(2015). Race and Populist Radical Right Discourses: Implications for Roma Education Policy in Hungary. Alberta Journal of Educational Research, v61 n4 p484-502 Win. Non-government organizations and policy makers agree that the best route to eradicating the widespread discrimination and poverty among the Roma is to improve the quality of and access to education. A cursory glance at the Hungarian Government website suggests that policy makers are on top of the problem with good laws and initiatives in place. Yet, indicators from non-government groups and academics suggest the situation remains bleak for the Roma, and practices such as the segregation of Roma school children persist. Progressive change in Hungary first requires a serious confrontation of the widespread and deeply ingrained racism against the Roma. This paper makes no attempt at such an ambition; however, the paper aims to begin acknowledging the role race plays in populist radical right discourses about education policies in Hungary using a discourse analysis method informed by Critical Race Theory. The paper advances two arguments. First, there is a mismatch between official… [Direct]
(2016). Ageism against Older U.S. College Students: A View from Social Closure Theory. Interchange: A Quarterly Review of Education, v47 n4 p391-408 Nov. This paper examines ageism among older students in U.S. higher education. Ageism involves any uncalled-for reaction to any age and does not require racism and sexism to exist. Social closure theory is the research framework used in this analysis. The theory posits that specific parties (i.e., in-groups) gain benefits by closing off favorable circumstances to others (i.e., out-groups). Adult undergraduates have encountered a vast amount of neglect in terms of their learning interests and styles. Universities attempt to fulfill the needs of adult learners, but a certain number of them "close off" those adult students when it comes to public policies and objectives, making them more invisible. An important conclusion of this analysis is that drug policies and social restrictions can represent a burden for certain groups, like African American male ex-prisoners, who want to go to college. This is why it is vital for college staff to find and create more options for effectively… [Direct]
(2017). Understanding Conflict Resolution Philosophically in a School Setting: Three Different Kinds of Violence and Dialogue. Journal of Peace Education, v14 n2 p215-234. According to Galtung, violence can be divided into two kinds: (i) direct violence, which is always physical in a wider sense (e.g. bodily harm or verbal abuse) or (ii) indirect violence that is either structural (i.e. the institution is structurally violent because it is organised so to privilege a group over others; e.g. a strict pyramidal organisational structure) or cultural (i.e. the institution is culturally violent because it encourages or fails to deal with cultural aspects that either privileges or is demeaning towards certain groups; e.g. institutionalised racism or misogyny). Galtung's theory provides us with three levels of violence, leading us to three different potential forms of conflict. In response to this, I propose a philosophical discussion centred on three distinct kinds of dialogue, each of which explaining forms of conflict resolution dealing with these three kinds of violence identified by Galtung. That is, Buber's, Levinas' and Arendt's conceptions of… [Direct]
(2018). Daring to Differ: A Culturally Responsive Research Study of Self. ProQuest LLC, Ph.D. Dissertation, University of Washington. Self-study is an inherent component of culturally responsive teaching, but most scholars and educators do not specifically highlight its process. This is an essential time for teachers to improve their practice and craft a culturally responsive pedagogy. As the number of students of color in schools continues to increase, the teaching force remains overwhelmingly White, and gaps between White students and students of color persist. In exploring a process of self-study, I sought to answer this question, Can purposeful engagement in self-study foster culturally responsiveness in culturally unresponsive educators and create resiliency in students of color? This question challenged me to interrogate personal experiences as a case example of the experiences of Black women and girls in the U.S. education system. This interplay between personal interpretation and broader social contexts is a tenet of autobiographical research. Data analysis revealed trauma induced by racism can have lasting… [Direct]
(2019). African American Women and the Want for Leadership in Secondary Education. ProQuest LLC, Ed.D. Dissertation, Chicago State University. This study examines the barriers and challenges faced by African American women when pursuing administrative roles in secondary education, and the rationale for why African American women become credentialed to serve as administrators, yet choose not to step into administrative positions. Through the use of a demographic questionnaire, individual interviews, and thematic focus groups, this phenomenological qualitative study will explore the African American female educator's decision to forgo administrative roles at the high school level. In addition, analyzing the results of the study through the Black Feminist Theory lens may further support explanations for the lack of women in administrative roles, as well as provide a framework for the gender and race-based discrimination that is often at play in attainment of these administrative roles. Black Feminist Theory is an important framework for the analysis of the study as it looks at how race, racism and the structures of power can… [Direct]
(2016). Investing in Student Success through Nurturing in Universities: Two Case Studies in North America. International Journal of Nurture in Education, v2 n1 p29-36. In this article, I draw from the practices of nurturing that developed in England in the 1970s as an intervention to support young children who were often experiencing socioeconomic and cultural disadvantages. Nurture groups provided opportunities for social, emotional, and cognitive development where shortcomings in family provision created deficits. The introduction of nurturing practices in universities could equally be considered a social reconstructionist measure of social justice. The application of nurturing principles, for students traditionally considered outsiders, and particularly those disadvantaged through racism and socio-economic circumstances has immense benefits for universities. By providing structures that nurture racialised and disadvantaged students, even at postgraduate level, universities provide real opportunities to belong and succeed in university. I take a critical position as I discuss social and cultural capital in universities and use two case studies to… [PDF]
(2024). Community-Based Approaches to Anti-Racist Leadership: Supporting White Principals' Learning through Collaborative Education Research. ProQuest LLC, Ph.D. Dissertation, University of Washington. School leaders undoubtedly play a pivotal role in shaping educational experiences and creating student opportunities (Grissom et al., 2021; Leithwood et al., 2004). Similarly, racialized identities also play an equally crucial role in shaping educational experiences as racialized identities shape worldviews, experiences, and practices (Nasir, 2012). Yet, White principals have insufficient racial knowledge to enact racial equity change (Irby, 2021). Many White school leaders adopt color-evasive beliefs and struggle to accept the myth of meritocracy (Theoharis & Haddix, 2013). For White principals, anti-racist educational leadership entails continuously interrogating one's own internalized beliefs of racial superiority and how ideologies inform their leadership practice, everyday decisions, and interactions (Rivera-McCutchen, 2012). Theoharis and Haddix emphasize that if White school leaders do not explicitly address racism and unveil White privilege, the racial status quo remains… [Direct]
(2018). Foster Youth Need Sex Ed, Too!: Addressing the Sexual Risk Behaviors of System-Involved Youth. American Journal of Sexuality Education, v13 n3 p310-323. The social, economic, and environmental determinants of health include employment, housing, and education; exposure to environmental factors like lead or access to healthy food; and poverty, racism and oppression. Many of these conditions can lead to Adverse Childhood Experiences that may put children and youth at risk for abuse or maltreatment leading to involvement in the child welfare or juvenile justice systems. All young people experience important developmental milestones on their path to becoming healthy adults, and while this time of change is full of promise, it can be a time of increased vulnerability or risk. For system-involved youth, navigating this time of change can be fraught with even more challenges or barriers. Without strong family and social networks, they may face increased risk of engaging in high-risk behaviors–such as unprotected sex and sex with multiple partners–as well as unintended pregnancy, HIV, and other sexually transmitted infections. Our study… [Direct]
(2016). Assessing Intercultural Competence as a Result of Internationalization at Home Efforts: A Case Study From the Nightingale Mentoring Program. Journal of Studies in International Education, v20 n5 p437-453 Nov. In the last decades, many higher education institutions have developed practices of internationalization of curricula aiming at developing intercultural competences among the non-mobile majority of students. Some of them have developed service-learning activities focusing on working with underserved communities from different cultures. This article shows some challenges on how intercultural competence of college students participating in a community-based mentoring program could be assessed. Outcomes are based on mixed-method research from a survey given to a treatment group that participated in a mentoring program (n = 95) and a control group (n = 71), and on 10 daily life stories from university students who were enrolled and participated in the mentoring program. Paradoxically, results show scarce differences between groups in Attitudes, Skills, Comprehension, and Desired Internal Outcomes in favor of the control group. But, on the other hand, some slightly significant differences… [Direct]
(2013). Cultural Diversity, Racialisation and the Experience of Racism in Rural Australia: The South Australian Case. Journal of Rural Studies, v30 p1-9 Apr. Rural spaces in settler nations like Australia are commonly perceived as "white", with low numbers of "non-white" ethnic minorities. Perhaps because of this, although ethnic diversity is a feature of some rural communities, there is a paucity of research into issues of cultural exclusion. This is surprising in view of recent federal government initiatives to encourage non-Anglo immigrants to settle in rural areas. How welcoming are the receiving communities? Set within a constructivist paradigm, racism is analysed here as a social construction within places, reflecting the local ethnic mix and socio-demographic profiles. From a telephone survey in 2007 and questions looking at "old", "new" and "symbolic" racisms, this study finds that levels of tolerance and intolerance are everywhere different. Traditional associations between racism and higher education or increasing age are sometimes true, sometimes not; degree of contact is… [Direct]
(2014). Developing Action-Oriented Knowledge among Preservice Teachers: Exploring Learning to Teach. Teacher Education Quarterly, v41 n1 p63-83 Win. In this article, the authors' intent is to focus in on one elementary teacher education program and, specifically, on the ways in which that program has grappled with and continues to grapple with the questions of whether and how teacher education works relative to the claim that this is a program committed to social justice and designed to "prepare ethical, reflective, collaborative, visionary teacher-leaders" for urban schools. The master's program is designed to prepare teacher-leaders for urban education with emphasis on urban issues in education that might be summarized by its focus on two themes: (1) social justice and the question of what a just system of schools should look like and (2) issues of poverty, racism, and immigration that have played a role in shaping schools in large, post-industrial cities…. [PDF] [Direct]
(1997). "Ain't I a Woman, Too?" Tracing the Experiences of African American Women in Graduate Programs in Education. This study examined the personal and professional experiences of African American women before, during, and after earning a graduate degree in education. An initial survey was sent to approximately 110 African American women, with questions on family background, sources of support, and deterrents to graduate study. From this group, a second survey was sent to approximately 50 individuals who had pursued or were pursuing graduate degrees in higher education. Focus groups were also conducted with individuals from the second survey group. It was found that some individuals felt a gap between the academy and the African American community, and that this may deter some African Americans from pursuing graduate study in education or other fields. They also discussed the effects of racism and sexism in their education and work experiences. The responses also indicated that these African American women pursuing graduate degrees in higher education were fiercely independent, proud, and… [PDF]
(2011). Beware of False Prophets of Multicultural Education. Multicultural Learning and Teaching, v6 n2 Nov. The current trend in higher education appears to be a concerted effort to downplay racism as a fundamental educational problem. For some strange reason, educators appear willing to discuss all kinds of diversity and ignore racism even as it continues to matter in our daily interactions (Williams, 2011). Strangely, education professionals are quick to highlight poverty as the cause of problems. Here the author recognizes poverty as a problem; but takes the position that even rich and educated culturally and linguistically diverse (CLD) people encounter racism and marginalization in spite of institutional resistance to make them issues. As a seasoned editor, scholar, and educator, the author argues that the time spent trying to rationalize reasons for the non-existence of racism is the time that could have been spent trying to ameliorate its devastating effects on fellow humans. In this article he presents seven pertinent questions for careful consideration…. [Direct]
(2021). Fostering Diversity and Inclusion in the Social Sciences. Social Science Education Consortium Book Series. IAP – Information Age Publishing, Inc. The United States' social and economic inequities stood in high relief during the COVID-19 pandemic, spotlighting the glaringly disproportionate systemic injustices related to public health and the economic impact on minoritized communities. Realities of structural and institutionalized racism and classism were exposed to greater degrees as we sought to understand and investigate the inequitable impact regarding health and income disparities for African American, Latinx, and Native American communities, as well as racial violence explicitly targeting Asian American communities. Further exacerbating the polarized sociopolitical landscape amidst the pandemic, the murder of George Floyd in May 2020, witnessed by countless people around the world, resulted in anguish and drew heightened attention to the insidious racial injustice and ongoing racial violence that continues to plague the nation. As many advocates took to the streets in an attempt to have their voices heard in the continued… [Direct]
(2012). Unspoken Rules of Engagement: Navigating Racial Microaggressions in the Academic Terrain. International Journal of Qualitative Studies in Education (QSE), v25 n5 p517-532. Racial microaggressions are brief, everyday interactions that send denigrating messages to people of color because they belong to a racially minoritised group. Compared to more overt forms of racism, racial microaggressions are subtle and insidious, often leaving the victim confused, distressed and frustrated and the perpetrator oblivious of the offense they have caused. Drawing on the counter-narrative aspect of critical race theory that stresses the importance of understanding the role of race in the world through the experiences of people of color, I demonstrate the subtle but powerful ways in which racial microaggressions can manifest within a fictional academic setting and the consequences for those involved. It is argued that while engagement with overt forms of racism, notably through the recording of racist incidents, remains crucial towards the fight for race equality, this has tended within both education and wider British society to obfuscate understanding of these more… [Direct]