Nelson, Reid; Okello, Wilson Kwamogi; Thompson, Christyna; Turnquest, Tiless (2021). "This Is the Reality That We Live In": Racial Realism as a Curricular Intervention in Higher Education. Journal of Curriculum and Pedagogy, v18 n3 p295-316. Higher education in the United States, mainly since Brown v. Board of Education 1954, has lifted a philosophical impetus solidifying integrationist policies, practices, and pedagogy "as not only the most desirable, but most realizable condition of Black (co)existence in America" (Curry, 2008, p. 36). The course of events after Brown has collapsed the education of Black students into "a single ideological goal, namely how to mold Black [folks] into more functional and productive members of American society under the idea of equality" (Curry, 2008, p. 37). Against this backdrop, we examine the outcomes of a racial realist curriculum. Following Bell (1992), racial realism contextualizes the racialized realities of the temporal moment against the longer histories of anti-Black racism. The realist curriculum in this study used self-definition (Okello, 2018) as an organizing principle that centrally asked, how do we exist in the bodies that we hold, in this historical… [Direct]

(2021). Ministry of Education 2021/22-2023/24 Service Plan. British Columbia Ministry of Education British Columbia Ministry of Education's role is to provide leadership and funding to the K-12 education system, through governance, legislation, policy, and standards. The Ministry defines broad best practices and expectations. Specific roles and responsibilities are set out under the "School Act," "Independent School Act," "Teachers Act," "First Nations Education Act," and accompanying regulations. In 2021/22 British Columbians continue to face significant challenges as a result of the global COVID-19 pandemic. The Government of British Columbia is continually evolving to meet the changing needs of people in this province. Government has identified five foundational principles that will inform each ministry's work and contribute to COVID recovery: (1) putting people first; (2) lasting and meaningful reconciliation; (3) equity and anti-racism; (4) a better future through fighting climate change and meeting British Columbia greenhouse gas… [PDF]

Goto, Courtney T. (2019). On Being Caught Enacting White Normativity. Religious Education, v114 n3 p349-361. When a predominantly white organization decides to take on white normativity, it is cause for hope. However, havoc ensues when well-intended folks are caught enacting white normativity. Taking a performativity-inspired approach, this article analyzes what happened at the 2018 Religious Education Association annual meeting. By examining the behavior of conference leaders and participants, the author reflects on a series of steps and painful missteps that dramatize dynamics of race and power. This study considers what actors are enacting in relation to one another, considering the legacies of racism that tacitly guide our relating across race…. [Direct]

Haynes, Chayla; Patton, Lori D. (2019). From Racial Resistance to Racial Consciousness: Engaging White STEM Faculty in Pedagogical Transformation. Journal of Cases in Educational Leadership, v22 n2 p85-98 Jun. Professor Arnie Copper is among the many science, technology, engineering, and mathematics (STEM) faculty who view the learning of STEM curriculum as an intellectual exercise that is race-neutral. In this case, the authors use the White Racial Consciousness and Faculty Behavior model to illustrate how racially minoritized students can experience the classrooms of White STEM faculty who fail to see connections between their teaching, course content, and racial justice. Institutional leaders and faculty developers can use this case to generate a timely critique of the enduring racism shaping higher education and fostering hostile learning conditions on college campuses…. [Direct]

Bayne, Hannah B.; Harness, Luke; Hays, Danica G.; Kane, Brianna (2021). Whiteness Scholarship in the Counseling Profession: A 35-Year Content Analysis. Professional Counselor, v11 n3 p313-326. We conducted a content analysis of counseling scholarship related to Whiteness for articles published in national peer-reviewed counseling journals within the 35-year time frame (1984-2019) following the publication of Janet Helms's seminal work on White racial identity. We identified articles within eight counseling journals for a final sample of 63 articles–eight qualitative (12.7%), 38 quantitative (60.3%), and 17 theoretical (27.0%). Our findings outline publication characteristics and trends and present themes for key findings in this area of scholarship. They reveal patterns such as type of research methodology, sampling, correlations between White racial identity and other constructs, and limitations of White racial identity assessment. Based on this overview of extant research on Whiteness, our recommendations include future research that focuses on behavioral and clinical manifestations, anti-racism training within counselor education, and developing a better overall… [PDF]

Annie S. Adamian; Sara E. Grummert; Uma Mazyck Jayakumar (2024). The Whiteness Protection Program: A Typology of Agentic White Defense. Journal Committed to Social Change on Race and Ethnicity, v10 n2 p84-111. White defensiveness in response to racial justice education has increasingly been understood through the "white fragility" framework. This study puts forth a new framework that instead identifies a typology of white defensive moves that actively work to uphold and fortify the white racial contract. Inspired by Sol√≥rzano and Delgado-Bernal's (2001) framework for understanding students of color resistance to racism as active (even when it might look passive, on the surface), our theoretical model illustrates four distinct categories of white racial defense that actively protect whiteness. Because white defensiveness has been primarily examined in the context of Traditionally White Institutions, where white students have been presumed to be "ignorant" or "lacking stamina" for encounters in which whiteness is challenged, we provide examples from an instrumental case analysis (Stake, 1995) of 15 in-depth interviews with white students attending three… [PDF]

Collins, Michael Lawrence; Hoffman, Nancy (2021). Challenging Choices: Are Short-Term Noncredit Credentials a Strategy for Economic Mobility for Black Learners?. Change: The Magazine of Higher Learning, v53 n1 p34-38. Black learners and workers face particular disadvantages in the labor market: casual and explicit racism, stereotypes about skills and professionalism, and limited access to the social networks and social capital required to connect to opportunity. Numerous research studies confirm that Black employees in the same fields and with the same degrees as their White counterparts earn substantially less. This article examines the growing field of short-term noncredit credentials and asks for whom and under what circumstances they are a good choice. Do such credentials teach enough about how work "works" to put completers on a path to economic mobility despite the barriers they may face? The authors also ask what higher education institutions can contribute to student access to good jobs and economic mobility. They focus on how Black learners might best navigate the many available options rather than assume that short-term credentials are the best choice for these learners while… [Direct]

Desmond, Charles F. (2020). United We Stand. New England Journal of Higher Education, Jun. Issues of entrenched, systemic and institutionalized racism have long been matters of great concern in America. While progress was undeniably made for many black and minority Americans in education, employment, housing and other areas of social advancements since the '60s, deep and enduring remnants of racial injustice, police brutality and economic inequality remain in urban centers and rural pockets of the country. The author believes that America now stands with the eyes of the world upon it and that it is, in many ways, a moment of truth in which the country is again being tested to see how it will respond to yet another historic challenge to its system of government, the world's oldest, continuously active codified constitution, predicated on equality and the unalienable belief that all men are created equal…. [Direct]

Finch, Jeanne Bertrand; Franks, Cheryl L.; Mondros, Jacqueline B.; Williams, Ovita F. (2019). Learning to Teach, Teaching to Learn: A Guide for Social Work Field Education, 3rd Edition. Council on Social Work Education Building on the first and second editions, this substantially revised text maintains the commitment to support field instructors in their task of educating students while also addressing current issues confronting social work field education. In addition to updating case scenarios and adding educational tools throughout the text, this edition provides resources to help field instructors apply practice competencies in their teaching. The authors introduce a justice-based framework for field education that centers challenging dialogues on diversity-related content in supervision as a foundation to undoing racism and oppressive practices. The aim is to enable field instructors and students to identify issues of diversity, difference, and oppression in their practice; apply their understanding; and progress in their abilities to advance justice…. [Direct]

Kelly Duane Berry (2024). eSports in Indian Education: A Case Study. ProQuest LLC, Ed.D. Dissertation, Kansas State University. This case study explores the experiences of student/players (n=2), coaches (n=2), faculty/staff advisors (n=2), and Lone Wolves' (n=6) experiences in eSports environments relevant to American Indian education and cultures. Specifically, this study explored the intersection of eSports, 21st century skills, and Indigenous futurisms and was guided by theoretical frameworks of Tribal Critical Race Theory (Brayboy, 2005), Indigenous futurisms (Dillon, 2012), and P21 Framework (Partnership for 21st Century Skills, 2019). This case study analyzed data from six individuals who are affiliated with higher education sponsored eSports programs, with added interviews of six players unaffiliated with sponsored eSports programs but still heavily engaged in eSports (i.e., Lone Wolves). Semi-structured interviews were used to explore individuals' perceptions associated with eSports programs at Southern Plains Tribal College, State University, and Lone Wolves operating in the unstructured "Wild… [Direct]

Arellano, Ryan (2022). A Mixed Methods Inquiry into AAPIs' Experiences as They Navigate Higher Education during COVID-19. ProQuest LLC, Ph.D. Dissertation, University of California, Santa Barbara. Research has shown that Asian American and Pacific Islander (AAPI) students face higher education challenges that go unnoticed due to the Model Minority Myth (Chang et al., 2007; Chang, 2011; Maramba, 2008a; Maramba, 2008b; Maramba & Palmer, 2014; Museus, 2009; Museus & Chang, 2009; Museus & Kiang, 2009; Museus & Maramba, 2011; Suzuki, 1989, 2002). These obstacles are now being exacerbated by a pandemic which has been accompanied by an increase in racial tensions, a recession, and adverse health outcomes (AAPI Equity Alliance, 2020; 2022; Mar & Ong, 2020; Pew Research Center, 2020). Moreover, while there has been recent momentum on researching AAPIs in higher education, most studies focus on AAPIs who are struggling against traditional measures of achievement (Poon et. al., 2016). This, unintentionally, reinforces White hegemonic ideology by promoting deficit-modeling thinking (Poon et. al., 2016). This study expands on the current research of AAPIs in higher… [Direct]

Horace A. Spratley (2022). Experience of Undergraduate Students Engaged in Political Activism: A Basic Qualitative Study. ProQuest LLC, Ph.D. Dissertation, Capella University. The purpose of this qualitative study was to examine the experiences of undergraduate students engaged in political activism. The research question "How do undergraduate students who attend universities describe political activism, engagement, and acceptance on campus?" was used to guide the data collection process. A basic qualitative research methodology was used, including semistructured interview questions to collect information and NVivo qualitative analysis software to analyze the data. Constructivism and critical theory served as the theoretical framework. For this study, a sample of 10 undergraduate students from a university in the southcentral United States volunteered to participate. The participants were at least 18 years old and had experiences with political activism. The focus of the study was on their definition of political activism, involvement, and perceived acceptance among students and higher education leaders. Findings revealed undergraduate students… [Direct]

Padia, Lilly B.; Traxler, Rachel Elizabeth (2021). "Traer√°s tus Documentos" ("You Will Bring Your Documents"): Navigating the Intersections of Disability and Citizenship Status in Special Education. Grantee Submission, Race Ethnicity and Education v42 n5 p697-702. DisCrit has illuminated the interconnectivity of racism and ableism, though the experiences of undocumented youth and families enrolled in special education are largely unknown. In this paper, we explore the experiences of students at the intersection of disability and migratory status, examining the interplay of fear, schooling, and language use as students pursue college. We use DisCrit to help us understand historical patterns surrounding citizenship and how race, ableism, and documentation status continue to intersect and shape the acknowledgment of which bodies — with which papers — are rendered deserving. Examining interviews with students, researcher memos and fieldnotes, and researcher reflections, we consider the cases of Fernanda, an undocumented high schooler, and Daniel, a 9th grader from a mixed-citizenship status family. We highlight how students at the intersection of migratory status and disability are met with care by teachers and schools, yet remain unsupported in… [PDF] [Direct] [Direct]

Burton, Laura J.; Cyr, Daron; Weiner, Jennie (2022). A Study of Black Female Principals Leading through Twin Pandemics. Journal of Education Human Resources, v40 n3 p335-359 Jul. In 2020, the United States experienced twin pandemics disproportionately impacting BIPOC communities and their schools and school systems–one new, COVID-19, and one longstanding, that of white supremacy and anti-Black racism. This phenomenological study of 20 Black female principals in two states provides insights into how these leaders, who so often center racial justice and caring for BIPOC children and communities in their leadership practice, grappled with these pandemics and how doing so impacted their leadership and work. Findings suggest that leading through these twin pandemics further cemented these women's commitments to engage in advocacy and justice work on behalf of their communities and students. They also reported, regarding racial inequity and white supremacy, feeling both a cautious optimism stemming from seeing the work they had long engaged in being taken up at scale, and by white colleagues in particular, and frustration, experiencing this engagement often as… [Direct]

Davies, Daniel (2022). Educating Hypocrisy: Private-Public Partnerships and Management of Multicultural Projects in Taiwan. Diaspora, Indigenous, and Minority Education, v16 n3 p153-168. The years following the end of martial law and the democratization of Taiwan have been marked by sizable political and social reform. In the interests of increasing social participation and decreasing direct state control of economic and social development programs, public-private partnerships (PPP) have been emphasized as the primary means to provide public services. Through an investigation into the functioning of a landmark project in the newest wave of educational reform orientated toward the localization and indigenization of elementary school educational materials, this paper will investigate the role that private entities have taken in the provision of education services. The extent that the privatization of education services serves to meet the goals and standards of Indigenous education will be discussed using a theoretical framework developed through the application of Tribal Critical Race Theory and Culturally Responsive Schooling. Semi-structured interviews with… [Direct]

Garcia, Nichole M.; L√≥pez, Nancy; V√©lez, Ver√≥nica N. (2018). QuantCrit: Rectifying Quantitative Methods through Critical Race Theory. Race, Ethnicity and Education, v21 n2 p149-157. Critical race theory (CRT) in education centers, examines, and seeks to transform the relationship that undergirds race, racism, and power. CRT scholars have applied a critical race framework to advance research methodologies, namely qualitative interventions. Informed by this work, and 15 years later, this article reconsiders the possibilities of CRT applications to quantitative methodologies through "QuantCrit." We ask the question: "Can quantitative methods, long critiqued for their inability to capture the nuance of everyday experience, support and further a critical race agenda in educational research?" We provide an abbreviated sketch of some of the key tenets of CRT and the enduring interdisciplinary contributions in race and quantitative studies. Second, we examine the legacy and genealogy of "QuantCrit" traditions across the disciplines to uncover a rich lineage of methodological possibilities for disrupting racism in research. We argue that… [Direct]

Han, Keonghee Tao; Kambutu, John; Nganga, Lydiah; Scull, W. Reed (2020). Voices from the Red States: Challenging Racial Positioning in Some of the Most Conservative Communities in America. Race, Ethnicity and Education, v23 n1 p74-93. Using positioning theory (PT) and critical race theory (CRT), we examine disparate power relations between White governance and faculty of color (FOC) in one rural American teacher education context. PT and CRT allow researchers to analyze how the positionings of White-Other have been historically rooted and impacting the meso-institutional policies/practices and the micro-individual relationships. Findings show that racial relations in academia does not exist in a social vacuum: the cyclical patterns of discrimination and rural racism have endured in university practices under study and shaped the current unequal power relations between White governance and FOC. We suggest changing the current policies and practices to include deliberate initiatives in hiring, retaining, and promoting FOC to leadership positions in teacher/higher education. We conclude that Whites and people of color must redouble efforts to form coalitions with one another that will advance progressive… [Direct]

Cassidy, Jack; Grote-Garcia, Stephanie; Ortlieb, Evan (2022). What's Hot in 2021: Beyond the Science of Reading. Literacy Research and Instruction, v61 n1 p1-17. Literacy topics fluctuate each year in how much attention they receive in research and practice. The "What's Hot in Literacy" annual survey asks twenty-five leading experts what literacy topics are currently receiving attention, or are hot, as well as which topics should be hot in the field. The results of these interviews are tallied to identify consensus among the participants. The following three levels are used to report the findings: (a) "extremely hot" or "extremely cold" (100% consensus), (b) "very hot" or "very cold" (75% consensus), and (c) "hot" or "cold" (50% consensus). Items are identified as "should be hot" or "should not be hot" if at least 50% of the respondents agree. The four "very hot" topics for 2021 are digital literacy, dyslexia, phonics/phonemic awareness, and social justice/equity/anti-racism in literacy. Discussion of these topics (and others that were deemed… [Direct]

Anthony Broughton; George Lee Johnson Jr.; Gloria Swindler Boutte; Janice R. Baines; Jarvais J. Jackson; Saudah N. Collins (2024). Pro-Blackness in Early Childhood Education: Diversifying Curriculum and Pedagogy in K-3 Classrooms. Early Childhood Education Series. Teachers College Press Use this inspirational resource to engage in Pro-Black teaching with young children as an antidote to endemic anti-Black racism in schools and society. Drawing from a critical case study of K-3 teachers who used Pro-Black teaching in their daily instruction, this important book puts forth positive perspectives regarding Blackness and Black people that are not evident in most educational settings. An easy-to-understand text provides evidence-based curriculum examples, pedagogies, and resources; demonstrates how teachers can achieve Pro-Black teaching while also addressing curricular standards and other demands on their time; and explains the benefit of Pro-Black teaching for all children. The authors draw from decades of practice and research by Black scholars (e.g., Asa Hilliard, Janice Hale, Amos Wilson) to position racial identities as a key part of Black children's development. They center African diaspora literacy as a Pro-Black pedagogy to ensure that Black children are… [Direct]

Bertani, Albert; Bryk, Anthony S.; Greenberg, Sharon; Knowles, Timothy; Sebring, Penny; Tozer, Steven E. (2023). How a City Learned to Improve Its Schools. Harvard Education Press "How a City Learned to Improve Its Schools" tells the story of the extraordinary thirty-year school reform effort that changed the landscape of public education in Chicago. Acclaimed educational researcher Anthony S. Bryk joins five coauthors directly involved in Chicago's education reform efforts, Sharon Greenberg, Albert Bertani, Penny Sebring, Steven E. Tozer, and Timothy Knowles, to illuminate the many factors that led to this transformation of the Chicago Public Schools. Beginning in 1987, Bryk and colleagues lay out the civic context for reform, outlining the systemic challenges such as segregation, institutional racism, and income and resource disparities that reformers grappled with as well as the social conflicts they faced. Next, they describe how fundamental changes occurred at every level of schooling: enhancing classroom instruction; organizing more engaged and effective local school communities; strengthening the preparation, recruitment, and support of… [Direct]

Grier-Reed, Tabitha; Qui√±ones, Miguel; Said, Roun (2021). From Antiblackness to Cultural Health in Higher Education. Education Sciences, v11 Article 57. Antiblackness has a long and storied history in higher education in the United States, and unfortunately, antiblack attitudes and practices continue in the 21st century. With implications for countering antiblackness in higher education and institutionalizing support for cultural health and wellness, we documented experiences of antiblackness in the African American Student Network (AFAM). AFAM was a weekly networking group, co-facilitated by Black faculty and graduate students, where Black undergraduates could come together and share their experiences. Participation in AFAM was associated with Black holistic wellness, and AFAM was a source of cultural health, where we conceptualized cultural health as having a sense of pride and resilience in one's cultural background. We analyzed notes of 277 AFAM discussions from 2005-2006 to 2017-2018 using an adaptation of consensual qualitative research methods to identify four domains of antiblackness: racial trauma (n = 51), racial… [PDF]

Horn, Amanda (2023). Student and Parent Perceptions of STEM after Student Participation in a Virtual Summer Program Hosted by National Laboratory. ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. Minoritized communities, including Black and African American, Hispanic and Indigenous populations have remained historically underrepresented in STEM careers due to persistent challenges in the STEM pipeline. The STEM pipeline has struggled to retain minoritized students in their journeys to pursue STEM degrees and careers due to systemic racism, micro aggressions, as well as barriers and gatekeeping. To address this persistent issue, informal science education programs have been developed to offer students opportunities to engage in STEM activities outside of school and bolster their decisions to pursue STEM majors and careers. This instrumental case study examined one informal science education program through the use of interviews with student participants and their parents, as well as reflective analytic memos to analyze the perspectives of students and their parents regarding the program's influence on their views of STEM majors and careers. This case study is an extension of a… [Direct]

D√©sire√© Eva Moodley (2024). Universal Design for Learning and Writing Centres in South African Higher Education. Perspectives in Education, v42 n2 p15-30. Could a transformative, inclusive and emancipatory educational framework like the Universal Design for Learning (UDL) advance academic success for all? Could racism and dis/ableism be dismantled through such an emerging educational trend that offers a redefinition of dis/ability abolishing oppressive pedagogical practices that perpetuate constructed views of special needs, often negatively correlated with racial and intellectual superiority? Could such a framework that foregrounds physical, cognitive and linguistic injustices advance achievement beyond merely meeting academic literacy standards within higher education settings like writing centres in a post-COVID 21st-century South Africa? These critical questions are some of the tensions raised in this paper proposing a compelling, yet controversial attempt at advancing student learning and achievement within an expanded definition of disability offered by the UDL framework developed by Rose and Meyer at the Center for Applied… [Direct]

Doris J. Walker-Dalhouse (2024). Black Bodies, White Communities: Interrogating Hierarchies That Impede Transformative Instruction for Refugee Students. Literacy Research: Theory, Method, and Practice, v73 n1 p25-46. Social and economic changes are shaped globally by voluntary and involuntary migration patterns. Voluntary migrations are associated with the desire for family unification, economic gain, and the pursuit of educational opportunities; while involuntary migrations include fleeing from civil or political unrest, human rights violations, and war. Contentious discourses about immigration are fueled by arguments about the perceived impact of migrants on the demographics, social well-being, and economics of communities. At the core of anti-immigration rhetoric about "who is included and who should be excluded" are views that privilege one group above another in terms of desirability based on race, culture, and gender. The debates about which languages, values, perspectives, and people who belong in the United States extend beyond the boundaries of society, the door of schools, and the homes of the families served by the school community. Black African refugees have experienced… [Direct]

Andre White Jr. (2023). The Underground Railroad Critical Race Theory, Oppression, and the Fight for Equitable Treatment in the North Carolina Healthcare System: A Critical Phenomenological Study. ProQuest LLC, Ed.D. Dissertation, University of Dayton. This study was a qualitative participatory action research study that focused on the lived experiences of Black women who received prenatal care and gave birth in the state of North Carolina. The study was meant to investigate and address the racism and implicit biases these women experienced from the medical community they encountered, and the often-unintended consequences of those actions and mindsets. A cohort of Black women who received prenatal care and gave birth in the state of North Carolina was assembled to help provide qualitative data for the study through sharing their lived experiences. The women were interviewed using a peer-to-peer method. The Aaron J. White Foundation (AJWF), a Black owned, 501c(3) non-profit organization, will use this study to help create a comprehensive action plan to offer healthcare and healthy living education and resources to Black women and other marginalized communities in North Carolina. This study will add to the existing body of knowledge… [Direct]

Mampaey, Jelle; Zanoni, Patrizia (2016). Reproducing Monocultural Education: Ethnic Majority Staff's Discursive Constructions of Monocultural School Practices. British Journal of Sociology of Education, v37 n7 p928-946. This paper investigates the role of ethnic majority staff in the perpetuation of monocultural education that excludes non-western, ethnic minority cultures and reproduces institutional racism in schools. Based on qualitative data collected through semi-structured interviews in four ethnically diverse schools in the Flemish educational system, we specifically investigate the role of ethnic majority staff in the reproduction of monocultural school practices through a discursive theoretical lens. The study advances the current literature on institutional racism by showing how situated meanings of monocultural school practices at the micro level of individuals are discursively inter-linked with the macro-level monocultural model of education…. [Direct]

Busey, Christopher L. (2020). Diaspora Literacy and Afro-Latin Humanity: A Critical Studyin' Case Study of a World History Teacher's Critical Sociohistorical Knowledge Development. Race, Ethnicity and Education, v23 n6 p820-840. The development of critical sociohistorical knowledge is needed to assist teachers in negotiating and deconstructing the relevance of race, racism, and black history in global-themed social studies courses. Drawing from Diaspora Literacy as theory and Critical Studyin' as method, I situate Afro-Latin humanity within educational research relevant to black history knowledge development, and its proximity to the teaching and learning of race in social studies education. This Critical Studyin' case study examined how one world history teacher developed critical sociohistorical knowledge relevant to Afro-Latin humanity, inclusive of Afro-Latinxs and Afro-Latin Americans. Concurrently, I analyzed how the teacher positioned their knowledge for a Diaspora Literacy conceptualization of world history curriculum. Findings point to the utility of black studies frameworks in aiding social studies teachers' knowledge development. I conclude with a call to more appropriately situate Afro-Latin… [Direct]

Achilleos, Jess; Douglas, Hayley; Washbrook, Yasmin (2021). Educating Informal Educators on Issues of Race and Inequality: Raising Critical Consciousness, Identifying Challenges, and Implementing Change in a Youth and Community Work Programme. Education Sciences, v11 Article 410. The debate regarding institutional racism and White privilege within higher education (HE) remains prevalent, and higher education institutions (HEIs) are not exempt from the racial equality debate. Youth and Community Work is underpinned by anti-oppressive practice, highlighting a need to educate informal educators on the structural underpinnings of Race and inequality, so that they can be challenged in practice to bring about social change. For Youth and Community Workers, this is primarily done through informal education and critical pedagogy. The research aimed to unearth race inequality within the Youth and Community Work programme at Wrexham Glyndwr University (WGU). Critical reflection methodology was used to deconstruct departmental processes of recruitment, learning and assessment, student voice, and support. Research data was analysed using thematic analysis, determining three themes: critical consciousness, challenge, and change. These are discussed within the framework of… [PDF]

Matthews, Julie (2021). Maligned Mobilities, Absences and Emergencies: Refugee Education in Australia. International Journal of Inclusive Education, v25 n6 p720-734. Refugees are seldom admired or applauded for their resolve and resilience, and their post and pre-migration experience rarely serves as the basis for the development of educational practice or policy solutions. Using a postcolonial theoretical framework this paper argues that while the maligned mobility and disparaged figure of the 'refugee' serves to establish and reconstruct exclusionary national identities, the same identities can be re-presented to offer new possibilities for inclusive education. Informed by southern epistemology and the sociology of absences and emergence (Boaventura de Sousa Santos, 2012. "Public Sphere and Epistemologies of the South", Africa Development. 37(1) 43-67; Boaventura de Sousa Santos, 1997 "Toward a Multicultural Conception of Human Rights", Zeitschrift fu ®r Rechtssoziologie, (10) 1-5), this paper discusses the anticipatory and emergent dimensions of refugee education. A focus on the pre- and post-settlement experience of… [Direct]

Scholz, Stefan; Winkler, Kathrin (2021). Subaltern Thinking in Religious Education? Postcolonial Readings of (German) Schoolbooks. British Journal of Religious Education, v43 n1 p103-122. This paper deals with the disclosure of subaltern thinking in current German-language textbooks for religious education. For the hermeneutical framing of this analysis, the approach of a postcolonial reading is particularly profitable. Obvious hierarchical relationships from clearly up and down can consequently be made visible and their presumed self-evidence unmasked. Even hidden hegemonic forms of expression can be uncovered in this way. With regard to current theology and religious education racism and misogyny, environmental degradation and sexual exploitation are attitudes that have already and almost as amatter of course been taken up critically. They are pedagogically reflected and attempted to overcome by using counter-models such as cultural diversity, equal rights, sustainability and sexual self-determination. In exciting contrast to this there are still nowadays textbooks used with remnants of exactly such formats of colonial thoughts. We argue that decolonising… [Direct]

Alberico, Claudia; Bodnar, Wanda M.; Fernando, Reshan A.; Harrington, James M.; Hawkins, Stephanie; Kumar, Deepak; Lang, Michelle; Levine, Keith E.; Niture, Suryakant; Rios-Colon, Leslimar; Terry, Tamara (2022). The Need for a Diverse Environmental Justice Workforce: Using Applied Research to Understand the Impacts of Harmful Environmental Exposures in Vulnerable and Underserved Communities. Occasional Paper. RTI Press Publication OP-0078-2209. RTI International Protecting all people from the harmful effects of environmental exposures relies on the coordinated efforts of scientific researchers, regulatory agencies, legislators, and the public. Environmental justice addresses the disproportionate impact that harmful environmental exposures have on individuals and communities who are minoritized and marginalized. It has long been known that environmental problems disproportionately impact these groups; however, addressing these problems has been impeded by structural racism and other biases. Developing effective interventions to eliminate these disparities requires a more diverse and inclusive modern workforce produced by a bottom-up approach beginning with education and professional development of the next generation of researchers. The most effective approaches to addressing inequities rely on active input from impacted populations to ensure cultural and social acceptance and adoption of interventions. Credibly pursuing these efforts in a… [PDF]

Aronowitz, Shoshana V.; Aronowitz, Teri; Kim, BoRam (2021). A Mixed-Studies Review of the School-to-Prison Pipeline and a Call to Action for School Nurses. Journal of School Nursing, v37 n1 p51-60 Feb. Zero-tolerance school disciplinary policies have contributed to the proliferation of exclusionary practices, which increase the risk that minoritized students will be harmed by the school-to-prison pipeline (STPP). The purpose of this review was to explore factors that influence the STPP and highlight the role school nurses can play in protecting students from this public health crisis. We used a systematic mixed-studies review method, and 14 studies were included. Exclusionary discipline disproportionately affects minoritized students, but decreased student-teacher ratios, wellness-focused environments, and lower levels of school punishment can improve student achievement and health. The National Association of School Nurses position statement provides a framework to guide school nurses in the dismantlement of the STPP. School nurses should advocate for their position on the interdisciplinary team, funding for alternative disciplinary programs, abolition of school policing,… [Direct]

Bettencourt, Genia M.; Ozias, Moira L. (2022). Working Hard for Whiteness: How White Women Make Meaning of Social Class to Avoid White Complicity. Journal of College Student Development, v63 n5 522-536 Sep-Oct. College-educated white women across social classes support and uphold racism. Using narrative methods in a secondary analysis, we, as two white women, explored how white non-trans women make meaning of social class using the revised model of multiple dimensions of identity (RMMDI; Abes et al., 2007) as positioned within the context of white supremacist capitalist cisheteropatriarchy (hooks, 1994) and higher education. Findings were framed by white ignorance (Mills, 2007) and whiteness as property (Harris, 1993). We found that white women used class to distance themselves from whiteness and white supremacy in two ways. First, they projected race and class onto elite spaces that they simultaneously desired entry to and distance from. Second, they avoided critical reflection on their racial positioning and identity by constructing a pliable class identity. Both distancing strategies demonstrate "moves to innocence" (Mawhinney, 1998; Tuck & Yang, 2012) away from white… [Direct]

Helen Ockerby; Latoya Bolton-Black; Lowana Corley; Rose Whitau (2022). Western Australian Aboriginal Young Women and Community Representatives Identify Barriers to School Attendance and Solutions to School Non-Attendance. Australian Journal of Indigenous Education, v51 n2. The barriers to school attendance that affect young Aboriginal people in Australia are diverse, immense and well documented; however, except for a handful of studies, Aboriginal students' voices receive no platform for policy makers to hear them. In this paper, we present results from yarning circles about barriers to school attendance conducted with young Aboriginal women that participate in an education engagement program called Shooting Stars at Narrogin Senior High School. Yarning circles were facilitated, analysed and discussed within a framework of relatedness, with the researchers embracing their own standpoint, and the standpoint of the Shooting Stars participants, as Indigenous women. The results from these participant yarning circles were discussed with the Shooting Stars Narrogin localised steering committee, and this discussion is presented here, alongside the outcomes, both achieved and projected, to which committee stakeholders have committed. For the most part, the… [PDF]

(2022). Inequities Exposed: How COVID-19 Widened Racial Inequities in Education, Health, and the Workforce. Hearing before the Committee on Education and Labor. U.S. House of Representatives, One Hundred Sixteenth Congress, Second Session (June 22, 2020). Serial No. 116-59. US House of Representatives This document records testimony from a hearing before the Committee on Education and Labor that was held to examine how COVID-19 widened racial inequities in education, health, and the workforce. Member statements were provided by: (1) Honorable Virginia Foxx, Ranking Member, Committee on Education and Labor; and (2) Honorable Robert C. Scott, Chairman, Committee on Education and Labor. Witness statements were provided by: (1) Camara P., Jones, Adjunct Professor, Rollins School of Public Health at Emory University, Senior Fellow and Adjunct Associate Professor, Morehouse School of Medicine, Past President, American Public Health Association Atlanta, Georgia; (2) John B. King, Jr., President and CEO, The Education Trust, Washington, DC; (3) Valerie Rawlston Wilson, Director, Program on Race, Ethnicity, and the Economy, Economic Policy Institute, Silver Spring, Maryland; and (4) Avik, Roy, Co-Founder and President, The Foundation for Research on Equal Opportunity, Austin, Texas…. [PDF]

Emerson, Abby C. (2023). Entanglements: An Abolitionist and Arts-Informed Curricular Analysis of School-Based Antiracist Professional Development. ProQuest LLC, Ed.D. Dissertation, Columbia University. Antiracist teacher education in the United States has largely been situated within university-based teacher education programs over the last thirty years. This body of research documents the struggles and possibilities of preparing race-conscious educators who engage in antiracist practices that support diverse student populations. Despite this body of scholarship, there has been limited research in this area with school-based teacher education through inservice professional development (PD). Yet, there has also been an increase in antiracist and race-forward PD for teachers in schools in recent years. In turn, this study analyzes the curriculum of antiracist PD in New York City schools over the last ten years (2012- 2022), seeking to understand the possibilities and tensions. Using qualitative and visual arts-based educational research methods, I interviewed 28 teachers, school leaders, and PD facilitators. In doing so, I found that the PD curricula across NYC schools largely made… [Direct]

Ishman Darnell Anderson (2020). Strictly 4 My N.I.G.G.A.Z: T.H.U.G. L.I.F.E. and My Other Brother (MOB) as Revolutionary Praxis. ProQuest LLC, Ed.D. Dissertation, San Francisco State University. This study examines the impact that My Other Brother (MOB) has on college Black male students in the MOB community organization. In critically examining the narratives of 12 first generation college Black male students in MOB: This study utilizes Tupac Shakur's construct of Thug Life as a theoretical and analytical lens in assessing how Black males in the MOB program navigate processes of alienation. Navigating processes of alienation was placed in context with four critical stages in alignment with Thug Life: These stages emphasized, 1) MOB students' recognition of racism/inequality on an individual level; 2) a recognition of structural level inequality of which they are members of a community of oppressed; 3) a recognition of pride and solidarity in communal struggle; 4) a recognition of political praxis to resist structural racism/dehumanization through education as a function of Black male success. Success was defined based on the following salient concepts expressed by students:… [Direct]

Martynovych, Evan (2019). White Activists Examining Their Privilege within Person of Color Led Organizations. ProQuest LLC, Ph.D. Dissertation, Prescott College. The research question asked in this paper is: "How can white activists working within person of color led food justice organizations examine their own privilege to more effectively support and contribute to food justice work?" The topics of literature used to inform this study were Whiteness Education/Anti-Racism, Food Justice, Alternative Food, Food Oppression, Gentrification, Gentrification and Food, Environmental Gentrification, Sustainability Education, and Ecopsychology and Healing. To answer this question, three separate orientation sessions were designed to educate white people on how to work effectively, and in a culturally responsive manner, within a person of color led food justice organization. These sessions were for white people 18 years of age or older that volunteer at Hilltop Urban Gardens (HUG). Data was collected through audio recorded sessions and post orientation surveys. Critical ethnography was the methodology used to collect, analyze and synthesize… [Direct]

Ashley Taylor Jaffee, Editor; Cinthia Salinas, Editor (2024). Teaching Culturally and Linguistically Relevant Social Studies for Emergent Bilingual and Multilingual Youth. Research and Practice in Social Studies Series. Teachers College Press Through research, storytelling, curriculum development, and pedagogy, this book will help educators engage emergent bilingual and multilingual (EBML) students with social studies and citizenship education. Chapters are written by well-known and new scholars who are enacting teaching and research that center the needs, interests, and experiences of EBML youth. Drawing from multiple, intersecting, and interdisciplinary frameworks that focus on culture "and" language, chapters highlight social studies in varying disciplinary and nondisciplinary spaces (e.g., community, geography, family, civics, history) both inside and outside the classroom. Examples of frameworks include culturally relevant and sustaining pedagogies, linguistically responsive teaching, LatCrit and critical pedagogy, translanguaging pedagogy, and transnational citizenship. This insightful volume also directly challenges oppressive structures, policies, and practices that continually marginalize EBML students… [Direct]

R. Tanner Oertli (2022). Preservice Teachers' Sociopolitical Consciousness in Light of the Racial Disparities Highlighted by the COVID-19 Pandemic. ProQuest LLC, Ph.D. Dissertation, University of Missouri – Columbia. Socioscientific issues (SSI) such as COVID-19 and climate change often highlight the inequalities that structural racism creates. If we ever wish to equitably solve these issues, we require a population that has the scientific literacy and the sociopolitical consciousness to do so. Yet, the push for culturally relevant education has had little movement in science education, partially because of the acultural view of science but also from the colorblind ideologies often held by teachers. The purpose of this pre-experimental study was to determine if a preservice elementary science methods course that applies the SSI Teaching and Learning Framework for Social Justice promoted participant's sociopolitical consciousness, reduced their colorblind ideologies, and increased their socioscientific reasoning (SSR) skills. Linear mixed-effects regression models were run to assess these outcomes. Results indicate that preservice teachers' colorblind ideologies and socioscientific reasoning… [Direct]

Hess, Juliet (2017). Equity and Music Education: Euphemisms, Terminal Naivety, and Whiteness. Action, Criticism, and Theory for Music Education, v16 n3 p15-47 Nov. In this paper, I advocate for the use of explicit language for discussions of race and call for music education to move out of terminal naivety (Vaugeois 2013) toward a heightened consciousness of political issues and racial oppressions. Employing critical race theory (CRT) as a theoretical framework, this paper examines race-related silences and the importance of using direct language to identify structural and systemic racism. I offer practical suggestions for initiating "race talk" in school music, in postsecondary music education, and in music education scholarship. These practical implications emerge from the experiences of four Toronto teachers who participated in a multiple case study on social justice and anti-racist work in music education (Hess 2013), the literature on race and silencing inside and outside music education, and my own experiences as a former public school music teacher and music teacher educator. With the surge of hate crimes and unmasked white… [PDF]

de Andreotti, Vanessa Oliveira; Stein, Sharon (2016). Cash, Competition, or Charity: International Students and the Global Imaginary. Higher Education: The International Journal of Higher Education Research, v72 n2 p225-239 Aug. As the number of students traveling from the Global South to study in the Global North continues to grow (OECD in Education at a glance 2014: highlights. OECD Publishing. Retrieved from www.oecd-ilibrary.org/education/educatio…, 2014), we argue that it is necessary to broaden our conceptual approaches to the study of this dynamic. This article utilizes the framework of "global imaginaries" to examine the links between intensifying international student recruitment and international students' experiences with racism. We suggest that both recruitment and racism are framed by a dominant global imaginary rooted in Western supremacy. This imaginary both makes Western higher education a desirable product in the global higher education market and shapes the reception of international students…. [Direct]

Batista-Morales, Nathaly; Omogun, Lakeya; Salmer√≥n, Cori; Steinitz, Erica; Svrcek, Natalie Sue; Taylor, Laura A.; Villarreal, Doris; Vlach, Saba Khan; Wetzel, Melissa Mosley (2019). Preparing Teachers with Sociocultural Knowledge in Literacy: A Literature Review. Journal of Literacy Research, v51 n2 p138-157 Jun. Although the call for teachers to address the demographic imperative has existed for decades, recently, there has been an uptake of frameworks of multicultural education, culturally responsive pedagogies, critical literacy, and others into literacy teacher preparation. In this study, we examine connections that pre-service teachers make as a result of experiences focused on sociocultural knowledge and literacy and barriers they face in building these connections. Areas of connection include examining one's past; recognizing students' lives and resources in literacy teaching; considering race, racism, and students' racial identity; drawing on multilingualism as a strength of students for literacy learning; and engaging actively and inquiring into literacy…. [Direct]

Muller, Alissa (2020). Mastery-Based Learning in Washington State. 2020 Report. Washington State Board of Education The Mastery-based Learning (MBL) Work Group has examined opportunities to increase student access to relevant and robust mastery-based academic pathways aligned to personal career goals and postsecondary education, and reviewed the role of the High School and Beyond Plan (HSBP) in supporting mastery-based learning. The Work Group members believe that Washington has both an opportunity and an imperative to respond to the dual pandemic of COVID-19 and the structural racism that the school system has never effectively addressed. The collective "why" calls for a transformation of the education system to close both the opportunity gap and resulting achievement gap. This report discusses the barriers to mastery-based learning (MBL) in Washington State and provides recommendations around how to increase capacity for MBL, including the development of a MBL pathway to a high school diploma. [For the interim report, see ED610102. For the summary report, see ED610116.]… [PDF]

(2020). Mastery-Based Learning in Washington State. Report Summary. Washington State Board of Education Schools are experiencing unprecedented disruption, forcing educators to think differently about how they engage with their students and forcing changes to longstanding systems that have been established to deliver education. This presents an opportunity to not only discover ways to address education during the coronavirus pandemic, but also to address the much longer standing pandemic of racism that has plagued society and the school systems. The collective "why" calls for a transformation from a traditional system to a mastery-based learning (MBL) approach. The Mastery-based Learning (MBL) Work Group looked for ways to increase student access to relevant and robust mastery-based academic pathways aligned to personal career goals and postsecondary education. The Work Group also reviewed the role of the High School and Beyond Plan (HSBP) in supporting mastery-based learning. The recommendations of the Work Group are described in a report to the Washington State Legislature,… [PDF]

Zembylas, Michalinos (2020). The Affective Modes of Right-Wing Populism: Trump Pedagogy and Lessons for Democratic Education. Studies in Philosophy and Education, v39 n2 p151-166 Mar. This paper argues that it is important for educators in democratic education to understand how the rise of right-wing populism in Europe, the United States and around the world can never be viewed apart from the affective investments of populist leaders and their supporters to essentialist ideological visions of nationalism, racism, sexism and xenophobia. Democratic education can provide the space for educators and students to think critically and productively about people's affects, in order to identify the implications of different affective modes through which right-wing populism is articulated. Furthermore, this paper points out that 'negative' critique of the affective ideology of right-wing populism is not sufficient for developing a productive counter politics. An affirmative critique is also needed to set alternative frames and agendas which endorse and disseminate alternative concepts and affective practices such as equality, love and solidarity. These ideas provide critical… [Direct]

Welply, Oakleigh (2023). English as an Additional Language (EAL): Decolonising Provision and Practice. Curriculum Journal, v34 n1 p62-82 Mar. This paper examines ways in which approaches to English as Additional Language (EAL) can be decolonised in schools. In an attempt to break traditional divides between academic research and pedagogical practice in this area, this article adopts a collaborative perspective, between an EAL advisory and support teacher and an academic member of staff working in university. Drawing on dialogues and co-analysis with EAL practitioners, this article reflects on limitations of current provision and practice and suggests alternative, decolonial and anti-racist approaches to the education of EAL students. At both school and university level, 'one size fits all approaches' tend to negate the deep historical, social and political roots and contexts which underpin the experiences of 'EAL students' at different levels of education. Issues related to equitable assessment, inclusion, linguistic support and anti-racism tend to be side lined in favour of a focus on language proficiency and attainment,… [Direct]

Kathryn S. Woicke (2020). Creating "Fugitive Spaces" in Educator Professional Development: A Critical Case Study of Transformative Adult Learning for Equity and Inclusion. ProQuest LLC, Ed.D. Dissertation, Lewis and Clark College. Despite policy efforts over the last few decades to address racial disparities in education, often in the form of educator professional development, racism still manifests in educator practice, and Whiteness is often centered in the very processes designed to address exclusion. While research exists critiquing how systemic racism and Whiteness are reproduced in educator professional development, there is far less empirical exploration of more transformative adult learning practices to advance equity and inclusion. Utilizing critical adult learning, critical race theory, critical whiteness studies, and sociocultural transformative learning theory, this study identifies a potential "fugitive space" in educator professional development designed to disrupt this reproduction of Whiteness. This critical case study of transformation utilized culturally responsive interviews of 16 participants and document review to understand how both participants of color and White participants… [Direct]

Adjei, Paul Banahene (2018). The (Em)Bodiment of Blackness in a Visceral Anti-Black Racism and Ableism Context. Race, Ethnicity and Education, v21 n3 p275-287. Over the years, many scholarly publications have extensively discussed disability 'diagnoses' and placement practices in special education programs in the United States and the United Kingdom. These publications argue that racism and classism rather than clinically predetermined factors appear to influence the disability diagnosis and placement practices in special education. The present essay is contributing to the debate by critically exploring the relationship(s) between race, class, and disability 'diagnoses' and placement practices in special education programs in Toronto, Canada. The core ideas noted in the essay are drawn from a personal story of an African-Canadian parent — a story of a daughter with a diagnosed disability and her mother's struggle to resist the disability 'diagnosis' as well as her battle rejecting her daughter's placement in the special education program in a Toronto public school. Using this personal account, other literature, and anti-black racism… [Direct]

McCarthy, Marie (2020). The Housewright Declaration: A Lens for Viewing Music Education in the Early Twenty-First Century. Contributions to Music Education, v45 p47-66. In this article the twelve statements in the Housewright Declaration (2000) are examined in the context of trends and developments in the music education profession since the Declaration was published. A brief context for the time period is provided, focusing on three influential trends–nationalism, justice and equity, and new forms of communication enabled by advancements in technology. Discussion of the Declaration statements is organized around two overarching themes–inclusion and widening horizons. The theme of inclusion addresses students, teachers, curricular content, dimensions of music making, and music education for all persons across the lifespan. The theme of widening horizons includes a broader definition of music making, incorporation of new technologies into school practice and professional forums, collaborations and partnerships, and an expanded role for the music educator. I identify barriers that may have impeded the full realization of the Declaration, and offer… [PDF]

Martin, Linda E.; Mulvihill, Thalia M. (2021). An Interview with Dr. Gloria Ladson-Billings. Teacher Educator, v56 n3 p217-228. Dr. Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Madison. She served as president of the American Educational Research Association (AERA) in 2005-2006. Dr. Ladson-Billings has contributed widely to the development of two fields of study, culturally relevant pedagogy and critical race theory as well as their impact on today's teachers, students, and classroom dynamics. Within her numerous publications, her passion for children who are disadvantaged in public schools is evident. Dr. Ladson-Billings developed the theory Education Debt to depict the historical significance of inequality and its pervasiveness within our culture and educational institutions. This article presents a conversational interview with Dr. Gloria Ladson-Billings that was conducted on February 20, 2021. In this interview, Dr. Gloria Ladson-Billings discusses: (1) who mentored her or… [Direct]

Kaufman, Randall Haines (2019). How Does the Work of the Negro Youth Study (1937-1941) Fit into the History of the Social Sciences?. ProQuest LLC, Ph.D. Dissertation, Florida International University. Through a historical analysis this dissertation addresses how the work of the Negro Youth Study (NYS) fits into the historical development of sociology during the early Civil Rights Movement (CRM). Secondarily, the dissertation addresses the silence surrounding NYS and its place in Black Sociology. As the Depression deepened, educators worried about another lost generation of young Americans. In response, The American Youth Commission in 1935, followed by the NYS in 1937, sought solutions. In particular, the NYS represents a moment in social sciences, started in the 19th century, or a moment when social sciences become a tool in the CRM. Little known, the efforts of the NYS demonstrated the damage to personality that segregation and racism caused to African American children. This archival investigation offers the methods of the NYS to address issues such as, Retention, Family Outreach, Diversity, and working with African American students. While the NYS was a comprehensive… [Direct]

Ho, Canary H. (2023). Perspectives of First-Generation Vietnamese Americans and Filipino/a Americans: Lack of Representation and the Model Minority Myth. ProQuest LLC, Ed.D. Dissertation, California State Polytechnic University, Pomona. In the late 19th century, Asians were seen as foreigners who were called the "yellow peril" by Americans because they were seen "as perpetual foreigners who threatened the U.S. economy, society, and nation" (Tzu-Chun Wu, 2017, p. 1). Eventually, the model minority myth was coined and referenced as "Asians comprise the racial minority group that has "made it" in America through hard work and education, and therefore serve as a model for other racial minorities to follow" (Wing, 2007, p. 456). Presently, the model minority myth has continued to marginalize Asian Americans and the umbrella term of being "Asian" taints every subgroup (Pak et al., 2014). This project provides insight into the perspectives of two Asian subgroups, Vietnamese Americans and Filipino/a Americans, on the model minority myth and the lack of representation of Asians in higher education. Data collection occurred through semi-structured interviews with 12 participants. The… [Direct]

Au, Wayne (2017). When Multicultural Education is Not Enough. Multicultural Perspectives, v19 n3 p147-150. In the face of rising white nationalism, multicultural education is simply not enough. In addition to suggestions for curriculum and instruction, in this article the author suggests that teachers, parents, administrators, and students need to be organizing to push back against this tide of racism, sexism, and xenophobia and find ways to concretely support their students and communities…. [Direct]

Galamba, Arthur; Matthews, Brian (2021). Science Education against the Rise of Fascist and Authoritarian Movements: Towards the Development of a "Pedagogy for Democracy". Cultural Studies of Science Education, v16 n2 p581-607 Jun. In the twenty-first century, the rise and support of fascism-related views threaten freedom of speech, freedom of sexual orientation, religious tolerance and progressive agendas that advocate equity. We argue that mainstream science education generally does not, but should, educate students against fascism-related views–such as racism, sexism, homophobia and religious intolerance–with a view to strengthening mutual respect and the common good. We argue some science teaching practices are found to be suitable to fascism-like ideologies (e.g. race in genetics teaching), and that the use of the concept of 'scientific literacy' has focused on neoliberal possessive individualism. As a consequence, mainstream science education overlooks the development of sympathy, altruism and interpersonal skills. We also discuss the activity of science education in authoritarian, undemocratic regimes in history, showing that fascist regimes have long used 'apolitical' scientists' achievements to… [Direct]

Andes, Sarah; Kiesa, Abby (2020). Let's Change Our Narratives about Youth Civic Engagement. Social Education, v84 n5 p285-288 Oct. Young people are very interested in politics right now. In 2018, the voter turnout rate for youth between the ages of 18 and 29 doubled from the previous midterm election: from 13% to 28%. This group has also made up a disproportionate share of those participating in recent demonstrations protesting racism and anti-Black violence nationwide. Nearly four in five of them (79%) say that the COVID-19 pandemic has helped them realize that political leaders' decisions matter. Encouraging and equitably expanding youth voter participation requires confronting and changing dominant narratives that hold young people back from robust election engagement. In this article, the authors introduce and interrogate two common narratives concerning youth civic education and engagement, suggest ways to upend these narratives, and point to resources that K-12 teachers and administrators can use in their efforts to do so…. [Direct]

Raketa A. Ouedraogo-Thomas (2023). Examining Systemic and Dispositional Factors Impacting Historically Disenfranchised Schools across North Carolina. ProQuest LLC, Ph.D. Dissertation, University of San Diego. This mixed method sequential explanatory study provided analysis of North Carolina (NC) school leaders' dispositions in eliminating opportunity gaps, outlined in NC's strategic plan. The study's quantitative phase used descriptive and correlation analysis of eight Likert subscales around four tenets of transformative leadership (Shields, 2011) and aspects of critical race theory (Bell, 1992; Ladson-Billings, 1998; Ladson-Billings & Tate, 2006) to understand systemic inequities and leadership attitudes. The qualitative phase comprised three analyses of education leadership dispositions and systemic factors in NC schools. The first analysis of State Board of Education meeting minutes from 2018-2023 quantified and analyzed utterances of racism and critical race, outlined the sociopolitical context of such utterances, and identified systemic patterns and state leader dispositions. The second analysis of five interviews of K-12 graduates identified persistent and systemic factors… [Direct]

Dua, Enakshi; Henry, Frances; James, Carl E.; Kobayashi, Audrey; Li, Peter; Ramos, Howard; Smith, Malinda S. (2017). The Equity Myth: Racialization and Indigeneity at Canadian Universities. University of British Columbia Press The university is often regarded as a bastion of liberal democracy where equity and diversity are promoted and racism does not exist. In reality, the university still excludes many people and is a site of racialization that is subtle, complex, and sophisticated. While some studies do point to the persistence of systemic barriers to equity and diversity in higher education, in-depth analyses of racism, racialization, and Indigeneity in the academy are more notable for their absence. "The Equity Myth" is the first comprehensive, data-based study of racialized and Indigenous faculty members' experiences in Canadian universities. Challenging the myth of equity in higher education, this book brings together leading scholars who scrutinize what universities have done and question the effectiveness of their equity programs. The authors draw on a rich body of survey data and interviews to examine the experiences of racialized faculty members across Canada who–despite diversity… [Direct]

Beneke, Margaret R.; Cheatham, Gregory A. (2020). Teacher Candidates Talking (but Not Talking) about Dis/ability and Race in Preschool. Journal of Literacy Research, v52 n3 p245-268 Sep. In educational contexts, including early childhood settings, ableism and racism circulate interdependently to define normalcy and deviance. Book reading offers an important platform for dismantling these interlocking ideologies with young children. In this article, we examine dis/ability and race talk in the context of picture-book reading, analyzing the ways four white, nondisabled teacher candidates attempted to discursively resist deficit-based framings of dis/ability and race with small groups of young children in preschool classrooms. Findings revealed how–despite stated intentions to advance educational justice–teacher candidates drew on discourse models that reinforced status quo notions of normativity. We argue that understanding how teacher candidates navigate dis/ability and race talk with young children in the context of literacy instruction can lend insight into the teacher education experiences needed to support these critical conversations…. [Direct]

Yvette M. Regalado (2024). Pedagogy Del Corazon: Investigating Cultural and Community Practices Embedded in IRW Courses Using the Methodology of Counterstory. ProQuest LLC, Ph.D. Dissertation, Texas State University – San Marcos. This counterstorytelling study involved examining how Practitioners of Color (POC) enact "carino" and embed restorative literacies or cultural and community practices in community college integrated reading and writing (IRW) classrooms to create a safe counterspace for Students of Color (SOC). The significance of this research is to illuminate the lived experiences of POC in Texas who teach SOC how to push against systemic racism and the deficit narratives surrounding SOC and developmental education (DE). The problem addressed in this study is that SOC in postsecondary classrooms can feel invalid and distressed if they do not see their cultural, communal, or ancestral histories represented in the curriculum and thus could lose motivation and retention to stay in college. Through open-ended interviews, POC who self-identified that they teach cultural and community practices shared counternarratives on why and how they diversify the curriculum and encourage students to… [Direct]

Hale, Jon (2018). "The Development of Power Is the Main Business of the School": The Agency of Southern Black Teacher Associations from Jim Crow through Desegregation. Journal of Negro Education, v87 n4 p444-459 Fall. This article provides a history of Black southern teacher associations and the civil rights agenda they articulated from Reconstruction through the desegregation of public schools in the 1970s. Black teacher associations demonstrated historic agency by demanding a fundamental right to an education, equal salaries, and the right to work during the era of desegregation. Black education associations thus served as a professional bulwark against institutional racism. The agency of Black teacher associations constitutes a unique though overlooked role in civil rights history that illustrates the latent potential of teacher associations to serve as bastions of civil rights-based reform initiatives…. [Direct]

Kim-Cragg, HyeRan (2019). A Commentary on the REA 2018 Annual Meeting. Religious Education, v114 n3 p369-376. This commentary offers a "thick description" and analysis of the 2018 Religious Education Association (REA) meeting from my perspective as a racialized woman from Canada, a member of the REA board, and a professor who teaches anti-racism, preaching, and postcolonial theories among other subjects. My commentary seeks to leave a trail, making a permanent and public record. We, as religious educators, are responsible to pass down teachings to the next generation. Many wise elders have taught that history returns but it never repeats in the same way. We must not forget but remember what happened so that when it returns we will be ready…. [Direct]

Basile, Vincent; Pabon, Amber Jean-Marie (2019). Can We Say the "r" Word?: Identifying and Disrupting Colorblind Epistemologies in a Teacher Education Methods Course. Educational Studies: Journal of the American Educational Studies Association, v55 n6 p633-650. Several educational researchers have critiqued the increasing marginalization of foundations coursework in teacher education programs within the United States. Situated within a teacher certification program at a Predominately White Institution without foundations courses, this self-study examined an English methods course designed to address this curricular gap and prepare candidates to teach racially and culturally diverse students attending urban schools. Through a conceptual framework grounded in critical race theory, interpretive analysis of student work relative to course material evidenced a consistent pattern of omitting themes, discussions, and reflection about race and racism. This finding–consistent with the literature on colorblind epistemologies–led me to implications about pedagogy and curriculum in teacher education centered around opportunities for candidates to develop racial literacy in their methods courses and across their programs…. [Direct]

Howie, Luke; Keddie, Amanda; Walsh, Lucas; Wilkinson, Jane (2019). '…We Don't Bring Religion into School': Issues of Religious Inclusion and Social Cohesion. Australian Educational Researcher, v46 n1 p1-15 Mar. This paper examines the approaches of cultural and religious inclusion at one small state-funded primary school situated in suburban Australia. The school community is experiencing high levels of racialised, gendered and religious conflict. Through case study data from leaders and teachers, we illustrate the potential and limitations of these approaches and consider their location within the notions of secularity and Christian privilege that characterise Australia's public education system. The paper is situated within the context of current anxieties around social conflict and unrest especially in relation to religious racism or Islamophobia and amid calls for the introduction of a multi-faith education in Australian public schools. Against this backdrop, we highlight key tensions and difficulties confronting schools in their efforts to be inclusive towards creating a climate of social cohesion…. [Direct]

Saofa'i Pa'o Lowe (2023). "Drop Out" Factors of Students from the Federated States of Micronesia and the Republic of the Marshall Islands: The Stories That Have Not Been Told. ProQuest LLC, D.Ed. Dissertation, University of Hawai'i at Manoa. The high school dropout problem in the U.S. has been studied extensively; however, the dropout of English Learner (EL) students is an underreported phenomenon. This study sought to understand the lived experiences of EL students from the Federated States of Micronesia (FSM) and the Republic of the Marshall Islands (RMI) who attended high school on the Westside of O'ahu, in the state of Hawai'i and what contributed to their decisions to discontinue their high school education. The study used a phenomenological approach (Reiners, 2012; van Mannen, 2016) to understand the participants' experiences with the schools and data was collected through semi-structured interviews with 18 EL Indigenous alumni and elders from the FSM and RMI regions. Factors that impacted the discontinuation of high school education for EL alumni from the FSM and RMI included personal care, the impact of school personnel, language discrimination, policy inequities, and invisibility. Other themes that emerged from… [Direct]

Au, Wayne (2016). Meritocracy 2.0: High-Stakes, Standardized Testing as a Racial Project of Neoliberal Multiculturalism. Educational Policy, v30 n1 p39-62 Jan. High-stakes, standardized testing is regularly used within in accountability narratives as a tool for achieving racial equality in schools. Using the frameworks of "racial projects" and "neoliberal multiculturalism," and drawing on historical and empirical research, this article argues that not only does high-stakes, standardized testing serve to further racial inequality in education, it does so under the guise of forms of anti-racism that have been reconstituted as part of a larger neoliberal project for education reform. This mix of neoliberalism, high-stakes testing, and official anti-racisms that are used to deny structural, racialized inequalities are a manifestation of what the author calls, "Meritocracy 2.0."… [Direct]

Barnes, Nailah Reine (2020). Walking the Talk: Black Experiences Need to Be an Integral Part of College Curricula. Liberal Education, v106 n3 Fall. When the author looked back at her first two years at Spelman, a historically Black liberal arts college for women, she can see that the African Diaspora and the World (ADW) program had been paramount to her development as a culturally competent scholar with a nuanced understanding of systemic racism. In the majority-White schools she attended for much of her life, Black history and literature were an afterthought. Spelman College implemented the required two-course ADW program for first-year students in the early 1990s. The program aims to center histories of Africa and its people, prepare students to perceive themselves as global citizens, heighten the awareness of diverse cultural and historical experiences, and emphasize the connection between education and social change. In this article, the author shares her experience with the ADW program…. [Direct]

Hess, Juliet (2021). Musicking a Different Possible Future: The Role of Music in Imagination. Music Education Research, v23 n2 p270-285. Across the globe, many countries are at a nexus of multiple crises. The COVID-19 pandemic, structural racism, the climate crisis, and a severe economic downturn have all converged. These crises have wreaked havoc on minoritized communities in particular. This moment requires imagination to write a different future — to not return to the status quo. Imagination becomes crucial for fathoming a different world. Musicking — the different ways of making music that include listening, performing, creating, and beyond — may allow us to engage in such imagining. Musicking offers a vehicle for dreaming and provides a vision for the future. In this paper, I explore movements in education that inform this political moment including critical reconstructionism, abolitionism, and critical pedagogy from the perspectives of people who theorise these movements. Subsequently I consider the role the arts might play in imagining. I engage in particular the work of Bettina Love and Maxine Greene…. [Direct]

Ceballos, Diego A.; Felix, Eric R.; Perez, Elizabeth Jimenez; Salazar, Rogelio; Vedar, Erin Nicole R. (2021). Examining the Field of Institutional Research: Toward More Equitable Practices. New Directions for Institutional Research, n189-192 p9-28 Spr-Win. As improving equity becomes prioritized in higher education, Offices of Institutional Research (OIRs) find themselves in a central position to identify and address educational inequities faced by racially minoritized students. However, their potential to serve as a catalyst for organizational change has yet to be fulfilled. In this study, we present a critical discourse analysis of mission statements to understand how these OIRs describe their function and purpose in the California Community Colleges system. Results are based on 108 reviewed statements. These results reveal a limited discourse around race and equity. None of the statements in our sample included the word race or any words stemming from it such as racism or racial disparity. The majority (86%) of statements omitted equity from their purpose, failing to describe how OIRs can serve to improve equitable outcomes in community college. Our work prompts the field to reimagine their role within the community college they… [Direct]

Bruce, Bertram (2018). Community as Curriculum: Nurturing the Ecosystem of Education. Schools: Studies in Education, v15 n1 p122-139 Spr. Our ways of living together, communicating, and learning shape social life and our responses to problems such as economic injustice, racism, or climate change. That insight led John Dewey to identify democracy and its engine, democratic education, as the best means for assembling the knowledge necessary to address complex challenges and to ensure that we can live amicably with one another. This article proposes an ecosystem metaphor for democratic education, one that emphasizes the relations between communities and schooling. It calls for a renewed sense of community as curriculum and lays out four major ways in which that can occur. It also discusses contemporary difficulties for democracy and democratic education…. [Direct]

Jensen-Ives, Johanne (2019). Fund Development and Donor Race: How Colorblindness and a 'Sales Mentality' Delimits Expanding the Donor Base. ProQuest LLC, Ph.D. Dissertation, The University of Arizona. This qualitative case study examined the practices used by higher education development professionals and institutions to better understand how a donor's race is considered as part of the fundraising process. It employed a Critical Race Theory (CRT) framework (Delgado, 2001) designed to combine the scholarship on fund development and race. The central frames of color-blind racism (Bonilla-Silva, 2006) were key organizing concepts for the analysis of findings in this study. Additionally, this research used concepts of White savior ideology (Cammarota, 2011) and poverty porn (Collin, 2009) to interpret the messages and language used in the higher education development field. To provide context for this study, the concept of academic capitalism (Slaughter & Rhoades, 2004) is engaged relative to the pressure higher education development professionals may experience connected to their fundraising efforts. This study employed several qualitative methods for gathering data which… [Direct]

Carpenter, Ashley; Ezeofor, Ijeoma; George Mwangi, Chrystal A.; Thelamour, Barbara (2018). "Black Elephant in the Room": Black Students Contextualizing Campus Racial Climate within US Racial Climate. Journal of College Student Development, v59 n4 p456-474 Jul-Aug. The systemic racism in US society being resisted through larger movements such as Black Lives Matter is also reflected and reproduced in US higher education. In this qualitative study, we examined how Black students contextualize their campus racial climate within broader race issues, tensions, and movements occurring across the nation. Findings revealed 4 themes: (a) perceptions of Blackness on campus, (b) campus racial climate mirroring societal racial climate, (c) experiencing and engaging in movements on campus, and (d) impact of racial climate on future planning…. [Direct]

Keyah Levy (2023). Hear Our Voices: Supporting Black Undergraduate Women in Cultural & Affinity-Based Student Organizations at Predominantly White Institutions of Postsecondary Education in the Midwestern United States. ProQuest LLC, Ed.D. Dissertation, University of Wisconsin – La Crosse. The United States is a nation rooted in imperialism, colonialism, and racism, built on the backs of minoritized people whose perspectives are not reflected in dominant narratives at every level of society. Historically, Black women have had both racialized and gendered experiences generally and specifically in institutions of postsecondary education, via exclusion and adverse experiences (Collins, 2000; Garcia, 2019; Karkouti, 2016). This historical exclusion exists in part due to the white male hegemony. As a result, and as a coping mechanism, Black women often created or assisted in the creation of affinity-based student organizations. These organizations were aimed at supporting Black students and serving as activist and catalysts for change. This study examines the experiences of Black women engaged affinity-based groups at PWIs in Minnesota, Iowa, and Wisconsin. The purpose of this study is to understand the perceptions held by the study population regarding their institution… [Direct]

Meighan, Paul J. (2021). Decolonizing English: A Proposal for Implementing Alternative Ways of Knowing and Being in Education. Diaspora, Indigenous, and Minority Education, v15 n2 p77-83. There is a need to decolonize English in order to reframe our relationships with fellow beings and our environment. English can frame water or oil as infinite, uncountable nouns, a tree as an inanimate, unconscious being, traditional and respected territories as wasteland, and animals as wildlife. With the current climate crisis, we know that these categorizations fall short and can normalize environmental racism and injustice. A more equitable and sustainable way to use language would be to question the worldview or belief system that informs "ecologically destructive" assumptions and perceptions. The English language also carries a colonial and assimilationist legacy. In many cases, this colonial history is omitted in our history books or plainly avoided in many forms of curriculum. The danger of ignoring this legacy resides in the human exceptionalism, or "epistemological error", which dominates the current mainstream Western worldview, colonial education, and… [Direct]

Nguyen, Caressa; Poon, Oiyan A.; Segoshi, Megan S.; Squire, Dian D.; Surla, Kristen L.; Tang, Lilianne (2019). Asian Americans, Affirmative Action, and the Political Economy of Racism: A Multidimensional Model of Raceclass Frames. Harvard Educational Review, v89 n2 p201-226 Sum. Utilizing a critical raceclass theory of education, OiYan A. Poon and colleagues analyze interviews with Asian Americans who have publicly advocated for or against affirmative action and acknowledged how their understandings of racial capitalism informed their perspectives and actions. Limited research has considered Asian American subjectivity in examining what shapes their diverse perspectives on affirmative action. This study adds to research on the racial politics of the debate, which has increasingly centered Asian Americans and their interests, and introduces a multidimensional model of raceclass frames representing different political perspectives and choices around affirmative action: abstract liberalism, ethnocentric nationalism, conscious compromise, and systemic transformation. The model offers insights on Asian American frames and ideologies of racism, capitalism, and education to account for their divergent political perspectives and choices in the affirmative action… [Direct]

Amy Updegraff; Deani Thomas; Emily Howell; Jeanne Dyches (2024). Multimodality and Critical Race Theory as Tools of Canonical Subversion. English in Education, v58 n3 p222-239. Research has called for nuanced scholarly investigations that synergise, complicate, and advance social theories of literacy. Accordingly, this study melds critical literacy, critical race theory, and multiliteracies to distil students' involvement with the canonical "The Adventures of Huckleberry Finn," investigating: What are participants' design experiences reading canonical literature through a critical race theory lens, and what does multimodal design reveal about students' critical literacies? Design reflects both understanding and meaning making using multiple sign systems. Applying case study methodologies, researchers investigated the experiences of 24 eleventh-grade students in an American literature course. Layers of inductive and deductive analysis reveal two findings specific to students' experiences with multiliteracies: successes with literal transmediation and barriers to imaginative transmediation. Findings were then deductively treated with tenets of… [Direct]

Teitelbaum, Kenneth (2022). Curriculum, Conflict, and Critical Race Theory. Phi Delta Kappan, v103 n5 p47-53 Feb. Recent discussions about critical race theory (CRT) have exposed, once again, the heated disagreements that prevail in the United States regarding the nature of its racial past and present. This debate is highly significant in itself, but the dispute is also noteworthy for revealing how quickly a contentious issue can become a lightning rod for considerations of what students should learn. This article addresses CRT and the role it can play in helping to explore past and current racial politics; the value of placing the current controversy within the context of a long history of curriculum conflict; and the need for critical reflection, active collaboration, and courage among educators…. [Direct]

Cathryn B. Bennett; Delma Ramos (2024). Troubling Hegemonic Racialized Ideologies in Education with Critical Race Theory. Thresholds in Education, v47 n1 p5-22. As an epistemological, axiological, and methodological paradigm, Critical Race Theory (CRT; Crenshaw et al., 2000; Harris, 1993) is a scholarly tool to identify and disrupt inequities, possible via CRT's core tenets towards troubling systemic racism. We argue that political movements in North Carolina (NC) exhibit attempts to delegitimize critical race scholarship and curricula that accurately portray history and contemporary student populations' racialized experiences, a manifestation of the conservative agenda to whitewash the state's history that is predicated on racism and white supremacy. In alignment with radical theorizations and research that examine ideologies at the root of ill-informed hysteria, we present a Critical Discourse Analysis (CDA) of the effects of political power in foreclosing educational possibilities toward building equitable societies through our analysis of data from NC's Fairness and Accountability in the Classroom for Teachers and Students for North… [PDF]

Carl D. Greer; DeMarcus Jenkins; Kevin Lawrence Henry Jr.; Mark White (2023). Conjuring the Devil: Historicizing Attacks on Critical Race Theory. Thresholds in Education, v46 n1 p33-47. In this paper, we explore white supremacy's "projection" of the "devil" by focusing on its construction and deployment of what Stanley Cohen (1972/2002) terms "folk devils" or those who are seen as deviant. We argue Critical Race Theory (CRT) and conjoining equity centered discourses and practices are situated as a folk devil. Understanding the significance of history to CRT analysis, this paper historicizes current attacks on CRT by looking to the evidentiary record of previous conservative efforts to ban "subversive knowledge" and to categorize it as a folk devil. We suggest these attacks are part of a larger political project of white epistemological capture, which is a tactic used to foreclose emancipatory thought and solidify violent white ways of knowing and being. Drawing on narratives from conservative politicians and thought leaders, this paper utilizes critical race theory's constructs of racial realism and whiteness as property to… [PDF]

Kelly, Laura Beth (2023). What Do So-Called Critical Race Theory Bans Say?. Educational Researcher, v52 n4 p248-250 May. In the wake of racial justice protests in the United States, many states adopted policies to constrain the discussion of racism, particularly contemporary and systemic racism, in K-12 classrooms. Discursively framed as "critical race theory bans," these policies enumerate lists of "prohibited concepts" to be eliminated from classroom instruction and curriculum materials. This brief document analysis provides an overview of first-wave prohibited concepts policies among the states to adopt such policies during the 2020-2022 legislative sessions. The analysis summarizes the prohibited concepts, teaching practices that remain allowed, and the nature of the prohibitions…. [Direct]

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

John Wood; Kenneth Kickham (2024). Pernicious Campus Polarization over Critical Race Theory: A Case Study. Journal of Political Science Education, v20 n1 p69-89. Legislatures have banned CRT across many states in America, altering the country's campus climate. This case study surveys more than 200 students, faculty, and staff on campus to understand their points of view on CRT. The authors find a "pernicious polarization" dividing the university and suggest that university faculty consider a "Critical Patriotic Civic History" to provide a multi-perspectival pedagogy to prepare our multicultural student body to become our country's next generation of citizens…. [Direct]

Lipsitz, George (2023). Rejecting the Racial Contract: Charles Mills and Critical Race Theory. Race, Ethnicity and Education, v26 n4 p533-552. In this article, I explore the deep roots and long history of the attacks on Critical Race Theory in education, while at the same time savoring the equally long and eminently venerable and presently visible traditions forged by "the insights of generations of anonymous 'race men' [and 'race women] who, under the most difficult circumstances" developed 'the concepts necessary to trace the contours of the system oppressing them, defying the massive weight of a white scholarship that either morally justified this oppression or denied its existence' (1996, 131). I identify Critical Race Theory as the product of a long history of Afro-diasporic autonomous learning centers and parallel institutions as well as the producer of new ones…. [Direct]

Deo, Meera E. (2023). A Critical Race Theory Assessment of Law Student Needs. Teachers College Record, v125 n5 p135-153 May. Background/Context: Law students of color have been struggling to recover from the heightened challenges they endured during the first two years of the pandemic. Struggles with food insecurity, financial anxiety, and emotional strain contribute to declining academic success for populations that were marginalized on law school campuses long before COVID. Legislative support is necessary to support students through this era so they can maximize their full potential. Purpose/Objective/Research Question/Focus of Study: The study seeks to understand law students' challenges during COVID and consider ways that administrators, legislators, and others can ameliorate their struggles. The objective is to provide greater support to already marginalized students during a time of significant stress and pressure. The focus of the study is on serving the needs of students of color, particularly women of color (drawing from an intersectional raceXgender framework from critical race theory). Research… [Direct]

Kyle L. Chong; Sheila M. Orr (2024). Scales of Educational Resistance Practices against Critical Race Theory "Bans". Educational Studies: Journal of the American Educational Studies Association, v60 n5 p511-529. Numerous states have attempted to enact sweeping curricular bans targeting Critical Race Theory (CRT) to prevent educators from teaching content that challenges the white-Eurocentric curriculum of American schooling. In this paper, we build on arguments that curricular bans are not new to education, nor is the resistance enacted by educators to curricular bans. Through centering how educators in three different states are navigating the various tightness of spaces in their resistance, we look to provide a pathway forward for those looking to enact resistance to current (and future) curricular bans. This analysis contributes to how teacher educators and educational foundations scholars can think about teacher activism and resistances as pedagogical praxis…. [Direct]

Roland, Ericka; Warren, Daphne (2023). Assignment Negotiation: Critical Race Theory and Educational Leadership Preparation Program. Journal of Cases in Educational Leadership, v26 n4 p89-101. The current tensions around racism in public schooling prompted Dr. Edwards, an assistant professor in educational leadership and policy studies, to teach critical race theory and assign a racism audit for doctoral students to use the theory in practice. Students were to complete their racism audit on their school campus. However, several students refused to complete the assignment. Some students refused for fear of job repercussions, while others accused Dr. Edwards of indoctrinating them with liberal political ideologies. This case explores the complexity and dilemmas that faculty encounter as they engage in antiracism leadership teaching during a time of racial reckoning…. [Direct]

Nicholas Brake (2024). Evolution to Critical Race Theory: Kentucky Legislative Curriculum Bans in 1922 and 2022. Educational Policy, v38 n6 p1418-1448. This article draws from primary and secondary historical sources such as public policy documents, speeches, and media reports to trace attempts made by the Kentucky legislature to ban controversial topics in public school curriculum–evolution in 1922 and critical race theory in 2022. Kingdon's multiple streams framework (MSF) serves as the model for this historical and contemporary comparative education policy analysis…. [Direct]

Laura Beth Kelly; Laura Taylor (2024). What Do So-Called Critical Race Theory Bans Mean for Elementary Literacy Instruction?. Reading Research Quarterly, v59 n2 p173-192. In recent years, a number of states in the United States have enacted educational policies, often referred to as "critical race theory" bans, that aim to restrict teaching about race and racism in schools. This study examines how current and future elementary literacy educators interpreted and intended to respond to one such law in Tennessee. Drawing theoretically on policy sociology and critical race theory policy analysis, we qualitatively analyzed data generated in focus groups with 18 prospective and practicing teachers. Our findings illustrate the restrictive effects of the policy on elementary literacy instruction, caused partially by teachers interpreting the policy as substantially impeding their ability to engage students in critically reading, writing, and talking about race and racism. Further, findings demonstrate how this new policy intersected with and exacerbated existing curricular constraints in elementary literacy classrooms, including developmental… [Direct]

ArCasia D. James-Gallaway; Francena F. L. Turner (2024). Towards a Racial Justice Project: Oral History Methodology, Critical Race Theory, and African American Education. Paedagogica Historica: International Journal of the History of Education, v60 n3 p414-438. Oral historians have declared the methodology a social justice project. This essay advances that discussion, positing that oral history methodology may represent a more specific "racial" justice project when coupled with critical race theory. An examination of the history of African American education scholarship, we argue, supports this contention. Two central questions guide this essay: (1) What does scholarship on the history of African American education demonstrate about the compatibility between oral history methodology and critical race theory? and (2) How does this methodological-theoretical pairing advance a racial justice project? We aim to show how critical race theory and oral history methodology complement one another as research tools that can strengthen the history of education's capacity to inform current educational issues. Our essay draws on the work of historians of African American education to exemplify possibilities for any historian of education who… [Direct]

Kaplan, Leslie S.; Owings, William A. (2021). Countering the Furor around Critical Race Theory. NASSP Bulletin, v105 n3 p200-218 Sep. National right-wing media and their viewers are alleging that critical race theory (CRT) is "infecting" public school classrooms, fueling an assault on how schools should discuss race, racism, and our nation's history. This turmoil over curriculum and teaching "sensitive" topics is deeply upsetting to teachers. Principals can strengthen their school's climate, shared leadership, and improve instruction and academic success for all students by helping their teachers manage and respond appropriately to parental and community questions about CRT…. [Direct]

Benjamin Patterson; Jill Channing (2023). Critical Race Theory and U.S. Community Colleges: Contending with Controversy. Community College Journal of Research and Practice, v47 n12 p748-752. Critical Race Theory (CRT) can be used as an analytical framework for understanding the propagation of systemic racism within societal structures and institutions, particularly in community colleges. CRT provides insights into the structural nature of racism as an issue of individual prejudice and one built into society's fabric. However, many states are attempting to or have successfully banned CRT and its related concepts. Despite the chilling effect of these regulations, community colleges still have a role to play in integrating CRT and other culturally responsive pedagogies. Liberating the hidden curriculum refers to instructional methods and practices for challenging the implicit norms, values, structures, and practices in schools that perpetuate social norms and reproduce racial oppression. The principles of CRT can also help challenge microaggressions and encourage candid discussions of biases to reduce their impact and alter hidden curricula, thus engendering more equitable… [Direct]

Johnson, Royel; Kumashiro, Kevin; L√≥pez, Francesca; Molnar, Alex; Patterson, Ashley; Ward, LaWanda (2021). Understanding the Attacks on Critical Race Theory. National Education Policy Center Attacks on Critical Race Theory (CRT) have been in the news for over a year. Rallies have been organized, school board meetings disrupted, executive orders issued, and legislation introduced to remove or exclude CRT from school curriculum. Since early 2021, eight states have passed legislation that, broadly speaking, seeks to ban historical information and critical analysis related to race and racism in public school classrooms, and additional legislation is being considered. Advocates of these administrative and legislative actions argue that providing students with information on race and racism is un-American, divisive, and itself racist. This policy memo reviews the contemporary attacks against CRT, describes the political objectives of these attacks, explores historical examples of similar tactics, and provides resources on evidence-based strategies to counter the propaganda…. [PDF]

Morgan, Hani (2022). Resisting the Movement to Ban Critical Race Theory from Schools. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v95 n1 p35-41. Critical race theory has recently been blamed for causing harmful outcomes. Conservative activists are believed to be distorting this theory in order to ban it. The campaign to ban critical race theory has affected many schools across the United States. In some cases, school personnel have resigned because of the way some groups have responded to the debate over banning this theory. New laws that restrict teachers from teaching content that may make students uncomfortable have been passed. Banning critical race theory from K-12 schools is a controversial topic because public school personnel usually do not teach it. The controversy involves the programs that may have to be dropped if this theory is banned. This paper focuses on the origins of critical race theory, the misconceptions about this theory, the campaign to ban it, and the negative outcomes resulting from the movement to ban it. It also includes a description of how some groups are resisting this movement…. [Direct]

Mart√≠n Alberto Gonzalez (2024). When the Lion Learns to Write: A Counterstory about a Doctoral Student's Qualitative Research Project. International Journal of Qualitative Studies in Education (QSE), v37 n3 p733-750. This essay utilizes critical race theory composite counterstorytelling to tell a story about Alberto, a first-generation Xicano doctoral student who is presenting his dissertation research proposal to his qualitative research class. Through Alberto's character, I discuss my complicated process of designing and conducting a research study. Specifically, I reflect on why I decided to study the experiences of Mexican, Mexican American, and Xicanx students in higher education, why I used critical race theory, Latinx/a/o critical race theory, and critical race spatial analysis as theoretical frameworks, why I utilized critical collaborative ethnography as my research approach, and why I chose counterstorytelling as a research method to distribute my findings…. [Direct]

Alexa Yunes-Koch; Kara Mitchell Viesca; Tricia Gray (2023). The Evasion Pedagogy of Anti-"Critical Race Theory" Policy Actions. Thresholds in Education, v46 n1 p79-95. In the summer of 2020, while the United States was immersed in the COVID-19 pandemic, the murder of George Floyd became the catalyst for a national reckoning with persisting systemic racial injustice despite decades of civil rights efforts. While many Americans from all backgrounds became mobilized for justice, others perceived this movement as a threat, and politicians seized this opportunity to capitalize on that fear as a way of gaining political support. The academic concept of critical race theory (CRT) was quickly usurped as the catch-all term for any anti-racist effort, though few politicians or Americans understood what CRT is or what it aims to accomplish. Here, we provide a brief overview of CRT and how it has been intentionally misrepresented for political purposes since 2020. Then, we present a frame analysis of state and federal policy actions taking an anti-"critical race theory" stance in education and illustrate how an evasion pedagogy is being enacted… [PDF]

Marta Sanchez; Yvette Lapayese (2023). Pivoting a Bilingual Teacher Preparation Program through a Critical Race Theory Lens. Multicultural Perspectives, v25 n4 p221-226. This essay adds to the continuing discourse on the effective support of bilingual teachers. It examines the programmatic shifts in a university-based bilingual teacher preparation program, set against the challenges posed by a global pandemic and racial violence in the United States. Specifically, the study investigates the program's redesigned elements using Critical Race Theory as a lens. It concludes with policy recommendations to enhance bilingual teacher preparation and support…. [Direct]

Kelly Long (2023). Strategies for Diversifying the Legal Profession Pipeline: A Critical Race Theory Review. Strategic Enrollment Management Quarterly, v11 n3 p41-56. Diversity in the legal profession is key to ensuring representation and equity in laws, but there is a longstanding imbalance in the representation of marginalized racial and ethnic groups in the legal profession. By merging literature, quantitative data, and qualitative evidence under the lens of critical race theory and QuantCrit, this article charts the systemic nature of inequities in the legal profession pipeline. Then, it focuses on strategies higher education institutions might employ to address inequities…. [Direct]

Edwin Mayorga; Jennifer Bradley (2023). Critical Race Theory & Abolition: Disrupting Racial Policy Whiplash in Teacher Education. Thresholds in Education, v46 n1 p126-138. In 2021, like far too many states around the U.S., educators in Pennsylvania have been forced to wade through a myriad of attacks against educating students for liberation and justice under the guise of combating Critical Race Theory (CRT). There is a fair amount of "racial policy whiplash" in educators, as many states are simultaneously incorporating culturally sustaining and antiracist pedagogies into their teacher certification requirements. We explore this racial context as teacher educators organizing in a racially and ethnically diverse department at a small liberal arts college (SLAC). We begin by naming our theoretical North Star, guided by CRT, abolition, and Yamamoto's (1997) Critical Race Praxis (CRP) approach. We then argue that a societal "possessive investment in whiteness" (Lipsitz, 1995) continues to dominate teacher education at all levels (including our own), and highlight ways our teacher education community experienced the psychological,… [PDF]

Hodge, Emily M.; L√≥pez, Francesca A.; Rosenberg, Joshua M. (2022). How to Respond to Community Concerns about Critical Race Theory. Phi Delta Kappan, v104 n3 p48-53 Nov. Many school leaders responded to the controversies over critical race theory with denial. That approach can backfire, according to Emily Hodge, Francesca L√≥pez, and Joshua Rosenberg. They suggest proactive messaging, which can help prevent leaders from falling into the trap of reactively defending their practices and letting the direction of the conversation be guided by those with the most extreme views…. [Direct]

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

Melissa Yeung (2022). Critical Race Theory within Graduate Education: Connecting Theory with Practice. NACADA Review: Academic Advising Praxis and Perspectives, v3 n2 p45-57. Graduate enrollment patterns of students of color suggest that a gap in graduate enrollment persists between Black and Latinx students and White students despite an overall increase in enrollment. Graduate enrollment depends, in part, on student aspirations for graduate study, which is influenced by undergraduate student success and sense of belonging. Using a lens of Critical Race Theory, this paper seeks to explore the nature of undergraduate student experience and how it impacts aspiration to graduate study. It also provides a framework to facilitate equity-minded academic advising, providing a positive space for students of color to explore graduate aspirations…. [PDF]

Cowley, Matthew P. S. (2022). Critical Race Theory and Black Marxism: Implications for Higher Education. Educational Theory, v72 n2 p195-216 Apr. In this paper, Matthew Cowley advances a theoretical approach toward higher education drawn from critical race theory (CRT) and Black Marxism. After an overview of CRT and Black Marxism, Cowley builds a working understanding of two recent (re)conceptualizations of race and class analysis that draw from both: (1) "economies of racism" and (2) "critical raceclass theory of education." Subsequently, he connects two assumptions of CRT and Black Marxism — "whiteness as property" and "racial capitalism" — to expound on an original hypothesis, relate it to relevant issues in higher education, and evaluate it by deploying the economies of racism theoretical approach…. [Direct]

Liu, Chiao-Wei (2022). What Does Critical Race Theory Have to Do with Music Education?. Journal of General Music Education, v35 n3 p25-27 Apr. As more states pass bills banning critical race theory in schools, it is especially important for teachers to understand what critical race theory is and the implications of such bills. To understand what critical race theory is and intends to do. I look at its origins and how it has been employed in the field of education. Recognizing the legacy of European colonialism in music education, I propose that teachers critically examine our own subjectivities and engage with students' counterstories to disrupt the dominant narrative…. [Direct]

Bradley Maclaine; Diane Rhodes; Liana Petruzzi; Nicole Kim; Shetal Vohra-Gupta (2024). Using Critical Race Theory in Social Work Education to Prepare Antiracist Practitioners: A Systematized Review. Journal of Social Work Education, v60 n2 p193-205. Growing concerns arise over the effectiveness of cultural competency and humility in addressing systemic racism in social work. Scholars advocate for the incorporation of critical race theory (CRT) into social work education; however, its polarization creates uncertainty. This systematized review synthesizes the contemporary use of CRT in social work curricula. Comprehensive searches were conducted and sixteen peer-reviewed studies met the inclusion criteria, representing BSW, MSW, and PhD education. Three roles for CRT within social work were identified: (a) understanding systemic racism; (b) an alternative model to cultural competence; and (c) the inclusion of CRT into the social work curriculum or specific courses. Benefits and barriers are also identified. To align with social work values, social work should consider the integration of CRT across the curriculum…. [Direct]

Applebaum, Barbara (2022). Willful Hermeneutical Ignorance and the "Critical Race Theory" Controversy. Educational Theory, v72 n6 p689-702 Dec. In this article, Barbara Applebaum examines "the inability to disagree claim" as it arises in objections made by those who want to ban "critical race theory" from being taught in schools and universities. Employing insights from the recent scholarship around willful hermeneutical ignorance, she discerns the important role that marginalized conceptual resources play in conditions of just and constructive dialogue. When such resources are misinterpreted and denied uptake, the resulting harm impedes the epistemic agency of marginally situated knowers. Applebaum claims that many high-profile anti-"critical race theory" arguments put forth by politicians, scholars, and others are a form of willful hermeneutical ignorance, and she concludes by showing how more just communications, in which disagreement is distinguishable from dismissal, can be achieved…. [Direct]

Hurie, Andrew H. (2021). School Choice, Exclusion, and Race Taming in Milwaukee: A Meta-Ethnography. Urban Review: Issues and Ideas in Public Education, v53 n5 p785-813 Dec. This article presents a meta-ethnography (Urrieta Jr and Noblit (eds), Cultural constructions of identity: meta ethnography and theory, Oxford University Press. 2018. doi.org/10.1093/oso/9780190676087.001.00…) of school choice across education sectors in Milwaukee, Wisconsin, USA. A site of intense contention and experimentation around school choice, Milwaukee constitutes a unique case that can offer insights into similar education reforms increasingly being implemented on a global scale. In synthesizing six book-length qualitative research studies, I engage key differences among the texts and then offer a lines-of-argument synthesis (Noblit and Hare, Meta-ethnography: synthesizing qualitative studies. Sage Publications, 1988. doi.org/10.4135/9781412985000) that reinterprets the studies as stories about whiteness' right to exclude across school sectors (Aggarwal, in: Fernandes (ed), Feminists rethink the neoliberal state: inequality, exclusion, and change, New York… [Direct]

Johnson, Lauri D.; Pak, Yoon K. (2019). Teaching for Diversity: Intercultural and Intergroup Education in the Public Schools, 1920s to 1970s. Review of Research in Education, v43 n1 p1-31 Mar. This historiography chronicles educators' efforts to teach for diversity through heightening awareness of immigrant experiences as well as discrimination against minoritized religious and racial groups in public school classrooms from the 1920s through the 1970s. This curriculum and pedagogical work was couched under various terms, such as intercultural education, intergroup education, human relations, and cultural pluralism. Drawing from published secondary research literature as well as primary archival sources, we aim to disrupt commonly held views that intercultural education/intergroup education met its demise in the 1950s and show how curriculum and pedagogy shifted after the landmark 1954 ruling of "Brown v. Board of Education" toward improving intergroup relations within the context of school desegregation. In the end we identify common themes across the decades that include the failure to recruit and support a diverse teaching force, the importance of teacher-led… [Direct]

Osler, Audrey (2020). Education, Migration and Citizenship in Europe: Untangling Policy Initiatives for Human Rights and Racial Justice. Intercultural Education, v31 n5 p562-577. The 21st century has seen changes in migration patterns in Europe with implications for schooling and civic education: movement from eastern and central European Union member states to western Europe; increased movement between member states for study or work; and growth in the numbers of migrants and refugees seeking asylum in Europe as a result of regional conflicts and global inequalities. This article reviews European standards and policy frameworks on education and migration and considers whether they translate into policy and practice at national and sub-national levels. It identifies tensions between European standard-setting in the field of human rights and democracy, and the responsibilities of national governments in the field of migration and education, specifically education for citizenship. While European rhetoric emphasises democracy and human rights, national education policies stress language acquisition and national values in the integration of newcomers. Less… [Direct]

Tichavakunda, Antar A. (2021). Black Campus Life: The Worlds Black Students Make at a Historically White Institution. Critical Race Studies in Education. SUNY Press An in-depth ethnography of Black engineering students at a historically White institution, "Black Campus Life" examines the intersection of two crises, up close: the limited number of college graduates in science, technology, engineering, and math (STEM) fields, and the state of race relations in higher education. Antar Tichavakunda takes readers across campus, from study groups to parties and beyond as these students work hard, have fun, skip class, fundraise, and, at times, find themselves in tense racialized encounters. By consistently centering their perspectives and demonstrating how different campus communities, or social worlds, shape their experiences, Tichavakunda challenges assumptions about not only Black STEM majors but also Black students and the "racial climate" on college campuses more generally. Most fundamentally, "Black Campus Life" argues that Black collegians are more than the racism they endure. By studying and appreciating the… [Direct]

Cerbara, Loredana; Ciancimino, Giulia; Tintori, Antonio; Vismara, Alfredo (2021). Sports as Education: Is This a Stereotype Too? a National Research on the Relationship between Sports Practice, Bullying, Racism and Stereotypes among Italian Students. Cogent Education, v8 n1 Article 1938385. This article is based on scientific evidence from a national survey carried out in Italy in 2017 on a sample of 4011 students. The results of the statistical analysis show that the potential educational role of sports is not an explicit value embedded in its practice. In these terms, today the causal link between sports and education appears to be a stereotype. The study shows that teenagers who play sports outside of school have an increase in their levels of tolerance of bullying and racism. In addition, respondents who play sports have highly stereotyped opinions about gender roles and ethnic diversity. The neutrality of sports practice in Italy, with regard to social inclusion and the dissemination of positive values, has been demonstrated. Although sport can be a useful educational tool to mitigate limits arising from disadvantaged social conditions, a direct relation between sports and education has not been observed. In order to spread positive social values and promote social… [Direct]

Sawko, Jessica; Stewart, Vince (2022). Black Student Success: Improving Educational Outcomes for Black Kids through Increasing the Number of Black Teachers. Children Now The COVID-19 pandemic created unprecedented uncertainty both within teacher preparation programs and in schools. While it has exacerbated existing and long-standing inequities in California's educational system, the pandemic also presents an opportunity to innovate teacher education programs and rethink how they prepare and sustain candidates of color, particularly Black teachers. Qualified, engaged teachers are critical for all students, but especially for students who face systemic barriers. Racism, poverty, immigration threats, and community violence hinder students' ability to achieve their full potential. Today, California is facing an acute teacher shortage, fueled in part by the pandemic, an overall workforce shortage, a dearth of applicants, as well as the unevenness of current teacher preparation programs. The result is inequities in instructional quality that disproportionately affect Black students. Well-prepared teachers who reflect the diversity of the students they… [PDF]

Yufei Chen (2023). Underrepresented Students' Perspectives on Higher Education Equity in the University of California's Elimination of the Standardized Testing Requirement: A Critical Policy Analysis. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. In July 2022, the University of California (UC) permanently eliminated the standardized tests requirement for its freshman admissions in order to alleviate the severed socioeconomic gap and college access barriers that were heightened by the COVID-19 pandemic. This critical policy analysis research explored the immediate effects of UC's policy reform on higher education equity. All 14 participants were underrepresented minority (URM) students who applied to at least one UC campus for fall 2022's freshman admissions and were enrolled in four-year universities at the time of this study. From demographic surveys, focus groups, and in-depth interviews, I applied critical race theory (CRT) tenets and internalized oppression theory to explore, interpret, and provide counter-narratives of URM students' college planning and application experiences after the policy reform. From analyzing these students' perceptions of the elimination of the standardized tests requirement and UC's admissions… [Direct]

Luis Urrieta Jr. (2024). Academic "Supervivencia" and "Sesi Irekani": Refusing, Reimagining, and Rearticulating Decolonization in the Social Foundations of Education. Educational Studies: Journal of the American Educational Studies Association, v60 n3 p257-269. The American Educational Studies Association (AESA) was established in 1968 in a context of both local and global social justice movements. The AESA's mission and ongoing commitment to the analysis of education and society with underlying liberal activist aims has been ongoing since. Although AESA and its membership have been critiqued and questioned for their larger impact in the field, especially in its disconnect between university academics and pk-12 teachers, the original charge and purpose has largely remained. This address seeks to put a spotlight on the foundations of the social foundations of education and by extension AESA by using settler colonial and structural racism frames to examine the enduring problematics of how academia and academic enterprises are, as Quechua scholar Sandy Grande would say, "an arm of the settler state" (p. 47). Namely, I ask, how does AESA and the field of social foundations of education advance settler futurity? However, most… [Direct]

Collins, Jennifer Shalini; Olesik, Susan V. (2021). The Important Role of Chemistry Department Chairs and Recommendations for Actions They Can Enact to Advance Black Student Success. Journal of Chemical Education, v98 n7 p2209-2220 Jul. There is a severe shortage of Black scientists in the United States. Amid the recent national movement to dismantle systemic racism and racial injustices, many scientists publicly highlighted the prevalence of racist learning environments in STEM, contributing to the underrepresentation of Black students in STEM fields. Acknowledging this longstanding troubling reality, this article emphasizes the instrumental role of chemistry department chairs in advancing Black student success in chemistry and STEM broadly. Guided by literature on systemic change and equity in higher education as well as our research on the Black student experience and teaching practices in chemistry, this article describes the following five recommendations for actions that chemistry chairs should consider enacting to promote equity-mindedness within their departments to advance Black student success: (1) disaggregate data to make publicly visible racial inequities; (2) offer formal opportunities for Black… [Direct]

Pace, Judith L. (2021). How Can Educators Prepare for Teaching Controversial Issues? Cross-National Lessons. Social Education, v85 n4 p228-233 Sep. With the eruption of political, racial, and pandemic-related conflicts and unprecedented threats to U.S. democracy, educators have raised their voices about the need to teach controversial issues in social studies classrooms. However many teachers feel unprepared to take up this challenging practice. They may also avoid it because they fear loss of control, classroom conflict, harm to students, recriminations from parents and community members, and sanctions from their administration. With the pandemic crisis, a reckoning with systemic racism in the United States, an unimaginably contentious presidential election, an assault on the U.S. Capitol, and massive disinformation, the urgency and fear of teaching controversial issues have grown exponentially. Although social studies education literature contains abundant scholarship on teaching controversial issues, little has been written about learning to take up this practice. In this article, Judith Pace summarizes essential lessons from… [Direct]

Branfman, Jonathan; Kolenz, Kristen A. (2019). Laughing to Sexual Education: Feminist Pedagogy of Laughter as a Model for Holistic Sex-Education. Sex Education: Sexuality, Society and Learning, v19 n5 p568-581. This paper describes and analyses the 'feminist pedagogy of laughter' deployed in an original sex education presentation for college students, entitled Sexual Pleasure, Health, and Safety (SPHS). This work seeks to advance scholarship on liberatory education and humour in education by emphasising how we can use laughter to casually and joyfully deconstruct sexism, racism and heterosexism as they concern sexual stigma, violence, health and pleasure. This style of pedagogy also defuses discomfort around stigmatised topics and identities, disrupts oppressive norms about sex and bodies, and builds communities that enhance learning. We position the feminist pedagogy of laughter as a technique that may be replicated to empower participants to pursue sexual pleasure and wellbeing despite sexist, racist and heterosexist obstacles. Educators may apply the feminist pedagogy of laughter to create sex education lessons and curricula that participants can enjoy, learn from and apply in real life…. [Direct]

Hunter, Mark (2019). Race for Education: Gender, White Tone, and Schooling in South Africa. International African Library. Cambridge University Press Following the end of apartheid in 1994, the ANC government placed education at the centre of its plans to build a nonracial and more equitable society. Yet, by the 2010s a wave of student protests voiced demands for decolonised and affordable education. By following families and schools in Durban for nearly a decade, Mark Hunter sheds new light on South Africa's political transition and the global phenomenon of education marketisation. He rejects simple descriptions of the country's move from 'race to class apartheid' and reveals how 'white' phenotypic traits like skin colour retain value in the schooling system even as the multiracial middle class embraces prestigious linguistic and embodied practices the book calls 'white tone'. By illuminating the actions and choices of both white and black parents, Hunter provides a unique view on race, class and gender in a country emerging from a notorious system of institutionalised racism…. [Direct]

Chisholm, Alex; Dunn, Damaris C.; Love, Bettina L.; Spaulding, Elizabeth (2021). A Radical Doctrine: Abolitionist Education in Hard Times. Educational Studies: Journal of the American Educational Studies Association, v57 n3 p211-223. In the United States of America, the year 2020 will be remembered as a year of sorrow, infection, greed, violence, loss, devastation, protest, resistance, and death. The tragedies of this year were made possible by America's long history and obsession with anti-Blackness, racism, white supremacy, violence, and capitalism. America's schools, populated by Black, Brown, and Indigenous children for centuries, have ensured the wrath of this rage. With this amount and scale of oppression, we argue that there is no need to (re)imagine or reform schools; instead, we need to abolish schools with a radical doctrine. We use the word radical as civil rights and community organizer icon Ella Baker defined it: "[R]adical in its original meaning–getting down to and understanding the root cause. It means facing a system that does not lend itself to your needs and devising means by which you change that system." "A Radical Doctrine: Abolitionist Education in Hard Times"… [Direct]

Fiddler, Tesa; Korteweg, Lisa (2018). Unlearning Colonial Identities While Engaging in Relationality: Settler Teachers' Education-as-Reconciliation. McGill Journal of Education, v53 n2 p254-27575. Before the TRC's Calls to Action, we were a collaborative teacher-education partnership of Anishinaabekwe and White settler researching and teaching reconciliation as pedagogical practice with five cohorts of settler teacher-candidates. Engaging theories of settler-colonialism, decolonization and Indigenous studies, we outline the obstacles and struggles in settler teacher education, such as exposing the legacies of colonialism in education, cultural harms and systemic racism in curriculum, and ongoing ignorance as entitlement by teachers. In addition, we focus on the complexities of methods for improving respectful relationality with Indigenous students and community as well as our hopes in helping new teachers commit their professional practice to focus on supporting Indigenous children and youth…. [Direct]

Beneke, Margaret R.; Machado, Emily; Taitingfong, Jordan (2022). DisCrit Literacies: Early Childhood Teachers Critically Reading School as Text and Imagining an Otherwise. Reading Research Quarterly, v57 n4 p1237-1257 Oct-Dec. In this participatory case study, we explored the critical literacy practices of early-career early childhood teachers in a year-long inquiry group, examining how they collectively read school as text through DisCrit literacies. Bridging literature from Disability Critical Race Theory (DisCrit) and critical literacies scholarship, DisCrit literacies involve practices of critically reading school itself as text and uncovering intersecting systems of ableism and racism. We describe teachers' collective engagement in DisCrit literacies, in which they: (a) deconstructed literacy practices and broader schooling mechanisms through repeated shared readings; (b) implicated themselves through critical readings of literacy classroom artifacts; and (c) identified and designed spaces of subversion and refusal in their literacy classrooms. Across each of these practices, early career early childhood teachers in our study used critical reading practices rooted in interdependence and presumptions… [Direct]

McCoy, Dorian L. (2022). Black Student-Athletes, Contemporary Student-Athlete Activism, and Critical Race Theory. New Directions for Student Services, n180 p39-49 Win. Two significant events in the last decade, #concernedstudents1950 at the University of Missouri and the George Floyd murder, have galvanized student-athlete activism, particularly Black student-athlete activism. Framed in Critical Race Theory (CRT), this article examines contemporary Black student-athlete activism and how their activism is influencing intercollegiate athletics and higher education…. [Direct]

Laura C. Ch√°vez-Moreno (2024). Examining Race in LatCrit: A Systematic Review of Latinx Critical Race Theory in Education. Review of Educational Research, v94 n4 p501-538. This systematic review includes 125 peer-reviewed education-research articles that employ a LatCrit framework (from a search including articles published from 1995 to 2020). The author examines how the literature utilizes LatCrit and advances ideas about race, Latinxs, and Latinidad in education. The author presents significant patterns and divergences in the literature's strengths, challenges, and tensions. Some strengths include detailing Latinxs' experiences and valuing experiential knowledge. The author problematizes four research practices: (1) describing LatCrit with select tenets of CRT; (2) not defining race or other relevant concepts (language, culture, etc.); (3) claiming Latinxs are unique because of their multidimensionality; and (4) exceeding LatCrit's scope by rationalizing the study's use of LatCrit because its participants are Latinxs. The author argues that these complications lead to a paradox: even though LatCrit emerges from critical race theory and is described… [Direct]

Blaisdell, Benjamin (2023). Counternarrative as Strategy: Embedding Critical Race Theory to Develop an Antiracist School Identity. International Journal of Qualitative Studies in Education (QSE), v36 n8 p1558-1578. This article examines the purposeful use of counternarrative to develop an antiracist school identity. Based on a seven-year ethnographic project at an elementary school in the southeast U.S., it illustrates how counternarrative can be employed as strategy to embed Critical Race Theory (CRT) into school equity discourse and, in doing so, help public schools disrupt majoritarian narratives that deny the salience of race. It argues that by developing counternarratives rooted in the perspectives and knowledge of teachers of color, and then using those counternarratives specifically for the purposes of strategizing, schools and researchers can help CRT achieve its activist function in K-12 school contexts…. [Direct]

Boveda, Leah; Boveda, Mildred (2023). Centering Youth of Color Activism and Knowledge in the Critical Race Theory Debates. Teachers College Record, v125 n5 p118-129 May. Background/Context: Leah Boveda, a sophomore at Brown University, collaborated with her mother–Mildred Boveda, an intersectional studies scholar situated in special education and teacher education–to make sense of her high school community activism in Arizona. They retrace how Leah's experiences eventually shaped her understandings of and participation in adult-centered conversations about critical race theory bans. This daughter-mother authorial team offers lessons learned from Leah's youth mobilizations and how they may inform education research about youth activists of color. Research Design: Using an "intersectionally conscious, collaborative approach" and a "daughtering" analytical framing, the authors revisited Leah's high school youth activism. In addition to their memories, they returned to written documents, such as a 2019 interview between Leah and a correspondent at "The New York Times," her notes from a 5-minute speech presented at a CRT… [Direct]

Wade-Jaimes, Katherine (2023). A Critical Race Theory Analysis of STEM Schools in an Urban School District. Science Education, v107 n5 p1193-1214 Sep. The creation of specialty science, technology, engineering, and math (STEM) Schools has been presented as a way to improve both academic and STEM-related outcomes, particularly in urban school districts where "failing" schools are converted the STEM Schools. This study examines this conversion process through the tenets of critical race theory, particularly the tenets of Whiteness as property, interest convergence, and the power of discourse. Using data collected from 28 textual sources and 29 interviews of teachers, students, and administrators at STEM Schools, a comparative case study approach was used to examine the historical development of two STEM Schools in one urban area. Findings indicated that the creation of STEM Schools was a way to protect STEM as a property of Whiteness by funneling resources toward White, middle-class students. Additionally, the motivation for the conversions demonstrates how interest convergence functions in educational reform. In… [Direct]

Hart, Julie Putnam; Kocher, Austin C. (2023). Impacts of Teaching Critical Race Theory and Applying Contact Theory Methods to Student's Cross-Cultural Competency in Diversity Courses. Teaching Sociology, v51 n1 p57-66 Jan. We examine the outcomes of three different teaching methods in courses where cultural competency is a course objective: (1) multiculturalism lecture only, (2) student research and reporting on other cultural groups plus multiculturalism lecture, and (3) cross-cultural conversation partners applying contact theory plus multiculturalism lecture. Lectures in courses 1 and 3 also include antiracist and critical race theories that directly challenge colorblind racism. The study measures both cultural competency and colorblind racism before and after courses over a semester on 181 students at a small midwestern university. Cross-cultural competency scores improved significantly in all three courses but were significantly higher in the course that included both content on critical race theory and contact theory methods. Colorblind racism fails to improve in courses without critical race theory. These findings have implications for improving cultural competency outcomes among undergraduates… [Direct]

L√≥pez, Francesca; Sleeter, Christine E. (2023). Critical Race Theory and Its Critics: Implications for Research and Teaching. Multicultural Education Series. Teachers College Press Who and what are behind the attacks on Critical Race Theory (CRT)? Why are attacks on the teaching of racism happening now and what can be done about them? In this book, L√≥pez and Sleeter answer these questions in an effort to intentionally and strategically provide readers with sustainable tools for teaching toward an equitable future. This comprehensive book includes an overview of today's controversy surrounding CRT; a historical account of efforts to thwart fair and unbiased education opportunities; research on why these efforts have been successful; and ways for teachers, school leaders, and researchers to address this pushback in their own work. Contrary to claims by critics of CRT, research supports that addressing racism in the classroom is an integral part of a broader effort in ensuring that all children thrive. Written in an accessible style for a broad audience, "Critical Race Theory and Its Critics" offers evidence-based recommendations on messaging (including… [Direct]

Balaghi, Danielle; Okoroji, Chimereodo (2023). Using Critical Race Theory to Support Black Students in Schools: A Call to Educators. International Journal of School & Educational Psychology, v11 n3 p286-297. Recent events in the United States have made it clear that all institutions must examine their system and engage in social change. Educators are positioned to be social advocates (with the proper training), who play a unique role in helping to implement policies that promote social justice and equity, especially for Black students in the educational system. As schools engage in efforts to promote anti-racist practices, educators can lend their expertise to ensure that these changes provide adequate support for racially and ethnically minoritized (REM) students. This paper describes how educators can use a Critical Race Theory (CRT) framework to inform school wide policies and practices that encourage positive schooling experiences and outcomes among Black students. Specific strategies are provided…. [Direct]

Carpenter, Mignon; Figueroa, Elba; Reed, Elaine (2022). What Critical Race Theory Is, What It Isn't, and Why It Is Important, You Should Know: A Call to Action. Research Issues in Contemporary Education, v7 n2 p112-127. Despite emerging from legal scholars in the 1970s, the term Critical Race Theory is currently at the forefront with increased attention focused on its framework and its use to explore and analyze racism in education. While this has led to school districts examining structural racism and making equitable changes, a subsequent backlash has also occurred. Critical Race Theory's use and application have become part of a contentious debate and there is a misunderstanding about what the theory entails and misperceptions to how it is being used. Forty-one states have passed legislation banning the teaching of Critical Race Theory and concepts associated with it while others have created systems to report complaints of the framework's use and penalize educators. The purpose of this call to action is to open lines of communication, create dialogue and break down the truth about Critical Race Theory…. [PDF]

Kristian B. Douglas (2022). Exploring Critical Literacy Pursuits through Teacher Narratives and Critical Race Theory. ProQuest LLC, Ph.D. Dissertation, State University of New York at Buffalo. Racism is woven into the fabric of every institution within the United States (Jones, 1974; Ladson-Billings, 1998), and it is present alongside the often unattended to intersectional oppression (Crenshaw, 2017). These two realities are often found and reproduced within P-12 school settings (Ladson-Billings, 2005; Ladson-Billings, 2019; Hopson, 2014). Given this, there is a growing interest concerning the experiences of Black and Brown students inside schools today, particularly around how these realities affect them and the ways they might respond to them, particularly during the "Trump Era". Extant educational scholarship has explored, critiqued and reimagined: (a) how teachers can engage in antiracism though pedagogical practices (Baker-Bell, 2020; Ladson-Billings, 2014; Love, 2019); (b) how schools can implement learning spaces and curricula that centers intersectional justice (Amico, 2015; Baker-Bell, 2020); and (c) broader anti-oppression work outside of the domains of… [Direct]

Hani Morgan (2025). The Surge in Anti-Critical Race Theory Measures: Will It Affect How Teachers React to the Israel-Hamas Conflict?. Social Studies, v116 n1 p28-38. The Israel-Hamas crisis that started in October of 2023 has led to an increase in hate acts targeted at Jewish and Arab students. In response, the U.S. Department of Education sent a letter reminding educational leaders of their responsibilities to address this behavior. This paper offers examples of the kind of conduct educational leaders are expected to address and reasons for including discussions about this crisis with students. Although students benefit from having discussions about this crisis and its outcomes, some teachers fear they will be disciplined for discussing controversial subjects with students because of the surge in anti-critical race theory measures. This paper includes a discussion on how the increase in these measures has impacted teachers. It also offers resources designed to promote a sense of safety and provide students with accurate information about the conflict…. [Direct]

Antar A. Tichavakunda (2024). Doing Critical Race Theory in Perilous Times: Engaging Critical Race Legal Scholarship for Higher Education and Beyond. Review of Higher Education, v47 n3 p249-280. Misinterpretations and caricatures of Critical Race Theory (CRT) abound in popular media and in higher education scholarship. Given the confusion surrounding what CRT is and is not, I write this conceptual essay as an invitation to engage seriously with CRT's legal foundations. I offer four guideposts to aid scholars in engaging the legal roots of CRT on a deeper level: thinking with and beyond tenets, leveraging the scope of CRT work by legal scholars, understanding the CRT critique of Critical Legal Studies, and appreciating CRT's theoretical depth and complexity. Further, I highlight characteristics of CRT legal scholarship that are not always explicit in higher education research. Specifically, I describe CRT as an anti-subordination project, a materialist project, a critical intellectual project, and an activist project. Through engaging with CRT's legal scholarship, I demonstrate how higher education scholars' understanding and employment of CRT will be enriched…. [Direct]

Jessica Oddy (2024). Retelling Education in Emergencies through the Black Radical Tradition: On Racial Capitalism, Critical Race Theory and Fugitivity. Globalisation, Societies and Education, v22 n3 p446-460. This article asserts that the Black Radical Tradition (BRT), grounded in historical and structural inquiry, offers tools to reinterpret EiE radically–the BRT encompasses a tradition rooted in diverse African intellectual and activist inquiries, providing a multifaceted theoretical framework. Relevant to humanitarian scholarship, the BRT challenges omissions of colonisation, capitalism, and enslavement histories in forced migration and aid, shedding light on their roles in perpetuating 'white saviours'. The paper, adopting my roles as a scholar and aid practitioner, critically examines the EiE sector through three BRT lenses: racial capitalism, critical race theory, and fugitivity. It employs case studies, aligning with the BRT's interconnected focus, revealing the pervasive influence of educational aid, racial injustice, and structural inequalities. These lenses collectively illuminate the potential of Black radical thought to transform the EiE landscape. By tracing EiE's… [Direct]

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

Hilda Sotelo (2024). Employing Critical Organic Writing for the Truth about Speaking of Critical Race Theory in the Classroom: My Narrative. Journal of Latinos and Education, v23 n5 p1694-1699. This document presents an in-depth exploration of the challenges and dynamics in discussing Critical Race Theory (CRT) in Texas high schools, particularly in the wake of House Bill 3979, often called the Critical Race Theory Bill. The author, a Mexican female educator, and a recent doctoral graduate, utilizes a unique narrative bridging academic research and practical teaching experiences. Through the lens of Critical Organic Writing (COW) and the theoretical framework of Nepantla, as conceptualized by Gloria Anzald√∫a, the paper examines the impact of such legislation on educational discourse and practice. The study employs qualitative narrative inquiry, focusing on the author's self-narratives and student responses to COW methodologies, to investigate the effectiveness and challenges of implementing COW as a pedagogical tool in politically sensitive environments. This work contributes to broader discussions on education policy, pedagogical innovation, and social justice, advocating… [Direct]

Gholami, Reza (2021). Critical Race Theory and Islamophobia: Challenging Inequity in Higher Education. Race, Ethnicity and Education, v24 n3 p319-337. This paper engages with a dominant model of Islamophobia which gives race and racism primacy. It argues that such an approach is parochial, conceptually narrow and practically ineffective. I take as my case the UK's Muslim student awarding gap — Muslims are currently the worst performing religious group at UK universities. Existing work explains this problem in terms of racism/Islamophobia. These factors are correctly identified, but a lack of analytical precision around race and religion has led strategies to fall back on 'standard' and largely ineffective ideas. I argue that racial "and religious disadvantage" must be understood separately, though intersectionally, through Critical Race Theory and the concept of 'religification'. Such an analysis sheds light on how institutional approaches to race and religion play a key role in the structuration and perpetuation of educational disadvantage for Muslim students. It also paves the way for more effective strategies for… [Direct]

Jean-Francois, Sara (2021). Attacks on Critical Race Theory Blemish Era of Race Consciousness. New England Journal of Higher Education, Jun. Last year, shortly after the murder of George Floyd, Ahmaud Arbery, and so many others, it seemed as if the world had finally opened their eyes to the everyday reality and fears of Black America. And yet, just after the anniversary of these murders, state legislation is seen in the headlines of various news sites attacking Critical Race Theory (CRT) and actually proposing legislation that would ban teaching history, as it is commonly accepted to be true. The anti-CRT legislation undoubtedly will uphold the inherently white-centric teachings that have been established as our common educational standard. The author believes that anti-CRT legislation is not only an attack on academia and free speech, but also a direct suppression of racial liberation and consequently any racial progression moving forward. It is time that politicians, activists and educators alike take a divisive and definitive stance and decide whether the academy, and whether this democracy, will follow a path of… [Direct]

Earnest Watkins, Shari (2022). Critical Race Theory in Science Education: Moving Forward and Making Critical Connections to Race through the DAST Research. Cultural Studies of Science Education, v17 n1 p169-176 Mar. In this paper, I discuss how Walls employs color-blind ideology, a critical race theory (CRT) tenet to analyze the role of race in the draw-a-scientist (DAST) literature. Walls' article, "A critical race theory analysis of the draw-a-scientist test: Are they really that white?" exposes how omitting race in DAST research leads to inaccurate perceptions and perpetuates stereotypes that children's views and images of scientists are White and male. This commentary focuses on identifying the ways Walls sheds light on color-blind ideology in DAST and offers insights for extending the use of CRT in science education. [For "A Critical Race Theory Analysis of the Draw-a-Scientist Test: Are They Really That White?," see EJ1332976.]… [Direct]

Miguel A. Rodriguez; Mirna Mohamed; Ram√≥n S. Barthelemy (2023). Microaggressions Faced by International Students in the US with a Discussion on Critical Race Theory. Journal of International Students, v13 n3 p236-253. International students make up an increasingly large portion of the US student population, especially among graduate students studying the science, technology, engineering and math (STEM) fields. In this article we analyzed the microaggression experiences of 22 international students in graduate STEM programs at predominantly white institutions. International students, often people of color (PoC), may be subject to facing discrimination within their universities. Our results break down the different types of microaggressions that our participants reported experiencing from faculty, peers and students, both on and off campus. These experiences include individuals insulting a participant's country of origin, doubting their academic ability, threatening them, and otherwise discriminating against them. Each event reported by our participants is classified into a type of microaggression and is further discussed using Critical Race Theory to connect how international students' racialized… [PDF]

Ariell Rose Bertrand; Melissa Arnold Lyon; Rebecca Jacobsen (2023). Narrative Spillover: A Narrative Policy Framework Analysis of Critical Race Theory Discourse at Multiple Levels. Grantee Submission Narrative storytelling surrounds us. Narratives are especially salient in politics, as policy problems do not simply exist, but are actively created through the stories policy actors tell. Scholars introduced the narrative policy framework (NPF) to create a generalized framework for studying how policy actors use storytelling strategically to influence policy. We use the NPF to examine the recent rise of critical race theory (CRT) in policy debates. We demonstrate that increasing exposure to the ban CRT narrative plots led to greater support for a ban on CRT, particularly for White and Republican individuals. Finally, we introduce and test the concept of "narrative spillover," which provides a new way of thinking about how micro, meso, and macro policy narratives interact to influence-related political beliefs and macrolevel beliefs about institutions and culture. [This is the online version of an article published in "Policy Studies Journal.">… [Direct] [Direct]

Bedford, Melissa J.; Shaffer, Shelly (2023). Examining Literature through Tenets of Critical Race Theory: A Pedagogical Approach for the ELA Classroom. Multicultural Perspectives, v25 n1 p4-20. In this article, the authors present a qualitative study focused on preservice teachers employing a framework using tenets of critical race theory (CRT)–permanence of racism, experiential knowledge and counter-storytelling, interest convergence, and critique of liberalism–in literature study. Drawing on critical English education, critical race English education, and CRT, the proposed framework integrates key tenets of CRT with literature in classrooms. Our findings demonstrated engagement by preservice teachers in identification, analysis, and reflection of CRT tenets in texts. This framework has the potential to provide a tool for students and teachers in K-12 schools to connect tenets of CRT to their knowledge of society and race in the texts they read…. [Direct]

Cheryl E. Matias (2023). Hysteria, Hypermania, & Hullabaloo: How White Emotionalities Manufactures Fear of Critical Race Theory & Teaching. Thresholds in Education, v46 n1 p1-7. From a global pandemic that killed 6.5 million people to worldwide awareness of police brutality leading to the systematic murders of Black people, the world today has set a new precedent in what constitutes fear. Plainly, fear is not always some sentimental whim one conjures up against a fantastical boogeyman; instead, fear in today's sense is tantamount to life and death themselves. Therefore, one can understand how absurd it is to hear that the nation has become quickly obsessed about the fear of a potential new "threat": not monkeypox or nuclear war, not white supremacist marches or the Ukrainian war, but the big, "bad," CRT. That critical race theory (CRT) is the boogeyman, moreover the big bad wolf, lurking behind K-12 classrooms waiting to huff and puff at the doors of K-12 schools, simply to blow down their very existence is ridonkulous. This series points out how we are being swayed by ridiculousness and how we can think more critically and rationally… [PDF]

Ann Shillingford, M.; Ngazimbi, Evadne E.; Patel, Samir H. (2022). Defining Professional Support by Counselor Education Faculty of Color Using Critical Race Theory. Counselor Education and Supervision, v61 n2 p72-85 Jun. Implementing professional support systems that are beneficial to the professional needs of faculty of color (FOC) have been found to promote positive work environments. Using a Critical Race Theory lens, the results of this qualitative study yielded two important themes related to support for counselor educators of color: (1) culturally responsive mentoring; and (2) purposeful support toward tenure and promotion. Culturally relevant implications that addresses programs and systems have been provided…. [Direct]

Cabrera, Nolan L. (2019). Critical Race Theory v. Deficit Models. Equity & Excellence in Education, v52 n1 p47-54. This article is a response to Amanda Lewis, Margaret Hagerman, and Tyrone Forman's the Sociology of Race & Racism: Key Concepts, Contributions & Debates. Sociology and education, like any scholarly areas, have veins that reinforce racism and some that astutely assess, theorize, and challenge White supremacy. In this article, I explore the history of racial analysis in sociology and education, especially the 1990s and early 2000s, where theorists moved the larger discourse around racism from an issue of individual prejudice to one of structured racial oppression. In particular, I discuss the development and applications of concepts such as color-blind ideology, Critical Race Theory, racial formation, and systemic racism. The argument centers on how critical sociology and education scholars of race/racism are not regularly speaking to each other, despite their fields' similar developments. The article points to how a deeper engagement with the developments of each, in… [Direct]

K. Dara Hill (2024). Cultivating Critical Race Theory Awareness with Secondary Pre-Service Teachers through Examination of Black Lives Matter-Themed Literature. Journal of Adolescent & Adult Literacy, v67 n6 p403-413. This study documents secondary pre-service teachers (PSTs) who examined Black Lives Matter (BLM)-themed young adult literature (YAL) embedded in contemporary realistic fiction and graphic novels, as part of coursework for an online YAL course required for secondary teacher certification. An analysis of instructor mentoring, online discussions, literature evaluations, and interviews demonstrates enhanced awareness of the need to implement BLM-themed literature, against the grain of rigid curricular requirements and policies that ban critical race theory (CRT) dialogue in numerous school districts. Moreover, PSTs identified these texts as a source to guide CRT to raise awareness of the history and permanence of systemic racism and its influence on contemporary society and the implementation of culturally relevant literature…. [Direct]

Amy Samuels; Brandon J. Haas; Gregory Samuels (2023). Legislate to (Un)Educate: Examining the Impact of Divisive and Dehumanizing Education Policies. Curriculum and Teaching Dialogue, v25 n1-2 p51-68. Authors explore recent education policies that ban the teaching of critical race theory, restrict teaching race-related topics, prohibit conversations about divisive concepts, and problematize their impact in further silencing (and potentially erasing) complex issues about race and racism and other forms of oppression in historical and sociocultural contexts. This article highlights legislative efforts and examines findings and implications from a study designed to explore perceptions of educators related to the anti-critical race theory bills…. [Direct]

Ward, LaWanda W. M. (2022). A Critical Race Theory Perspective on Assaultive Speech in U.S. Campus Communities. Equity & Excellence in Education, v55 n3 p244-256. US college and university administrators are reluctant to regulate racialized assaultive speech by members of their campus communities, even when the effect and objective of such speech is to demean, degrade, ostracize, and threaten Black, Indigenous, and other people of color. My critical race theory analysis reveals how two US Supreme Court cases commonly used to defend assaultive speech in campus communities, have been misapplied. Both cases were about students expressing political speech–a different legal realm from hate speech that has no educational value and, in my view, merits regulation because of its harmful effect. In this theoretical article, I urge institutional leaders and researchers who are committed to equity in education to challenge the white legal logic that for too long has protected assaultive speech in educational settings at the expense of marginalized communities. I recommend that institutions of higher education establish robust, unapologetic standards and… [Direct]

Linda L. Hestenes; Lisa N. Butterworth; Miranda L. Denham (2024). Exploring the Structural Inequalities of the Individualized Education Program: A Dis/Ability Critical Race Theory Perspective. Topics in Early Childhood Special Education, v44 n3 p217-228. Disproportionality and inequity exist in the special education services that U.S. children receive based on factors such as race, geographic location, and resources of the school system. Overrepresentation and underrepresentation are both prevalent issues and can vary by region or school district and are likely due to multiple factors. Although several areas of special education services have been examined critically, one missing piece in the literature seems to be the writing and revising of the Individualized Education Program (IEP). The purpose of this paper is to examine the literature and background of special education services and the IEP, followed by an examination of the required portions of the IEP form and where the existing law might allow for implicit biases, specifically racism, to surface in the development of this program and its implementation…. [Direct]

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

Allison H. Blosser; Leslie M. Cavendish (2024). Teaching and Leading in the Age of Critical Race Theory Legislation: A Case of Self-Silencing in a School. Journal of Cases in Educational Leadership, v27 n2 p60-72. This case centers on two early career educators: a principal and teacher struggling to address issues of diversity, equity, inclusion, and justice (DEIJ) in their school in the current political context of legislative attacks on critical race theory (CRT) and the simultaneous national Black Lives Matter movement. A talented teacher is reluctantly self-silencing out of fear and uncertainty when her students ask her questions related to DEIJ topics. Tired of feeling anxious and compromising her teaching, she seeks the advice of her principal. The case asks readers to consider implications for school leaders, teachers, students, parents, and teacher educators…. [Direct]