(2017). Critical Race Theory-Social Constructivist Bricolage: A Health-Promoting Schools Research Methodology. Health Education Journal, v76 n4 p432-441 Jun. While the current literature recognises the capacity of diverse methodologies to provide informative understandings of health-promoting schools (HPS), there is a paucity of examples to show how different research strategies can be used. We address this knowledge gap by examining the significance of a critical race theory-social constructivist bricolage or hybrid methodology for advancing understanding of the HPS frameworks. A critical race theory-social constructivist "bricolage" can provide a credible stance from which to study HPS, particularly in relation to people of colour. However, because the framework only weakly addresses the more practical aspects of the research process, we conclude by considering the role of action research as a complementary research approach…. [Direct]
(2018). Critical Race Theory and Caring as Channels for Transcending Borders between an African American Professor and Her Latina/o Students. International Journal of Multicultural Education, v20 n2 p101-116. This reflective essay uncovers ways in which critical race theory and caring are key to crossing racial, cultural, and linguistic borders between professors and their students. Many scholars have noted how critical reflection relates to effective teaching, especially when taking into account student learning. Reflecting upon archival data and participant observation, the author describes, through various stories, how she uses critical race theory and caring to connect with her students in spite of their differences. The author also provides examples of how her students reciprocate her care in extravagant ways…. [PDF]
(2022). Crying, "Wolf!" The Campaign Against Critical Race Theory in American Public Schools as an Expression of Contemporary White Grievance in an Era of Fake News. Journal of Education and Learning, v11 n4 p1-14. The recent fervor over Critical Race Theory (CRT) in American public schools is the result of a confluence of contributing factors including: an eroded news media apparatus operating within a capitalist framework where an increasing portion of the American populace consume news through hyper-partisan cable news networks and social media that comports with their individual ideological preference; the decrying of CRT in schools as the latest iteration of historically-reliable White Backlash; and a highly-effective conservative messaging apparatus skilled in fomenting White Rage based on disinformation. In this essay I will, first, briefly survey America's collapsing contemporary news media industry before discussing contextualizing White Rage throughout American history. From there, I will transition the article's focus to the modern conservative media machine pushing fake news highlighting the (non-existent) issue of CRT in primarily suburban public schools as an exemplification of… [PDF]
(2024). Defending the Color Line: White Supremacy and the Legacy of Brown. Educational Researcher, v53 n3 p135-145. Building on W. E. B. Du Bois's color line concept, I argue that white supremacy is deeply embedded in U.S. educational organizations and that White racial actors, opportunity hoarding, and the cultivation of racial ideology and racial ignorance help sustain it. In doing this, I seek to move away from the aspirational progress narratives often associated with Brown to the racial hierarchies and various forms of harm that schools reproduce, even when they are racially diverse. Taking the recent attacks against critical race theory as a backdrop, I argue that educational institutions not only contribute to educational inequity but also socialize people into relations of racial domination and subordination through organizational practices and individual actions. In the article's conclusion, I highlight my efforts to disrupt these patterns and work toward the creation of more liberatory education spaces…. [Direct]
(2018). Critical Race Theory, Policy Rhetoric and Outcomes: The Case of Muslim Schools in Britain. Race, Ethnicity and Education, v21 n1 p30-44. The expansion of state-funded Muslim schools in Britain since 1998 has developed against a backdrop of sustained public political rhetoric around the wider position of British Muslims in both political and educational contexts. This article explores the public policy rhetoric around Muslim schools under New Labour and the subsequent Coalition and Conservative governments and compares how these narratives align with outcomes in terms of numbers of, and types of, denominational Muslim faith schools in Britain. The article applies a Critical Race Theory approach based on the construction of counter-narrative through a critical analysis of policy and its outcomes. This analysis is contextualised through exploring the implications of counter-terror strategies such as Prevent for the political and educational equity of British Muslims as stakeholders in the state. Against this context the article explores the extent to which successive policy frameworks and political narratives around… [Direct]
(2019). The One-in-Ten: Quantitative Critical Race Theory and the Education of the 'New (White) Oppressed'. Journal of Education Policy, v34 n3 p423-444. This paper challenges the notion that quantitative data — as a numeric truth — exist independent of a nation's political and racial landscape. Utilising large-scale national attainment data, the analysis challenges the belief that 'White working class' children in England, especially boys, are 'the new oppressed' — as a former equality adviser has publicly claimed. The analysis applies Quantitative Critical Race Theory, or 'QuantCrit', an emerging quantitative sub-field of Critical Race Theory in education. The paper argues that far from being 'oppressed', White boys continue to enjoy achievement advantages over numerous minoritised groups; especially their peers of Black Caribbean ethnic origin. Additionally, the analysis uniquely exposes racialised trends of 'equivalency' in core subject qualifications, whereby minority ethnic children are over-represented in certain lower-status qualifications that are counted as equivalent in education statistics but not in the real world… [Direct]
(2024). Tuscarora Nation Lands and the New York State Power Authority: An Environmental Justice Education Approach to Decolonizing Curriculum. Journal of Environmental Education, v55 n5 p414-426. This program evaluation outlines the process, challenges, and outcomes of decolonizing middle school curriculum through an interdisciplinary approach. A diverse team of educators conducted a curriculum audit and restructuring initiative in a Western New York independent school. Faced with data analysis challenges, the team devised an Environmental Justice Education framework, drawing on Bullard's Environmental Justice Theory and Critical Race Theory. The resultant curriculum map, implemented with students, embraced an interdisciplinary, place-based approach, grounded in Indigenous history and contemporary events, and emphasized action- oriented learning. The impact on student learning was profound, as the infusion of justice-based, localized questioning facilitated meaningful dialogue and engagement. Students demonstrated increased awareness, ownership, and civic involvement, sharing newfound narratives with peers and family. This paper provides a comprehensive guide for educators… [Direct]
(2021). Investigating Society's Educational Debts Due to Racism and Sexism in Student Attitudes about Physics Using Quantitative Critical Race Theory. Physical Review Physics Education Research, v17 n1 Article 010116 Jan-Jun. The American Physical Society calls on its members to improve the diversity of physics by supporting an inclusive culture that encourages women and Black, Indigenous, and people of color to become physicists. In the current educational system, it is unlikely for a student to become a physicist if they do not share the same attitudes about what it means to learn and do physics as those held by most professional physicists. Evidence shows college physics courses and degree programs do not support students in developing these attitudes. Rather physics education filters out students who do not enter college physics courses with these attitudes. To better understand the role of attitudes in the lack of diversity in physics, we investigated the intersecting relationships between racism and sexism in inequities in student attitudes about learning and doing physics using a critical quantitative framework. The analyses used hierarchical linear models to examine students' attitudes as measured… [Direct]
(2022). Sonic Counterspaces: The Role of Music in the Latino College Experience at a Predominantly White Institution. Journal of Hispanic Higher Education, v21 n1 p67-81 Jan. A critical race theory framework was used to examine the role of music listening practices in the academic and social contexts of Latino college students enrolled at a predominantly White institution. An inductive thematic analysis examined themes in participants' open-ended responses. Awareness of their Latino identity in music and the use of digital music players served to construct sonic counterspaces, an affirming auditory realm that is comprised of emotional, psychological, and physical space activated through intentional listening practices. Sonic counterspaces facilitated their academic experience and helped them navigate negative social encounters…. [Direct]
(2022). Indigenous Girls Write, Right!? Unsettling Urban Literacies with Indigenous Writing Pedagogies. Urban Education, v57 n10 p1757-1783 Dec. This article begins with the fundamental premise that Indigenous adolescent girls are writers. Indigenous adolescent girls speak and write in multitudes of voices, yet their physical and literary presence is often unaccounted in educational research and writing. Guided by the theoretical insights of Chicana Feminist Epistemology and Tribal Critical Race Theory this paper illuminates how Indigenous Writing Pedagogies (IWP) emerged to acknowledge land and gendered relationships in urban schools. The author presents implications for Indigenous notions of literacies and relationships that can be elevated by educators working in and out of urban school spaces…. [Direct]
(2020). Unsettling the "White Savior" Narrative: Reading "Huck Finn" through a Critical Race Theory/Critical Whiteness Studies Lens. English Education, v53 n1 p35-53 Oct. This case study, which investigates twenty-four 11th-grade students of American literature, asks: What successes and challenges did students experience when reading "Adventures of Huckleberry Finn" through a critical race theory (CRT)/critical Whiteness studies (CWS) lens? Findings reveal that applying a CRT/CWS lens helped students understand and identify CRT/CWT tenets while reading the novel and extrapolate these tenets to their social worlds. However, 42 percent of students resisted the unit by using the White Talk discourse strategy of wishing they could "just read the book"; other students demonstrated White rage. The study offers several implications for ELA teacher education…. [Direct]
(2023). The Road Less Traveled: Why Black Males Choose Alternative Routes That Lead to Education. School Leadership Review, v17 n2 Article 2 Spr-Sum. This study uses critical race theory and qualitative interviews to understand the perspectives of 10 Black males that have entered the field of education through non-traditional routes. It seeks to highlight the rationale for not choosing education as a first option, what eventually led them into the field, and finally how educational leaders might better recruit. As the field continues to evolve with demographics still heavily favoring women, decision makers in school districts, universities, and alternative certification programs need to understand the best methods to recruit and retain Black males in education. The findings of this research will benefit these stakeholders and their constituents and inform practitioners, particularly after the COVID-19 pandemic and current teacher shortage…. [PDF]
(2023). "Why Universities Need to Actively Combat Sinophobia": Racially-Traumatic Experiences of Chinese International Students in the United States during COVID-19. British Journal of Guidance & Counselling, v51 n5 p690-704. This phenomenological study explores the experiences of Chinese international undergraduate students in the United States as they work through the complications of COVID-19 that are potentially intertwined with Sinophobia. By drawing on insights from critical race theory, especially the lens of racial trauma and trauma-informed care, the current study interprets four primary themes: (a) Paradox: Confusions about Racism in Academic Life; (b) Racially-Traumatic Incidences and Risk Factors in Social and Cultural Life; (c) Exodus: Burnout, Homesick, and the Dilemma; and (d) Determined Traumatic Symptoms: Insomnia, Nightmare, and Negative Memories. Noticeably, social justice issues such as isolation, exclusion, threats, and discrimination were present during the 2020 academic year. Therefore, the implications are explored through sociopsychological perspectives…. [Direct]
(2023). Administrators' Perspectives of Online Learning and Institutional Sustainability of HBCUs: A Multiple Case Study of Historically Black Colleges and Universities. ProQuest LLC, Ph.D. Dissertation, Northcentral University. Historically Black Colleges and Universities (HBCUs) were established prior to the American Civil War and were created with the principal mission of educating African Americans. The problem that was addressed by this research is that HBCUs are facing declining enrollments and a 42% decrease in federal and state funding that threatens their viability. I used critical race theory (CRT) to examine the problem under study and sought to answer the research questions. The purpose of this qualitative multiple case study was to explore the sustainability of HBCUs that are experiencing declining enrollments and decreases in federal and state funding, and whether online learning is a viable strategy to sustain HBCUs. Critical race theory (CRT) was used to frame the research study. I employed a qualitative methodology with a multiple case study design, utilizing semi-structured interviews and the universities' strategic plans for data collection. Eight administrators from four HBCUs were… [Direct]
(2023). The Permanence of Racism in Tennessee Public Schools. ProQuest LLC, Ph.D. Dissertation, University of Missouri – Saint Louis. The qualitative case study exposed the permanence of racism beginning in the antebellum public schools of Nashville and continued in the current actions in the Tennessee legislature with the expulsion of two Black male legislators. Critical race theory is used as the main descriptor for the actions of White politicians and legislators in Tennessee who continue the oppressive treatment of Black people in the state of Tennessee. White members of the Tennessee legislature have attempted to strategically continue white supremacy in their decision to display a depiction of one of the most deplorable, racists in the history of the state of Tennessee, Nathan Bedford Forrest. They also splintered the voting power of people of color by changing the voting districts in Nashville and Memphis in an attempt to eliminate adequate representation in the legislature.Critical race theory can be used to establish equality for everyone in the United States. It is not indoctrination. Unfortunately, there… [Direct]