(2016). The Socio-Cultural, Financial and Education Problems of International Postgraduate Students in Turkey. Universal Journal of Educational Research, v4 n12A p160-166. The aim of this study is to analyze and investigate the predicaments that are categorized by the investigators according to education and life conditions of postgraduate international students in Sakarya University. Qualitative research method was conducted in this research and standardized and tightly structured interview form was used to address questions as a data collection tool in the study. During the interview, objectively investigators helped the participants because they were not good at speaking Turkish. The study sample included 20 postgraduate international students from several departments at the institutes of natural and applied sciences and social sciences of Sakarya University, 2015-2016 academic year as voluntarily. Maximum range sample technique was used in the identifying of the study group. In the analytical part of the study, descriptive analysis technique that is one of the qualitative research techniques, was used to facilitate the thematic classification of… [PDF]
(2013). Holocaust Education: Global Forces Shaping Curricula Integration and Implementation. Intercultural Education, v24 n1-2 p149-166. The article provides a critical review of the global scholarship on Holocaust education (HE). Despite the growing body of work on this topic, a search through major academic databases by the authors revealed that no such review of the research literature has been published as of yet. The review focuses on three main themes across the research literature: (1) the emergence of HE in (national) school curricula; (2) the relationship between Holocaust memorialization and education; and (3) the potential of HE for teaching about xenophobia, racism, and human rights more broadly. Moreover, the authors offer a rhizomatic framework for consideration, and expand on the numerous factors that have complicated the emergence and integration of HE into school curricula globally: (a) involvement and role of nations with the Holocaust; (b) forms of governance in the years following the Holocaust; (c) societal desire to "forget" the horrors of war and return to the routine of normalcy; (d)… [Direct]
(2020). Depicting Hate: Picture Books and the Realities of White Supremacist Crime and Violence. Teachers College Record, v122 n8. Background/Context: Since the 2016 presidential election, hate-based speech, crime, and violence have been on the rise in the United States, (re)creating a need for adults to engage children in dialogue related to white supremacy as it exists today, instead of framing it as a problem that ended with the civil rights movement. Following an incident of racist vandalism at her home, the author of this article (a White mother) conducted a search for picture books that could serve as vehicles to discuss race-based hate and whiteness with children like her young Black son. Purpose/Objective/Research Question/Focus of Study: This study draws upon Critical Race Theory, Critical Whiteness Studies, and Critical Multicultural Analysis to explore the emancipatory possibilities of literacy education. Given that children's literature has the potential to engage young readers in transactions that promote critical literacy, this study focuses on the following research questions: (1) To what extent… [Direct]
(2017). The Impact of "Old-Wave" McCarthyism at Four Private Black Colleges and Universities in Atlanta, Georgia. ProQuest LLC, Ed.D. Dissertation, University of Pennsylvania. Decades after the term "McCarthyism" was first coined, it continues to be used to describe those who prey on the fears of Americans to discriminate against others. In the post-world War years, and well into the sixties, it was Communism. Today, it is "terrorism," and an irrational fear of Muslims. The word is used to describe those who perpetuate unsubstantiated claims and who practice the intimidation tactics employed against those suspected of being members of a targeted group. This resurgence of the term has piqued the interest of scholars, who like me, are studying Cold War or "old wave" McCarthyism and comparing it to the "new wave" of McCarthyism that has emerged since 9-11. Similar to what transpired during "old wave" McCarthyism most research is focused on predominantly White institutions (PWI's). The historical development of Black colleges and universities reveals how the lack of resources and finances made these schools… [Direct]
(2012). Us & Them? Entering a Three-Dimensional Narrative Inquiry Space with White Pre-Service Teachers to Explore Race, Racism, and Anti-Racism. Race, Ethnicity and Education, v15 n3 p311-330. In this article, two white teacher educators illustrate entering into a three-dimensional narrative space with a white pre-service teacher. The authors explore how their histories have led them to practice teacher education pedagogies that are rooted in ideas of social justice and critical race theory. In order to support the goals and aims of social justice and critical race teaching, teacher educators must be willing to be "part of the parade" of teacher education with pre-service teachers, sharing their stories of racialized experiences alongside the stories of white pre-service teachers. As a result of entering a three-dimensional narrative space with white pre-service teachers, the authors encourage teacher educators to become more cognizant of their roles in shaping pre-service teachers' understandings of race and racism. To do so, teacher educators must assume a narrative inquiry stance in their teaching…. [Direct]
(2010). Counterstories: Uncovering History within the Stories of Faculty of Color. ProQuest LLC, Ph.D. Dissertation, University of Colorado at Denver. Through counterstorytelling (Solorzano & Yosso, 2002b), the methodological approach that is informed by critical race theory (CRT), an elegant platform and enlightening lens allows for the amplification of the narratives of faculty of color in predominantly White institutions of higher education (PWIs). Eight faculty of color, four women and four men, who identify as Chicano/a, Native American, Asian, and African American, were interviewed. They represented two institutions of higher education in a western state. Five of the counterstorytellers were tenured full professors, and the other three were non-tenured or tenure-track assistant professors. Their counterstories challenge the dominant master narrative that argues that in a post-racial and post-civil rights nation, issues of discrimination, racism, oppression, and White privilege have essentially been neutralized. However, their counterstories revealed painful historical experiences, legal decisions, and laws that have… [Direct]
(2009). The Intersection of Homophobic Bullying and Racism in Adulthood: A Graduate School Experience. Journal of LGBT Youth, v6 n1 p47-60 Jan. The purpose of this article is to describe how homophobic bullying and bullying based on racism intersect in graduate school through the personal narrative of a gay Japanese male graduate student. First, I will provide a critical incident that demonstrates when, where, and how bullying based on homophobia and racism occurred in a specific graduate school environment based on personal journal entries. Second, I will analyze my personal bullying experiences. Last, I am going to point out what the fields of social services and higher education can offer to end bullying based on homophobia and racism…. [Direct]
(2014). Against the "Primers of White Supremacy": The Radical Black Press in the Cause of Multicultural History. American Educational History Journal, v41 n1 p163-181. In the 1960s, "Muhammad Speaks" and "Black Panther" were widely known for their sensational rhetoric and calls for radical social reform. Yet they also served as a distinct voice in Black communities, providing critical and creative perspectives on a range of social issues–from education reform to police reform–that received little coverage in the mainstream press (Streitmatter 2001). Akin to earlier generations of the militant Black press they sought to define Black liberation struggles through discussion and debate on the fundamental purpose and meaning of education for Black Americans (Fultz 1995). The papers protested the "mis-education" of Black children in public schools, while illustrating progressive alternatives to improving educational opportunity for historically marginalized communities (Kashif 1973). In doing so, they raised important and difficult questions about the purpose of education, the politics of knowledge and the relationship… [Direct]
(2013). Tightrope Walkers: Narratives of Academically Successful African American Women Attending Predominately White Institutions. ProQuest LLC, Ph.D. Dissertation, The Ohio State University. This dissertation uses Black feminist standpoint theory and feminist geography to construct a new approach for understanding how academically successful African American women students construct and reconstruct their identities while attending predominately White institutions (PWIs). The primary research takes place against the backdrop of an investigation into the lacunae of educational scholarship that examines why African American women are not performing well at PWIs. Many of these studies define Black women as social outsiders, as unprepared, and as lacking academic abilities. This research often fails to ask how Black women characterize their higher educational experiences, and it overlooks the fact that many Black women students not only perform as well as other students but also exceed academic expectations while negotiating an environment that has been historically antagonistic toward them. This qualitative study uses one-on-one interviews of academically successful African… [Direct]
(2012). An Unbalanced Crucible. Academic Questions, v25 n3 p337-342 Sep. Long regarded by the vanguard of America's universities as antiquated and even dangerous, civic education is suddenly fashionable again. With the publication of \A Crucible Moment,\ a long battle in the culture wars appears to be winding down. It appears that everyone supports civic education today. For the past three decades, the ideal of civic education was the purview of the academic Right, a response to left-wing academic accusations against the West generally and America specifically for purported endorsement of racism, sexism, and colonialism. Now that civics has largely been expelled from the academy, the author opines that America's educational vanguard is suddenly eager to restore \civic education\ to a place of pride within the universities. Yet this idea of civic education–certainly as articulated in \A Crucible Moment\–is neither civic nor educative. In light of the traditional understandings of civic education, what is altogether striking about \A Crucible Moment\ is… [Direct]
(2018). "Of the Coming of James": A Critical Autoethnography on Teaching Engineering to Black Boys as a Black Man. ProQuest LLC, Ph.D. Dissertation, Purdue University. In W. E. B. Du Bois' "The Souls of Black Folk" there is a story entitled "Of the Coming of John" that features two boys named John, one black from a poor family, the other white from a wealthy family. As the two are away at college each family awaits 'of the coming of John,' the title is also a reference to maturity because black John becomes disillusioned with race relations as he is awakened to the injustices that seemed so normal. Like black John, I too went to college far away from my hometown, developed a heightened awareness of society's racism, and retained a desire to return home to teach youth in my community. And like black John, I want to teach by implementing a pedagogy that promotes equity for black Americans amid inequitable conditions. The research problem addressed in this study relates to the absence of sociopolitical teaching practices in K-12 engineering education, which I argue is necessary for equitable inclusion of underrepresented… [Direct]
(2011). Whites Only?. Diverse: Issues in Higher Education, v28 n22 p14-15 Dec. For a decade, St. Cloud State University has worked to change a broad climate of intolerance that had pervaded the campus of the second-largest university in Minnesota. It has struggled for years to overcome entrenched racism on campus and in the surrounding community. Minority enrollment and faculty of color have increased. The provost is Indian and the dean of education is Ghanaian. The number of discrimination complaints and lawsuits–once unusually high–has plummeted. Still, this fall, the campus was embroiled in protests over the firing of an Iranian administrator who had helped diversify enrollment. One lawsuit and one complaint alleging racial discrimination are pending. What is not in dispute is that St. Cloud surely had a long way to go to become a welcoming place for minorities, women, homosexuals and Jews. St. Cloud had already begun requiring incoming students to attend a half-day seminar on respecting other individuals and their rights and the penalties for violating… [Direct]
(2011). (Towards) Decoloniality and Diversality in Global Citizenship Education. Globalisation, Societies and Education, v9 n3-4 p381-397. This article focuses on the geo- and body-politics of knowledge production related to global citizenship education. It introduces a set of concepts and questions, developed in the work of (mainly) Latin American scholars, that problematise Eurocentric conceptualisations of modernity, globalisation, knowledge and \being\ with several implications for education. Through conceptual tools that engage the \darker side of modernity\, the \coloniality of power/being\, \epistemic racism\ and \abyssal thinking\, the ideas presented in this article aim to pluralise possibilities for global citizenship education in ways that address ethnocentrism, ahistoricism, depoliticisation and paternalism in educational agendas, upholding possibilities for decoloniality, diversality and \ecologies of knowledge\ in educational research, policy and pedagogy. (Contains 2 notes.)… [Direct]
(1999). Experiences of Racism in Initial Teacher Education. MCT–Multicultural Teaching, v17 n2 p17-23 Spr. Explores trainee teachers' perceptions and projections of racial discrimination while taking the postcompulsory teaching course in England. Experiences of four trainee teachers highlight the need for more support for teacher trainees, more cultural sensitivity among teacher educators, and the inclusion of cultural and racial issues in the course. (SLD)…
(2011). Rethinking Assumptions of Demographic Privilege: Diversity among White Preservice Teachers. Teaching and Teacher Education: An International Journal of Research and Studies, v27 n1 p43-50 Jan. In this study, White preservice teachers engaged in a dialogue circle around issues of race and racism in the classroom. Evidence indicated a need to reevaluate and diversify the ways in which each participant embodied and enacted Whiteness. The participants are compared to generalizations of White preservice teachers found in the literature. Findings are presented in the form of racial development biographies co-written with the participants. Implications include being more specific and individual in the preparation of White preservice teachers and rethinking assumptions in the field of Multicultural Teacher Education…. [Direct]