(2024). Racialized Closures and the Shuttering of Black Schools: Evidence from National Data. Harvard Educational Review, v94 n2 p187-210. In this article Danielle Marie Greene-Bell and Francis A. Pearman II examine racial disparities in school closures across the United States, with a particular interest in majority Black schools. Using survival analysis and longitudinal data, they find that majority Black schools are far more likely to close than non-majority Black schools and that these elevated closure rates are not fully accounted for by observable differences like achievement levels, enrollment patterns, and the socioeconomic status of their surrounding communities. Using the theoretical frame of BlackQuantCrit, they argue that this pattern of findings is consistent with the theory that school closures demonstrate historical and contemporary forms of anti-Blackness that affect US schools and the geography of opportunity more broadly…. [Direct]
(2005). Critical Race Ethnography in Education: Narrative, Inequality and the Problem of Epistemology. Race, Ethnicity and Education, v8 n1 p93-114 Mar. Data presented in a previously reported ethnographic research project indicated that an urban elementary school regularly subjects its students to dated curricular materials and supplies. As reported, this occurred even though the school had at its disposal updated and even state-of-the-art resources, such as computers, visual aids, curriculum and photocopying machines. The critical race analysis presented in this article demonstrates that these practices are expressions of allochronic discourses that ingrain racial oppression in US schools and society. This article considers the roles of narrative and ethnography as measures to explicate allochronic discourses that inform public education. It also considers what American post-industrialism and globalization mean for US public education and concludes with a discussion of the implications of critical race theory for contemporary urban school reform…. [Direct]
(2005). Critical Care: A Color(full) Analysis of Care Narratives in the Schooling Experiences of Puerto Rican Girls. American Educational Research Journal, v42 n1 p77-111 Spr. In this article, the author explores the intersection between race/ethnicity and caring in the educational experiences of middle school Puerto Rican girls. Critical race theory and Latino/Latina critical theory are used as data analysis frameworks because of their emphasis on the roles of race/ethnicity and racism in shaping the circumstances of individuals and institutions. The author calls for a color(full) critical care praxis that is grounded in a historical understanding of students' lives; translates race-conscious ideological and political orientations into pedagogical approaches that benefit Latino/a students; uses caring counternarratives to provide more intimate, caring connections between teachers and the Latino communities where they work; and pays attention to caring at both the individual and institutional levels. (Contains 3 tables and 11 notes.)… [Direct]
(2008). Reflections on Race: Affirmative Action Policies Influencing Higher Education in France and the United States. Teachers College Record, v110 n2 p251-277. Background/Context: Although frequently associated with the United States, affirmative action is not a uniquely American social policy. Indeed, 2003 witnessed review and revision of affirmative action policies affecting higher education institutions in both France and the United States. Using critical race theory (CRT) as a theoretical lens, this text compares the affirmative action programs and lawsuits litigated in both nations in 2003 and their impact on the educational and social experiences of people who are racially or culturally non-White. Purpose: This article examines and compares affirmative action policies and lawsuits directed at higher education in France and the United States. Faced with similar challenges, controversies, and racial concerns, these courts offered somewhat diverging opinions on the purpose, meaning, and impact that affirmative action policies should have in this millennium. Research Design: This article employs legal hermeneutics, a specific form of… [Direct]
(2022). We Are Each Other's Breath: Tracing Interdependency through Critical Poetic Inquiry. International Studies in Sociology of Education, v31 n1-2 p27-48. In this paper, we utilize poetic methods that seek to surface, but not overdetermine, the unanticipated relational excess produced through literacy practices. Karen, a queer white woman, and Jordan, a cis-gendered heterosexual Black man, wrote a series of letters to one another throughout the Spring 2020 semester. We turned to critical poetic inquiry to analyze the letters, interested in poetry's capacity to highlight literacy's critical power and its emergent potential. We found ourselves implicated in each other's lives in new ways; we found our relationship both strengthened and tested. Such relational indeterminacy creates methodological challenges in literacy research. We found critical poetic inquiry to be a uniquely useful method for expressing the ambiguity and incommensurability of literacy as 'affective encounters' (Lenters, 2016), particularly during the COVID-19 pandemic, as our interdependency and mutual obligation is highlighted…. [Direct]
(2024). Orchestrating Critical Race Talk towards Institutional Change. Journal of Language, Identity, and Education, v23 n4 p482-497. Although race discourse has become increasingly encouraged to address educational inequities, racialized speakers are often expected to accommodate white listening subjects in institutional settings. Building upon multidisciplinary scholarship of race and language, I develop place-based raciolinguistics as an explanatory theory and linguistic ethnographic lens through which to analyze how racialized speakers discursively transform locally specific meanings of race and racism while being marked by prevailing ideologies, practices, and structures embedded in whiteness and other systems of power. I apply this framework by investigating the race discourse of justice-oriented K-12 teachers in Los Angeles, California. Through my analysis, I challenge reductive and essentialized views of social transformation by highlighting the multidimensional conditions of orchestrating critical race talk toward institutional change. Acknowledging the institutional vulnerability and harm that racialized… [Direct]
(2024). Designing Curriculum for Critical Consciousness: A White Teacher's Process. Critical Education, v15 n4 p1-17. This manuscript describes a white teacher's process of teaching texts authored by writers from historically marginalized cultural groups in a high school classroom. I wrote this self-study as theoretical guidance for teachers who also want to contextualize conversations about race. The scholarship of bell hooks motivated me to adopt the pedagogy of teaching for critical consciousness. I begin by introducing the theory of critical consciousness, the prevalence of white teachers, and the need for teachers to begin identifying white culture with their students. Then, classroom work is connected to conceptual approaches of centering race to demonstrate how to address whiteness. I connected concepts from scholarship on racial relationships to my own reflections to explain the qualities of a pedagogy that aimed to challenge the status quo of teaching while white. [Note: The page range (1-18) shown on the PDF is incorrect. The correct page range is 1-17.]… [PDF]
(2024). Poetic Transcription and Its Possibilities for (Re)Presentation. International Journal of Qualitative Studies in Education (QSE), v37 n7 p1853-1867. Two women scholars (Khmer and Black) explore how our subjectivities as researchers influence how we understand, give honor to, and (re)present our participants' experiences in ways that value their humanity. Through phenomenological methods and poetic transcription, we seek more nuanced, creative, and powerful ways of positioning participants' critical agency and highlighting the essence of their racialized experiences. In conceptualizing how qualitative researchers can integrate their positions and subjectivities into the research process as an asset, we identify the significant contributions our perspectives make when more thoughtfully incorporated with the lives and stories of our participants…. [Direct]
(2024). School Leader Loter√≠a: How School Educators Respond to Latinx Student Performances of (Their) Lived Experiences with Racism in School. Journal of Research on Leadership Education, v19 n3 p304-331. Latinx youth exhibit educational leadership and possess unique insight into experiences of youth of color in K-12 schooling. Yet, adultism hinders authentic youth participation in educational decision making. In this study we address the following question: What types of behavior do K-12 school leaders demonstrate in response to Latinx youths' experiences of racism? We share the story of a structured interaction, guided by social justice and forum theater, facilitated by Latinx youth to adult school leaders. We present our findings via the school leader loter√≠a typology model and discuss the spectrum of adult educator behavior in response to youth voice…. [Direct]
(2023). Battered but Not Broken: A Composite of the Experiences of Black Librarians at Public, 2-Year Colleges–Dissertation of the Year. Community College Review, v51 n2 p147-172 Apr. Objective: Black librarians account for just 5.4% of academic librarians in the U.S. in a period in which enrollments for Black students steadily increases. While national programs aimed at recruitment exist, too little attention is focused on the environments and cultures that influence the attrition of racially minoritized groups. This study investigated the experiences of Black librarians at public, 2-year colleges in the U.S. to better understand how they navigate, cope, and succeed amongst the challenges of academic librarianship. The following question guided the study: what are the experiences of Black librarians at public, 2-year colleges? Methods: Using Critical Race Methodology's composite counterstory (CCS) and through two, ninety-minute interviews with four narrators, the experiences of Black librarians were leveraged to construct and reconstruct the storied lives of Black librarians in community college libraries. Results: The findings show the hostile environments Black… [Direct]
(2023). Sounded Histor-Futurit-ies: Imagining Posthuman Possibilities of Race and Place in Qualitative Research. International Journal of Qualitative Studies in Education (QSE), v36 n4 p672-688. This paper examines how histories of racism, slavery, and white supremacy continue to resonate in the present through the creation and curation of an audio compilation of student narratives. Grounded in posthuman theories, the sound compilation of layered student narratives offers a starting point for exploring the relational, embodied, and material web of affects that characterize the nomadic posthuman subject. This article takes up Braidotti's call to question who 'we' are in this together, what it means for 'us' to negotiate the convergence of the present together when we are not one and the same. Through compiling and overlapping student voices, this article works to attend to the patterns and differences in their tellings as ethical and relational starting positions. The tracing of stories and threads of student voices in the audio compilation 'puts to work' posthuman theory and offers possibilities for qualitative research methods grounded in posthuman theories…. [Direct]
(2023). Complementing Intersectionality Pedagogy with a Missing Component-Positionality. Journal of Management Education, v47 n3 p324-337 Jun. Teaching about race as an African American female instructor at a predominantly white university has its challenges, especially regarding classroom power and privilege dynamics. I use the concepts of intersectionality and positionality as frameworks to explain the experiences that I encountered in the classroom, usually as the only African American in the room. I share two scenarios that initiated my inquisitiveness to discover more about why the incidents occurred. At the conclusion of the paper, I reveal how the complementary value of intersectionality and positionality benefits all educators who desire to comprehend the hierarchical power and privilege that may interplay in the learning environment…. [Direct]
(2023). Living in Multiple Worlds: Analyzing College Transitions and Dispositions through the Use of Critical Practice. Journal of Latinos and Education, v22 n4 p1647-1659. The academic progress and success of males of color have begun to capture the attention locally and nationally. Over the past several years research examining males of color and their k-12 to college, pathways have been the subject of conversation and focus of scholars and practitioners alike. This study examines the transition of successful Latino males and centers their perspectives through the analytical framework of Bourdieu's practice. This framework helps to theorize and capture strategies/logic/resistance male participants engaged in to shed stereotypical representations and stigmatized expectations placed on their bodies based on their identity as Latino males from the Bronx…. [Direct]
(2023). Snapshots of Everyday Affirmations Captured through Critical Race Photovoice: Seven Women's Strategies to Deploy Asset-Based Resources during Their College Transition. Equity & Excellence in Education, v56 n1-2 p221-239. There is limited understanding of how women of Mexican heritage transform cultural and familial protective factors into strategies to help navigate their education. This study helps bridge the gap between students' cultural wealth and the ways they utilize this protective factor in college. I analyzed the strategies used by seven first-generation college women of Mexican heritage and captured them through participant-produced photographs. Specifically, visual snapshots of the ways they chose to deploy their cultural wealth or asset-based resources were provided. The display of family photographs, collages, and religious statues reflected, accommodated, and validated their precollege assets and resources to incorporate their cultural wealth while navigating the first year in college. The women stayed connected with their precollege protective factors that include their family history, familial-cultural assets, and family resilience as they transitioned to college life. This study… [Direct]
(2023). "Miss, Can You Speak English?": Raciolinguistic Ideologies and Language Oppression in Initial Teacher Education. British Journal of Sociology of Education, v44 n5 p896-911. Racism is pervasive within the lives of racially minoritised pre-service teachers in England, but little work has explored how perceptions about language feature here. Based on interviews and workshops with 26 racially minoritised pre-service teachers, I describe their experiences of language oppression whilst on school experience placements, where they were instructed by mentors to modify, flatten, and completely abandon their ways of talking if they were to be perceived as legitimate. I show how language oppression gets justified by mentors in reference to national policy, and how perceptions about the quality of speech are ideologically anchored to perceptions about the quality of teaching. I show how language oppression often materialises under seemingly benevolent and humanitarian guises, but inevitably maintains the raciolinguistic status quo because it instructs racialised teachers to adapt their speech so that it appropriates whiteness. I argue that language oppression is a… [Direct]