(2024). "The Students Led Me Here": A White Teacher's Movement toward Antiracist and Abolitionist Practice. Urban Review: Issues and Ideas in Public Education, v56 n5 p763-783. The racial mismatch between the overwhelmingly white teaching force and an increasingly heterogeneous student population continues to widen (Boucher, M. (2016). "Urban Education," 51(1), 82-107.) with pernicious implications for BIPOC students "who are systematically marginalized by the institution of schooling" (Kinloch, V., & Dixon, K. (2017). "English Teaching: Practice & Critique," 16(3), p. 332). This article employs critical whiteness studies to examine one white teacher's progress toward antiracist praxis. By "problematizing the normality of hegemonic whiteness" (Matias et al. (2014). "Equity & Excellence in Education," 47(3), p.291), critical whiteness studies expose the ways that whiteness and white people's resistance to acknowledging their whiteness upholds racism and systems of racial injustice. Analysis uncovered two shifts: 1) from a deficit perspective to an asset-based stance, and 2) from a dominant culture… [Direct]
(2024). Racial Identity and Language: Exploring the Afro-Brazilian Experience through the Lens of DuBois' Double Consciousness Theory. Journal of Multilingual and Multicultural Development, v45 n6 p2039-2047. Although W.E.B. Du Bois' impact on race theory is well-known among social scientists; his work is not widely incorporated into the sociolinguistic canon on racial identity through language. Moreover, one pervasive feature in sociolinguistic discourses is the paucity of literature exploring the Afro-Portuguese language. In addressing these shortcomings, we utilise Du Bois' double consciousness theory and the raciolinguistic perspective to discuss the process of racial identity experienced by Afro-Brazilians. DuBois' work demonstrates that context and standpoint theorising provides a deeper understanding of racial identity. This paper explores the dyadic relationship formed between linguistics and racial identity through the lens of Du Bois' double consciousness. This sets the benchmark for double linguistic consciousness in which this article explains is the awareness of self is understood not only by race but also by language. The aim is to add to the racializing discourse by… [Direct]
(2007). Economically and Educationally Challenged Students in Higher Education: Access to Outcomes. ASHE-ERIC Higher Education Report, Volume 33, Number 3. ASHE Higher Education Report, v33 n3 p1-113. This volume examines conceptual frameworks and models that flow from scholars' definitions and operationalizations of social class: status attainment theory, human capital theory, the financial nexus model, Bourdieuian theory, and critical race theory. Since students often have multiple social locations that affect their educational process, the author looks at students' multiple identities, including examining the synergistic effects of being from a particular social class location while also belonging to specific racial and ethnic groups. She also explores how gender intersects with social class and racial/ethnic identities to shape college access, experiences, and outcomes. Because students' actions are made within an institutional context, the volume then turns to the contributions of organizational responses and policies specific to this group of students. Finally, the volume concludes with implications and recommendations for researchers, practitioners, and policymakers. In… [Direct]
(2010). Interdisciplinarity and Social Justice: Revisioning Academic Accountability. SUNY Series, Praxis–Theory in Action. SUNY Press In the 1960s and 1970s, activists who focused on the academy as a key site for fostering social change began by querying the assumptions of the traditional disciplines and transforming their curricula, putting into place women's and ethnic studies programs that changed both the subject and methods of scholarship. The pattern of scholars and activists joining forces to open fields of research and teaching continued in subsequent decades, and recent additions, including critical race studies, queer studies, cultural studies, and postcolonial studies, take as their epistemological foundation the inherently political nature of all knowledge production. "Interdisciplinarity and Social Justice" seizes this opportune moment in the history of interdisciplinary fields to review their effects on our intellectual and political landscape, to evaluate their ability to deliver promised social benefits, and to consider their futures. The essays collected in this volume examine how… [Direct]
(2023). From Critical Whiteness Studies to a Critical Study of Whiteness: Restoring Criticality in Critical Whiteness Studies. Whiteness and Education, v8 n1 p64-81. This theoretical article critically reflects on critical whiteness studies (CWS), particularly addressing the critique that CWS does not have racial theory and therefore cannot be considered a theoretical framework in which to analyse race. Reflecting on existing literature that interrogates whiteness in teacher education; we contend that to centre racial justice in education research a critical study of whiteness must be employed, drawing from the work of scholars of Colour. Therefore, we provide a variety of transdisciplinary theories from critical scholars and scholars of Colour — from conflict theory to racial psychoanalysis — to undergird the analytic framework of CWS. We also offer implications of a critical study of whiteness approach to education research, hoping that it not only combats whiteness in society and education but changes the way we conduct research…. [Direct]
(2023). A Systematic Review of Research on Race in Rural Educational Scholarship since 2001. Rural Educator, v44 n2 p56-68 Spr. This systematic review of literature on race in rural educational scholarship addresses the research question: "How are race and racism typically represented (defined, discussed) in rural education literature? And two subquestions: What factors have been explored at length in regard to race and racism? and Where are the predominant gaps in the research literature? In answering these questions we reviewed literature published in three rural education journals from 2001-2022 and used a systematic approach to the data collection, extraction, and analysis. The overall findings about race yielded four themes: Race as–" descriptor, located within a racial hierarchy, socially constructed, and an element of diversity/race as multicultural/cultural. "Similarly, the overall findings about racism yielded three themes: Racism as–" systemic and institutional, a factor, and structural. "These themes provided an organizing framework to discuss the findings from the… [PDF]
(2023). "You Call It Honor, We Call It Dishonor." Counterstorytelling & Confederate Monuments in Isle of Wight County, Virginia. Community Literacy Journal, v17 n2 Article 3 p4-24. This essay considers how everyday citizens use counterstorytelling as a persuasive tactic in sites of ordinary democracy like public hearings. Specifically, we examine the counterstories and stock stories shared during a public hearing held in Isle of Wight County, Virginia to determine the future of a confederate monument that stood in front of the county's courthouse. By focusing closely on one particular counterstory, this essay considers counter storytelling as a form of racial countermemory that challenges dominant narratives by centralizing social justice and anti-racism. The authors aim to contribute to understandings of storytelling and its role within sites of participatory democracy, particularly concerning debates over contested memory objects…. [Direct]
(2023). Platicando y Mapeando: A Chicana/Latina Feminist GIS Methodology in Educational Research. International Journal of Qualitative Studies in Education (QSE), v36 n9 p1659-1674. The field of geographic information systems (GIS) has been exclusively associated with positivist epistemological perspectives and quantitative research methods. In a deliberate effort to move away from false notions of objectivity and neutrality, this article proposes the Chicana/Latina feminist GIS methodology of Platicando y Mapeando. By drawing on critical raced-gendered epistemologies and the Chicana/Latina feminist methodology of pl√°ticas, the use of GIS is transformed into a collectivist endeavor that depicts embodied and situated knowledges for social justice. Additionally, the methodology of pl√°ticas is itself transformed in that dimensions of space and spatiality are forefronted. This article outlines five principles of a Platicando y Mapeando methodology and provides a case study of the college (in)opportunities available to rural Latinx youth from California's San Joaquin Valley to illuminate the significance of this methodology for researchers interested in interrogating… [Direct]
(2002). Toward a Critical Race Curriculum. Equity & Excellence in Education, v35 n2 p93-107 May. Addresses critical race theory (CRT) as a framework to analyze and challenge racism in curricular structures, processes, and discourses, focusing on the multiple layers of school and curriculum. Examines the need for educators to utilize CRT as a tool to analyze and challenge racism and other forms of subordination pervasive in U.S. schools. Highlights the curricular experiences of Hispanic American students. (Contains references.) (SM)…
(2002). Terrorism in Native America: Interrogating the Past, Examining the Present, and Constructing a Liberatory Future. Anthropology & Education Quarterly, v33 n3 p317-330 Sep. Draws on critical race theory to examine the concept and practice of terrorism on Native Americans by the U.S. government, providing two examples of terrorism (the Sand Creek Massacre and the murder of Anna Mae Aquash). Asserts that educators and educational anthropologists must critically analyze issues of power and media portrayals of terrorism and terrorists in order to engage students in liberatory education. (Contains references.) (SM)… [Direct]
(2008). Teaching Treaties as (Un)Usual Narratives: Disrupting the Curricular Commonsense. Curriculum Inquiry, v38 n5 p559-578 Dec. This article examines the importance of treaty education for students living in a province entirely ceded through treaty. Specifically, we ask and attempt to answer the questions "Why teach treaties?" and "What is the effect of teaching treaties?" We build on research that explores teachers' use of a treaty resource kit, commissioned by the Office of the Treaty Commissioner in Saskatchewan. Working with six classrooms representing a mix of rural, urban and First Nations settings, the research attempts to make sense of what students understand, know and feel about treaties, about First Nations peoples and about the relationships between First Nations and non-First Nations peoples in Saskatchewan. It is revealing that initially students are unable to make sense of their province through the lens of treaty given the commonsense story of settlement they learn through mandated curricula. We offer a critique of the curricular approach in Saskatchewan which separates… [Direct]
(2022). Anti-Black Racism, Yes. Anti-Racist, No. Here's Why. About Campus, v27 n4 p18-21 Sep-Oct. In this article the author explains why it is completely possible to claim a strong identity of being "anti-racist" while simultaneously being complicit with the many covert forms of systemic racism from which one inherently (and perhaps unconsciously) benefits. To be anti-racist is to say that one is against racism, but have no intent to act against it, which co-opts and misuses its action-oriented definitions and intentions (Kendi, 2019). The author suggests "disrupt" as a better term, one that is more well-suited to an authentic fight for equity…. [Direct]
(2022). Redefining "American": Expanding the Canon by Connecting with Students' Lives. Art Education, v75 n3 p51-56. When American museums, textbooks, and resources rely on a Eurocentric viewpoint, educators must provide counternarratives for all students. Through these counternarratives, students can be shown methods of being antiracist. The authors discuss lessons that demonstrate some ways art educators can: (1) illuminate the histories of artists like Louise Nevelson, whose stories connect with immigrant and working-class experiences; (2) model multiculturalism and multilingualism through their own experiences and/or those of artists who draw on their heritage, like Justin Favela; and (3) challenge standard accounts of history and make connections to current social issues like Black Lives Matter, family separations, and other injustices through Dawoud Bey's photographs. They encourage educators to consider other ways their lessons can create more mirrors for students of color, who often do not see themselves or their culture represented in the art canon, and windows for White students to be… [Direct]
(2004). \So When It Comes Out, They Aren't That Surprised That It Is There\: Using Critical Race Theory as a Tool of Analysis of Race and Racism in Education. Educational Researcher, v33 n5 p26-31 Jun-Jul. Given the insidious and often subtle way in which race and racism operate, it is imperative that educational researchers explore the role of race when examining the educational experiences of African-American students. Critical Race Theory (CRT) is a useful perspective from which to explore such phenomena. In this article, the authors illustrate how CRT can be used to examine the experiences of African-American students. They use the counterstories of African-American students at Wells Academy, an elite, predominately White, independent school. (Contains 6 notes.)… [Direct]
(2007). Racial Primes and Black Misandry on Historically White Campuses: Toward Critical Race Accountability in Educational Administration. Educational Administration Quarterly, v43 n5 p559-585. Background: Racial primes are an outgrowth and inculcation of a well-structured, highly developed, racially conservative, \race-neutral\ or \color-blind\ racial socialization process in which children learn race-specific stereotypes about African Americans and other race/ethnic groups. As they get older, they continue to receive–both involuntary and voluntary– corroborating messages of anti-Black stereotypes from adults, friends, games, folklore, music, television, popular media, and the hidden curriculum. A result of this belief system is Black misandry. Black misandry refers to an exaggerated pathological aversion toward Black men created and reinforced in societal, institutional, and individual ideologies, practices, and behaviors. Findings: Through the use of focus group interview data from African American male students at four universities, it reveals that potent Black misandric beliefs exist in both academic and social spaces in the collegiate environment. Conclusions: Using… [Direct]