(2014). Productive and Inclusive? How Documentation Concealed Racialising Practices in a Diversity Project. Early Years: An International Journal of Research and Development, v34 n2 p146-160. This article examines how documentation concealed racialising practices in a diversity project that was seen to be productive and inclusive. Documentation examples are taken from a doctoral study about embedding Indigenous perspectives in early childhood education curricula in two Australian urban childcare centres. In place of reporting examples of "good" early childhood education practice, the study labelled racialising practices in educators' work. The primary aim was to understand how racialising practices are mobilised in professional practices, including documentation, even when educators' work is seen to be high quality. Extracts from two communal journals that captured an action research process around embedding practices are examined to show how racism and whiteness were concealed within the documentation. This enables understanding about how documentation can provide evidence to stakeholders that diversity work in mainstream childcare centres is productive and… [Direct]
(2016). Britishness as Racist Nativism: A Case of the Unnamed "Other". Journal of Education for Teaching: International Research and Pedagogy, v42 n3 p298-313. The construct of Britishness, as with nationalism elsewhere in the world, although amorphous and permeable over time, continues to be used by politicians and the media as a powerful exclusionary force. Moreover in England, fundamental British values (FBV), its most recent and official incarnation, now hold particular currency in education policy and regulatory mechanisms. This paper employs the concept of racist nativism, developed to explain the dialectic relationship between nativism and racism in America, to analyse both political constructions of Britishness with media portrayals of this and student-teachers' comprehension of FBV as an aspect of the Teacher standards in England. The underlying premise here is that understanding student-teachers' perceptions requires an understanding of the social context in which they are learning to teach. The paper explores relations between these; distinct differences between the manifestations of racist nativism in the sociopolitical context,… [Direct]
(2015). Between Culture and Cultural Heritage: Curriculum Historical Preconditions as Constitutive for Cultural Relations–The Swedish Case. Pedagogy, Culture and Society, v23 n2 p301-322. The aim here is to describe and discuss how different cultural meanings, offered in education, can contribute to unjust cultural relations such as othering and xenophobia. By analysing the cultural and discursive content in curricula using a (neo)pragmatic curriculum theory research method, dominating ideas, values and discourses between 1948 and 2011 in Sweden are clarified. The analysis of the content is undertaken in two steps: first, as a cultural content offered in education, and second, as an educative content, in order to discuss the fostering potential. This two-step analysis relies on an idea of values companioning the choice of content. Based on the dominating ideas in education, four phases and four discourses are further outlined and discussed, together with the role of and tension between the two dominating values governing cultural relations, namely "the culture of others" and "the cultural heritage". Despite the different rationalities over time,… [Direct]
(2017). Mamma Don't Put That Blue Guitar in a Museum: Greene and Freire's Duet of Radical Hope in Hopeless Times. Review of Education, Pedagogy & Cultural Studies, v39 n1 p60-75. Within the current U.S. sociopolitical context of rampant violence, increasing levels of racism and xenophobia in society and the rise of authoritarianism in schools, a new and fresh confluence of Maxine Greene and Paulo Freire's work revitalizes and expands the concept of radical hope. Their educational philosophies enable one to see beyond "what is" into more democratically just and humane worlds of "what might" be. This article focuses on ways that these two scholar-activists' key contributions converge to release a much needed melody that exposes exploitation and falsehood while inspiring wide awakeness, personal reflection, and directed action. Inspired by the metaphor of playing music on the blue guitar, it takes a "call and response" approach to examining these key ideas from the works of Greene and Freire that are parallel and complementary to each other. Sounds of Maxine Greene's (1995, 2001) and Freire's (1970, 1992) harmonic pairings of… [Direct]
(2014). °Ap√≥yenos! Latina/o Student Recommendations for High School Supports. Journal of Career Development, v41 n1 p3-23 Feb. We examined 401 Latina/o high school students' postsecondary plans and their responses to an open-ended question about how their schools should better help Latina/o students to achieve their plans. The majority of students planned to enroll in postsecondary education or training. Boys and those responding in Spanish were more likely not to plan to continue their education, and those responding in Spanish were more likely to plan to work full time or part time than those responding in English. Themes generated from the open-ended responses include that schools should provide more motivational support, structured programs, and clubs that engage Latina/o students within their schools and communities, academic assistance and support, information related to financial aid, college, and careers, and that schools should eliminate discrimination and racism and increase Latina/o cultural resources. Implications for research, practice, and policy are discussed…. [Direct]
(2017). Inside the Lived Experiences of Successful African American Women College Student Leaders. ProQuest LLC, Ph.D. Dissertation, University of Central Arkansas. The college experiences of African American students have received much attention in the higher education literature during the past three decades. Unfortunately, the majority of the research regarding the African American student experience at predominantly White institutions has focused on maladjustment, academic failure, racism, underachievement, and attrition rates. This study provides a new perspective of African Americans in college focusing on the experiences of successful African American women, i.e., the experiences of high-achieving, actively involved, well-adjusted African American women college students. Specifically, this study investigates the perceptions of African American women college student leaders who have optimized their college experiences; excelled academically (earning GPAs above 3.0); were highly involved in leadership and extracurricular activities; developed meaningful and rewarding relationships with faculty and staff members; participated in educational… [Direct]
(2020). Through Their Eyes: The Impact of Intersectionality on Enrollment/Retention in a Predominantly White Institution. ProQuest LLC, Ed.D. Dissertation, Rutgers The State University of New Jersey, School of Graduate Studies. Today, the need to help increase enrollment and retention of Black Preservice Teachers (BPTs) in a Predominantly White Institution (PWI) Teacher Education Program (TEP) is especially relevant in the United States, because teachers are more likely to be White and female in the classroom. According to the United States Department of Education's Federal data, 80% of teachers are White with less than 7% of teachers, across the United States, being Black between 1987 and 2015. America's public-school teachers are far less racially and ethnically diverse than their students (Pew Research Center, 2018, August 27). There is a need to increase the number of Black teachers to address this imbalance. Similarly, there is a lack of representation of Black Teachers (BTs) in the teaching force in the state of New Jersey. In 75% of public-school districts in the state of New Jersey, 84% of the teachers are white (NJDOE, 2018). Conversely, within this same teaching workforce, 16% of the remaining… [Direct]
(2013). You Can't Erase Race! Using CRT to Explain the Presence of Race and Racism in Majority White Suburban Schools. Discourse: Studies in the Cultural Politics of Education, v34 n4 p611-627. Employing a critical race analysis of contemporary suburban schooling in the US, the author challenges the ideology of colorblind racial contexts. The concepts of colorblindness, interest-convergence, racial realism, and white privilege are used to explain how federal mandates and common school policies and practices, such as tracking, traditional curricula, teacher classroom practices, and student surveillance, sustain a racially hostile environment for students of color in majority white suburban schools. Critical multicultural education is offered as a means to openly address issue of race and racism in the curriculum, school policies, and teacher practices…. [Direct]
(2013). Research as Activism. International Perspectives on Higher Education Research This chapter discusses the similarities and differences between native research methods and western social science research as it impacts American Indians in the academy. The chapter reflects on the requirements needed by young practitioners and their responsibilities to their tribal communities to produce research that is both informative and available. The chapter contextualizes the discussion in examples of indigenous activism. [For the complete volume, "Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8," see ED591557.]… [Direct]
(2019). Global Perspectives on Issues and Solutions in Urban Education. Contemporary Perspectives on Access, Equity, and Achievement. IAP – Information Age Publishing, Inc. In 2014, The Urban Education Collaborative at the University of North Carolina at Charlotte hosted its first biennial International Conference on Urban Education (ICUE) in Montego Bay, Jamaica. In 2016, the second hosting of the conference took place in San Juan, Puerto Rico. Additionally, in 2018, the third hosting of the conference took place in Nassau, Bahamas. These solution-focused conferences brought together students, teachers, scholars, public sector and business professionals as well as others from around the world to present their research and best practices on various topics pertaining to urban education. With ICUE's inspiration, this book is a response to the growing need to highlight the multifaceted aspects of urban education particularly focusing on common issues and solutions in urban environments (e.g., family and community engagement, student academic achievement, teacher preparation and professional development, targeted instructional and disciplinary… [Direct]
(2015). Analysis of Multi-Cultural Education Concept in Order to Explain Its Components. Journal of Education and Practice, v6 n1 p1-12. Existing racial, ethnic, linguistic, cultural variety, in different countries, educational systems, committed them to respond decently to plurality & diversity of their communities, and they are considered to be decently in educational curriculum. Multicultural education is an approach that is adopted in response to cultural diversity in a society and its educational system. This study was performed to investigate the reasons for considering the multicultural curriculum and identify its components. Research method was qualitative and content analysis. To collect information all available sources of multicultural education in print and electronic libraries (valid databases) were used & were analyzed using the inductive category. The findings of this research along with specifying the concept of multicultural education also showed that, attention to multicultural education curriculum, at global and national situation is an inevitable necessity. At the end of study, the… [PDF]
(2022). Stressors and Coping of Mexican American College Undergraduates. ProQuest LLC, Ph.D. Dissertation, Western Michigan University. Empirical literature indicates that current mental health practices with Mexican American college students are lacking. Mexican American undergraduates have unique challenges that need to be addressed by counselors within the university context and in community settings. This study addressed the dearth of empirical literature on stressors and coping strategies by exploring the experiences of Mexican American students at a predominately White institution (PWI) in the Midwest region of the United States. Through grounded theory, a theory was generated from multiple in-depth interviews using a comparative analysis process to enhance understanding of how Mexican American college undergraduates at PWIs cope with stressors. There was a total of 11 participants, 5 females and 6 males. This study sought to answer these research questions: (1) How do Mexican American college students cope with stressors? (a) What influences their coping processes? (b) What values are connected to their… [Direct]
(2007). "The Bar Is Slightly Higher": The Perception of Racism in Teacher Education. Cambridge Journal of Education, v37 n2 p279-298 Jun. The education and training of teachers is an issue of national concern. In this paper we analyse the findings of an in-depth investigation, undertaken by means of semi structured interviews, of a group of minority ethnic teacher trainees who withdrew from Initial Teacher Training courses in England, and a smaller group of those who completed these courses. We focus, in particular, on trainees' perception of the manifestation of racism during their training. Though none of the minority ethnic withdrawers perceive racism as the determining factor for their withdrawal, some mention instances of covert and even overt racism, while others note subtle forms of discriminatory obstacles to successful completion of the course, which they are reluctant to label as racism. The paper concludes by pointing to the complexity of categorizing phenomena as racism. It also draws attention, on the one hand, to the vulnerability of those who view themselves as being racially abused, and, on the other,… [Direct]
(2011). "What about Us?" Gypsies, Travellers and "White Racism" in Secondary Schools in England. International Studies in Sociology of Education, v21 n4 p315-329. This article examines the concept of "White racism" in relation to the experiences of Gypsy and Traveller groups in England. It is based on ethnographic research conducted in two secondary schools during the years 2006-2009. Interviews were carried out with pupils attending the secondary schools, their mothers and members of the Traveller Education Service. The research reveals that racism experienced by White Gypsy and Traveller groups is understood differently to that experienced by non-White minority ethnic groups. This is further related to how Gypsy and Traveller groups are perceived inside and outside schools, as "others" and "outsiders". The article considers discourses around racism and discrimination and how they might work to disadvantage Gypsy and Traveller groups in schools. (Contains 7 notes.)… [Direct]
(2013). The Danger of Not Facing History: Exploring the Link between Education about the Past and Present-Day Anti-Semitism and Racism in Hungary. Intercultural Education, v24 n1-2 p93-102. Until a few years ago the international media devoted scant attention to Hungary. Recently, however, multiple news reports and analyses have expressed concern about rising racism and extremism in this country, as well as a sense that the country's democracy is unraveling. It has often been argued that economic hardship is an important contributor to the rise of extremism. However, increasing evidence supports the argument that economic factors are only part of the picture in Hungary. This essay explores the link between educational factors in this picture and the rise of Romaphobia, xenophobia, and anti-Semitism in Hungary. We argue that the failure to appropriately deal with the history of the World War II is reflected in the educational system, contributing to a climate of intolerance. The rise of extremism is always a consequence of a complex set of factors, and educational approaches should need to be included in analyses that attempt to explore the roots of rising extremism in… [Direct]