(2022). Double and Triple Binds: How Status, Gender, and Race Influence the Work of State Prekindergarten Leaders. Journal of Education Human Resources, v40 n3 p282-304 Jul. This article examines how state prekindergarten (PreK) leaders in the United States believe their gender, race, and the status of the field influenced their work experiences. Qualitative methods were used to collect data from 10 state PreK leaders through two semistructured interviews. Leaders worked in different states and the majority identified as female (80%) and White/non-Hispanic (60%). Analysis of the data revealed the status of PreK and the ECE field as "less than" in comparison with the kindergarten through twelfth grade (K-12) education system affected the work of all participating PreK leaders. White female leaders experienced a double bind due to their gender and the status of the field, leading them to conform to gender and social role stereotypes to avoid backlash. BIPOC PreK leaders experienced various instances of gendered racism and for one female BIPOC leader this resulted in a triple bind, as the intersections of the field's status and her race and gender… [Direct]
(2023). Learning from Testimonios about Equity in Educational Leadership: Experiences of Latinx Public School Administrators in North Carolina. ProQuest LLC, D.Ed. Dissertation, The University of North Carolina at Charlotte. The significance of this study was its ability to further inform district and state level leaders and policy makers on the supports of the advancement and service of North Carolina's Latinx educators in school leadership roles. More specifically, this study shed light on the barriers and supports faced by Latinx public school administrators in North Carolina during their professional advancement into school leadership and within their current leadership roles. The purpose of this qualitative study was to use an equity lens to explore the experiences/testimonios of Latinx administrators: their perceptions and experiences as public-school administrators in North Carolina. This study explored the lived experiences of Latinx school administrators in North Carolina in order to foster understanding about the importance of racial and ethnic representation among teachers and school administrators for all students. A basic interpretative qualitative study, the researcher's data sources for… [Direct]
(2023). Opele Revisited: How Oceanic Blackness Impacts Student Belonging and Success. Journal Committed to Social Change on Race and Ethnicity, v9 n2 p124-144. The "Opele" Report of 1992 provided a window into the concerns surrounding educational opportunities and quality of education for underrepresented Black students at the University of Hawai'i at Manoa (UHM) (Takara, 1992, p. 4). By providing a comprehensive analysis, the "Opele Report" suggested multiple ways to improve Black student and faculty retention, recruitment, and well-being. Thirty years later, what has changed? How has Black student life and well-being improved, and how supported do they feel? How do they envision their belonging in an oceanic educational space where they are traditionally underrepresented? How might their experiences provide a space to rethink Blackness in oceanic settings? This article revisits the "Opele Report" by providing a window into the contemporary experiences of the 1.8% Black student population on campus by highlighting how they cultivate belonging while navigating their intersectional identities on the University… [PDF]
(2022). Emotional Geographies of Exclusion: Whiteness and Ability in Teacher Education Research. Teachers College Record, v124 n7 p105-130 Jul. Context: Geographies of exclusion (e.g., segregated special education classrooms, school district zoning) are constituted through intersecting oppressive ideologies (e.g., ableism, racism, classism) that co-naturalize notions of "normalcy" and deviance and yield harmful consequences for disabled children of Color. Geographies of exclusion dynamically contribute to and constitute teacher candidates' feelings about themselves and their social worlds. White teacher candidates' investment in dominant racial ideologies is well-documented, and recent scholarship has interrogated the role of white emotionality in these processes. However, the extent to which white teacher candidates emotionally ascribe to oppressive constructions of ability have been underexamined. Focus of Study: We sought to uncover how white teacher candidates (TCs) used emotional practices to position themselves in relation to ability within geographies of exclusion as they narrated their educational journeys…. [Direct]
(2024). Troublemakers and Hell Raisers: A Critical Qualitative Inquiry of How Neoliberal Systems Shape the Experiences of Asian American Student Activists in Higher Education. ProQuest LLC, Ph.D. Dissertation, University of California, San Diego. Neoliberalism continues to exacerbate systemic racism and restricts efforts to address racial and social justice issues. Consequently, there has not only been an increase of public concern, but students are constantly driven to organize around their experiences. Asian American students are currently and have historically been one of these communities engaging in activism. Yet, there continues to be ongoing and pervasive misconceptions that they do not encounter any challenges related to race contributing the dismissal of their voices and experiences in postsecondary education. Consequently, scholarship surrounding Asian American student activists is still developing and there is still much to be explored in understanding their racialized experiences. Through a critical qualitative inquiry, this dissertation study aimed to understand how neoliberalism shapes the experiences of Asian American college student activists. Findings revealed two core categories (1) how aspects of… [Direct]
(2021). Social Justice Design and Implementation: Innovative Pedagogies to Transform LIS Education. Journal of Education for Library and Information Science, v62 n4 p460-476. The article discusses an instructor's critical pedagogies and reflective practices in three graduate library and information science (LIS)-related courses on topics of social justice and inclusion advocacy, diversity leadership in information organizations, and community-engaged scholarship that were taught at the University of Alabama since spring 2019. Until recently, mainstream American LIS education has resisted adopting social justice vocabularies and implementation in its teaching, learning, and research owing to a professional cultural inertia of discarding outdated concepts (e.g., academic or library neutrality and passivity, solely Anglo-/Eurocentric research roots, privileged position assigned to post-positivistic paradigms, etc.). The article contextualizes three applications of innovative pedagogies in the LIS classroom that centralized social justice, diversity and inclusion, and community engagement by providing a glimpse of student learning outcomes, assignment… [PDF]
(2019). The Grow Your Own Collective: A Critical Race Movement to Transform Education. Teacher Education Quarterly, v46 n1 p23-34 Win. This article introduces a strategy to diversify the teaching workforce through de-centering teacher education as the primary stakeholder in the preparation of diverse teachers. The article expands the focus on teacher recruitment and retention by proposing a model that counters the educational context of White supremacy through Grow Your Own (GYO) programs. Using a critical race theory (CRT) orientation to educator development, this article introduces the national Grow Your Own Collective (GYOC) as an advocacy and support network for locally tailored collaborations to recruit, prepare, place, and retain culturally rooted teachers of color. In clarifying how GYOC applies CRT as an operational framework for preparing teachers to teach within historically underresourced school systems, the article defines GYO programs, shares nationwide models, and argues that collaborations between community-based organizations, districts, schools, and higher education partners are essential to disrupt… [PDF]
(2022). Institutional Quilombos? Black Studies in Brazil and the United States. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Milwaukee. The literature on Black Studies, Afro-Brazilian Studies and Comparative Race Relations between Brazil and the United States has been dedicated to the study of Black activism and education. However, there is a gap in comparative studies focused on Black Studies units in the United States and Afro-Brazilian studies in Brazil. The dissertation "Institutional Quilombos? Black Studies in Brazil and the United States" investigates how Black Studies centers and departments in Brazil and the United States exist, survive and act politically as educational and anti-racist spaces in six different institutions: the University of Wisconsin–Milwaukee; Harvard University; Temple University; the University of Brasilia (Universidade de Brasilia); the Federal University of Bahia (Universidade Federal da Bahia); the Federal University of Parana (Universidade Federal do Parana). The research is based on a web-based survey about Black Studies in Brazil, maps of Black Studies units in Brazil… [Direct]
(2005). The Globalization of Racism. Paradigm Publishers Addressing ethnic cleansing, culture wars, human sufferings, terrorism, immigration, and intensified xenophobia, "Globalization of Racism" explains why it is vital that we gain a nuanced understanding of how ideology underlies all social, cultural, and political discourse and racist actions. The book looks at recent developments in France, Germany, Greece, Ireland, Israel, Italy, Portugal, Spain and the United States and uses examples from the mass media, popular culture, and politics to address the challenges these and other countries face in their democratic institutions. The eminent authors of this important book show how we can educate for critical citizenry in the ever-increasing multicultural and multiracial world of the twenty-first century. Chapters in this book include: (1) The Global Reach of Raceless States; (2) From Slavery to Mass Incarceration: Rethinking the "Race Question" in the US; (3) What Israel Has Done; (4) The Crisis of the Human Waste…
(2017). Taking the Risk to Engage in Race Talk: Professional Development in Elementary Schools. International Journal of Inclusive Education, v21 n2 p172-186. Developing public education where every child has the right to learn requires that teachers pay attention to and engage in race talk–open discussion about race, social construction of race, and racism. While it is clear that children engage and reflect critically about these aspects of race even at a young age, teachers rarely engage in race talk with them. In this study, an African-American preservice teacher and a White teacher educator explore how African-American, Polynesian, and White in-service teachers, participating in "Courageous Conversations" professional development, address or avoid race talk in their elementary schools through the lens of Critical Race Theory (CRT) and what risks they take when they do. Findings, through in-depth, semi-structured interviews, demonstrate that (1) racism was observed and/or experienced by all teachers in elementary schools; (2) lived racial experiences impacted teachers' approach to conversations about race; (3) creating an… [Direct]
(2018). Knowledge and Racial Violence: The Shine and Shadow of 'Powerful Knowledge'. Ethics and Education, v13 n1 p22-38. This paper offers a critique of 'powerful knowledge'–a concept in Education Studies that has been presented as a just basis for school curricula. Powerful knowledge is disciplinary knowledge produced and refined through a process of 'specialisation' that usually occurs in universities. Drawing on postcolonial, decolonial and Indigenous studies, we show how powerful knowledge seems to focus on the progressive impulse of modernity (its 'shine') while overlooking the ruination of colonial racism (its 'shadow'). We call on scholars and practitioners working with the powerful knowledge framework to address more fully the hegemonic relations of disciplinary specialisation and its historical connections to colonial-modernity. This, we argue, would enable curriculum knowledge that is 'powerful' in its interrogation of racial violence, rather than in its epistemic reproduction of it…. [Direct]
(2020). The Impacts of Racism and Bias on Black People Pursuing Careers in Science, Engineering, and Medicine: Proceedings of a Workshop. National Academies Press Despite the changing demographics of the nation and a growing appreciation for diversity and inclusion as drivers of excellence in science, engineering, and medicine, Black Americans are severely underrepresented in these fields. Racism and bias are significant reasons for this disparity, with detrimental implications on individuals, health care organizations, and the nation as a whole. The Roundtable on Black Men and Black Women in Science, Engineering, and Medicine was launched at the National Academies of Sciences, Engineering, and Medicine in 2019 to identify key levers, drivers, and disruptors in government, industry, health care, and higher education where actions can have the most impact on increasing the participation of Black men and Black women in science, medicine, and engineering. On April 16, 2020, the Roundtable convened a workshop to explore the context for their work; to surface key issues and questions that the Roundtable should address in its initial phase; and to… [Direct]
(2019). Aspiration, Career Progression and Overseas Trained Teachers in England. International Journal of Leadership in Education, v22 n1 p55-68. The recruitment of overseas trained teachers (OTTs) in England is a matter that has received as much attention inside the United Kingdom as outside. Education systems in small island and developing states, especially, were believed to have been placed 'at risk' following the departure of experienced and qualified teachers. Correspondingly, the presence of OTTs in England has contributed to, "inter alia," workforce stability, behavioural management solutions and curriculum enhancement. Despite these contributions, however, very little is known about the career progression of OTTs in England. Through a tracer study of OTTs recruited between 2001 and 2008, in the first phase of teacher migration to the UK, this qualitative study explored the perceived factors that facilitate and/or hinder the progression of Caribbean OTTs in England. Drawing on postmodernism, critical and social identity theories, this paper examines how institutional racism and discrimination play a part in… [Direct]
(2020). The Presentation of Shoah Events to Students at Various Educational Levels: A Review. World Journal of Education, v10 n3 p1-18. The review study deals with the presentation of methods of acquainting pupils and students with the Shoah events at various levels of institutional education. Based on the opinions and positions of leading experts on the subject, we summarize the most important methods in the field. In the introduction we present the importance of one line of the events of World War II in the 21st century world: the defined phenomenon can be perceived as a warning against certain forms of stigmatization, ostracism or as a warning against the need to protect democratic political order. In the paper we define the terms Shoah, Holocaust, anti-Semitism and racism. We also deal with the Israeli public schools in the area of teaching about the Shoah, with the curricular anchorage of the terms Shoah and Holocaust and with the potential of Literary Education in the field of Shoah presentation. We believe that the educational system of the Jewish state can be a model in the area of implementation of the… [PDF]
(2021). 'Fair and Square': What Do Students Think about the Ethnicity Degree Awarding Gap?. Journal of Further and Higher Education, v45 n8 p1147-1161. In UK higher education, minority ethnic students are less likely to graduate with a good degree than their White British counterparts, even when prior attainment is considered. Until recently, concerns about this ethnicity degree awarding gap have not received the research attention it deserves. In this paper, we contribute to this gap in knowledge with a focus on how students make sense of the difference in degree outcomes by ethnicity. Informed by 69 in-depth interviews with minority and majority ethnic students at a UK university, we explore their views towards the ethnicity degree awarding gap, why it exists and what would be their solution to reduce this difference. Although some students perceived the awarding gap as a reflection of individual aptitude, others have attributed social barriers for degree outcome differences. We present five recommendations as suggested by students for policy and practice. Firstly, the provision of greater economic support for minority ethnic… [Direct]