(2010). Education, Racism, and the Military: A Critical Race Theory Analysis of the GI Bill and Its Implications for African Americans in Higher Education. ProQuest LLC, Ph.D. Dissertation, Washington State University. This study examined the impact of the Serviceman's Readjustment Act of 1944 (the GI Bill) on African Americans' quest for higher education. The central question guiding this study follows: Why has higher education been so elusive for African Americans? With reference to this question, the following sub-questions were addressed: (1) How can the \counter narrative\ approach uncover \truths\ about the GI Bill's lack of effectiveness for the African American community? (2) How did the racial climate of the 1940s and 1950s impact African American veterans and their pursuit of post-secondary education? (3) How did African American veterans counter instances when race and racism intersected during their pursuit of higher education? (4) How does the lingering influence of the GI Bill impact higher education for African Americans today? This qualitative study followed a Critical Race Theory (CRT) design. This methodology uses five tenets to interrogate the intersections of race and racism… [Direct]
(2017). Race in Place: Black Parents, Family-School Relations, and Multispatial Microaggressions in a Predominantly White Suburb. Teachers College Record, v119 n12. Background: Research has demonstrated the importance of understanding the multiple factors that shape parents' relationships with schools, including the resources parents have at their disposal, their own educational histories, and the influence of school cultures and policies. Less is known, however, about how parents' engagement relates to their everyday experiences across school and community spaces, particularly for Black parents in nonurban, predominantly White settings. Purpose: The purpose of this study is to examine Black parents' school and community experiences in a predominantly White suburb and how their experiences and engagement may vary based on social class and gender (and their intersections). Participants: A socioeconomically mixed sample of 56 Black parents (16 men, 40 women) with children in Grades K– participated in the study, as well as 2 longtime residents whose children attended district schools. Research Design: The findings are based on an ethnographic… [Direct]
(2012). Teacher Training in Roma Education in Greece: Intercultural and Critical Educational Necessities. Issues in Educational Research, v22 n1 p47-59. This paper first outlines briefly the present status and position of the Roma/Gypsies in the Greek context while it gives a review of education policy and provision. Secondly, it indicates that Greek primary teachers lack adequate preparedness for the challenges accompanying contemporary educational multiculturalism and social justice issues. The following part is focused on the training of teachers and the need to educate and prepare them further on specific intercultural issues as well as methodologies for teaching in multicultural classes. Finally, the paper indicates the importance of teacher training to combat racism and promote social justice in classrooms and schools through critical education and empowerment/emancipation processes of Roma children, and how those two pedagogical philosophies (intercultural and critical) may converge within teacher training praxis…. [PDF]
(2009). Critical Race Reflections: Valuing the Experiences of Teachers of Color in Teacher Education. Race, Ethnicity and Education, v12 n2 p235-251 Jul. While research has demonstrated that White teachers often must be taught about the pain of racism in order to not perpetuate it, this may not apply to racial minority teachers. Through personal experience, Teachers of Color are likely aware of the trauma that racism can cause students. Within teacher education, we must create research and teaching strategies that acknowledge racial minority teachers as insiders to the experiences of racism in school, and as valuable assets in the fight for educational justice. Using a critical race theory (CRT) framework, this article explores the reflections of Women of Color educators regarding their encounters and observations with race and racism in K-12 schools. Qualitative interviews were conducted with twelve Asian-American, Black and Latina women enrolled in a social justice teacher preparation program in Los Angeles. Their stories expose (1) the personal experiences with racism the women endured within their K-12 education; (2) the parallel… [Direct]
(2013). From Neoliberal Policy to Neoliberal Pedagogy: Racializing and Historicizing Classroom Management. Journal of Pedagogy, v4 n1 p36-58 Jun. In this article we first trace the history of "management," particularly in the United States, from the plantation to the factory to the corporation, with the intention of understanding and contextualizing "classroom management" in today's educational lexicon. To do so, we look at the intertwining history of racial knowledge and the management of enslaved persons; the subsequent development of scientific management; social efficiency educators' application of scientific management to education; and conceptions of classroom management in today's neoliberal environment, in which education is increasingly positioned as a consumer good subject to individual choice and competitive markets. We further look to examples from post-colonial Africa to demonstrate the ways in which neocolonial forms of scientific management comingle and entwine with neoliberal policies and procedures. The global phenomenon of scientific management, rife with neoliberalism and racism, is… [Direct]
(2013). Whiteness as Technology of Affect: Implications for Educational Praxis. Equity & Excellence in Education, v46 n1 p150-165. This article explores the embodiment and affectivity of whiteness, particularly as it implicates educational praxis and social justice in education, focusing on the following questions: In what ways are affect and whiteness constitutive of each other in race dialogue? How does emotion intersect with racial practices and white privilege, and what are the educational implications of this entanglement? In theorizing whiteness as a technology of affect, the authors hope to capture the mental, emotional, and bodily dimensions of whiteness in the context of racial dialogue. In particular, the authors introduce the idea of \white intellectual alibis,\ or Whites' attempt to project a non-racist alibi rather than aligning themselves with anti-racism. Finally, the authors discuss how whiteness as a kind of technology of affect has implications for pedagogical efforts to engage in equitable and anti-racist education. It is suggested that unless educational scholars engage with a theoretical… [Direct]
(2017). Interaction with Institutional Agents in Community College, Predictors of Latino Males' Commitment to Educational Goals: A Quantitative Study. ProQuest LLC, Ed.D. Dissertation, California State University, Fullerton. Only 9% of U.S Latino males have bachelor's degrees. Community colleges are the preferred choice for Latinas/os entering the higher education pipeline. Almost half of first-year community college students leave college without achieving their educational goals. Racial inequalities in education are a symptom of lingering institutional racism. In order to address educational inequities, educational leaders must learn how to support Latino male students. The purpose of this study was to examine the role of institutional agents on Latino male students' commitment to educational goals. In particular, this study sought to assess the added impact of students' perceptions of and use of campus support services, interactions with institutional agents, validation, and socio-academic integrative moments. The study found that 24% of the variance in Latino male students' commitment to educational goals could be explained by interactions with institutional agents. A high-quality interaction with… [Direct]
(2010). Academic Freedom and Racial Injustice: South Africa's Former "Open Universities". South African Journal of Higher Education, v24 n6 p897-913. The article critically re-interrogates three high profile cases of white racism at South Africa's former "open universities" to highlight the way in which existing debates around academic freedom fail to come to terms with questions of racial injustice after apartheid. The cases covered are the Makgoba affair at Wits, the Mamdani affair at the University of Cape Town, and the Shell affair at Rhodes. It is argued that the genuine transformation of higher education requires recognizing and addressing the dynamics of systemic white racism. (Contains 1 note.)… [Direct]
(2013). 14 Souls, 19 Days and 1600 Dreams: Engaging Critical Race Praxis While Living on the "Edge" of Race. Discourse: Studies in the Cultural Politics of Education, v34 n4 p562-578. Because the dynamics of race are wrongly ignored in a current shroud of post-racialism (i.e. re-election of Barack Obama as president of the USA, shifting racial demographics in the USA, etc.), there are still communities in the USA and throughout the world that experience the damaging effects of racism entangled with the realities of class. Many still do not live in a post-racial utopia where "things are getting better". Instead, for some, things are getting worse. In light of these realities, this article is an account of a community's attempt to interrupt the popularly shared notion that low-income/working-class communities of color do not deserve quality education. The title has particular significance in that the 14 is reflective of the 14 community members that endured a 19-day hunger strike to secure a school for 1600 students. It should be considered on the "edge" of race in that it recognizes that race is often placed on the periphery of urban education,… [Direct]
(2017). Assessing the Efficacy of Outdoor Education on Campers' Perceptions of Environmental Stewardship, Civic Engagement, and College and Career Pathways. ProQuest LLC, Ed.D. Dissertation, University of California, Los Angeles. Given global threats to the continued functioning of ecosystem services that sustain us all, educators would be wise to embrace the task of redefining our individual and collective orientations to the natural world. Since the inception of the modern environmental education movement in the 1970's, outdoor education at residential camps has distinguished itself as one of the most promising pedagogies for inspiring environmental stewardship behaviors (American Institutes for Research, 2005; Hattie, Marsh, Neill, & Richards, 1997; Larson, Castleberry, & Green, 2010). Specific outdoor education program components have been shown to lead to immediate feelings of connectedness with nature, social connectedness, and self-efficacy (Garst, Browne, & Bialeschki, 2011a; McKenzie, 2003; Priest & Gass, 2005). This empirical study explored the relationships among campers' demographics, attitudes related to their camp experiences, and self-reported behavioral intentions toward… [Direct]
(2015). A Brief Engagement with Some Conceptual Challenges in the Discussion about 'Race' and Racism. Power and Education, v7 n2 p143-154 Jul. At issue in this discussion is a question of knowledge and how those who work in education use the knowledge at their disposal in practice. How do they, firstly, work with the almost universal consensus that 'race' as a biological phenomenon has no inherent substance but that its equally almost universal social acceptance makes it real? Having come to their conclusions, secondly, how do they work educationally with the complexity of the ideological positions surrounding their knowledge? It is argued, that in these questions a particular kind of challenge for the politics of anti-racism arises. This challenge is deeply educational at its core. It talks to how an individual acts in relation to what he/she knows. Towards an engagement with what such a politics is in this contribution this paper seeks to argue that a concept such as 'race', and indeed gender, subsists and relies on presumptive agreements about the meanings — the form and substance — attached to looks. The concept… [Direct]
(2012). Muslim Schools in Secular Societies: Persistence or Resistance!. British Journal of Religious Education, v34 n1 p51-65. Muslim schools are a growing phenomenon across the world. Muslim diaspora resulting from multiple factors including political, religious and economic enhanced the need among Muslims to maintain and develop their faith identity. Marginalisation of Muslims, in whatever forms and for whatever reasons, particularly in Muslim minority and/or secular societies further energised affiliations with faith identity. In this context, the article will argue that Islamic schools are being seen by many Muslims as an option not only to provide opportunities for updated education in consonance with their perceptions of Muslim identity, but also to denote an agenda for resistance to challenge racism and existing power relations. (Contains 3 notes.)… [Direct]
(2013). Vigilance as a Response to White Complicity. Educational Theory, v63 n1 p17-34 Feb. Calls for vigilance have been a recurrent theme in social justice education. Scholars making this call note that vigilance involves a continuous attentiveness, that it presumes some type of criticality, and that it is transformative. In this essay Barbara Applebaum expands upon some of these attributes and calls attention to three particular features of vigilance that, while they may be alluded to in the aforementioned discussions, are rarely made explicit. These three features are critique, staying in the anxiety of critique, and vulnerability. Using the lens of Judith Butler's recent work and the discussions that her work has provoked, Applebaum examines these three features of vigilance and demonstrates how they are crucial for white people interrogating their complicity in systemic racism. Finally, she discusses how the expanded three features of vigilance can offer guidance to one of the enormously thorny questions that arises in the social justice classroom. (Contains 58… [Direct]
(2021). Variation in Children's Experiences in Pre-K Classrooms: Content and Quality. Society for Research on Educational Effectiveness Background: Decades of research suggest that when young children are enrolled in high-quality pre-K classrooms they have better literacy, language, math, and social outcomes at the end of the pre-K year. A traditional approach to capturing the quality of children's experiences, including the quality of their engagement with academic content and with teachers in a classroom focuses on average classroom quality levels. This approach, however, may not capture the variability in the quality of classroom experiences individual children encounter. This study proposes to examine the variability of the quality of children's engagement in academic content and with their teachers, and the degree to which variability in addition to total proportion of time spent in academic content contribute to children's school-readiness outcomes. We also explore a novel approach to examining variability as the actual incidence of academic engagement is quite low for individual children enrolled in pre-K… [Direct]
(2017). Civic Narratives: Exploring the Civic Identity of Community College Students. ProQuest LLC, Ph.D. Dissertation, Kent State University. This narrative inquiry brings together a re-emerging interest in the civic mission of higher education and inquiry about individual civic identity development, with a lens focused on the currently underrepresented voices of community college students. The purpose of this study is to increase our understanding of the meaning that community college students make of their own civic actions and beliefs, in order to inform the work of faculty, administrators, and researchers regarding the role that higher education can play in the development of community college students' civic identity. Additionally, these narratives of currently underrepresented voices and civic perspectives inform efforts to address the growing civic empowerment gap within our campus and community environments. The narratives included in this study demonstrated an expressed interest in community engagement from participants and a wide-ranging feeling of responsibility towards their communities, paired with tremendous… [Direct]