(2024). A PSA I'm Here Too: Exploring the Harmful Experiences of Black Students through Critical Narratives. International Journal on Social and Education Sciences, v6 n3 p427-438. The paper illustrates the digital narratives of 219 Black students within the K-12 educational setting of a large West coast state in the United States. The researchers employed the method of storytelling to analyze Instagram posts created by students, which aimed to shed light on the various forms of injustice experienced by Black students. These online contributions effectively revitalized the significance of Black students' narratives and encounters with racism. The authors posit that educational institutions should reconsider their approach to mitigating the negative consequences encountered by Black students within educational environments. The present study serves as a call to action for educators and stakeholders to confront systemic anti-Blackness and create inclusive educational environments that prioritize the well-being and success of all students. Through collective effort and a commitment to antiracist practices, we can work towards a more equitable and just educational… [PDF]
(2024). Beyond Omission: Analysing the Erasure of Disability and Inclusion in the Developmentally Appropriate Practices. International Journal of Early Years Education, v32 n3 p647-657. The 4th edition of the National Association for the Education of Young Children's (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. "Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research." In "Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue," edited by S. Kessler, and E. B. Swadener, 3-20. New York, NY: Teachers College Press.; Cannella [1997]. "Deconstructing Early Childhood Education: Social Justice and Revolution." New York, NY: Peter Lang.; Escayg [2019]. "Who's got the Power?": A Critical Examination of the Anti-Bias Curriculum." "International Journal of Child Care and Education Policy" 13 (1): 1-18. doi.org/10.1186/s40723-019-0062-9.; Langford [2010]…. [Direct]
(2024). "You Weren't Good Enough, so Here's a Bronze Medal": Southeast Asian American Students and Racialized Community College Stigma. Community College Review, v52 n4 p434-457. Objective: This study aims to understand how Southeast Asian American (SEAA) community college students experience community college stigma. Methods: This phenomenological study employs AsianCrit as a framework to examine the realities of SEAA students in community college. Ten SEAA community college students underscore how racialization and community college stigma shape their self-perception and college-making decisions. Results: The findings indicate that SEAA community college students experience community college stigma in distinct ways, as shaped by the racialized contexts in which they experience stereotypes in education and in which their peers, educators, and family members inadvertently or intentionally reinforce this stigma. Contributions: These findings indicate that SEAA students experience racialized community college stigma shaped by their raced and racialized positionings within the Asian American racial category and intersecting with the stigmas of attending… [Direct]
(2024). Get "With It": Extending the Study of Educational Carcerality and an Educational Abolitionism Praxis. Educational Studies: Journal of the American Educational Studies Association, v60 n3 p289-307. The merging of prison or carceral studies and education is longstanding. In fact, there is an omnipresence of an educational studies foundations that analyzes and interrogates the role of carceral logics in schools and prisons. I refer to these foundations as the study of "educational carcerality," and in this article, I demonstrate how such an analytical heuristic affords a more capacious understanding of how carcerality structures schooling and educational processes. However, the interpellation of abolition with educational carcerality is taking a newfound life as social movements across the United States have researchers, scholars, and organizers theorize on the abolition question more explicitly. As education scholars, we are in urgent need of continued thoughtful scholarly engagement with existing and developing literatures and questions centered on pedagogy and education through an abolitionist perspective. I offer "educational abolitionism praxis" as a… [Direct]
(2024). Anti-CRT Attacks, School Choice, and the Privatization Endgame. Critical Education, v15 n2 p29-36. Across Canada, school districts have been confronting a backlash to their equity and social justice initiatives. Critics of public education have been arguing that the solution to these controversies is to increase school choice. Using several examples from the United States, this paper argues that the endgame of these strategies is to undermine the legitimacy of public education and increase support for private alternatives. To protect its future viability, the paper also calls on public education advocates to grapple with ongoing marginalization within school systems which make private options increasingly attractive…. [PDF]
(2024). "On a Risky Slope of Democracy": Racialized Logics Embedded in Community-School Board Interactions. Educational Evaluation and Policy Analysis, v46 n3 p506-533. As school board meetings are integral sites of local education policymaking, scholars must consider how structural racism manifests in these spaces across various district contexts. We examine how racialized institutional logics undergird the interactions between majority-Black district leadership and a local Black community during school board meetings. Through an ethnographic case study of school board meetings over the 2019-2020 school year, we find that racialized pressures led predominantly Black school board members and district administrators to uphold policies and practices that limited two-way authentic interactions with their Black constituents. In conclusion, we argue that racial representation in educational politics may be important, but is not sufficient unless accompanied by changes to policies and practices that privilege Whiteness and reproduce racism…. [Direct]
(2024). The Centrality of English as One Legacy of Lau: An Interest Convergence Theory Analysis of Massachusetts Policy for English Learners. Bilingual Research Journal, v47 n4 p438-454. Using the theoretical framework of interest convergence, this document analysis explores the legacy of Lau v. Nichols as a gateway to instructional programs for classified English learners in the state of Massachusetts that maintain the hegemony of English as the primary goal of schooling. Findings reveal that interest convergence is an organizing principle for how instruction for classified ELs has historically been organized and delivered throughout Massachusetts as a move both toward and away from English-only instructional policy…. [Direct]
(2009). Is Racism in Education an Accident?. Educational Policy, v23 n4 p651-659. People live in a time where neoliberal positions, with their assumption that private is good and public is bad, are dominant. Yet, as the author and others have demonstrated, such positions consistently privilege particular and identifiable classed and raced groups. This is not accidental. Society, like many others throughout the world, is organized around extremely powerful dynamics that are very hard to interrupt. As David Gillborn, author of the book \Racism and Education,\ would claim, this privileging is one of the predictable effects of the ways in which such things as \race\ permeates people's everyday lives. It is not intentional in the usual sense of that word. However, to say that the effects are potent is to engage in understatement. How are people to understand these effects and the realities that both produce and are produced by them? Do people see them as accidental, as oddities that somehow seem to happen? Or are they truly constitutive dynamics that are at the very… [Direct]
(2022). "Why Do We Need to Know about This?": U.S. Imperialism, Persepolis, and Knowledge Production on Iran in the Classroom. Journal of Teacher Education, v73 n4 p397-409 Sep-Oct. Contributing to a growing body of research on acknowledging U.S. imperialism within teacher education, this article explores how knowledge production on Iran–and U.S.-Iran relations more broadly–in secondary education represents a site of what Britzman has called difficult knowledge. Here, the difficulty of classroom engagements with the theme of U.S. imperialism is highlighted in several epistemic stumbling blocks, notably notions of White epistemic authority, neoliberal multiculturalism, and imperial feeling. Drawing upon data collected during a 9-month ethnographic study, the analysis presents classroom scenes from a high school world literature unit on Marjane Satrapi's "Persepolis," selected by the teacher to explore themes of colonialism, imperialism, and revolution. Despite these intentions, classroom engagements with the text often reproduced Orientalist understandings. These findings inform the concluding argument that mobilizes contrapuntal reading as a… [Direct]
(2005). The Mathematics Education of African Americans in North Carolina: From the Brown Decision to No Child Left Behind. Negro Educational Review, The, v56 n2-3 p107-126 Jul. For several years now, an achievement gap has been in existence between African American students and white students in mathematics. The purpose of this study is to (1) report on an in-depth case study of a former state mathematics consultant to describe his experiences of the mathematics education of African Americans in public high schools in North Carolina from 1950-1980 and (2) to examine North Carolina African American students' progress in mathematics from the Brown vs. the Board of Education Decision to the "No Child Left Behind Act" Era. The data for this study are analyzed utilizing the critical race theory of education perspective…. [Direct]
(2023). Lessons to Learn, Discourses to Change, Relationships to Build: How Decolonising Race Theory Can Articulate the Interface between School Leadership and Aboriginal Students' Schooling Experiences. Australian Educational Researcher, v50 n1 p111-129 Mar. When conversations about Aboriginal student educational success emerge, they are usually focussed on the high levels of underachievement and disengagement. School leadership is seen as critical to contributing to student outcomes. For Aboriginal students, creating inclusive learning environments that support culture and identity, and building trusting relationships with families and community members are also critical goals. As part of the Aboriginal Voices project, this paper uses Decolonising Race Theory (Moodie, 2018) to analyse interviews with four Principals in urban, regional, and rural locations to understand their perceptions and experiences of leading Aboriginal education in schools. From the interviews, three key themes emerged: leading culture, identity and school-community relationships, leading curriculum, pedagogy and teacher development, and leading student participation and achievement. Decolonising Race Theory (Moodie, 2018) is applied as an analytical tool to view… [Direct]
(2023). Can Numbers Be Gender and Race Conscious? Advocating for a Critical Race Feminista Quantitative Praxis in Education. Equity & Excellence in Education, v56 n1-2 p190-205. In this article, we (re)imagine quantitative approaches in educational research to (re)evaluate our experiences as Chicana/Latina feminists, which are always inextricably both raced and gendered. Using a Chicana feminist epistemology in education, a framework that explicitly challenges the perceived objectivity and universal foundations of knowledge that undergird traditional qualitative approaches, and quantitative critical (QuantCrit) research in education, which centers how statistics have long been racist and racialized, we consider whether numbers can be race and gender conscious. We put forth a critical race feminista quantitative praxis in education through an empirical application that explores Chicana educational attainment and occupational outcomes using secondary data from the U.S. Census Bureau. We conclude with implications for educational research…. [Direct]
(2023). Introducing Curricular and Pedagogical Resuscitation (CPR): A Black Approach to Reviving the Self and Collective through Social Studies. Urban Education, v58 n9 p1887-1911 Nov. Social studies has been lagging in the race to gain classroom instructional time due to the impact of high-stakes testing in urban schools. Furthermore, social studies can be particularly uninteresting to Black students whose diverse sociocultural histories and perspectives remain diminished or absent. Therefore, this paper advances curricular and pedagogical resuscitation (CPR) as a renewed and continuing quest to properly address and privilege Black students and their lived experiences. Employing BlackCrit, we forward CPR as a more accurate, timely, and holistic social studies approach–addressing the body, spirit, and mind of our students…. [Direct]
(2023). Constant Critical Reflexivity: Engaging in an Archaeology of Self to Promote Racial Literacy in a Math Teacher Education Program. Educational Forum, v87 n3 p177-191. Racial literacy is critical pedagogy that seeks to end racism. Developing racial literacy in math teacher education programs is a crucial step in preparing preservice teachers to acknowledge and resist prejudiced and racist math teaching policies and practices before they enter the K-12 classroom. In this essay, I unpack and share how I engaged in critical reflexivity and an Archaeology of Self to promote racial literacy and antiracist pedagogy in my MTEP courses…. [Direct]
(2023). Black History in Adult Education in the United States: A Historical Review and Historiographical Critique. Adult Education Quarterly: A Journal of Research and Theory, v73 n4 p345-362. This article pushes towards the integration of the history of Black Adult Education (AE) into the broader history of AE literature and it contributes a critique of the field's general omissions and misrepresentations of Black history. The purpose of this paper is twofold: (1) to critique the white-dominated history of AE texts and (2) to provide a historiographical essay that highlights works focused on the Black history of AE. In doing so, we offer a historical counternarrative rooted in the secondary historical literature that addresses the history of Black education. Ultimately, this paper critiques historiographical essays focused on AE, situates our discussion within debates on approaches to race in AE, and revisits works of Black AE from within the field as well as key works by educational historians that address issues related to Black AE…. [Direct]