(2010). All the Losers Go There: Challenging the Deficit Educational Discourse of Chicano Racialized Masculinity in a Continuation High School. Educational Foundations, v24 n1-2 p59-76 Win-Spr. This article locates the Chicano racialized male body within the education discourse surrounding research and practice. In order to more appropriately understand the experiences of Chicano youth, the author draws from critical race theory (CRT) and Latina/o critical race theory (LatCrit) in education as well as Chicana feminist epistemologies to more specifically examine the racialized and gendered experiences of Chicano male students. A critical examination that interrogates Eurocentric epistemologies works at deconstructing the racialized and gendered discourses inscripted upon these young bodies. In order to illuminate these experiences, the author draws from participatory research and extensive oral history interviews that examine the educational trajectories of Chicano male high school students in a California continuation high school. She places these narratives within a historical context that takes into consideration the pathological marginalization of these Students of… [PDF] [Direct]
(2010). "More Complicated than a Numbers Game": A Critical Race Theory Examination of Asian Americans and Campus Racial Climate. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. In the Grutter and Gratz Supreme Court decision, proponents of affirmative action claimed that a critical mass of minority students could effectively counter racial marginalization often experienced by students of color due to their racial status. On some campuses, Asian Americans as a pan-ethnic population enjoy a critical mass in undergraduate enrollments, and therefore present an opportunity for scholars to explore the relationship between critical mass, racial marginalization, and racial power within campus racial climate. Using UCLA as a case study of a campus environment with a critical mass of Asian Americans and controversies over racial disparities in college access, I conducted in-depth interviews of 25 randomly selected Asian American UCLA undergraduates, who represent a diversity of ethnicities, genders, academic majors, and socio-economic class. My dissertation explores ways in which Asian American college students continue to be racially marginalized, based on their… [Direct]
(2010). Community Education and Critical Race Praxis: The Power of Voice. Educational Foundations, v24 n1-2 p25-38 Win-Spr. Critical pedagogy is an instructional approach to teaching that employs a theoretical framework by which social injustices are critiqued. This type of pedagogy encourages the learner to critique obstructions to the learner's full participation in society, and encourages critical collective action, through the engagement of the learner's experiential knowledge and social agency. Critical pedagogy, however, falls flat in addressing racially oppressive practices due to its shortsightedness on the intersectionality of race and class. In response to this shortsightedness, Critical Race Theory emerged to address specific social, political, educational, and economic concerns of race. When critical pedagogy and critical race theory (CRT) act in concert, adult education gives stage to the voice of the learner. The use of "voice" in education research is critical; conveying personal thoughts, feelings, desires and politics. It engages the reader to infer his or her own… [PDF] [Direct]
(2014). Examining Whiteness as an Obstacle to Positively Approaching Immigrant Families in US Early Childhood Educational Settings. Race, Ethnicity and Education, v17 n5 p643-666. This article examines whiteness at the intersection of immigration and early childhood education as it was made visible during interviews with 50 preschool teachers in five US cities as part of the Children Crossing Borders (CCB) study. Findings show whiteness acting not only as a construct of privilege but also as an idea that manifests itself in ways that affect schooling, even in early educational settings like preschool. Whiteness is made visible through a combination of multivocal ethnographic methodology, Critical Race Theory (CRT), and post-structural analytical tools all used within a comparative framework to understand whiteness from the perspective of white teachers responding to newly arrived immigrant families and subsequently from the counterexamples of immigrant teachers working in cities with longer histories of immigration. Findings suggest that the logic of whiteness used to respond to immigrant families includes blaming them, distancing from them and charging them… [Direct]
(2014). Addressing Racial Awareness and Color-Blindness in Higher Education. New Directions for Teaching and Learning, n140 p31-44 Win. Racial awareness is a critical foundation to racial sensitivity, and it is a necessity for future professionals who want to be prepared to succeed in an increasingly diverse society. Several factors have been shown to influence racial awareness in professionals including their own race, their personal experience with racism, and the amount/quality of training they receive on the topic of race. Institutions of higher education that pride themselves on preparing students to work in a global and diverse market should make a purposeful effort to teach students how to address issues related to race and racism. This chapter offers recommendations for how to transform traditional programs into programs with a focus on antiracism using a Critical Race Theory paradigm. For example, curricula should be designed to challenge students to focus on their personal experiences of racism and racial identity rather than simply studying others'. Student resistance can be minimized by recruiting… [Direct]
(2019). Race, Justice, and Activism in Literacy Instruction. Language and Literacy Series. Teachers College Press This volume brings together respected scholars to examine the intersections of race, justice, and activism in direct relation to the teaching and learning of critical literacy. The authors focus on literacy praxis that reflect how students–with the loving, critical support of teachers and teacher educators–engage in resistance work and collaborate for social change. Each chapter theorizes how students and adults initiate and/or participate in important justice work, how their engagements are situated within a critical literacy lens, and what their engagements look like in schools and communities. The authors also explore the importance of this work in the context of current sociopolitical developments, including police shootings, deportations, and persistent educational inequities. Book Features: (1) The most recent work of both emerging and well-known literacy and social justice scholars; (2) Examples of student activism across multiple geographic contexts in the United States;… [Direct]
(2012). Critical Qualitative Research Reader. Critical Qualitative Research. Volume 2. Peter Lang New York This volume of transformed research utilizes an activist approach to examine the notion that nothing is apolitical. Research projects themselves are critically examined for power orientations, even as they are used to address curricular problems and educational or societal issues. Philosophical perspectives that have facilitated an understanding of issues of power are used to conceptualize research problems as well as determine methodologies. These life-experience perspectives include, but are not limited to, postcolonial and subaltern studies, feminisms, poststructuralism, cultural studies, and critical race theory. The book also examines the use of language, discourse practices, and power relations that prevent more socially just transformations. The "Critical Qualitative Research Reader" is an invaluable text for undergraduate and graduate classrooms as well as an important volume for researchers…. [Direct]
(2012). Teach for America: The Latinization of U.S. Schools and the Critical Shortage of Latina/o Teachers. American Educational Research Journal, v49 n1 p155-194 Feb. Motivated by shifting demographics and the persistently low academic performance of Latinas/os in U.S. schools, the authors examine factors that influence the recruitment and retention of Latina/o teachers. Applying Latina/o critical race theory and cross-case analysis to data collected from three groups of Latinas/os at distinct points in the teacher pipeline–high school students, undergraduate preservice teachers, and inservice teachers–the authors conclude that the perspectives and experiences of Latinas/os differ significantly from the dominant narrative on teacher recruitment and retention, which is largely defined by White teachers' career histories. The findings of this study serve as an important race- and culture-conscious counternarrative that can inform efforts to systematically diversify the teaching profession. (Contains 8 notes and 3 tables.)… [Direct]
(2012). CRT Rewind: Teaching toward (the Elusive) Social Justice. Alberta Journal of Educational Research, v58 n2 p246-262 Sum. The key event around which this paper is built is the 2010 absolute discharge granted to Eric Tillman, a former (and current) Canadian Football League executive, who pleaded guilty to a sexual assault charge involving a teenage girl in Regina, Saskatchewan, Canada (Pruden, 2010). Drawing on critical race theory as applied to pedagogical spaces (Knaus, 2009; Earick, 2009), it offers a reverse chronology, autoethnographic response to the ruling in the Tillman case, as well as to "public" discourse produced by, and informing, the case itself. Combining autoethnographic reflections and a bricolage of artifacts, it interrogates (im)possibilities of teaching toward social justice with/in pejoratively gendered and racialized social spaces such as those of the Canadian Prairies and offers pedagogical possibilities for speaking to disrupt…. [Direct]
(2017). Pathways to Success: Black Women's Perspectives on Successfully Completing Doctoral Education. ProQuest LLC, Ph.D. Dissertation, Adelphi University. Schools of social work are facing a challenge of a lack of social workers with a doctorate to fill faculty positions expected to open due to faculty retiring. There is also a need for more ethnic diversity among social work faculty and schools are struggling to recruit and retain more faculty. This qualitative study used phenomenological methods to explore the factors that 20 Black women attribute to earning their doctorate degree in social work. It used Tinto's theory of graduate persistence, critical race theory, and Black feminist thought to contextualize the findings. All of the participants were first generational doctoral students. Two factors motivated them to earn their doctorates (1) influence of family, friends and mentors and (2) their desire to help others. Findings also revealed that participants encountered a number of internal and external obstacles during their studies. While these obstacles delayed many of the women, they did not stop them. The women perceived these… [Direct]
(2010). Systemic Inequities in the Policy and Practice of Educating Secondary Bilingual Learners and Their Teachers: A Critical Race Theory Analysis. ProQuest LLC, Ph.D. Dissertation, Boston College. In 2002, voters in Massachusetts passed a referendum, commonly referred to as "Question 2," requiring that, "All children in Massachusetts public schools shall be taught English by being taught in English and all children shall be placed in English language classrooms" (M.G.L.c.71A section 4). This dissertation investigates the system of education for secondary bilingual learners and their teachers resulting from the passage of Question 2 by examining assumptions and ideologies about race, culture, and language across policy and practice. Drawing on critical race theory (CRT) and the construct of majoritarian stories, two distinct and complimentary analyses were conducted: a critical policy analysis of state level laws, regulations, and policy tools, and a critically conscious longitudinal case study of one teacher candidate who was prepared to work with bilingual learners and then taught bilingual learners during her first three years of teaching. The critical… [Direct]
(2014). Unknown and Unknowing Possibilities: Transformative Learning, Social Justice, and Decolonising Pedagogy in Indigenous Australian Studies. Journal of Transformative Education, v12 n1 p54-73 Jan. For tertiary educators in Indigenous Australian Studies, decolonising discourse in education has held much promise to make space for the diversity of Indigenous Australian peoples to be included, accessed, understood, discussed, and engaged with in meaningful ways. However, Tuck and Yang provide us with the stark reminder that decolonisation requires the return of Indigenous lands and does not equate to social justice. In this article, we take up Tuck and Yang's concerns about decolonisation discourse into the terrain of transformative learning and pedagogical practice in Indigenous Australian Studies. We first position ourselves personally, professionally, and politically as non-Indigenous educators in the context of Indigenous Australian Studies in higher education and introduce the transformative learning environment of Political, Embodied, Active, and Reflective Learning (PEARL) in which we are currently involved. We then explore in more detail PEARL's relationship to critical… [Direct]
(2020). The Experiences of Black Students in High School Credit Recovery Programs. ProQuest LLC, Ed.D. Dissertation, The University of North Carolina at Greensboro. Credit recovery programs utilize an asynchronous online learning platform that is designed for students who are repeating a course they failed in a traditional classroom setting. Although there is a limited body of literature on credit recovery programs, credit recovery is increasingly being used in districts across the country to meet the needs of students who lack the required number of credits to graduate (Viano, 2018). The credit recovery programs researched in this study are designed for students to demonstrate that they have mastered sufficient content in a course in order to earn graduation credit. This instructional approach allowed students to work through course content at their own pace and enabled them to earn course credit in a reduced period of time. In this qualitative study, I capture the experiences of Black students enrolled in credit recovery programs. I sought to answer the following research questions: (a) What are Black students' experiences in credit recovery… [Direct]
(2013). Diversifying California's Community College Leadership: What's Race Got to Do with It? A Qualitative Multiple Case Study. ProQuest LLC, Ed.D. Dissertation, Drexel University. This qualitative multiple case study examined diversity perceptions of California community college senior leaders and sought to provide insights into how a senior leader's view of diversity concepts influences their actions in succession planning and selection of leaders and faculty. An in-depth qualitative analysis of participant interviews and researcher observations led to initial themes, subsequent findings, and conclusions. Critical Race Theory (CRT) was applied to further analyze the data. Congruence among the leader perceptions and the types of conscious or unconscious issues related to race and equity were critiqued through this lens and counter stories became evident. Three research questions guided this study: *How do community college leaders conceptualize diversity? *What evidence exists that community college leaders share meaning when creating and reviewing strategic plans and succession plans and when implementing diversity initiatives on their campus? *How might… [Direct]
(2013). Her Story: A Qualitative Study of the Journey of the African American Woman Superintendent. ProQuest LLC, Ed.D. Dissertation, The George Washington University. The superintendency is the most male-dominated position in education (Alston, 2000; Brunner, 2000). Although statistical data reveal the disproportion between males and women in superintendent positions, the data also report a greater discrepancy in the number of African American women who have obtained superintendent positions. This qualitative study examined how race and gender affect African American women in the role of superintendent. The study was conducted through the use of 14 semistructured interviews with African American women superintendents in Mid-Atlantic states. Critical race theory, Black feminist thought, and tempered radicalism, in conjunction with in-depth, self-in-relationship interviews, were utilized to determine how race and gender impact African American women aspirants to the superintendency and how those factors lead to their appointment to that position. The findings from this study determined that African American women make meaning of their role and… [Direct]