(2021). The Experiences of a Chinese Immigrant Family during the COVID-19 Pandemic. Educational Research and Development Journal, v24 n2 p52-72. While the COVID-19 pandemic challenged educators, parents, and students to adapt to online learning, it significantly impacted Asian Americans, especially the Chinese immigrant families, with increased anti-Asian acts of racism and xenophobia. The case study investigated a Chinese immigrant family's experiences transitioning to online learning in the climate of anti-Chinese rhetoric in the United States. The case comprised a Chinese immigrant woman and her twins, a boy, and a girl, who were middle school students in a Northern California school district that transitioned to online learning in March 2020. Narrative interviews were conducted online and via telephone and analyzed using content analysis. The findings indicated the challenges in engaging students in online learning that impacted their interactions with classmates and their learning experiences. The findings also revealed the family's coping mechanisms for dealing with anti-Asian discrimination and prejudice against… [PDF]
(2017). Anti-Racist Moral Education: A Review of Approaches, Impact and Theoretical Underpinnings from 2000 to 2015. Journal of Moral Education, v46 n2 p129-144. Racism is a moral issue and of concern for moral educators, with recent social movements such as #BlackLivesMatter highlighting how far we are from obliterating racial oppression and the unearned privilege whiteness confers. To contribute to a more formalised approach to anti-racist moral education, this article systematically reviews 15 years of peer-reviewed scholarship concerned with anti-racist education, to establish the definitions and aims of anti-racist education drawn on, the theoretical frameworks underpinning these, the methods used in education efforts, and their intended impact. It also considers the geo-political aspects of knowledge production in the field, such as author country location and implementation context of empirical studies. It concludes with implications for moral education in classroom and community contexts and advocates for anti-racist moral education that comprise three interconnected components–making visible systemic oppression (visibilising),… [Direct]
(2018). Post-Racial Pedagogy–Challenges and Possibilities. Race, Ethnicity and Education, v21 n4 p555-563. Against the backdrop of ongoing discussions about how best to conceptualise, confront and ultimately eradicate racism, this paper seeks to critically examine the relevance of 'post-racial' thinking, both in a general sense, but also in relation to education. The argument is framed around a concern that multi-cultural, and to a lesser extent, anti-racist approaches have become hostage to the very same essentialising practices around 'race' thinking that they seek to challenge. This is best illustrated in the plethora of racial, ethnic, geographic, national and religious categories that are currently deployed my many educational institutions in the furtherance of 'equality and diversity' policy objectives. In setting out some of the underpinning ideas and controversies linked with the idea of 'post-racial', the paper offers some tentative suggestions as to how a 'post-racial pedagogy' could be manifested in pedagogical practices…. [Direct]
(2022). "Failure Is Not an Option": Sub-Saharan African International Graduate Students' Experiences in U.S. Higher Education Institutions. ProQuest LLC, Ph.D. Dissertation, University of Nevada, Las Vegas. The rapid growth of international students, particularly from Sub-Saharan Africa, in U.S. higher education institutions calls for more critical research to understand their nuanced experiences in these institutions. So often, international students are homogenized and put under one umbrella, which shadows their unique experiences, especially those from developing countries and regions like Sub-Saharan Africa. Moreover, the paucity of literature on these students makes it even harder to hear their voices. Therefore, there is the need to disaggregate international students to become aware of some of their subtle challenges. This study aims to explore the experiences and community cultural wealth (CCW) that Sub-Saharan African international graduate students draw upon to navigate and persist in U.S. higher education. The few studies about Sub-Saharan African international students show that they face majoritarian tales, overt and covert forms of racism, financial hardships, difficulty… [Direct]
(2021). State Typohumanism and Its Role in the Rise of "V√∂lkisch"-Racism: "Paide√≠a" and "Humanitas" at Issue in Jaeger's and Krieck's 'Political Plato'. Educational Philosophy and Theory, v53 n12 p1272-1282. The aim of this article is to provide a philosophical conceptual framework to understand the theoretical roots and political implications of the interpretations of Plato's work in Jaeger's Third Humanism and Krieck's "v√∂lkisch"-racist pedagogy and anthropology. This article will seek to characterize, as figures of "localitas," their conceptions of the individual, community, corporeality, identity, and the State that both authors developed departing from Platonic political philosophy. My main hypothesis is that Jaeger's and Krieck's interpretations of Platonic "paide√≠a" shared several core-elements based on a modern conception of State sovereignty and human will, whose fundamental ground is the subjectivist-technical metaphysics. The "production" of a human type (spiritual and/or racial) and a unitary State political community appears in both authors mediated by a theory of political education, that I define as ´State typohumanism ª, that sought… [Direct]
(2020). Toward a Critical Race Pedagogy of Physical Education. Physical Education and Sport Pedagogy, v25 n4 p439-450. Background: A critical race theory of education has a been a popular framework for understanding racial inequities teaching and teacher education. Furthermore, it has served as the foundation for critical race research methodologies and critical race pedagogy, which are meant to address racial inequity via research and teaching, respectively. With regard to critical race pedagogy, there has been no specific conceptualization for the preparation of physical educators. Purpose: The purpose of this paper is to present a critical race pedagogy of physical education teacher education (PETE). Key Concepts: In the paper, critical race theory and critical race pedagogy are highlighted as the conceptual roots of a critical race pedagogy of PETE. In doing so it offers a critique of resource pedagogies and their conceptualization in PETE. Critical race theory has been described as a scholarly movement that seeks to uncover and dismantle systemic racism while rejecting incrementalism. Critical… [Direct]
(2022). The Perceptions of Black Law Students Regarding the Barriers of Access to Public Law Schools Located in the South. ProQuest LLC, Ph.D. Dissertation, The University of Mississippi. This qualitative study applies the conceptual framework of Positive Deviance and the theoretical framework of Critical Race Theory to understand the problem of low Black student enrollment at four public law schools in the South. Positive Deviance is based on the observation that in every community there are certain individuals or groups whose uncommon behaviors and strategies enable them to find solutions to problems than their peers without fully understanding how, while having access to the same resources and facing similar or worse challenges. Critical Race Theory analyzes the role of race and racism in perpetuating social disparities between dominant and marginalized racial groups. The purpose of this study was to gain a more comprehensive understanding of barriers of access to law school amongst Back students and how those students were successful in overcoming those barriers to access law school. This qualitative study allowed six self- identifying Black students at public law… [Direct]
(2019). The Power of Creation: Critical Imagination in the Honors Classroom. Journal of the National Collegiate Honors Council, v20 n1 p39-43 Spr-Sum. The article examines how to incorporate issues of social justice and diversity in the honors classroom through critical imagination. Inclusion and diversity are among the five strategic pillars of honors education, but the challenge is to create space for social justice as an academic inquiry. This article describes an honors project where students were tasked to come up with their own concept for a television show, using their imagination to bridge gaps in representations on television. Critical imagination allowed the students to move beyond analyzing television in its current state and conceptualize what more inclusive television could look like in the future. Students often feel overwhelmed by issues like racism that seem insurmountable, and they can feel pressured to come up with a right answer rather than trusting their own observations. Critical imagination requires students to examine issues from multiple viewpoints and explore their own thoughts on the problem in front of… [PDF]
(2020). Strong Black Girls: Reclaiming Schools in Their Own Image. Teachers College Press "Strong Black Girls" lays bare the harm Black women and girls are expected to overcome in order to receive an education in America. This edited volume amplifies the routinely muffled voices and experiences of Black women and girls in schools through storytelling, essays, letters, and poetry. The authors make clear that the strength of Black women and girls should not merely be defined as the ability to survive racism, abuse, and violence. Readers will also see resistance and resilience emerge through the central themes that shape these reflective, coming-of-age narratives. Each chapter is punctuated by discussion questions that extend the conversation around the everyday realities of navigating K-12 schools, such as sexuality, intergenerational influence, self-love, anger, leadership, aesthetic trauma (hair and body image), erasure, rejection, and unfiltered Black girlhood. This book features: (1) A spotlight on the invisible barriers impacting Black girls' educational… [Direct]
(2022). Learning Mathematics While Black in Rural Appalachia: Black Students' Counterstories and Freedom Dreams about Mathematics Education. ProQuest LLC, Ph.D. Dissertation, West Virginia University. This dissertation aims to illuminate and uncover the experiences of Black students' learning mathematics in rural Appalachia and specifically West Virginia. The focal theory for this study is Critical Race Theory (CRT) which centers the experience of Black students and their voices. The intersection of race, mathematics education, and the context of rural Appalachia contribute to the analysis of these experiences in specific ways. Participants for this study included six Black high school students from various communities throughout West Virginia. Through interviews and mathematical autobiographies, these students shared their experiences learning mathematics across their schooling experiences and also considering their desires for an ideal mathematics education. The dissertation is presented in the form of three manuscripts. The first manuscript explores these students' mathematics identities and socialization in this context. I attend to the micro-, meso-, and macro-level… [Direct]
(2024). The Perspectives of Black Teachers and Administrators on Identity and Career Opportunities. ProQuest LLC, Ed.D. Dissertation, University of Southern California. This narrative qualitative research study delved into the perspectives of Black teachers regarding the accessibility of school leadership and the barriers encountered by school leaders during their transition into school leadership roles. Its objective was to highlight the underrepresentation of Black educators, particularly Black administrators. Since the 1954 "Brown v. Board of Education," the percentage of Black educators has significantly declined. The ruling failed to provide clear guidelines for integrating Black and white schools and staff, resulting in a widespread exodus, demotion, and dismissal of Black educators. Seventy years later, Black educators remain significantly underrepresented. Previous research has inadequately considered the perspectives of Black educators concerning their identity and career paths, along with the barriers face by Black school leaders in attaining administrative roles. Utilizing a narrative design allowed the researcher to collect… [Direct]
(2023). Examining the Scene: How Race Matters in STEM Doctoral Education at an HBCU. Journal of STEM Education: Innovations and Research, v24 n1 p60-67. Historically Black Colleges and Universities (HBCUs) have with intentionality provided education for Black Americans for nearly 185 years. The majority of students, particularly at the undergraduate level across academic disciplines, are still domestic Black students, but at the doctoral level in STEM fields, they are not as well represented. The HBCU undergraduate experience has been well documented but fewer have explored the doctoral experience and even fewer have looked at the mentoring experiences of Black HBCU STEM doctoral students, a practice consistently cited as critical to the success of doctoral students across a range of disciplines. To explore this practice, the theoretical frameworks of anti-Black racism and Critical Capital Theory were used. A multiple-embedded mixed methods case study using semi-structured interviews and a quantitative survey was employed. The case of the HBCU institution is explored in this article. Survey data from the Mentoring Competency… [Direct]
(2020). (In)Visible Men on Campus: Campus Racial Climate and Subversive Black Masculinities at a Predominantly White Liberal Arts University. Gender and Education, v32 n7 p843-861. There is an emerging body of literature examining the academic success of Black men attending predominantly White colleges and universities, though less is known about Black college men's experiences at liberal arts institutions. In this paper, I draw upon semi-structured and photovoice interview data from a study on Black male college students attending a predominantly White liberal arts institution in the USA. Specifically, I will present narrative and visual data of how Black college men perceive the campus racial climate and make sense of their (in)visibility at the university. Drawing upon poststructuralist theories of gender and critical race theory, I analyze the ways in which they managed race, gender and sexuality within university spaces, giving attention to their agency in performing a range of masculinities in response to and in anticipation of campus-based racism and racialized discourses. By situating their gendered performances within the context of the campus racial… [Direct]
(2020). Identity, Translanguaging, Linguicism and Racism: The Experience of Australian Aboriginal People Living in a Remote Community. International Journal of Bilingual Education and Bilingualism, v23 n7 p819-832. Eight adult Aboriginal people residing in a remote community in the north-west of Australia participated in this research. The data were collected from an 'inside' perspective and, as culturally appropriate, through informal interviews (yarning) and ongoing conversations. These data were recorded as field notes and audio files which were transcribed and used to formulate case studies. Because the authors are not Aboriginal people, the voices of the participants were used to tell their personal stories and experiences. The findings indicate that each identified as Aboriginal and according to their language group. They recognized their wide-ranging linguistic repertoire which included Aboriginal English (AE), Kriol and, to various degrees, traditional languages. They believed they were more connected to their culture because of their Aboriginal dialects and languages. Their language use was fluid and they engaged in translanguaging. Not all claimed to be proficient in Standard… [Direct]
(2019). Community-Engaged Teacher Education and the Work of Social Justice. Journal of Family and Consumer Sciences, v111 n1 p15-23 Feb. Professional Educators have witnessed the impact of various forms of racism on children in schools many times during their careers. They have observed inequitable access to facilities and materials, inequitable access to high quality teachers, inequitable access to a climate of high expectations, and inequitable access to an education that is culturally relevant, affirming, responsive, and sustaining. As a result of these inequities in access, persistent and significant inequities in outcomes remain firmly entrenched. Despite being more than 60 years removed from Brown v. Board of Education, this country continues to have a system of public education that is inherently segregated and fundamentally unequal (Orfield & Frankenberg, 2014). The authors address of this article address the persistent gaps in academic access, opportunity, and achievement between children from low-income, minoritized backgrounds, as compared to their more advantaged peers, and identify it as a moral scar… [Direct]