial sensemaking and constructive-developmental frameworks, this study investigates how school leaders implementing culturally responsive-sustaining education make sense of racism, and how their racial beliefs change over time. Given New York State's mandate that educators implement culturally responsive-sustaining education, it made for an ideal site from which to recruit participants.Using survey, photo-elicitation, and narrative methods, I conducted a three-phase, qualitatively driven mixed-methods approach to my study. During Phase 1, 54 school leaders completed an online survey that gave insights into their culturally responsive school leadership practices and their racial beliefs. Quantitatively, the study leveraged the Color-Blind Racial Attitudes Scale (CoBRAS) to measure school leaders' racial attitudes. Anchored in theories of racial colorblind ideology, the CoBRAS is a validated and widely used survey instrument to measure racial attitudes as a function of… [Direct]

Eriksen, Kristin Gregers; Stein, Sharon (2022). Good Intentions, Colonial Relations: Interrupting the White Emotional Equilibrium of Norwegian Citizenship Education. Review of Education, Pedagogy & Cultural Studies, v44 n3 p210-230. The national imaginary of Norway as a global champion of democracy and social welfare has served well to market its image as exceptional both nationally and internationally. Norwegian national exceptionalism is also deeply embedded within the educational system, and manifests in the production of knowledge and social identities. Despite the country's exalted self-image and stated intentions for education to foster human dignity, equality and solidarity, Norwegian educational institutions continue to support the reproduction of colonial structures that naturalize racism, epistemic violence and exploitative capitalist economic structures. In this article, the authors argue that discourses of exceptionalism may have the effect of absolving educational institutions of their pedagogical responsibilities to denaturalize and disrupt unjust social relations. This article draws on interviews and observations of student teachers, and classrooms conversations…. [Direct]

D'Andrea Mart√≠nez, Pamela; Martin, Jeremy; Peoples, Leah Q. (2023). Becoming Culturally Responsive: Equitable and Inequitable Translations of CRE Theory into Teaching Practice. Urban Review: Issues and Ideas in Public Education, v55 n4 p476-504 Nov. Research on Culturally Responsive Education (CRE) to date has mostly focused on identifying the aspects of education that already work for Black, Indigenous, and Students of Color. Building on this important literature base, this qualitative study examines the "implementation," rather than the "identification," of CRE practices. The seven New York City public schools that participated in the study were making school-wide changes for CRE as part of a program for Competency-Based Education (CBE) for personalizing learning for students. Both CRE and CBE are employed in schools to address common issues associated with educational inequities such as irrelevant lessons, teacher biases, one-size-fits-all instruction, and systemic racism. Based on interviews with teachers at the study schools, our findings demonstrated that teachers translated CRE theory into their CBE practice in three key ways: (1) deficit practices, where instructional choices were treated as neutral;… [Direct]

Adrianna Kezar; Elizabeth R. Kurban; Jude Paul Matias Dizon; Marissiko M. Wheaton; Sharon Fries-Britt; Teon Dont√© McGuire (2024). Forever Changed: Healing & Rebuilding through Ongoing Crisis. About Campus, v29 n2 p16-23. The influence of the global health crisis and systemic racism on the return to campus are enormous. With differing experiences, opinions, and ideas about what is needed, individuals are challenged to understand their own and others' lived experiences in 2020. Campuses should be prepared for the emotional healing and systemic changes needed in higher education. It is important for campus leaders to recognize that campuses will be places of collective trauma. Moving forward, according to the authors, campuses are likely to see more urgent concerns about food and housing insecurity, and physical, mental, and emotional health needs. Addressing these concerns will require significant levels of community and psychological support. In considering the current context, it is important for practitioners to communicate with students both immediate and long-term plans for diversity, equity, and inclusion (DEI) efforts and COVID-19 precautions, while acknowledging areas of uncertainty. It is… [Direct]

Lillie, Karen (2021). Mobile and Elite: Diaspora as a Strategy for Status Maintenance in Transitions to Higher Education. British Journal of Educational Studies, v69 n5 p641-656. This article investigates elite young people's transitions from the Leysin American School in Switzerland, an elite secondary school, to international higher education. These young people often moved to the UK or the US for higher education — locations associated with global status in the education market. However, I argue, new configurations of race and racism in those spaces may challenge some students' elite status, despite their wealth. This article demonstrates that to navigate such issues in their transition to higher education, these young people leaned on their diasporic networks. By doing so, they strategically and pre-emptively ascertained whether their power and privilege would travel with them when they became mobile. Significantly, then, this article attends to the differential experiences of members of the transnational elite and highlights the racial discrimination that they may face in mobility. It thereby complicates the notion of mobility as an effective strategy… [Direct]

Cassiani, Suzani; von Linsingen, Irlan (2023). Freirean Inspirations in Solidary Internationalism between East Timor and Brazil in Science Education. Cultural Studies of Science Education, v18 n1 p115-141 Mar. The aim of this work is to reflect on the challenging trajectory of international cooperation between East Timor and Brazil, which focused on the need to rethink teacher education from a critical intercultural perspective, aiming to build emancipatory relations, love, and solidarity. From 2009 until 2016, we coordinated the Qualification of Teachers and Teaching of the Portuguese Language program in East Timor, inspired by the dialogicity of Paulo Freire, an educator well known and beloved by the Timorese people for his indirect contribution to the independence of that country. Freire's dialectic denunciation-annunciation was essential to identify the problems and propose solutions "with" the Timorese and not only "for" them. In addition, through our experiences in that country, we identified issues like those of Brazilian education as the effects of coloniality and introjections of inferiority and subordination, as well as the transnationalization of education,… [Direct]

Judith E. Rosenbaum; Leah Hakkola (2024). Communicating about Diversity: Challenges and Strategies Related to Integrating Race into the Rural Higher Education Classroom. Journal of Further and Higher Education, v48 n6 p567-581. In a country where conversations about race, racism, power, and identity are becoming more commonplace and viewed as a necessity for creating an inclusive society, it is striking that many higher education faculty members struggle to incorporate these kinds of conversations into the classroom. While studies have pointed to a variety of reasons, including faculty members' racial literacy and their White fragility, few studies to date have examined what faculty members from American rural contexts view as obstacles and opportunities in discussing race in the classroom. This study fills this gap by examining what barriers and strategies faculty members from a rural Predominantly White Sea and Land Grant institution engage with when discussing race-related topics in the classroom. Utilising a mixed-methods approach, this study's findings revealed barriers consisting of instructor ambivalence and discomfort, student discomfort, lack of experience with and insight into discrimination, and… [Direct]

Rodr√≠guez, Noreen Naseem; Vickery, Amanda E., Ed. (2022). Critical Race Theory and Social Studies Futures: From the Nightmare of Racial Realism to Dreaming Out Loud. Research and Practice in Social Studies Series. Teachers College Press Now more than ever, we need to teach the truth about history. This volume assembles a team of critical social studies Scholars of Color and co-conspirators who share both their nightmares and dreams for the future. The authors engage critical race theory (CRT) and its many branches and offshoots to better understand the permanence of racism in the teaching of social studies. The book's first section, A Dream Deferred, outlines the endemic systemic issues and the ways in which the field and national organizations attempt to remain racially neutral in the face of the biases that permeate curriculum, disciplines, and the world. The second section, Racial Realities in Classroom Spaces, examines the various ways scholars and educators are applying CRT in PreK-12 spaces. In the third section, Possibilities of Praxis, chapter authors critically reflect on their own experiences and stories using CRT to work with young people and future teachers. In the final section, Dreaming of Social… [Direct]

Catherine Manathunga (2024). Decolonising Doctoral Education in an Era of Pandemic. Studies in Graduate and Postdoctoral Education, v15 n2 p185-199. Purpose: The purpose of this paper is to investigate the impact of the COVID-19 pandemic on doctoral education. Pandemics throughout history have generated new educational theories and practices, accelerated some trends and signalled the abrupt end of others. The unpredictable effects of the COVID-19 pandemic have particularly impacted upon First Nations and transcultural communities and People of Colour throughout the globe. A second significant recent global trend that occurred at the height of the pandemic was the reignited #BlackLivesMatter (#BLM) protest campaign. This campaign drew attention to the vast inequities faced by black, transcultural (migrant, refugee, culturally diverse and international) and Indigenous peoples and triggered rapid action in higher education institutions against racism and unconscious bias. Design/methodology/approach: This conceptual paper draws upon postcolonial/decolonial theory to demonstrate how the COVID pandemic and #BLM movement prompts us to… [Direct]

Allison Ash; Daniel Goines (2022). The Lived Experiences of Black Male Students through the High School Guidance Counseling Process: A Guiding Light. ProQuest LLC, Ed.D. Dissertation, Maryville University. Because Black males have consistently enrolled in college at lower rates than other racial groups, it is critical to continue researching reasons for this racial gap in higher education. In this phenomenological study, participants shared their lived experience, which revealed the following themes: guidance counseling – supportive yet lacking, teacher relationships influencing college attainment, and education through self-actualization. Although the participants did not describe experiencing racism in their guidance counseling process, they explained challenges they encountered because of their race. Implications for future practice consist of bridge programs funded and sponsored by higher education institutions for current and aspiring guidance counselors with a focus on relationship-building skills, and supporting students with choosing and applying to college. The implications for future research are to explore teacher collateral programs and re-classify the roles of high school… [Direct]

Kim, Jin-Hee (2016). Racism, Equity, and Quality of Education for International Students in South Korean Higher Education Institutes. Frontiers of Education in China, v11 n3 p338-355. This study aims to understand equity issues of international students' learning in Korean higher education institutions by engaging with the issue of racism and identifies how international students in Korea reshape their learning trajectory and how we could provide equitable and quality education for international students. Espousing a qualitative case study design, six students from different background were interviewed to examine features of perceived institutional racism based on their learning experience in Korea. Major findings showed that internationalization has not been fulfilled in terms of engaging with international students although Korean government and higher education institutions have developed relevant policy to attract international students. This study indicates that Korean universities need to reconstruct their social, cultural, and institutional systems to embrace equity, diversity and inclusiveness to empower international students' capacity…. [Direct]

Christa A. Reid (2024). Loan Debt Burden, Student Experiences, and Livelihood: A Study Examining Relationships between Students' Education Costs, Financial Viability, and Life Impact. ProQuest LLC, Ed.D. Dissertation, Eastern Michigan University. This dissertation investigates the complex connections among loan debt burden, student experiences, and post-bachelor's outcomes, situated within the framework of systemic disparities in educational funding and opportunities. It identifies declines in state funding across educational levels as a systemic and politicized issue, disproportionately affecting students in underserved and underresourced school districts. The study emphasizes the impact of systemic racism and policymaking in perpetuating poverty through higher education, emphasizing the need for equitable policy establishment. Economic downturns and reduced higher education funding necessitate the exploration of alternative revenue streams, such as endowed funds and fundraising efforts, to prevent increased tuition costs that may limit accessibility. Navigating higher education poses challenges for students accumulating significant loan debt, impacting their life trajectories. Underserved students face unique barriers to… [Direct]

Cockayne, Heather; Mittelmeier, Jenna (2023). Global Representations of International Students in a Time of Crisis: A Qualitative Analysis of Twitter Data during COVID-19. International Studies in Sociology of Education, v32 n2 p487-510. International students have been historically valued by universities for their contributions to their host countries. Yet, representations of international students in the general public have become increasingly mixed, an issue likely exacerbated by COVID-19, which has shown increased hostility towards international students. Given the increased reports of discrimination during this period, there is ongoing need to understand how international students have been represented in this specific time of crisis. Our study analysed public representations of international students through Twitter data and qualitative analysis of 6,501 posts made during the immediate COVID-19 crisis (January-April 2020). Our findings confirm competing public representations of international students that changed over time: initially through stereotyping and depictions as assumed disease carriers, shifting to empathy and support after university campus closures. We also outline themes of racism and… [Direct]

Tunison, Scott; Wallin, Dawn (2022). "Following Their Voices": Supporting Indigenous Students' Learning by Fostering Culturally Sustaining Relational Pedagogies to Reshape the School and Classroom Environment. Australian and International Journal of Rural Education, v32 n2 p75-90. Canada's colonial relationship to First Peoples was predicated on the imposition of church-run residential schools, systemic racism, and chronic underfunding of education on reserve (Dart, 2019). As a result, the relationship between Indigenous learners, families and the school system is fraught with mistrust, scepticism regarding the purposes of education, and questions about educational success, quality, and achievement (Truth and Reconciliation Commission, 2015). This paper presents findings of a meta-analysis of 11 case studies of public and First Nations-run schools in rural, remote and northern schools Saskatchewan, Canada. These schools are part of an initiative called Following Their Voices (FTV) that has as its objective the improvement of educational outcomes for Indigenous students. In this paper, we describe the FTV initiative and discuss the challenges and facilitators of fidelity to the processes, goals and outcomes faced by schools attempting to implement a complex… [Direct]

Maria Rogers; Rebecca Sullivan; Rylee Oram (2023). A Comparison of the Perceptions of Need Satisfaction and Need Frustration between Racialized and Non-Racialized Undergraduate Students. Canadian Journal of Higher Education, v53 n1 p16-31. Research has demonstrated that racialized students experience additional stressors during post-secondary education compared to their white counterparts. These barriers can include added institutional barriers, lower representation among faculty, additional stress associated with cultural differences and stigmatization, discrimination, and racism. According to self-determination theory, students who experience an unsupportive or controlling environment are more likely to have lower basic psychological need satisfaction, lower academic motivation, and lower well-being. The current study aimed to examine whether white and racialized students would differ in their perceptions of need satisfaction and need frustration in their learning environment. Participants were undergraduate students (N = 712) from a large Canadian university. A one-way MANCOVA was performed comparing racialized and white students on basic psychological need satisfaction and frustration with gender as a covariate…. [PDF]

Cabrera, Nolan L. (2018). Where Is the Racial Theory in Critical Race Theory?: A Constructive Criticism of the Crits. Review of Higher Education, v42 n1 p209-233 Fall. Critical Race Theory (CRT) from its inception was not intended to be a theoretical framework, but rather a theorizing counterspace for scholars of color to challenge and transform racial oppression. Despite this context, the author demonstrates through a critical literature review that CRT is generally applied as a theoretical framework in higher education scholarship. As a constructive criticism, the author offers a critical theory of racism, hegemonic Whiteness, as an additional tenet of CRT. The author then applies hegemonic Whiteness to CRT, demonstrating how this theory of racism helps CRT work through several of its conceptual tensions…. [Direct]

Alberts, John; Coffino, Kara; Rummel, Andrew; Upadhyay, Bhaskar (2021). STEAM Education for Critical Consciousness: Discourses of Liberation and Social Change among Sixth-Grade Students. Asia-Pacific Science Education, v7 n1 p64-95 Jun. In this case study, we present opportunities science, technology, engineering, arts, and mathematics (STEAM) education provided to a sixth-grade class. We collected observational and interview data in a language arts and a science class over 1 year. We used the liberation social psychology (LSP) framework to understand students' discourses and discussions as they drew from science, engineering activities, and language arts ideas. Further, LSP allowed us to explore students' engagement in critical reflection of social, racial, and other discrimination. The data analysis showed that STEAM education promoted the integration of science ideas, engineering design, social and critical consciousness. We found STEAM education supported discourses of critical reflection, racism, and social discrimination in class. Finally, we argue that STEAM education in Asia-Pacific and Global South countries has to be about critical consciousness, social change, and liberation of underrepresented groups and… [Direct]

Dickinson, Jessa; Erete, Sheena; Nacu, Denise; Pinkard, Nichole; Thomas, Karla; Thompson, Naomi (2021). Applying a Transformative Justice Approach to Encourage the Participation of Black and Latina Girls in Computing. ACM Transactions on Computing Education, v21 n4 Article 27 Dec. Global protests and civil unrest in 2020 has renewed the world's interest in addressing injustice due to structural racism and oppression toward Black and Latinx people in all aspects of society, including computing. In this article, we argue that to address and repair the harm created by institutions, policies, and practices that have systematically excluded Black and Latina girls from computer science, an intersectional, transformative justice approach must be taken. Leveraging testimonial authority, we share our past 8 years of experience designing, implementing, and studying Digital Youth Divas, a programmatic and systemic approach to encouraging middle school Black and Latina girls to participate in STEM. Specifically, we propose three principles to counter structural racism and oppression embedded in society and computing education: computing education must: (1) address local histories of injustice by engaging community members; (2) counter negative stereotypes perpetuated in… [Direct]

Lamont, Tracey (2020). Safe Spaces or Brave Spaces? Re-Envisioning Practical Theology and Transformative Learning Theory. Religious Education, v115 n2 p171-183. The Loyola Institute for Ministry (LIM) developed a method of practical theology for ministry professionals and religious educators rooted in transformative learning theory to enable students to reflect more intentionally and theologically on their experiences in ministry. This study asks, by teaching students to engage in dialogue through transformative learning practices in safe spaces, are religious educators inhibiting the self-actualization needed to confront white normativity and expose white fragility, thus, advancing rather than dismantling racism with our students in graduate programs in ministry and religious education?… [Direct]

Moncrieffe, Marlon (2021). 'And the Creed and the Colour and the Name Won't Matter…' A Response to Dr. Louise Taylor. Psychology of Education Review, v45 n2 p34-38 Aut. Marlon Moncrieffe responds to Dr. Louise Taylor's article on the educational disparities of Black students in higher education. Her reflection prompts him to consider his past as a black British child learning in a dominant white British primary school space. In this article, he has two aims in his response. Firstly, to leave further consideration open to her on the extent to which the experiences of her black social work students on their entry to dominant white spaces of education were any different to black British child that she shared on briefly in her reflections. Secondly, to consider the next steps for dismantling institutional racism entrenched in university spaces. [For the original article, "Seeking Equality of Educational Outcomes for Black Students: A Personal Account," see EJ1316951.]… [Direct]

Eric Hengyu Hu; Paul L. Morgan (2024). Explaining Achievement Gaps: The Role of Socioeconomic Factors. Thomas B. Fordham Institute Significant racial and ethnic achievement gaps exist between students in the U.S. by elementary school, although the underlying causes for these achievement gaps differ. One factor for racial/ethnic achievement gaps is between-group differences in socioeconomic status (SES), particularly exposure to poverty. Moreover, other factors contributing to racial and ethnic achievement gaps include bias, cultural insensitivity, stereotypes, and individual and systemic racism. This study examines the extent to which socioeconomic factors explain gaps in reading, mathematics, and science achievement among racial and ethnic groups of U.S. elementary students. Four macro- and eleven micro-level measures of family background are used to identify factors that best explain these achievement gaps, and analyses include descriptive statistics and regression models. Findings suggest that students' SES and home factors help to explain initially observed racial and ethnic achievement gaps. In many cases,… [PDF]

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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