(2024). Toward a Kanaka 'Oiwi Racial Identity Model for a Contemporary Multiracial World. Diaspora, Indigenous, and Minority Education, v18 n4 p313-329. This paper uses a Kanaka ?Oiwi (Native Hawaiian) Critical Race Theory (Kanaka?OiwiCrit) framework to conceptualize the relationship between identity and interracial and intraracial relations among multiracial Kanaka ?Oiwi youth. Kanaka?OiwiCrit is defined then applied to review research on minority racial identity models and Indigenous identity constructs. To address the gap in literature on the racialization of Kanaka ?Oiwi youth, a three-dimensional model that explicates how contemporary racial identities form under the social, cultural, and political conditions of multiracial societies afflicted by racism is proposed. Using composite, data-driven narratives, the model conceptualizes four major Kanaka ?Oiwi racial identity profiles: a state of ho?ole (denial), a state of ho?oka?awale (disconnect), a state of huikau (confusion), and a state of mana (power). The significance of geographic contexts in racial identity formation for multiracial Kanaka ?Oiwi youth living in Hawai'i… [Direct]
(2024). 'The Heaviest Thing for Me Is Being Seen as Aggressive': The Adverse Impact of Racial Microaggressions on Black Male Undergraduates' Mental Health. Race, Ethnicity and Education, v27 n5 p680-700. This phenomenological study explores Black male students' lived experiences with racial microaggressions and the subsequent perceptions of their mental health while attending a predominately white institution (PWI). Data is collected through a focus group and semi-structured in-depth interviews with 15 Black male participants from a northeastern public university. The mendacity of systemic racism in juxtaposition to the intersectional identities of Black male students is analyzed from a Critical Race Theory framework. With the findings, I bring attention to Black masculinity and argue that daily encounters with microaggressions impact the mental health of Black male college students. Due to the construct of gendered racism, I argue for culturally responsive mental health care to support the emotional health and well-being of Black male scholars at PWIs. The objective of this article is to recognize the resilience and vulnerabilities of Black men while honoring their voices as they… [Direct]
(2024). "We Know about Things Too": Exploring the Labors of Love Involved in Cultivating Youth Voice in Online Youth Civic Engagement Programs with Youth of Color. Youth & Society, v56 n4 p734-753. Online youth civic engagement programs are often designed to support the cultivation of youth voice, yet working with youth of color who are particularly skeptical of civic life takes a certain form of labor that often remains unexamined in the scholarship of youth civic engagement. Drawing on concepts of invisible, emotional, and relational labor and the work of critical race theory (CRT), this article examines what is often termed the "labor of love" that characterizes the behind-the-scenes work. Utilizing a critical ethnographic approach, we identify three stages in the labor of love involved in cultivating youth voice in five different online youth civic engagement programs as we sought to highlight youth voice, perspective, and expertise with local policymakers. We argue that the behind-the-scenes invisible, emotional, and relational labor needs to be better understood to address the barriers youth of color face in relation to gaining full access to democratic… [Direct]
(2024). Out of the Frying Pan and into the Fire: The Emotional Labor of Excavating Internalised Racism. Whiteness and Education, v9 n2 p310-331. This research comprises a collaborative auto-ethnographic narrative inquiry study conducted by a doctoral student and four undergraduates at a university in the Southwest of the US over two years — between 2017 and 2019. The intent of this study was to uncover ways internalised racism influenced the researchers in their earliest socialisation years. The authors' interest in anti-racism provided the impetus to co-create a pedagogy of discomfort, which may be of value to teacher educators, as well as those who seek to do the work of excavating deeply-rooted internalised racism. Using a Critical Race Theory theoretical framework, the authors share their findings as a bricolage of synergistic stories. Their conclusions show how racism is passed down in families, the impact of whiteness on the sense of self, and how facing internalised racism can be simultaneously painful and healing. This article provides an exemplar of a process to conduct anti-racism inner work…. [Direct]
(2023). Diversity, Equity, and Inclusion in Higher Education: An Examination of the Lived Experiences of African American Board of Trustees within Community Colleges. ProQuest LLC, Ed.D. Dissertation, Kansas State University. This qualitative narrative inquiry study explored the lived experiences of African American boards of trustees within community colleges around race, barriers, and influencers. Research reveals an underrepresentation of racial diversity among community college boards of trustees that fails to emulate the racial and ethnic diversity of their community college students. Historically and currently, the majority of the board of trustees in American community colleges are older white males. An analysis of the research shows negligible progress in diversifying minority-serving community college boards of trustees, which has created a need to understand what has led to this underrepresentation of minority community college boards of trustees. The qualitative study applied Critical Race Theory (CRT), Critical Race Theory in Education (CRTE), and the Theory of Representative Bureaucracy (TRB) as its theoretical frameworks and lens respectively to conduct the proposed research. An illustrative… [Direct]
(2020). Critical Counter-Narrative as Transformative Methodology for Educational Equity. Review of Research in Education, v44 n1 p269-300 Mar. Counter-narrative has recently emerged in education research as a promising tool to stimulate educational equity in our increasingly diverse schools and communities. Grounded in critical race theory and approaches to discourse study including narrative inquiry, life history, and autoethnography, counter-narratives have found a home in multicultural education, culturally sensitive pedagogy, and other approaches to teaching for diversity. This chapter provides a systematic literature review that explores the place of counter-narratives in educational pedagogy and research. Based on our thematic analysis, we argue that the potential of counter-narratives in both pedagogy and research has been limited due to the lack of a unified methodology that can result in transformative action for educational equity. The chapter concludes by proposing critical counter-narrative as a transformative methodology that includes three key components: (1) critical race theory as a model of inquiry, (2)… [Direct]
(2023). Indigenous Early Career Researchers: Creating Pearls in the Academy. Australian Educational Researcher, v50 n2 p237-253 Apr. This paper provides a snapshot of Indigenous Early Career Researchers in Australia derived from demographic information collected in the first stage of the 'Developing Indigenous Early Career Researchers' project. Analysis of the data to date has evidenced much diversity across this cohort. However, one commonality across all Indigenous Early Career Researchers was a commitment to the value and validity of Indigenous Ways of Knowing in the higher education sector. With the use of Tribal Critical Race Theory this paper explores the ways in which Indigenous Early Career Researchers disrupt Western-based academies and schools of thought and proposes that Indigenous Early Carer Researchers grow 'pearls' of experience and knowledge within the higher education sector that are essential to the development of a richer academy and stronger Indigenous communities…. [Direct]
(2023). "Defunding" Race in Field Supervision Contexts: Deconstructing and Responding to White Preservice Teachers' Majoritarian Narratives. Journal of Educational Supervision, v6 n1 Article 2 p19-35. Teachers must robustly understand how race and racism operate both in and out of the classroom to structure inequity. However, the existence of a deeply entrenched majoritarian mindset remains a principal obstacle to preparing such teachers. In this empirical paper, the author draws on the critical race theory construct of "majoritarian storytelling" (Delgado, 1989) to make visible and examine the narratives told by white preservice teachers upon completion of their preparation programs. The author finds that white preservice teachers' explanations for racially disparate school outcomes align closely with a majoritarian mindset and employ devices characteristic of longstanding majoritarian stories. After illuminating these devices, the author highlights opportunities for field supervisors to support white preservice teachers in recognizing the work that such narratives do to protect racial privilege and perpetuate educational inequities…. [PDF]
(2023). A Constellation of (Artistic) Voices: Assembling Historically Provocative Artwork and (E)Merging Racial Perceptions. Journal of Curriculum and Pedagogy, v20 n2 p142-159. This paper reports on the use of historically provocative artwork (i.e., artwork that challenges master narratives of history) created by Titus Kaphar and graduate students learning about leading with a socio-political consciousness about racism. The authors provided 17 students a series of prompts, based on Critical Race Theory (CRT) and critical art analysis, to instigate reflection, dialogue, and artistry in response to a painting by Kaphar. The authors organized participant-generated artwork into assemblages and crafted accompanying narratives which illustrated the inter/intra-changes among the components of the process and expressions: (1) compositionality, (2) aesthetics, (3) temporality, (4) historical injustice/oppressiveness, (5) manifestations of power. Thus, participants' artwork exposed how engaging with historically provocative can heighten socio-political complexities relating to the consciousness of race/ism and white(ness) supremacy…. [Direct]
(2023). Reorienting Curriculum Materials as Agents of Restorative Justice in Early Literacy Classrooms. Contemporary Issues in Early Childhood, v24 n2 p163-175 Jun. Amidst numerous curricular reforms across the USA that censor reading materials and promote standardized literacy policies, the authors ask in this article: What rights do early childhood teachers and students have in curriculum-making, and to the very materiality of their own classrooms? More broadly, they wonder: How do material regulations in US schools impact the curricular work of restorative justice in early literacy classrooms? The authors examine one curriculum material used in classrooms across the USA, using theories of materiality to explain its orientation, disorientation, and reorientation within discourses around anti-critical race theory and pro-"science of reading" legislation. Moreover, they aim to explore the potentialities of curricula as agents of restorative justice and, consequently, the threats to justice from the disorientations expressed around specific curriculum materials…. [Direct]
(2023). Pl√°ticas con Maestros: Understanding the Experiences of Latinx Teachers in the New Latino South. Journal of Latinos and Education, v22 n5 p1841-1853. Drawing on "pl√°ticas" held between preservice and in-service teachers, this study explores the experiences of Latinx teachers teaching in the New Latino South. The researchers illustrate how teachers navigate teaching in schools where they were oftentimes the only Latinx teacher. For this study, we used Latino Critical Race Theory paired with "pl√°ticas" to analyze the stories that the participants shared. Findings from this study indicate that teachers in the New Latino South resisted traditional teacher roles by willingly taking on additional roles that supported Latinx families. Findings also indicate that teachers navigated spaces in which they often experienced different forms of racism. The article concluded with implications for recruiting and retaining Latinx teachers as well as implications for how schools can better support Latinx families…. [Direct]
(2023). P-12 Drama Instruction Embracing Culturally Relevant Social Emotional Learning for Students of Color with Disabilities. ProQuest LLC, Ed.D. Dissertation, California Lutheran University. The purpose of this study was to explore how P-12 school drama teachers infused culturally relevant (CR) social emotional learning (SEL) into their drama instruction. In addition, this study explored the experiences of students of color with disabilities who were involved in P-12 classes that employed CR SEL drama activities. The epistemic frameworks supporting this study are dis/ability critical race theory and wise compassionate framework. These frameworks rely on the tenets of three other frameworks: disabilities studies, critical race theory, and multi-tiered systems of support to address and support the discrimination, inequities, and trauma of students of color with disabilities (Annamma et al., 2013; Mercado, 2021). Six P-12 drama teachers and three students of color with disabilities took part in one-to-one semi-structured interviews. Building upon the narratives of the coresearchers, I created first-person ethnodrama monologues to delve more deeply into the coresearchers'… [Direct]
(2021). Policy as Punishment and Distraction: The Double Helix of Racialized Sexual Harassment of Black Girls. Educational Policy, v35 n2 p347-367 Mar. Black girls' experiences with sexual harassment in schools remain critically understudied. To mediate this void, this study explored the role of educators and school policy as disrupting or perpetuating racialized sexual harassment toward them. Using a disability critical race theory (DisCrit) framework, we argue educator response and education policy create a nexus of subjugation that makes Black girls increasingly vulnerable to experience racialized sexual harassment at the hands of adults and peers, while largely failing to provide protection from or recourse for such harassment…. [Direct]
(2024). Disruptive Race Spatiality: Educators, White Postures, and Antiracism. Whiteness and Education, v9 n1 p1-18. This article explores notions of spatiality, race, and productive disruptions of whiteness; focusing on two dinners which were one component of a mixed method study on racism, teaching, and implicit race bias with secondary teachers in Toronto, Canada. The dinners were focused on cross race dialogue. White teachers experienced the dinners as uncomfortable, motivating, and in one case upsetting. The dinners offer a unique look at White experiences of racial spatial disruption. Drawing on reflections, interviews, and dinner transcripts, this article sketches a messy typology of these experiences to flesh out connections between White teachers' racial (dis)engagements with/in race dialogue, and related (dis)engagements with antiracism. The paper theorises three distinct but related postures of White self-location, and takes up the implications of each for teacher self-identity and engagement with antiracism. Critically engaging the notion of spatiality, this work is guided by critical… [Direct]
(2023). Uniquely Called: African American Community College Presidents Promoting Equitable Student Success. New Directions for Community Colleges, n202 p21-31 Sum. Black community college presidents are not exempt from racialized experiences as they promote equitable student success. This study explores the unique experiences of Black leaders who advocate for policies, practices, and procedures that promote equity and social justice at their institutions and in their communities. Together, applied critical leadership (ACL) and the principles of critical race theory (CRT) underpin the research study presented in this chapter and helped inform the interview protocol and identify strategies the presidents use to promote equitable change. In this chapter, five African American presidents share how they conceptualize equity-driven leadership and how their racialized identities inform their approaches to improving equitable outcomes for all students, particularly students of color. Presidents shared strategies that any community college leader can use to demonstrate their commitment to social justice and advance the practice broadly…. [Direct]