(2022). Reaching Back to Reach Forward: Using Culturally Responsive Frameworks to Enhance Critical Action amongst Educators. Review of Education, Pedagogy & Cultural Studies, v44 n2 p166-184. In this paper, I draw upon salient literature and collective discussions to map a conceptual framework that focuses on foundational understandings and practices needed to prepare majority white preservice teachers for educating the nation's increasingly diverse student population. The presentation of framework in this piece reflects enhancements through the consideration of language choice and my individual application of Freire and Carlson et al.'s work. I introduce this topic with a brief explanation of culturally responsive practice and its importance in grounding the teaching profession in a concept and exercise to increase equitable outcomes for all students. Secondly, I provide a brief review of the foundational literature considered in mapping the conceptual framework as well as a rationale for the development of the proposed framework. I also employ Freire's scholarship of consciousness and Carlson et al.'s extension on reflection to underscore the necessity of these… [Direct]
(2022). From Smart Cities to Wise Cities: Studying Abroad in Digital Urban Space. Frontiers: The Interdisciplinary Journal of Study Abroad, v34 n2 p11-26 Aug. This article analyzes the impact of experiential and inquiry-based learning exercises in a 2019 Toronto study abroad course on smart cities for first-year students. The course treated the city as a text to be read, analyzed, and unpacked. Students engaged with the disciplines of urban studies, critical race and ethnic studies, and surveillance studies in order to assess Toronto's smart city initiative while exploring firsthand how technology and urban planning currently structure the lived experiences of Toronto's inhabitants. Ultimately, students came to understand how data analytics order, pattern, and structure the complexity of urban life in ways that can be inclusionary and exclusionary, democratic and autocratic. They gained an appreciation for why a range of stakeholders with disparate social and economic power perceive smart city initiatives differently, and they theorized what it might mean to live in a wise city that accounts for history, ethics, and power…. [PDF]
(2000). Charting New Terrains of Chicana(o)/Latina(o) Education. Themes of Urban and Inner City Education. In many areas of education, Chicanos and Latinos have the lowest achievement and attainment of the major ethnic groups in the United States. In contrast to various deficit theories, this book argues that the Hispanic educational experience and outcomes can only be understood in relation to the development of U.S. and global capitalism and the institutionalization of class and race relations in U.S. society. Following an introduction "Critical Multiculturalism and Globalization: Transgressive Pedagogies in Gringolandia, Cueste Lo Que Cueste" (Peter McLaren, Ramin Farahmandupur), the chapters are: (1) "Toward a Critical Race Theory of Chicana and Chicano Education" (Daniel G. Solorzano, Tara J. Yosso); (2) "Historical Struggles for Educational Equity: Setting the Context for Chicana/o Schooling Today" (Dolores Delgado Bernal); (3) "Transcending Deficit Thinking about Latinos' Parenting Styles: Toward an Ecocultural View of Family Life" (Angela…
(2005). The Impact of Brown on African American Students: A Critical Race Theoretical Perspective. Educational Studies: Journal of the American Educational Studies Association, v37 n1 p41-55. There is no doubt that the 1954 Brown v. Board of Education of Topeka, Kansas, Supreme Court decision was instrumental in initiating monumental change in the ways public schools have operated. The central question addressed by the Supreme Court in the Brown cases (1954, 1955) was whether segregation of children in public schools solely on the basis of race deprives minority children of equal educational opportunities even when all else is equal. The author suggests that the problems faced by African American students are complex and convoluted when contextualized in traditional notions of effective schooling. Such is the case because African American students are filtered into lower educational tracks at such a rapid pace and are often the unfortunate victims of mis-education. The author uses critical race theory to deconstruct the historical as well as contemporary resistance offered to the full implementation of the Brown decision. How we have arrived at the present state of… [Direct]
(2005). His Story/Her Story: A Dialogue About Including Men and Masculinities in the Women's Studies Curriculum. Feminist Teacher: A Journal of the Practices, Theories, and Scholarship of Feminist Teaching, v16 n1 p34-52. In section I of this article, Beth Berila, director of Women's Studies at Saint Cloud State University (SCSU), St. Cloud, Minnesota, provides a theoretical argument for incorporating Gender Studies into Women's Studies programs, drawing on recent analyses in feminist studies, queer theory, critical race theory, and transnational feminism. In section II, Jean Keller describes, from a program director's perspective, the process whereby the College of Saint Benedict/Saint John's University (CSB/SJU) evolved from a position in which many of the Women's Studies faculty were wary of Men's Studies to support of the incorporation of Men's Studies as an explicit requirement of the two required courses for their Gender and Women's Studies (GWST) minor. In section III, Ozzie Mayers and Camilla Krone, two long-time Gender and Women's Studies faculty members at CSB/SJU, describe the evolution of the introductory course from being focused on women to integrating men and men's concerns. They…
(2016). Tropics of Whiteness: Metaphor and the Literary Turn in White Studies. Whiteness and Education, v1 n1 p3-14. A critical analysis of whiteness unavoidably relies on using metaphors in order to understand or apprehend its object of study. In this effort, scholars of whiteness recruit tropes to describe whiteness and in the process discursively constitute its contours, concerns and contradictions. In short, the tropics of whiteness reveal something symptomatic about critical scholars' ability to intervene in relations of domination through race theory, but they also expose areas benefitting from reflection, such as the link between language use, power and history. Finding purchase in Hayden White's use of 'emplotment', or the literary turn in history, I argue that the literary turn in Whiteness Studies is underutilised yet useful in a critical social theory of whiteness. In this article, I describe three dominant systems of tropes found in Whiteness Studies: tropic of the singularity (whiteness as only one thing), tropic of the multitude (whiteness as many things) and tropic of the journey… [Direct]
(2022). International for Processing Purposes: A Critical Examination of DACA Recipients' Post-Secondary Admissions in Ohio. Journal of Higher Education, v93 n5 p818-846. In 2011, Ohio passed state-wide legislation prohibiting undocumented students from receiving in-state resident tuition (ISRT). In 2013, a student-led advocacy campaign resulted in the Ohio Board of Regents extending ISRT consideration to recipients of Deferred Action for Childhood Arrivals (DACA), a subsection of the larger population of undocumented students. This qualitative study examines the impact of DACA on ISRT policies and their implementation, particularly in states that have incongruent ISRT policy environments impacting their growing immigrant communities. This qualitative work utilizes a critical race methodology to analyze the perspectives of nine racially diverse DACA recipients as they applied to predominately white institutions (PWIs) of higher education across the state. Regardless of acknowledged or unacknowledged ISRT eligibility, evidence suggests public institutions of higher education in Ohio categorize DACA college applicants as "international for… [Direct]
(2023). Navigating Political Tensions over Schooling: Findings from the Fall 2022 American School District Panel Survey. Center on Reinventing Public Education Public schooling has always been politically fraught, but current disagreements over issues related to race, sexuality, gender, and COVID-19 have reached a tipping point. According to this report from the Center on Reinventing Public Education and RAND, half of school system leaders say that these disagreements are disrupting schooling. Almost one in three district leaders also said their educators had received verbal or written threats about politically controversial topics since fall 2021. The findings come from surveys issued to 300 district and charter network leaders and interviews with superintendents. Their responses shed light on how political polarization has affected classrooms and how districts are responding. This report presents results from the fall 2022 survey of the American School District Panel (ASDP). The ASDP is a research partnership between RAND and CRPE. The panel also collaborates with several other education organizations, including the Council of the Great… [PDF]
(2020). Unmasking White Fragility: How Whiteness and White Student Resistance Impacts Anti-Racist Education. Whiteness and Education, v5 n1 p1-16. The authors analyse how white undergraduate pre-service teachers resist anti-racist teacher education courses, and how acts of white fragility and white student resistance are employed against Black female professors. In this discussion, we draw from our experiences as two Black women faculty at two predominately white institutions (PWI). Using Critical Race Feminism we discuss how white student resistance is manifested in social interactions with Black female faculty, and how the racialized and gendered spaces of higher education, specifically teacher education, impacts teaching and learning. We introduce a conceptual framework for elucidating white student resistance using psychological and sociological concepts including (1) passive-aggressive behaviours; (2) groupthink, (3) lynch mob; and (4) bystander's effect. This article advances scholarship on white student resistance to non-hegemonic curriculum in higher education, and how whiteness structures student's ability to develop… [Direct]
(2021). Being More than Just Seen: The Struggle of Navigating the White Space of Teacher Education. Journal for Multicultural Education, v15 n3 p239-252. Purpose: The purpose of this study was to identify and understand the experiences of teacher candidates and alumni of color within a multi-campus teacher preparation program at a large public institution in the northwest region of the USA. Design/methodology/approach: This qualitative study used focus group methodology. Four semi-structured interviews of participants were conducted to investigate the opportunities, challenges, resources and supports experienced by participants in the teacher preparation program. Findings: The findings indicate that while participants had varied individualized experiences within the teacher preparation program, many of them had common experiences that impacted their overall success within the program. These shared experiences include finding their voices silenced and seeking out experiences of authentic care. Originality/value: This study contributes to the growing body of research focused on the recruitment and retainment of students of color within… [Direct]
(2022). Information Pollution in an Age of Populist Politics. Education Policy Analysis Archives, v30 n94 spec iss Jul. The increasing influence of private interests in public policy has been facilitated by a growth in sources of "alternative" information and expertise. In education, teachers and schools are often the targets of these sources. This has been associated with a new political economy where private interests advance reform agendas largely through funding new information sources that ignore long-standing empirical evidence on factors shaping school outcomes in favor of anecdotes and misunderstandings about issues in education. This manuscript argues "information pollution" relative to U.S. politics and policy is presently at crisis levels, and that it is particularly acute relative to education policy. In this policy area, we show how special interests are using (mis)information strategies to purportedly elevate parent voices but are in effect promoting the interests of private actors and de-professionalizing both expertise and educators. We seek to understand this major… [PDF]
(2022). "The Name Game": Adolescent Racialization in the Era of Trump. Equity & Excellence in Education, v55 n1-2 p105-117. Following the 2016 US presidential election, schools reported an alarming level of fear and anxiety among students of color, increased racial and ethnic tensions in the classroom, and fear of deportation for immigrant youth. Collectively, this phenomenon has been termed "the Trump effect." In this study, we examined the details surrounding a specific incident of racial violence at a high school in a Northeast town to provide an emic perspective on this phenomenon. We examined how the events, school response, and vitriolic rhetoric and political discourse in the larger culture contributed to the racialized identities of students who were at the heart of the events…. [Direct]
(2023). Mechanisms of Exclusion: Group Homogenization and Deficit Thinking in Integrated Schools. Educational Policy, v37 n6 p1763-1790 Sep. School integration and inclusion are important for educational equity, yet inclusionary educational policies often end up being exclusionary in practices. In this article I contribute to our understanding of school level mechanism underlying this process. I draw on 2 years of data collection in a progressive culturally responsive school implementing a voluntary students assignment policy to increase the share of low-income students of color in the school. I show how a conflict with dissenting mothers over gender-unlabeled bathrooms became a conflict over the meaning of inclusion when school leaders applied deficit thinking that saw low-income parents of color as less likely to support the program, despite heterogeneity in dissenting mothers' background, and how as result dissenting mothers felt excluded from the school community and the needs of transgender students were unmet. These findings have important implications for theory and practice and for creating inclusive schools…. [Direct]
(2022). Can Educational Psychology Be Harnessed to Make Changes for the Greater Good?. Educational Psychologist, v57 n2 p114-130. As the American Psychological Association and Division 15 committed to addressing systemic racism after the 2020 summer of racial reckoning, orchestrated political attacks that vilify pedagogical approaches aimed at addressing racial injustice have thwarted schools' efforts across the nation. Against this context, the overarching aim of this article is a call to action for educational psychology to contribute to changes for the greater good. To that end, the article contextualizes the field's lack of engagement in contemporary schooling controversies before turning to a discussion of the contemporary attacks against anti-racist approaches. A concise historiographical review is provided to illustrate the recurring tensions that have consistently thwarted equitable educational efforts. After discussing how growing scholarship focused on anti-racist research approaches in educational psychology can shape educational psychology's future with a vision toward an anti-racist social purpose… [Direct]
(2022). IDRA Newsletter. Volume 49, No. 8. Intercultural Development Research Association The "IDRA Newsletter" serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is "Student Voice for the New School Year." Contents include: (1) LGBTQ+ Inclusive Education is Not Dangerous, Nor is it a Difficult Feat (Manav Lund); (2) School Support Systems Help Students Succeed (Shreya Selvaraju); (3) Policing Students Through Dress Codes Needs to Stop (Ryan Cyrus); (4) Equip Schools to Support Student Mental Health (Tatiana Mart√≠nez Alvarez); (5) Mexican American Studies is American History (Josu√© Peralta de Jes√∫s); (6) School Safety Requires Listening (Hawaii Guerin); (7) We Need a Well-Rounded Education — An Open Letter to Lawmakers (Kennedy Moore); and (8) Dress Codes: A Racist, Sexist History and Why They Must be Changed (Adam Shelburn)…. [PDF]