(2023). Curriculum Violence in Drama Education. Research in Drama Education, v28 n3 p392-404. This article examines a concept called 'curriculum violence' that offers a contribution to the field of curriculum studies, in deepening both teachers' and scholars' awareness of the ways in which our best intentions in the drama classroom may lead to potential harm for our students. We present two drama structures, both Canadian; the first by Carole Miller and Juliana Saxton and the second by Larry Swartz and Debbie Nyman. We then discuss what we view as a High risk issue; a new provincial curriculum to be implemented in Alberta, that we view as causing potential curriculum violence to students…. [Direct]
(2023). The Language Ideologies of White First-Year Composition Instructors: Exploring Intersections between Writing Pedagogy, Attitudes toward Language, and White Identity. ProQuest LLC, Ph.D. Dissertation, University of Michigan. First-year composition (FYC) has historically functioned as a space for furthering the linguistic assimilation of students into "appropriate" forms of communication in academic spaces. While often going unstated in course/writing program goals, Standardized American English (SAE) has typically been the language variety elevated in FYC classrooms. As SAE is associated with White individuals, the (un)spoken privileging of this variety in the classroom has been heavily critiqued as a way of furthering White supremacy. Further research into specifically how uncritical writing pedagogies can work to foster environments of White supremacy is one necessary avenue for further inquiry. In particular, research into how the language ideologies, or beliefs about language, may contribute to or resist these systemic problems can help understand the motivations instructors may have in enacting various pedagogical practices. To engage in such research, I completed a two-semester… [Direct]
(2023). Counter-Stories of Women of Color Navigating the Trusteeship: A Critical Race Feminism Analysis of the Organizational Culture of Higher Education Boards in the U.S. ProQuest LLC, Ph.D. Dissertation, University of California, Riverside. This dissertation explores the internal cultures of (14) United States higher education boards from the perspectives of (18) Women of Color trustees. Guided by Critical Race Feminism, Intersectionality, and Organizational Culture Theory, the author develops a framework to study the impact of race "and" gender on historically underrepresented Women of Color Trustees. The counter-stories presented in this analysis inform how internalized behaviors, norms, and interactions of trustees reinforce racial and gender inequity on higher education boards. Moreover, the study poses the unique contributions of Women of Color trustees as leaders in higher education. This dissertation's novelty comes from the lack of governance scholarship informed through the lens of Women of Color. The findings of the study contribute to the empirical and theoretical work in governance research and provide guidance for any Women of Color interested in the trusteeship. [The dissertation citations… [Direct]
(2023). Consequential Issues of Censoring Curriculum: Who Has the Right to Ban What's Read?. Journal of Cases in Educational Leadership, v26 n4 p62-74. Ms. Sampson, a White eighth-grade teacher in a predominately White suburban school district in the southern United States, decided to include several books in her lesson plan. Selected books were from the school's library and had been previously approved by stakeholders as instructional resources for the district. One parent, a school board member, became enraged when he heard about the readings during a Parent Teacher Organization (PTO) back-from-spring-break celebration and contacted the district superintendent. A book was subsequently removed from the library and Ms. Sampson was placed on administrative leave without pay. This case centers on the critical race debate in public schools and how school leaders and other stakeholders address a teacher's decision to diversify curriculum and instructional resources amid stakeholder pushback…. [Direct]
(2024). Anne and Emmett: University Education Students' Reactions to a Course in Countering Racism and Antisemitism in the Classroom. Journal of Curriculum and Pedagogy, v21 n1 p109-130. Teacher educators are called to replace the foregrounding of courses from Eurocratic practice to those that better prepare pre-service teachers to use equity pedagogy to address issues of justice. This study analyzed the reactions of twelve undergraduate and graduate education students in a one-semester course that used the lives of Anne Frank and Emmett Till to learn pedagogical insights to counter racism and antisemitism in the classroom. Themes that emerged from the findings were the ways that children hide and are made visible in classrooms and the role of the teacher in this phenomenon; the importance of respecting and partnering with families; the benefits of teaching through stories, teaching against the grain, and recognizing the ability of children to use critical thinking to support change; and the impact of a professor's ability to "cross borders" through authentic dialog and model how to have weighty conversations with practical applications…. [Direct]
(2024). Predicting Academic Success Using a Critical Approach: The Impact of Campus Climate, Ethnic Identity, and Self-Esteem among Latinx High School Students. Journal of Hispanic Higher Education, v23 n2 p88-103. Using LatCrit and QuantCrit, we examined the effect of school climate, ethnic identity, and self-esteem on GPA in a sample of 300 Latinx high school students. We found significant positive correlations between climate and GPA as well as self-esteem and GPA. Moreover, using structural equation modeling, we found self-esteem mediated the relationship between climate and GPA. This highlights the role of institutions in improving the educational experiences and increasing the educational attainment of Latinx students…. [Direct]
(2024). Daring to Be a Mother: A Case Study on Being Black, Being Pregnant, and Being a STEM Doctoral Student. Educational Studies: Journal of the American Educational Studies Association, v60 n5 p551-573. This singular holistic case study examined the experience of a Black pregnant mother pursuing doctoral studies in a science, technology, engineering, and math (STEM) field at a predominantly white flagship institution in the southern United States. We employed the tenets of critical race feminism in this study to demonstrate the ways in which structural racism and pervasive gender stereotypes, specifically as they relate to Black women, present obstacles to successful completion of doctoral STEM studies. We narrate her story to highlight the insight inherent within her intersecting identities that challenges dominant narratives about a Black pregnant doctoral student. In bringing to the fore four themes surfaced: the triple consciousness of layered Blackness, the pregnant Black tax, Chemical imbalance: mapping a white man's reality onto a Black mother's body, and internal struggles and the complex intra-actions that birthed them — we present a counternarrative to the dominant… [Direct]
(2024). The Relevance of Historically Black Colleges and Universities: From a Critical Race Theorist Standpoint. Peabody Journal of Education, v99 n2 p201-208. Historically Black Colleges and Universities (HBCUs) were created to provide educational opportunities for African Americans when other educational pathways were closed or restricted. These higher education institutions with the assistance of the American Missionary Association and the Freedmen's Bureau, churches and philanthropists, continue to educate African American leaders and advance society at large. From a Critical Race Theorists (CRT) perspective, the promotion and sustainability of HBCUs is relevant and much needed in the 21st century particularly with the gradual elimination of affirmative action standards at mainstream institutions. Acknowledging the persistence of racism, which CRT implores us to do, it is clear that HBCUs are critical educational entities as they lessen equity gaps and create opportunities for marginalized and disproportionately recognized students across the globe…. [Direct]
(2024). Ground-Truthing as Critical Race Feminista Methodology: Toward an Embodied and Community-Centered GIS in Educational Inquiry. International Journal of Qualitative Studies in Education (QSE), v37 n5 p1287-1306. This article extends the methodological proposal of "ground-truthing" in Critical Race Spatial Analysis (CRSA) to consider GIS as Critical Race Feminista Methodology (CRFM). Traditionally, GIS technicians are sent into the field to verify remote-sensing data via "ground-truthing." This process was repurposed in CRSA to "ground" mapmaking in the spatial wisdom of Communities of Color to examine "color-lines" and their everyday impact. Missing in this initial (re)conceptualization was the theoretical and methodological sensitivity to examine "spatiality" in these experiences–the more intimate aspects of space that center on identity and knowledge of place. The authors engage CRFM to extend ground-truthing to capture structural and embodied experiences in socio-spatial relationships by redefining technical GIS approaches key to ground-truthing–"projection," "layers," "scale," and "visualization."… [Direct]
(2009). Workforce Education and Development Curriculum Responsiveness to Culturally and Internationally Diverse Graduate Students: A Mixed Methods Study. ProQuest LLC, Ph.D. Dissertation, Southern Illinois University at Carbondale. This descriptive study used a mixed methods design and sought to examine students' perceptions on workforce education and development (WED) curriculum responsiveness to culturally and internationally diverse graduate students at a Midwestern university on four dimensions: "teaching strategies (to include delivery)," "curriculum inclusiveness," "international responsiveness," and "curriculum improvements." The research study design consisted of the mixed methods Follow-up Explanations Model (QUAN emphasized) complemented by the With-in Stage Mixed Model. A pragmatic paradigm guided the collection and analysis of the study's census data (survey and focus groups). A newly developed WED Curriculum Responsiveness Survey (0.850 Cronbach's alpha index) containing closed- and open-ended questions facilitated data collection from all the population. Three follow-up focus groups gathered qualitative data for explaining the survey quantitative results…. [Direct]
(2001). Through a Critical Lens: Native American Alienation from Higher Education. This paper is an analysis of Native American student alienation on a predominantly White university campus viewed through the lens of Critical Race Theory. It uses the narratives of 16 students in a qualitative study to question the assumption that minority student alienation is the result of a failure to adjust, adapt, integrate, and become involved with the traditional college setting. It suggests, in contrast, that certain aspects of university environments create and support forces that alienate. It recommends a broader, more inclusive curriculum and pedagogy, and urges higher education to listen to the voices of these students and to envision and create a new higher education culture that will provide support and services and an education relevant to their needs. (Contains 48 references.) (Author/SLD)… [PDF]
(2000). Handbook of Qualitative Research. Second Edition. This handbook's second edition represents the state of the art for the theory and practice of qualitative inquiry. It features eight new topics, including autoethnography, critical race theory, applied ethnography, queer theory, and "testimonio"every chapter in the handbook has been thoroughly revised and updated. The book contains:"Preface" (1 chapter); "Part I–Locating the Field" (4 chapters); "Part II–Paradigms and Perspectives in Transition" (7 chapters); "Part III- -Strategies of Inquiry" (11 chapters); "Part IV–Methods of Collecting and Analyzing Empirical Materials" (10 chapters); "Part V–The Art and Practices of Interpretation, Evaluation, and Representation" (6 chapters); "Part VI–Future of Qualitative Research" (2 chapters). Contains two indices. (BT)…
(2021). Racist Compared to What? The Myth of White Wokeness. Whiteness and Education, v6 n2 p115-129. Citizens of the contemporary Unites States are faced with the cognitive dissonance of a society which claims to reject the racist, sexist, homophobic and ableist ways of our ancestors, while daily experience betrays the inaccuracy of that world view. When confronted, those in privileged positions have learned to lean on social scripts in which we compare our behaviour to some of the worst examples we can conjure up, and in so doing we position ourselves as moral compared to that person. Chronic wokeness is a symptom of the incurable human condition of wanting to be a good person. Our cultural willingness to ignore obvious evidence in favour of a story that makes us feel better about ourselves has become our legacy. We are a country floating on the intoxicating cloud of permanent denial, thriving on narratives that present us as thoughtful, self-reflexive, and progressive — in a word, woke…. [Direct]
(2021). Dancing with Race: A Multiple Case Study on the Use of Critical Dance Pedagogy in Dance Making. Whiteness and Education, v6 n1 p19-38. This qualitative, multiple case study examines high-school and college-student experiences in a critical pedagogy choreographic process focused on race. Whiteness studies are illuminated throughout, as this scholarship correlates directly with the findings of denial and resistance that emerged when students were required to investigate race-based systems of oppression in our society. Also revealed is the value of embodied dialogues in the educational experience. Herein I describe, examine, and reflect upon the use of critical inquiry in dance classes. As students explore their embodied knowledge and abilities in non-verbal communication, a framework is presented for kinaesthetic learners to soar. The described embodied learning experiences proved impactful for over 90% of participants. This research can be used as a model for educators who wish to enter into difficult dialogues with students in dance and other disciplines…. [Direct]
(2022). "Mines in the Classroom": Black Student's Safety with General and Special Educators. Multicultural Learning and Teaching, v17 n2 p143-158 Sep. How Black learners are made to feel in the classroom by their general and special education professionals affect how they learn and navigate their world. An historical account of American education for the Black mind can be viewed as dull, dangerous, and deadly. It is imperative that each child feels physical and psychological safety in every educational environment. This is the premise of this article…. [Direct]