(2020). Chasing a Vision: Re-Imagining the Possibilities of Transformation in a Standards Based Language Arts Classroom. ProQuest LLC, Ph.D. Dissertation, The University of Toledo. This qualitative case study explores the perceptions of fifth grade students in a predominantly White school and community about race, analyzes the effects on student learning when Common Core Language Arts instruction is blended with the Teaching Tolerance Anti-Bias objectives (Southern Poverty Law Center, 2014a), and describes the tensions and issues that emerge when a standards based curriculum is taught from a Human Relations approach to multicultural education (Grant & Sleeter, 2003). This study focuses on the systematic integration of issues of race and racism within the confines of a standardized curriculum. A thematic analysis of the students' initial perceptions about race showed that the students were unsure how to define race, perceived race as a Black and White dichotomy, did not consider themselves to be racial beings, and felt uncomfortable talking about race. A thematic analysis of authentic student work exhibited learning within all four Teaching Tolerance… [Direct]
(2015). Spies, Surveillance and Stakeouts: Monitoring Muslim Moves in British State Schools. Race, Ethnicity and Education, v18 n2 p183-201. This article will provide a critique of the PVE initiative and its implementation within the context of primary education following the events of 9/11, the 2001 riots and 7/7. Drawing upon empirical data I will argue that the monitoring of young Muslims and "extremism" is problematic and reinforces the logics of Islamophobia through practices of governmentality. Moreover I will examine how whilst the monitoring of extremism is prioritized in many schools, training for teachers on race equality, tolerance and accepting difference is weak if not absent. This, I suggest, demonstrates a clear manifestation of contemporary hegemonic post-racial politics which increasingly silences the critique of institutional racism. Additionally this article will explore how Muslims in the sphere of education have been implicated and problematised against the backdrop of a "muscular liberalism" intent on the return of assimilationist discourses…. [Direct]
(2013). Racial Justice, Hegemony, and Bias Incidents in U.S. Higher Education. Multicultural Perspectives, v15 n3 p126-132. Formal administrative protocols for responding to bias incidents are now the norm in higher education. In considering these developments, the author of this article poses critical questions about racial justice work on campus, identifies key features of an under-acknowledged institutional racism, and contributes to discussions about ways that diversity and social justice efforts often reproduce rather than challenge systemic inequities…. [Direct]
(2014). A Search for Decolonizing Place-Based Pedagogies: An Exploration of Unheard Histories in Kitsilano Vancouver, B.C. Canadian Journal of Environmental Education, v19 p18-30. This paper explores the ways that place-based pedagogies can facilitate dialogue on colonization, or some of the "dark matters" of environmental education, specifically by engaging non-Indigenous adults in decolonizing dialogues. I share findings from an action research project with Kitsilano Neighbourhood House in Vancouver, British Columbia. Working with seven adults, I facilitated a series of three workshops, in which I invited participants to learn forgotten or unheard Aboriginal, immigrant, and settler histories in their neighbourhood. Participants primarily chose to research the histories of Euro-Canadian settlers; however, they were willing to talk about colonization, decolonization, and reconciliation. I suggest integrating practices from arts-based education, indigenizing and decolonizing pedagogies, and anti-racism education to further engage learners in decolonizing their place-based learning…. [PDF]
(2022). Gen Z GSAs: Trans-Affirming and Racially Inclusive Gender-Sexuality Alliances in Secondary Schools. Teachers College Record, v124 n8 p192-219 Aug. Background: Within the context of high school student clubs, the acronym "GSA" originally stood for "Gay-Straight Alliance." It described gay and straight youth working as allies to learn about themselves and each other's lives and to navigate and address interpersonal and institutional anti-LGBTQ school policies and practices. Today, the acronym is commonly parsed by Gen Z members as "Gender-Sexuality Alliance" to better represent the presence and needs of transgender, nonbinary, and gender-nonconforming students, and their cisgender allies. Purpose of Study: We inquire how students learn about themselves and others–partially, unevenly, and, at times, uneasily–as they incorporate socially resistant gender and race identity work within their GSA school clubs. Participants: Participants were cisgender (n = 10) and transgender and nonbinary (n = 10), racially diverse high school students in GSAs between 14 and 18 years of age. Research Design: Our… [Direct]
(2023). Seeds of Hope: A Just Education for Young Children through Play, Imagination, and Picture Books in Early Childhood Education: A Case Study. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Madison. This dissertation examines the meaning-making of children (ages 2-5) as they read and play with picture books related to social justice themes, such as identity and diversity, in a preschool and childcare center. The study goal is to investigate the analysis of children's meaning-making of picture books to understand the social world around them from the children's perspectives. In addition, I uncover children's use of interpretation tools across events to elaborate on critical thinking and social issues. Theoretically, my study sits within the larger field of research on children's imagination and picture book readings at the intersection of play theories, social justice theories, and sociocultural theories of literacy. I use those theories to help me locate a school that supports play and picture book reading with imagination skills. I found a university-based preschool (ages 2-5 years) in Madison, Wisconsin, explicitly following a play-based curriculum and anti-biased education… [Direct]
(2015). Whiteness as Property: Innocence and Ability in Teacher Education. Urban Review: Issues and Ideas in Public Education, v47 n2 p293-316 Jun. In this article, I empirically examined the dispositions of teachers in juvenile justice surrounding young women of color with disabilities to inform what improvements can be made in teacher education. I utilized Critical Race Theory (CRT) and focused on the tenet of whiteness as property as a lens to provide a robust racial analysis of the dispositions of teachers. Findings indicated that instead of a status that elicited support, ability became another thing to surveil, perpetuating a commitment to whiteness as property. An implication that arose directly from these findings was that teachers need training in understanding theories of race, racism, and inequities that recognize the historical legacy of whiteness as property. This training could lead to a change in teacher dispositions and practices that may disrupt the School to Prison Pipeline…. [Direct]
(2024). Culture and Community: The Importance of Black Spaces in Community Colleges. ProQuest LLC, Ph.D. Dissertation, The Claremont Graduate University. At present, California community colleges serve a large proportion of Black students, but these students are not adequately supported to reach their educational goals (The Campaign for College Opportunity, 2019; National Student Clearinghouse Research Center, 2022; Cross & Carman, 2022 Simpson, J., & Bista, K., 2021). Extensive research documents the importance of culturally engaging campuses and student sense of belonging to academic success (Museus, 2014; Museus et al., 2017; Harper et al., 2009; Strayhorn et al., 2010; Sanders, 2016; Tichavakunda, 2020). A puzzle remains in understanding why these aspects of campus support may be falling short for Black students. I hypothesize that Black Identity Development is a crucial mediator in authentically engaging and supporting students to reach their educational goals. My research aims to explore on how elements of the Culturally Engaging Campus Environment Model (Museus et., 2017) support Cross' (1994) Black student identity… [Direct]
(2019). Examining Novice Educators' Use of Culturally Relevant Teaching Practices with Low SES Students of Color: A Case Study. ProQuest LLC, Ph.D. Dissertation, Northcentral University. An achievement gap exists in the United States between children of color and their White peers. This gap is most prevalent in the content discipline of literacy, as literacy achievement affects student success in other content areas. To address this problem, educational researchers have identified a conceptual framework and culturally relevant pedagogy, providing educators with strategies for integrating students' cultural experiences, understandings, and beliefs. This pedagogy will encourage student success and foster cultural competence. The tenets of culturally relevant pedagogy pertain to the impact of racism in the educational system. This qualitative study was an examination of novice teachers' use of culturally relevant pedagogy to address the needs of students of color. Using a narrative inquiry structure, the investigator collected data from seven new teachers through interviews using semi structured, open-ended questions and constructed response journal entries. Using… [Direct]
(2016). H.E.L.L.A.: Collective "Testimonio" That Speak to the Healing, Empowerment, Love, Liberation, and Action Embodied by Social Justice Educators of Color. Association of Mexican American Educators Journal, v10 n2 p16-32. This author utilizes collective "testimonio" (S√°nchez, 2009) as a process for "homemade theory" making or what Anzald√∫a and Keating (2000) called "conocimientos." This collective "testimonio" brings together the stories and experiences of three educators of color within a California grassroots social justice critical study group created exclusively for people of color. In a profession dominated by more than 80% White teachers (Goldring, Gray, & Bitterman, 2013), these teachers of color share stories of resiliency and the community cultural wealth (Yosso, 2005) they possess and have utilized to thrive within an oppressive education system. Applying Critical Race Theory's tenet of counternarrative, their individual and collective "testimonio" speak back to the dominant discourses about people of color as being deficient and lacking dominant cultural capital (Bourdieu, 1986) and instead, highlights how internalized and… [Direct]
(2013). Social Justice Issues and Racism in the College Classroom: Perspectives from Different Voices. International Perspectives on Higher Education Research. Volume 8. International Perspectives on Higher Education Research The focus of "Social Justice Issues and Racism in the College Classroom" is faculty and students of color at postsecondary institutions and the racial challenges they encounter in college classrooms. To achieve this aim, the book highlights the voices of various racial/ethnic groups of faculty and students, including international scholars. Additionally, the book will inform and bring attention to non-minority faculty and students of social justice issues related to race in the classroom and offer suggestions on how to be supportive of people of color. Several frameworks are utilized in this book to assist readers in better understanding ideas, concepts, and practices. Specifically, a social justice framework, critical race theory, and White privilege are used to better explore the featured topics. Both quantitative and qualitative (e.g., auto-ethnographic, interviews, etc.) data are utilized throughout the book to give voice to the authors. Questions posed for this edited… [Direct]
(2018). Culture as an Influence of Academic Achievement for Afro-Caribbean Student Immigrants. ProQuest LLC, Ed.D. Dissertation, Florida Gulf Coast University. In this study, an investigation of the educational experiences of Afro-Caribbean student immigrants who were academically successful in the United States at the higher education level was conducted. Although immigrants of African descent experienced barriers such as immigrant status and racial minority status which led to a double disadvantage in educational institutions, this group was more likely to persist and achieve academic excellence. For this study, academic excellence is defined by achieving near completion (junior level) or completion of a bachelor's degree or higher. The methodology utilized was qualitative in nature, and included an ethnographic case study. The purpose of this study was to understand the cultural influences motivating Afro-Caribbean student immigrants to work towards, and complete, a higher education degree. The data for this study were collected through in-person interviews, an online survey, and a focus group meeting of Afro-Caribbean student immigrants… [Direct]
(2007). Racism and Citizenship Education in Northern Ireland. Irish Educational Studies, v26 n3 p253-269 Sep. Racist attitudes towards, and attacks on, the minority ethnic populations in Northern Ireland (NI) have increased dramatically over the last number of years. Despite the increased media attention regarding racist attacks, the fallacy that racism is not a major problem in NI is an enduring one. However, there is a growing recognition that minority ethnic communities experience a diverse range of racial harassment. Education is a mode promoted by national and European governments as the vehicle in which anti-racism programmes can be delivered. This article suggests the impending introduction of a statutory citizenship education (CE) component to the revised NI curriculum from September 2007 can play an important role in tackling the high levels of racism being experienced by the minority ethnic population in NI. (Contains 2 figures.)… [Direct]
(2012). Courageous Learning about Race, Self, Community, and Social Action. Adult Learning, v23 n4 p201-205 Nov. Three of the most emotionally charged terms in this era are \race,\ \racism,\ and \White privilege.\ Definitions for these terms vary by individual experiences, beliefs, opinions, and perceptions. K-20 students are rarely exposed to a detailed coverage and critical analysis of the part of U.S. history that includes genocide, territorial acquisition, and displacement of Native Americans; differing immigration policies and quotas by ethnicity; and involuntary enslavement of and brutality toward Africans. It is not enough for curriculum content to address one or more of these issues. The cultural heritage not consistent with the majority cultural lens is essential in the understanding of the multidimensional aspects of cultural groups. Racism is a process, condition, and relationship that \violates its victims physically, socially, spiritually, materially, and psychologically.\ The facets that come under attack are those that define culture. The damage from racism is entrenched in the… [Direct]
(2016). "Get an Education in Case He Leaves You": "Consejos" for Mexican American Women PhDs. Harvard Educational Review, v86 n2 p183-205 Sum. In this study, Michelle M. Espino uncovers the ways in which twenty-five Mexican American women PhDs made meaning of conflicting messages about the purpose of higher education as they navigated within and through educational structures and shifting familial expectations. Participants received "consejos", or nurturing advice, from parents and extended family members that simultaneously promoted educational attainment and raced-gendered heteronormativity as a means of survival within and resistance against cultural and societal constraints. Lessons learned from conflicting "consejos" later informed how the participants resisted racism and sexism they encountered in their professional careers. Reflecting a Chicana feminist perspective, the findings illustrate the various social, psychological, and cultural locations that participants (re)crossed in conceptualizing Mexican American womanhood in the United States. This study offers an opportunity to explore and… [Direct]