(2012). Racial Pedagogy of the Oppressed: Critical Interracial Dialogue for Teachers of Color. Equity & Excellence in Education, v45 n1 p181-196. Brazilian education activist Paulo Freire (1970) argues that to create social change, oppressed people must have critical consciousness about their conditions, and that this consciousness is developed through dialogue. He theorizes that dialogue allows for reflection and unity building, tools needed to transform society. When considering racial oppression in K-12 schools, racial minority teachers have an often-untapped insight and power to transform classrooms and schools (Kohli, 2009). Connected through a commonality of racial oppression, it is important for teachers of color to engage in cross-racial dialogues about manifestations of racial injustice in K-12 schools and to develop strategies for change. Utilizing Freire's conceptual lens and a critical race theory (CRT) framework, this article highlights critical race dialogue about the educational experiences and observations of 12 black, Latina, and Asian American women enrolled in a teacher education program. Through… [Direct]
(2013). Giving Voices to Mexican Immigrant Parents: A Mixed Methods Study of Perceptions on the Transition to School. ProQuest LLC, Ph.D. Dissertation, The University of North Carolina at Greensboro. The transition to formal schooling is thought of as a critical educational experience for all children and their families. This transition may be especially critical for those in the largest immigrant group in the United States, Mexican families and their children. Using Critical Race Theory, the aim of the current study was to give Mexican immigrant parents a voice in their experiences and perspectives regarding their children's transition to school. Using two distinct phases, the current study examined Mexican immigrant parents' perspectives on and experiences with their children's transition to kindergarten. In the first phase, information from interviews with 7 Mexican immigrant parents and feedback from an expert panel were used to revise the Family Experiences and Involvement in Transition (FEIT) survey (McIntyre et al, 2007), with the intent of making it more culturally sensitive and relevant, and a better reflection of Mexican families' perspectives and experiences. In the… [Direct]
(2012). Roses in the Concrete: A Critical Race Perspective on Urban Youth and School Libraries. Knowledge Quest, v40 n5 p32-37 May-Jun. The late rapper Tupac Shakur wrote a poem called \The Rose that Grew from Concrete\ that serves as a good metaphor for helping educators, including school librarians, to disrupt stereotypical metanarratives they might have about urban youth and replace them with new narratives of hope, compassion, and high expectations for all students. Tupac's poem is a good primer for discussing what school libraries and school librarians can do to better support urban youth's diverse backgrounds and literacy abilities. What lessons might educators and school librarians learn about educating urban youth based on the message embedded in Tupac's poem? Moreover, how might they reflexively look back at their own practices and policies in the school library to see how they accommodate (or do not accommodate) the experiences, backgrounds, and literacies of urban youth? Finally, what insights might Critical Race Theory (CRT) afford them in an analysis of school library programs and school librarians'… [Direct]
(2012). UK Secondary Schools under Surveillance: What Are the Implications for Race? A Critical Race and Butlerian Analysis. Journal for Critical Education Policy Studies, v10 n1 p76-92 Apr. Since September 11th 2001, and the London bombings of July 2005, the "war on terror" has led to the subjection of populations to new regimes of control and reinforced state sovereignty. This involves, in countries such as the UK and the US, the limiting of personal freedoms, increased regulation of immigration and constant surveillance, as a response to the perceived increased risk of terrorist attacks. In this paper I consider new surveillance technologies in secondary schools as a moment in the "war on terror" where recognisability is key to understanding the ways in which populations are racialised. I argue that the counter-terrorism agenda is one of the reasons why schools have invested to such an extent in new technologies of surveillance and explore the implications such surveillance has for the way in which students are raced. The paper applies a framework which combines a Critical Race Theory (CRT) analysis of white supremacy with Judith Butler's (2004a,… [PDF]
(2018). Investigating Black Male Intersectionality: Counternarratives of High-Achieving Black Male Engineering Undergraduates at a Predominantly White Institution. ProQuest LLC, Ph.D. Dissertation, North Carolina State University. The purpose of this qualitative research study was to understand how being both Black and male (i.e., Black male intersectionality) shaped the lived experiences and academic success of high-achieving Black male undergraduates in engineering majors at a predominantly White institution (PWI). Consistent with prior research, high-achieving was defined as having earned a cumulative grade point average (GPA) at or above 3.0. A counternarrative approach was used to obtain the stories of this understudied population who has achieved academic success in college, despite all that is stacked up against them. Southeastern University (pseudonym), a large, public PWI located in an urban city within the Southeastern region of the United States, was selected as the study site because it has consistently been nationally ranked as a top producer of engineering bachelor's degrees awarded to underrepresented racial and ethnic minority students, particularly Black students. Eight high-achieving Black… [Direct]
(2009). Identity Development for Black Adolescents in Predominately White Rural Communities. Multicultural Learning and Teaching, v4 n1 p64-77 Aug. Research on identity development of African American adolescents in predominantly White rural settings is virtually nonexistent. This article examines current literature on the developmental tasks of adolescents and issues of ethnic congruence for African American students in predominately White rural communities. In addition, it calls for critical conversations on this overlooked population. Recommendations for future research using Critical Race Theory is presented…. [Direct]
(2010). Community Cultural Wealth and Chicano/Latino Students. Journal of School Public Relations, v31 n3 p224-237 Sum. This article offers a vision of how educators can better foster the various forms of knowledge and wealth that Chicano/Latino students bring to their public schools. By using LatCrit (i.e., Latino/a critical race theory) to conceptualize community cultural wealth, we hope to give educational leaders greater insights into culturally appropriate strategies in serving all public school students. Yosso (2005) defined community cultural wealth as \an array of knowledges, skills, abilities and contacts possessed and used by Communities of Color to survive and resist racism and other forms of oppression\ (p. 154). Employing a LatCrit lens allows us to take an in-depth look into how schools can better relate to communities of color. We are \conceptualizing community cultural wealth as a critical race theory challenge to traditional interpretations of cultural capital and then offering suggestions on how community cultural wealth can \transform the process of schooling\\ (Yosso, 2005, p. 70)…. [Direct]
(2009). Critical Race Theory, Democratization, and the Public Good: Deploying Postmodern Understandings of Racial Identity in the Social Justice Classroom to Contest Academic Capitalism. Teaching in Higher Education, v14 n5 p517-528 Oct. This essay discusses an academic capitalist knowledge regime (i.e. the increasing engagement of public institutions of higher education in market-based ventures) and the alterations to teacher and student behavior and the learning environment that result. Social justice-oriented university courses are positioned as sites where democratization and contestation of academic capitalism can be waged. The resistance of white students to curricular issues dealing with race is identified as a factor thwarting the counter-hegemonic potential of social justice-oriented courses and critical race theory (CRT) is offered as a corrective to ease student resistance to issues of race by encouraging postmodern understandings of racial identity. Ways in which CRT opens spaces for democratization, social justice, and the contestation of the academic capitalist knowledge regime are discussed…. [Direct]
(2010). Early Childhood Education: History, Theory, and Practice. Second Edition. Rowman & Littlefield Publishers, Inc. Harry Morgan lays the foundations of what early childhood education is by integrating the history of the field with the philosophy and theories behind this discipline. From birth to age eight, when children become integrated into society through their education at school and at home, \Early Childhood Education\ examines the education of this age group from its historical beginnings to the theories used then and today. The writings and research of philosophers such as Locke, psychologists such as Freud, and pioneers of early childhood education such as Frobel, are covered in this concise text. With lucid and engaging prose, Morgan delineates the beginnings of early childhood education and how it has become an important field of study in education today. This edition has been updated to include recent research and how current practices and culture affect the field today. Also included in this second edition is a new chapter about critical race theory and its implications on early… [Direct]
(2011). Consciousness, Resistance, and Praxis: Counter-Narratives of Transformative Leaders of Color. ProQuest LLC, Ed.D. Dissertation, San Francisco State University. Using counter-narrative to frame the qualitative methodology, this dissertation shifts the paradigm of educational leadership by situating the experiences of transformative leaders of color as part of the dominant discourse. A theoretical framework drawing from Critical Race Theory (CRT), decolonization, and Freirean critical pedagogy is used to present a model for transformative educational leadership pedagogy which focuses on the values of consciousness, resistance, and praxis in order to directly challenge and counter more traditional leadership values of authority, power, and control. The dissertation provides a set of four recommendations which can be implemented to support and further the development of transformative leaders of color. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:… [Direct]
(2011). Growing…But Constrained: An Exploration of Teachers' and Researchers' Interactions with Culture and Diversity through Personal Narratives. Qualitative Report, v16 n2 p341-357 Mar. Educators from all realms of education who engage in in-depth conversations and reflections about personal experiences and perspectives related to diversity are significantly important to the cultural understandings in Education. This paper is a narrative analysis of how teachers who were enrolled in a Master's Program from two university campuses of the same predominantly White university participated in an in-depth look at their diverse cultural experiences through reflection and dialogue. Two researchers, one African American female utilizing the Critical Race Theory perspective the other Caucasian female using Socio-constructivism, interacted with one another and the teachers' narratives through several personal experiences interchanges. The resulting teacher/research dialogue on culture and diversity revealed how when the constraints of different theoretical frameworks and past encounters with culture and diversity are exposed a space for dialogue on culture and diversity,… [PDF]
(2011). "Love Your China" and Evangelise: Religion, Nationalism, Racism and Immigrant Settlement in Canada. Ethnography and Education, v6 n1 p61-79. This paper explores how race, religion and national origin intersect in one transnational context. In an educational ethnography, I encountered a discourse that called for overseas Chinese to convert and evangelise other Chinese (in China), which won many followers in Canada. Using Critical Race Theory and the notion of "intersectionality," I analyse the shared understandings of race and national identity, and the shared experience of institutionalised discrimination in everyday life in this community. I suggest that sanctioned and enabled by Canadian "banal nationalism" and racism, structural discrimination against racialised minority immigrants contributes to difficulties they experience in settlement. Intersecting with racism and banal nationalism, Christian evangelism offers many Chinese immigrants an alternative frame to understand the meaning and purpose of immigration and of living as racialised immigrants. Implications for immigrant settlement and for… [Direct]
(2011). Race(ing) Stories: Digital Storytelling as a Tool for Critical Race Scholarship. Race, Ethnicity and Education, v14 n2 p159-173 Mar. This article investigates the use of digital storytelling as a medium for exploring the significance of race in the educational experiences of youth. A critical race theory (CRT) framework is utilized because CRT places race at the center of social analysis and values the everyday experiences of people of color. The author focuses on two US high school students who created digital stories and shows how the students grappled with the ways race shaped identities and institutional structures in their educational contexts. The author also highlights the ways in which the students represented themselves through stories that countered normalized discourses about race. The author concludes that the digital storytelling medium, combined with a CRT framework, can be a valuable tool for initiating conversations about the raced experiences of youth and can provide valuable knowledge for those working towards greater racial justice within educational contexts. (Contains 12 notes.)… [Direct]
(2010). Toward a Theory of Culturally Relevant Critical Teacher Care: African American Teachers' Definitions and Perceptions of Care for African American Students. Journal of Moral Education, v39 n4 p449-467 Dec. Growing research evidence on the ethic of care suggests that caring should be an integral part of the pedagogical methods implemented in schools. However, the colour blind \community of care\ often described in the literature does not disaggregate lines of ethnicity or race and much of this existing literature concerns elementary- and middle-school students. This phenomenological study examined teacher care for African American secondary students, through a theoretical lens of critical race and care theory, as it was represented through the counter stories of eight \successful\ African American teachers. Findings revealed that teachers' definitions and perceptions of care reflected a blend of traditional care literature, critical race theory and the literature on African American teachers before and after the US Supreme Court's landmark \Brown\ decision on integration. Findings also reveal the possibility of a pedagogy that I refer to as \culturally relevant critical teacher care.\… [Direct]
(2018). "Of the Coming of James": A Critical Autoethnography on Teaching Engineering to Black Boys as a Black Man. ProQuest LLC, Ph.D. Dissertation, Purdue University. In W. E. B. Du Bois' "The Souls of Black Folk" there is a story entitled "Of the Coming of John" that features two boys named John, one black from a poor family, the other white from a wealthy family. As the two are away at college each family awaits 'of the coming of John,' the title is also a reference to maturity because black John becomes disillusioned with race relations as he is awakened to the injustices that seemed so normal. Like black John, I too went to college far away from my hometown, developed a heightened awareness of society's racism, and retained a desire to return home to teach youth in my community. And like black John, I want to teach by implementing a pedagogy that promotes equity for black Americans amid inequitable conditions. The research problem addressed in this study relates to the absence of sociopolitical teaching practices in K-12 engineering education, which I argue is necessary for equitable inclusion of underrepresented… [Direct]