(2023). Report of a Special Committee: Political Interference and Academic Freedom in Florida's Public Higher Education System. American Association of University Professors In November 2022, Florida governor Ronald DeSantis, won reelection by a decisive margin and the Republican party gained supermajorities in both houses of the state legislature. During the governor's first term and after reelection, the Florida House and Senate passed legislation and the DeSantis administration took executive actions that further aimed to censor the teaching and learning of certain historical topics; potentially criminalize some discussions of race, gender, and sexuality; stigmatize, marginalize, and exclude transgender people. In the wake of these developments, it quickly became apparent that the governor's education program, which initially focused on K-12 schools, had ominous and direct consequences for public higher education as well. The threat to higher education and, more specifically, to foundational principles of shared governance and academic freedom, intensified in early January 2023 when the governor appointed six new trustees to the board of New College… [PDF]
(2023). Agentive Roles and Metalinguistic Negotiations: The Linguistic Capital in Interactions between Parents and Children from Mexican Immigrant Backgrounds. Journal of Language, Identity, and Education, v22 n6 p652-672. This qualitative case study examined the interactions between four Mexican parents from immigrant backgrounds and their children during the process of creating two biliteracy family projects that centered on their experiential knowledge. Informed by a theoretical lens of sociocultural linguistics and community cultural wealth, this study examined the kinds of linguistic capital in parent-child interactions that present a contrastive micro analysis within the macro context of a school district with a history of linguistic oppression and discrimination. The main data sources were the recorded interactions between parents and children that took place in their homes and classroom workshops. Findings demonstrate the ways that children's agentive roles were produced through discursive patterns, and how parents and children engaged in metalinguistic negotiations and co-constructions from oral to written descriptions that followed a gradual increase in complexity. Findings revealed how these… [Direct]
(2017). Teaching to Deconstruct Whiteness in Higher Education. Whiteness and Education, v2 n1 p48-59. As a white assistant professor of mostly white graduate students who will become higher education leaders, I work to dismantle whiteness in my curriculum, assignments and pedagogy. I make meaning of my own white identity through my commitment to reflexivity as a constant activity. Equally salient are my identities as a queer, able-bodied, cisgender woman, who grew up working class in the rural Midwestern United States. This manuscript explores the ways my identities, experiences and teaching paradigm anchor my commitment to the work of deconstructing whiteness…. [Direct]
(2010). Why Incorporate Disability Studies into Teaching Discrimination Law?. Journal of Legal Studies Education, v27 n1 p61-80 Win-Spr. Those who teach employment discrimination law, particularly as a separate course or part of a course on employment law, are used to covering a broad range of legal models and issues pertaining to the protected classes under Title VII of the Civil Rights Act. The disparate treatment, disparate impact, and hostile environment models of discrimination apply broadly and are often discussed within a framework of feminist, critical race, or other perspectives. The author stresses that it is important to view American discrimination law through a lens of critical race and feminist theory. However, the importance of race, ethnic, and gender studies as multidisciplinary enterprises that have influenced law cannot be overemphasized. In this article the author attempts to make a strong case that another theoretical perspective be brought into one's discourse of employment discrimination law–that of disability studies. Disability studies is a relatively new field that seeks to examine the… [Direct]
(2005). The Mexican American Struggle for Equal Educational Opportunity in Mendez v. Westminster: Helping to Pave the Way for Brown v. Board of Education. Teachers College Record, v107 n3 p389-423 Mar. Few people in the United States are aware of the central role that Mexican Americans have played in some of the most important legal struggles regarding school desegregation. The most significant such case is Mendez v. Westminster (1946), a class-action lawsuit filed on behalf of more than 5,000 Mexican American students in Orange County, California. The Mendez case became the first successful constitutional challenge to segregation. In fact, in Mendez the U.S. District Court judge ruled that the Mexican American students' rights were being violated under the equal protection clause of the Fourteenth Amendment. The decision was affirmed by the Ninth Circuit Court of Appeals. Although the Mendez case was never appealed to the U.S. Supreme Court, a number of legal scholars at that time hailed it as a case that could have accomplished what Brown eventually did eight years later: a reversal of the High Court's 1896 ruling in Plessy v. Ferguson, which had sanctioned legal segregation for… [Direct]
(2020). Counterstories of Preservice Elementary Teachers: Strategies for Successful Completion of Their Math Content Sequence. North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatl√°n, Mexico and Online, May 27-Jun 6, 2021). Master narratives exist in many forms within mathematics education. Preservice elementary teachers often are seen as having high levels of math anxiety while students in developmental mathematics are seen as being deficit in their mathematical understanding. This study uses counterstories to understand the experiences of two women of color, who are enrolled in math content courses for preservice elementary teachers. Students share strategies that they learned from one math content course in order to succeed in their math course sequence. [For the complete proceedings, see ED629884.]… [PDF]
(2023). Thinking about Black Education: An Interdisciplinary Reader. Myers Education Press In this pioneering interdisciplinary reader, Hilton Kelly and Heather Moore Roberson have curated essential readings for thinking about black education from slavery to the present day. The reading selections are timeless, with both historical and contemporary readings from educational anthropology, history, legal studies, literary studies, and sociology to document the foundations and development of Black education in the United States. In addition, the authors highlight scholarship offering historical, conceptual, and pedagogical gems that shine a light on Black people's enduring pursuit of liberatory education. This book is an invitation to a broad audience, from people with no previous knowledge to scholars in the field, to think critically about Black education and to inspire others to uncover the agency, dreams, struggles, aspirations, and liberation of Black people across generations. "Thinking About Black Education: An Interdisciplinary Reader" will address essential… [Direct]
(2018). A Privileged Perspective: How a Racially Conscious White Male Teacher Interacts with His Students. Whiteness and Education, v3 n1 p56-75. The goal of this interpretive study was to further research in the field of Whiteness studies by empirically analysing how a racially conscious white male teacher interacts with his minoritised and White students. The teacher's classroom was examined using Critical Race and Cultural-Historical Activity Theory (CHAT). Two empirical assertions were developed based on the continual search for disconfirming evidence within interview and observational data. Results show the teacher participant created a learning environment in which his black minoritised students felt comfortable, trusted, and respected…. [Direct]
(2007). The Landscape of Qualitative Research. Third Edition. SAGE Publications (CA) This book, the first volume of the paperback versions of the \The SAGE Handbook of Qualitative Research, Third Edition,\ takes a look at the field from a broadly theoretical perspective, and is composed of the Handbook's Parts I (\Locating the Field\), II (\Major Paradigms and Perspectives\), and VI (\The Future of Qualitative Research\). \The Landscape of Qualitative Research, Third Edition\ attempts to put the field of qualitative research in context. Part I provides background on the field, starting with history, then action research and the academy, and the politics and ethics of qualitative research. Part II isolates what we regard as the major historical and contemporary paradigms now structuring and influencing qualitative research in the human disciplines. The chapters move from competing paradigms (positivist, post positivist, constructivist, critical theory) to specific interpretive perspectives, feminisms, racialized discourses, cultural studies, sexualities, and queer… [Direct]
(2016). A Reboot of Derrick Bell's 'The Space Traders': Using Racial Hypos to Teach White Pre-Service Teachers about Race and Racism. Whiteness and Education, v1 n2 p94-108. This article imagines what it might look like for White people to commit to racial justice in the U.S. as if their very lives depended on its success. Inspired by the venerable storytelling of Derrick Bell, Richard Delgado and Jean Stefancic, W. E. B. Du Bois and Adrien Wing, as well as the tradition of science fiction in Black Diasporan writing, the author revisits Bell's well-known 'The Space Traders' counterstory. This 'reboot' forecasts the arrival of Space Traders who target White people who choose not to do the work of reckoning with whiteness and the legacy of white supremacy. The story serves as a 'racial hypo' or allegory to challenge White pre-service teachers, specifically, to consider what they need to do to betray white supremacy…. [Direct]
(2018). Instruments of White Supremacy: People of Colour Resisting White Domination in Higher Education. Whiteness and Education, v3 n1 p1-14. This article extends the critical race literature in education by theorising the ways through which white power passes through the bodies of people of colour in higher education institutions. Using autoethnographic inquiry of our experiences as non-white academic and professional staff in two Australian universities, we examine the ways we became co-opted into reinforcing white privilege while subordinating or marginalising students of colour. Rather than complying with the white supremacist ideologies and practices of our institutions, we explore the potentials for resistance against the institutionalised racial order, recognising that writing and publishing our experiences is one approach to speaking out against white supremacy at our universities…. [Direct]
(2016). Shunted across the Tracks? Autoethnography, Education Research, and My Whiteness. Whiteness and Education, v1 n2 p83-93. Likening education to the railway helped reconceptualise my understanding of social justice and contributed to my research on race-making in the classroom. Education and the railway are similar in how they underpin experiences, mobilities, opportunities and limitations in life. For example, boarding a train makes a range of destinations available, but these are limited to where the tracks extend. Similarly, education for many so-called 'marginalised' students, is likewise, limiting. Both rail and education require access and mastery of particular knowledges and practices. Then there are costs, with the currency of some students opening up more diverse and far reaching destinations. For people with/out the 'right' capital then, train travel — like education — can be limiting or privileging. This paper presents a creative account of the shunting I experienced in coming to (re)locate myself in the education system, an undertaking that was part of a critical race insider… [Direct]
(2002). Diversity/Equity. [SITE 2002 Section]. This document contains the following papers on diversity/equity from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Modeling and Developing Technology Integration with Pre-Service Indigenous Teachers" (Shadow W. J. Armfield and Marilyn Durocher); (2) "Integrating Diversity in Children's Literature into the Elementary School Curriculum Utilizing Internet Technology" (Joyce C. Armstrong and Martha M. Hanlon); (3) "Web Accessibility for Diverse Learners" (Laurie Ayre and Marian W. Boscia); (4) "Bridging the Digital Divide in South Florida" (Tom W. Frederick and Mary Kay Bacallao); (5) "Integrating Technology in the Pre-Service College Classroom and Beyond by Developing Exit 'E-Portfolios'" (Mary Kay Bacallao and William Halverson); (6)"Community Mapping: Learning and Teaching in Context" (Gina Barclay-McLaughlin); (7) "School District Websites: An Accessibility Study"… [PDF]
(2005). Asian and Pacific American Education: Learning, Socialization, and Identity. Research on the Education of Asian Pacific Americans. IAP – Information Age Publishing, Inc. This research anthology is the third volume in a series sponsored by the Special Interest Group-Research on the Education of Asian and Pacific Americans (SIG-REAPA) of the American Educational Research Association and National Association for Asian and Pacific American Education. This series explores and explains the lived experiences of Asian and Pacific Americans as they attend schools, build communities and claim their place in U.S. society, and blends the work of well-established Asian American scholars with the voices of emerging researchers and examines in close detail important issues in the Asian/Pacific American community. Scholars and educational practitioners will find this book to be an invaluable and enlightening resource. This volume is divided into three parts. Part I, Diverse Ways of Teaching, Learning, and Knowing, contains: (1) Learning in America: The Hmong American Experience (Clara C. Park); (2) The Other Other: Micronesians in a Hawaii High School (Steven… [Direct]
(2017). "Loving Blackness to Death": (Re)Imagining ELA Classrooms in a Time of Racial Chaos. English Journal, v106 n4 p60-66. In this article, the authors argue that the racial violence that unfolds against Black youth in various communities seeps into English language arts (ELA) classrooms. They offer a theoretical framework that centers on Black literacies that secondary ELA teachers can use to disrupt the violence and curricula and pedagogical inequities against Black youth in schools. The article concludes with a text set that is centered on Black literacies and texts that ELA teachers can use to revolutionize, (re)imagine, and sustain the humanity of Black youth…. [Direct]