(2014). Touring Turtle Island: Fostering Leadership Capacity to Support First Nations, M√©tis, and Inuit Learners. in education, v19 n3 p47-68 Spr. This paper reports on findings from a research study that examined the design, delivery, and effects of a graduate level summer institute, the aim of which was to foster the capacity of educational leaders to support First Nations, M√©tis, and Inuit (FNMI) learners. Our study is conceptually framed using elements of critical race and Whiteness theory, and red pedagogy/culturally relevant pedagogy. We designed the institute and our methods around Kirkness's and Barnhardt's (1991) 4 R's of success in higher education environments: relevance, reciprocity, responsibility, and respect. Data for the study were gathered using a qualitative, inquiry-based methodology, and articulated using Indigenous storywork and story. The primary data sources included online surveys and sharing circles conducted with past students of the course. Findings suggest that the summer institute helped to disrupt colonial assumptions; increase respect for Aboriginal knowledges, values, and experiences; offer… [PDF]
(2012). The Influence of an Urban Educational Leadership Doctoral Program on the Social Justice Leadership Knowledge, Skills, and Dispositions of Its Graduates: A Case Study. ProQuest LLC, Ed.D. Dissertation, Morgan State University. There is an abundance of data that indicate that social inequality contributes to the school failure of African American and other children of color. Despite this finding, educational leadership preparation programs, have not, overwhelmingly embraced a social justice curriculum (Lopez, 2003). The purpose of this study was to understand faculty and student perceptions regarding the extent to which the doctoral program in Urban Educational Leadership at a Historically Black College and University (HBCU) explicitly or implicitly espouses a social justice agenda in the preparation of leaders. Additionally, its purpose was to study stakeholder perceptions of the extent to which the program succeeds in advancing such an agenda. This study was guided by three research questions: (1) What perceptions do faculty and graduates have of the core curriculum employed by Mid Atlantic University's doctoral program in Urban Educational Leadership to encourage the utilization of a social justice style… [Direct]
(2000). To Have or Not To Have? A Preliminary Analysis of Higher Education Funding Disparities in the Post-Ayers v Fordice Era: Evidence form Critical Race Theory. Journal of Education Finance, v25 n3 p297-322 Win. Reviews higher education racial desegregation equity since the U.S. Supreme Court's 1992 "Fordice" decision. Discusses historically black colleges and universities' future status and African-American students' progress, using finance data analyzed and interpreted via critical race theory. HBCU's receive inferior state appropriation levels, compared to traditionally white institutions. (Contains 81 resources.) (MLH)…
(2023). W.A.A.C.K. C.S.P.: The Tensions and Overlaps between Whiteness and Culturally Sustaining Pedagogies. International Journal of Qualitative Studies in Education (QSE), v36 n8 p1476-1486. This article takes up the questions: How does Whiteness affect conceptions of Culturally Sustaining Pedagogies (CSP)? Specifically, when it comes to Whiteness, is there a culture worth sustaining? To begin this examination, we first outline what CSP and Whiteness are. Second, we review the literature within Critical Whiteness Studies (CWS) that takes up pedagogical questions. Third, we theorize the tensions and places of overlap across CSP and CWS–specifically that when it comes to Whiteness there is not a culture worth sustaining, but there is space for White people within CSP as long as they take account of Whiteness. Fourth, we propose a framework for merging CSP and CWS, W.A.A.C.K. C.S.P. (White folks Applying Anti-Racist Cultural Knowledge for Culturally Sustaining Pedagogies). We conclude with implications of this framework for future educational research and practical implications for White teachers and White students…. [Direct]
(2011). "Where Are Their Parents?" Re-Thinking, Re-Defining and Re-Conceptualizing African American and Latino Parental Involvement, Engagement and Empowerment in Schools. ProQuest LLC, Ed.D. Dissertation, Mills College. Traditional and current parental involvement programs can be challenging, debilitating and disenfranchising for African American and Latino school-parents. This qualitative study explores the issue of parental involvement, engagement and empowerment for African American and Latino parents. It provides an overview of hegemonic underpinnings, discursive expectations and mainstream definitions surrounding this issue. Embedded in the study, is a description of parents who do not conform to nor meet "traditional expectations" of parental involvement. A discussion of how current literature characterizes these parents is provided. It notes that deficit based research (vis-√°-vis assumptions and biases) privilege traditional orthodoxies and ideas regarding parental involvement. Through the lens of critical race theory, this study challenges traditional orthodoxies and debunks deficit perspective research, as it illuminates how African American and Latino parents are deeply committed… [Direct]
(2011). A Case Study of a Southeastern African American Male Mentoring Community College Program. ProQuest LLC, Ed.D. Dissertation, North Carolina State University. This research is a qualitative case study exploring the experiences of African American male mentoring community college students. Such programs have proliferated throughout higher education, over the past 20 years, in an effort to improve the retention, performance and goal attainment of African American males. The theoretical framework shaping the study was Critical Race Theory, which acknowledges the centrality of race in every aspect of culture in the United States, including higher education. Three research questions guided this study: (1) How do African American Male Mentoring students describe their educational journeys at a Southeastern Community College? (2) What do African American males perceive as their cultural identity through participation in a Southeastern Community College mentoring program? (3) What particular aspects of this Southeastern Community College's mentoring program contributed to student academic progress? In the case study tradition, I delved into the… [Direct]
(2024). From Docent to Professional to Activist to Critical Race Theorist: A Biomythography of a Black American Museum Professional. Journal of Museum Education, v49 n2 p194-208. The wisdom of Audre Lorde informs us that "the master's tools will never dismantle the master's house." The origins of many museum collections are that their objects were obtained by colonizers who became the masters of colonized people's cultural heritage. One of the master's tools has always been to create and benefit from a system of free labor. Within the museum, the vestiges of the master's tool of free labor remain, although with different shapes and aims. The system of free labor in the museum is tangential with the presence of the docent corps. This article explores the sensationalism of battles over the fate of docent groups in light of the need to make fundamental shifts in museum praxis…. [Direct]
(1994). From Inner City to Ivory Tower: Does My Voice Matter in the Academy?. Urban Education, v29 n3 p245-69 Oct. Using the principle of critical race theory, the author contends that his Catholic, urban elementary school education was built on the integration of centric and conflict theories. The tension his adult voice creates in traditional academic discourse is discussed. (SLD)…
(2007). The Los Angeles Riots Revisited: The Changing Face of the Los Angeles Unified School District and the Challenge for Educators. Educational Studies: Journal of the American Educational Studies Association, v42 n3 p213-229 Oct. This article provides a brief history of the Los Angeles Unified School District (LAUSD), including an analysis of the demographic shifts and the tensions between the African American and Korean American communities at the time of the Los Angeles riots in 1992. The article includes my own experiences teaching high school English during the uprising, and relies on some of the ideas of Critical Race Theory to stress the need for educators to hold uncomfortable discussions about race and racism in educational settings. The article further includes an examination of issues and concerns that faced the district in the years leading up to the King verdict (racial isolation, poor academic achievement in some schools, teacher frustration, and, an ultimate strike in 1989, gang violence), and provides a snapshot of current achievement levels for children in LAUSD. (Contains 1 table and 3 notes.)… [Direct]
(2003). Interrogating Racism in Qualitative Research Methodology. Counterpoints. This book explores the link between critical race theory and qualitative research methodology, interrogating how race connects and conflicts with other areas of difference and is never entirely absent from the research process. After an introduction, "Critical Race Theory in Education: Theory, Praxis, and Recommendations" (Sylvia R. Lazos Vargas), eight chapters include: (1) "Research, Race, and an Epistemology of Emancipation" (Cynthia Tyson); (2) "Telling Tales Out of School: 'What's the Fate of a Black Story in a White World of White Stories'" (Melanie Carter); (3) "Fashioning Research Stories: The Metaphoric and Narrative Structure of Writing Research about Race" (Edward Buendia); (4) "Parent Involvement as Racialized Performance" (Gerardo R. Lopez); (5) "Multicultural Education in Teacher Training Programs and Its Implications on Preparedness for Effective Work in Urban Settings" (Jennifer Ng); (6) "On Whose…
(2006). \If You Don't Identify with Your Ancestry, You're Like a Race without a Land\: Constructing Race at a Small Urban Middle School. Anthropology & Education Quarterly, v37 n2 p144-161 Jun. Based on a one-and-a-half-year ethnographic study of a desegregated urban middle school, this article investigates the ways in which administrators, students, and teachers multiply constructed race through a network of policies, pedagogies, and practices. Using a framework of cultural production theory and critical race theory, the article not only illustrates these constructions but also argues that the careful analysis of them for themes of power and equity can inform the school curriculum and professional programs for preservice and practicing teachers…. [Direct]
(2012). Invisible Woman? Narratives of Black Women Leaders in Southeastern Two-Year Colleges. ProQuest LLC, Ph.D. Dissertation, Clemson University. This narrative research study explored the experiences of two Black women executive-level leaders who started their careers within higher education, including two-year technical colleges located in the Southeast during the pivotal sociopolitical moments that occurred during the 1960s to the 1980s. The stories of these women revealed their perceptions of the barriers they faced as well as the opportunities they received for career advancement as their careers evolved parallel to the development of the technical college system itself. Qualitative procedures, including semi-structured interviews and a combined narrative analysis and analysis of narratives interpretative framework (Connelly & Clandinin, 2006; Creswell, 2009; Kramp, 2004; Polkinghorne, 1995, as cited in Kramp, 2004, and in Creswell, 2007; and Roberts, 2002), illuminated a richly descriptive and complex perspective of these women's lived experiences. The theoretical frameworks of critical race theory and Black feminist… [Direct]
(2010). A Phenomenological Case Study of African American Students Who Achieved Success Despite Scoring Low on Standardized Tests. ProQuest LLC, Ed.D. Dissertation, University of Missouri – Kansas City. Standardized tests continue to be used in the United States to evaluate applicants for admission to most colleges and universities, which often results in less access for students–specifically students of color–who may have been inadequately prepared in grades K-12 for standardized testing. The purpose of this phenomenological case study was to explore the experiences of African-American college students, who are successful despite scoring low in one or more areas on the SAT or ACT. The traditions of heuristic inquiry, narratology and the perspective of critical race theory (CRT) assisted in understanding the meaning of the phenomenon of standardized tests. Success in college was defined as an African American student in his or her sophomore year possessing a grade point average (GPA) of 2.75 or higher. The goal of this study was to identify strategies that students with similar experiences, PreK-12 educators, and community members can use for program development. The data were… [Direct]
(2006). A Different View of Urban Schools: Civil Rights, Critical Race Theory, and Unexplored Realities. Counterpoints: Studies in the Postmodern Theory of Education Volume 291. Peter Lang New York This book tells a fascinating story about the realities of urban education in America. It provides new insights on teacher selection and preparation, curriculum, school takeovers, federal legislation, the role of business, and the impact of the civil rights movement on urban schools. The result is a new perspective on what educational reform requires in American cities. This book will be useful to teachers, policy makers, school board members, and parents, as well as classes in multicultural education, ethnic studies, and the social foundations of education….
(2007). Homicide Bereavement: Reflections on the Therapeutic Relationship in Trauma Research. Qualitative Inquiry, v13 n4 p541-553 May. This critical narrative ethnography focused on the aftermath of gang-related homicide of two Latino teenage boys, as articulated from the perspectives of their mothers. Grounded in critical race theory, this study situates the phenomenon of Latino youth violence within contexts of local oppressive political and historical conditions. This article explores therapeutic aspects of the researcher's relationship with the bereaved mothers, ethical issues involved in trauma research, and the role of reflexivity. The bereavement narratives represent the subjugated voices of women living with violence in marginalized communities and reveal multiple layers of dehumanization. The therapeutic relationship that developed between the participants and researcher became an effective strategy for rehumanization. The traumatic nature of the women's bereavement produced a deep vulnerability, requiring a complex negotiation of roles and responsibilities of the researcher. The self-reflective experiences… [Direct]