(2024). Top-Down Discipline: Linking Political and Carceral Ideology in North Carolina Schools. Society for Research on Educational Effectiveness Black students account for 15.1% of public school students, yet represent 38.2% of out-of-school suspensions, 28.7% of referrals to law enforcement, and 31.6% of school arrests (U.S. Department of Education, 2021). Suspended and expelled youth are less likely to complete high school or attend college (Rosenbaum, 2020), and more likely to be arrested and incarcerated as adults (Bacher-Hicks et al., 2019). Researchers have considered numerous factors as possible explanations for racial disparities in discipline (Welsh and Little, 2018). Studies tend to focus on the behaviors and characteristics of students (Skiba et al., 2002; Wallace et al., 2008; Huang and Cornell, 2017), decision-making among school teachers and administrators, including discipline referrals and sanctions (Owens and McLanahan, 2020; Skiba et al., 2014), and sorting into punitive schooling environments (Owens and McLanahan, 2020; Gopalan and Nelson, 2019). Few studies have focused on the ways that school environments… [Direct]
(2022). The Secret Hurt: Exposing the Visceral Nature of Whiteness in the Academy. Educational Studies: Journal of the American Educational Studies Association, v58 n4 p474-494. This article presents an autoethnographic reflection from three education scholars–a white man, a Latinx woman, and a Black woman–on the institutional presence of whiteness in the academy. We started developing this reflection when jointly conducting a study of faculty and students of color in a predominantly white institution (PWI). Ongoing discussion of that study's interviews and themes led us to write about how that work affected us personally. As our reflection progressed and we continued to analyze what we wrote, what started as a reflection on conducting race research became a set of narratives about our experiences with whiteness in the academy more broadly. We share those narratives to highlight the visceral nature of whiteness, i.e., the emotional weight and harm of whiteness' looming presence in the academy. We also explore how the research act–when conducted as critical, collaborative autoethnography–can serve as a form of antiracist community building and help carve… [Direct]
(2023). When the Truth Doesn't Seem to Matter: The Affordances of Disciplinary Argument in the Era of Post-Truth. Written Communication, v40 n2 p300-332 Apr. A disquieting aspect of some contemporary public discourse is its seeming indifference to or abandonment of any pretense to truth. Among other things, unsubstantiated and misleading claims have been made about the efficacy of vaccines and other purported treatments for SARS-COVID, the 2020 U.S. presidential election, and the January 6, 2021, insurrection on the U.S. Capitol. In addition, a spate of legislation restricting classroom discussion and instruction related to race, bias, privilege, and discrimination has been or is pending passage in U.S. state legislatures. These restrictions are antithetical to core functions of education, which are to inculcate the values, virtues, and advanced literacy skills that support democratic deliberation about controversial issues. This article discusses the increasing political polarization and partisan attacks on the processes of education and the threats to liberal democracy posed by this disregard for the truth. In addition, it reviews the… [Direct] [Direct]
(2023). "Stealing from the Language": Interest Convergence and Teachers' Advocacy for Language-Inclusive Practices. English Teaching: Practice and Critique, v22 n1 p112-130. Purpose: The purpose of this study is to support advocacy for racial and linguistic justice by examining teachers' efforts to contest their colleagues' language-exclusive policies and practices. Design/methodology/approach: The author used a critical and reconstructive discourse analysis guided by interest convergence theory to analyze narratives shared by teachers working to contest language-exclusive practices. Findings: Teachers identified or created interest convergence to successfully contest specific practices. However, their arguments had the potential to be coopted for hegemonic purposes. Originality/value: Previous studies have used interest convergence to analyze bilingual education policy. This study is one of the few to apply the theory to analyze other efforts to contest language-exclusive practices…. [Direct]
(2023). What Makes an Activist? Exploring How Racial Justice Movements Mobilize Black and White College Students. ProQuest LLC, Ed.D. Dissertation, Temple University. In 2020, George Floyd, an unarmed Black man, was murdered by Minneapolis Police. As social media and news outlets reported on Floyd's death, racial justice activists began to organize under the Black Lives Matter movement. The United States was also on lockdown due to the global pandemic — COVID-19. Prior researchers have noted that the lockdown was consequential to the sustained longevity of peaceful protests. Additionally, researchers have concluded that this time saw a heightened number of college students from diverse racial backgrounds. This study examines what explicitly motivated Black and White college students to act on racial justice and engage with these movements. More importantly, this study included 11 participants to inquire about what motivated White racial justice activism and to explore Black students' perceptions of these actions from their White peers. This research used an interpretative phenomenological to analyze interviews and a facilitated Social Justice… [Direct]
(2022). Untapped Potential: The Current State of Dual Language Education in Chicago Public Schools. Bilingual Research Journal, v45 n1 p61-81. In Chicago Public Schools (CPS), Spanish Dual Language (DL) programs are caught up in a school choice paradigm, marketed by schools as special features by which to lure prospective families. Out of concern that this approach does not position schools to serve the full breadth of Latina/o/x students, who possess the social, cultural and linguistic resources tied to Spanish language, we assumed a LatCrit lens to conduct a Critical Race Spatial Analysis of DL programs in relation to Latina/o/x and white populations at macro and micro levels. Findings demonstrate that, in terms of the linguistic, cultural and social resources necessary for DL programming, Chicago's Latina/o/x communities present CPS with the potential to implement far more DL programs than those currently available. Furthermore, CPS does not provide adequate access to DL programming for their large population of Latina/o/x students, and the geospatial proximity of a majority of programs to white populations suggests that… [Direct]
(2023). Debriefing Teaching Strategies and Multimodal Narratives in ESL: Pedagogical Tools for Developing Agency, Making Meaning, and Confronting Racism. Language Teaching Research Quarterly, v38 p92-110. Over the years, there has been a rising interest in combining debriefing teaching approaches and multimodality in classrooms to promote superior critical thinking, reflective thinking, and comprehension (Reyes-Chua, 2018). Such practices have also been instrumental in facilitating L2 learning and identity development (Johnson & Kendrick, 2017). Although most research has focused on the potential of multimodality in enhancing language learning and identity construction, only a handful of studies have investigated how debriefing teaching strategies and multimodal narrative tactics can empower adult minoritized L2 learners to confront racism and develop agency. Using ethnographic and action-based research data, this study examines the role of debriefing teaching strategies and multimodal narrative practices in developing agency, creating meaning, and addressing linguistic racism. The study took place in an intermediate ESL class in the Mid-South region of the USA. Over a period of… [PDF]
(2023). "Homegrown" Latinx Educator Pathways: The Challenges and Possibilities for Early Childhood Teacher Education. Journal of Early Childhood Teacher Education, v44 n4 p1045-1066. This study highlights a critical case that can serve as a programmatic and conceptual model for institutional partnerships seeking to diversify the early childhood education (ECE) teaching profession with "homegrown" Latinx teachers. The case study explored the experiences of Latinx students in an ECE program at a regional, public 4-year university who participated in a Grow Your Own (GYO) program at their high schools and/or local community college. The student-centered qualitative case study addressed: What obstacles have GYO Latinx teacher candidates experienced as they transferred to a 4-year university teacher education program? What can we learn about how they made sense of and responded to these challenges for improving the way in which early childhood teacher education programs might extend and transform GYO initiatives at the university level to support the retention and continued success of Latinx teacher candidates? Using a combination of interviews and focus… [Direct]
(2022). Interfaith?: A Critical Examination of the Interfaith Learning and Development (ILDT) Framework for Religious, Secular, and Spiritual Identities. Journal of College and Character, v23 n4 p283-294. In a recent volume of the "Journal of College and Character," Matt Mayhew and Alyssa Rockenbach presented their frameworks by which they have designed and utilized their IDEALS study over the past several years. In this present article, the authors contend that despite their rigorous research, the researchers and measurements oftentimes have lacked recognition and acknowledgement of Christian biases and hegemony and thus have limited their results. We propose several remediations for how the data can be helpful and effective and suggest future scholarship which evaluates more critical approaches to the subject of religious, secular, and spiritual identities (RSSIs)…. [Direct]
(2022). Legislative Threats to Academic Freedom: Redefinitions of Antisemitism and Racism. American Association of University Professors The past few years have seen an increase in partisan political attempts to restrict the public education curriculum and to portray some forms of public education as a social harm. Two targets are particularly evident: teaching about the history, policies, and actions of the state of Israel and teaching about the history and perpetuation of racism and other accounts of state-enabled violence in the United States. In both cases, conservative politicians have justified restrictive legislation under the guise of protecting students from harm, including discriminatory treatment or exclusion. The core assertion of the American Association of University Professors' (AAUP's) 2021 "Statement on Legislation Restricting Teaching about Race" applies equally to legislative restrictions on teaching about the history and ongoing actions of Israel. The AAUP therefore urges the defeat of these legislative initiatives and others of their kind in order to protect the academic freedom that is… [PDF]
(2003). Toward a New Relation of Hospitality in the Academy. American Indian Quarterly, v27 n1-2 p267-295 Win-Spr. In this article the author proposes some thoughts for working toward academic hospitality that would enable the recognition of Indigenous epistemologies in an appropriate manner. These suggestions will always remain partial and are by no means intended to be taken as a comprehensive, exhaustive consideration of possible measures. To suggest otherwise would inevitably contradict and negate the idea of hospitality, the fundamental openness to the other. Clearly, the question of hospitality will not and should never come to a close because in the moment people assume the problem solved, they arrive at a totalizing closure–another symptom of the colonial. Instead of yearning for an ultimate answer and solution, people need to accept that, necessarily, hospitality is a continuous, never-ending process of negotiation–a productive crisis in which people work continuously toward a new way of thinking and ultimately a new relationship in which the academy is compelled to recognize and… [Direct]
(2007). Multicultural Education Policies in Canada and the United States. University of British Columbia Press "Multicultural Education Policies in Canada and the United States" uses a dialogical approach to examine responses to increasing cultural and racial diversity in both countries. It compares and contrasts foundational myths and highlights the sociopolitical contexts that affect the conditions of citizenship, access to education, and inclusion of diverse cultural knowledge and languages in educational systems. This will interest readers in the areas of multiculturalism, education, public policy, and ethnic studies, and will be valuable to policy developers and activists in the fields of equity and diversity. Following an Introduction: Cross-Border Dialogue and Multicultural Policy Webs (Lauri Johnson and Reva Joshee), the book is divided into 6 parts. Part 1: Historical Context, contains: (1) Past Crossings: US Influences on the Development of Canadian Multicultural Education Policy (Reva Joshee and Susan Winton); (2) Diversity Policies in American Schools: A Legacy of… [Direct]
(2007). Social Justice and Music Education: Claiming the Space of Music Education as a Site of Postcolonial Contestation. Action, Criticism, and Theory for Music Education, v6 n4 p163-200 Dec. In recent years, music educators have become interested in linking music education practices, programs and projects to issues of social justice. However, theoretical approaches to conceptualizing the problem or to developing strategic interventions have yet to occur within the field. In this paper, the author argues that to address social justice music educators need theoretical tools oriented to injustice, its causes and its manifestations. Addressing injustice means engaging with the political, locating themselves historically and coming to terms with their implicatedness in injustice. Critical exploration of their positionality and their philosophical assumptions is vital to this enterprise. Without such critiques they risk getting caught up in discourses of charity–discourses that too often result in \feel good\ projects that valorize the giver while maintaining the inferior position of the receiver. Discourses of charity do not require them to ask how they have come to be in a… [Direct]
(2023). Nuanced Navigation: Narratives of the Experiences of Black 'All but Dissertation' (ABD) Women in the Academy. International Journal of Qualitative Studies in Education (QSE), v36 n4 p612-626. In this article, the authors examine the experiences that contribute to the delayed completion of doctoral programs among Black women. Building upon prevailing applications of doctoral student socialization, this study explores the ways race and gender intersect to shape the graduate school experiences of Black women pursuing EdD and PhD degrees. Semi-structured interviews with current graduate students and doctoral degree recipients reveal that the intersecting identities held by Black women are largely ignored during interactions with graduate faculty and peers, complicating the graduate school socialization process. Gendered priorities constrained time available to dedicate to studies, particularly during the writing stage. Black women described efforts to navigate dominant culture communication styles and the necessity to create networks of their own to overcome these challenges and move towards degree attainment. Implications for institutional policy and practice are shared…. [Direct]
(2023). Why Am I Supposed to Love Math?: Digital Mathematics Storytelling in Asian American Communities. North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (45th, Reno, NV, Oct 1-4, 2023). In this research study, we detail how Digital Mathematics Storytelling, in which youth create video stories detailing the mathematics knowledge existing within their families and communities, can actively create counter-stories to the model minority myth. Through intergenerational video storytelling in historic Asian American communities, the research team and participants used a community participatory action research and narrative inquiry framework to engage elementary and middle-school aged youth in mathematics-based storytelling that not only detailed the painful effects of the model minority myth but also showcased that mathematics identities within Asian American communities can be rich and joyful. [For the complete proceedings, see ED658295.]… [PDF]