(2007). Improving the Human Condition: Leadership for Justice-Oriented Service-Learning. Equity & Excellence in Education, v40 n2 p113-122 Apr. The Banneker History Project (BHP) reconstructed the history of the Benjamin Banneker School, which operated as a segregated school for African Americans from 1915 to 1951. It was a project in social justice education with community service as its base. Here, the authors provide an insider perspective of group dynamics among core leaders for the BHP. Building relationships, working for social justice, and confronting racism are key themes for the group. Leaders recall moments of discomfort, particularly related to issues of race and racism, and describe ways they worked through them. Based on their wisdom of practice, authors offer suggestions for those who might do similar work…. [Direct]
(2007). Resituating Race into the Movement toward Multiculturalism and Social Justice. New Directions for Student Services, n120 p85-93 Win. A historical perspective is offered to explain how race has declined in significance as higher education and student affairs have moved toward multicultural social justice. Educators and administrators are urged to reconsider race and racism in dialogues, programs, policies, and institutional change efforts…. [Direct]
(2008). \Things Get Glossed Over\: Rearticulating the Silencing Power of Whiteness in Education. Journal of Teacher Education, v59 n1 p40-54. This article investigates the ways that White teachers approach issues of race, racism, and White supremacy in White-dominated educational settings. Drawing from data from a yearlong qualitative research study, the article uses discourse analysis, critical studies of Whiteness, and feminist theory to detail 15 rhetorical, behavioral, analytical, and interactional strategies that participants used to insulate themselves from implication in social inequality. The article demonstrates how participation in these strategies stymied attempts at transformative multicultural education and thus functioned to reproduce, rather than challenge, the status quo of educational and social inequality…. [Direct]
(2011). Intersectionality and Race in Education. Routledge Research in Education. Routledge, Taylor & Francis Group Education is a controversial subject in which difficult and contested discourses are the norm. Individuals in education experience multiple inequalities and have diverse identifications that cannot necessarily be captured by one theoretical perspective alone. This edited collection draws on empirical and theoretical research to examine the intersections of "race," gender and class, alongside other aspects of personhood, within education. Contributors from the fields of education and sociology seek to locate the dimensions of difference and identity within recent theoretical discourses such as Critical Race Theory, Judith Butler and "queer" theory, post-structural approaches and multicultural models, as they analyze whiteness and the education experience of minority ethnic groups. By combining a mix of intellectually rigorous, accessible, and controversial chapters, this book presents a distinctive and engaging voice, one that seeks to broaden the understanding of… [Direct]
(2013). Learning and Living While Black: Black Students, White Universities, and the Age of Post-Affirmative Action and Post-Racialism. ProQuest LLC, Ph.D. Dissertation, Wayne State University. With Critical Race Theory (CRT) and social justice serving as complementary conceptual frames, this ethnographic study investigates the learning and living experiences of ten African American students of a predominantly White university in the Midwest. While several studies have investigated Black students' experiences at PWIs, most notably Feagin, Vera and Imani (1996), much of this research was conducted pre-2000, prior to two important and notable social developments: the systematic dismantling of post-secondary affirmative action policies and the increasingly popular, but highly contentious, ideology of post-racialism. Thus, the purpose of this study was to understand how Black students are faring present-day, in the wake of efforts to dismantle affirmative action in higher education, and to characterize the United States as post-racial, as having moved beyond considerations of race. The following questions guided this study and served to deepen understanding of the learning and… [Direct]
(2009). Researching Race in Mathematics Education. Teachers College Record, v111 n2 p295-338. Background: Within mathematics education research, policy, and practice, race remains undertheorized in relation to mathematics learning and participation. Although race is characterized in the sociological and critical theory literatures as socially and politically constructed with structural expressions, most studies of differential outcomes in mathematics education begin and end their analyses of race with static racial categories and group labels used for the sole purpose of disaggregating data. This inadequate framing is, itself, reflective of a racialization process that continues to legitimize the social devaluing and stigmatization of many students of color. I draw from my own research with African American adults and adolescents, as well as recent research on the mathematical experiences of African American students conducted by other scholars. I also draw from the sociological and critical theory literatures to examine the ways that race and racism are conceptualized in the… [Direct]
(2013). Contours of Race and Ethnicity: Institutional Context and Hmong American Students' Negotiations of Racial Formation in Higher Education. ProQuest LLC, Ph.D. Dissertation, University of California, Los Angeles. Hmong American students and their struggles are largely invisible yet grossly misunderstood when seen. This study reveals how Hmong Americans negotiate the contours of race and ethnicity to construct an affirming identity on their respective university campuses. A framework of campus racial climate is employed to investigate how institutional context shapes students' experiences of race and ethnicity, which are processes of racial formation. Case study methodology and semistructured interviews with 40 Hmong American students are used to compare the experiences at two selective public universities with varying institutional dimensions. At one institution, Hmong Americans exhibit a critical mass inside and outside of the predominantly White campus. In the other institution, there exists a plurality of Asian American and Pacific Islander Americans (AAPIAs); however, Hmong Americans are underrepresented on campus and absent in the larger institutional context. The findings… [Direct]
(2010). But All of Us Are Straight: \Marsha\ Undone. Action, Criticism, and Theory for Music Education, v9 n3 p82-98 Oct. The radical outside claimed by Gloria T. Hull, Patricia Bell Scott, and Barbara Smith nearly 30 years ago was comprised of black feminism and feminist race theory in the context of black lesbian studies, which had no academic precedent. What today makes their actions, words, and meaning-making brave is material realization of their subjectivities. The author shares an interiority in common with at least some of them, what black playwright and activist Lorraine Hansberry signalled in 1957 with her letter to \The Ladder,\ the first lesbian periodical published in North America. Nearly 30 years later, black women such as Audre Lorde and bell hooks articulated relationships between homophobia and misogyny in the context of persistent racism, and forever changed the very face of academic feminism. It is from these writings that the author's \Marsha\ emerged. The author offers these comments with the hope of inciting just one or two outrageous revolutions in music education, where the… [PDF]
(2008). Saved by the Bell: Derrick Bell's Racial Realism as Pedagogy. Philosophical Studies in Education, v39 p35-46. The recent pop culture iconography of the Critical Race Theory (CRT) label has attracted more devoted (white) fans than a 90s boy band. In philosophy, this trend is evidenced by the growing number of white feminists extending their work in gender analogically to questions of race and identity, as well as the unchecked use of the CRT label to describe any work dealing with postcolonial authors like W.E.B. DuBois, and Frantz Fanon, or the role postcolonial themes like power, discourse, and the unconscious play in the social constructionist era. In the field of education, however, CRT has had quite a different impact. For over a decade, largely due to Gloria Ladson-Billings and William Tate's 1995 article, "Toward a Critical Race Theory of Education," education theorists have been dealing with the work of Derrick Bell, Richard Delgado and Cheryl Harris, and other Critical Race Theorists' arguments concerning the impact of white normativity on institutions of learning, the use… [PDF]
(2010). Using Latina/o Critical Race Theory (LatCrit) and Racist Nativism to Explore Intersectionality in the Educational Experiences of Undocumented Chicana College Students. Educational Foundations, v24 n1-2 p77-96 Win-Spr. One of the most powerful elements of Critical Race Theory (CRT) in Education is that it provides critical researchers with a lens not offered by many other theoretical frameworks–that is, the ability to examine how multiple forms of oppression can intersect within the lives of People of Color and how those intersections manifest in researchers' daily experiences to mediate their education. A theoretical branch extending from CRT is Latina/o Critical Race Theory (LatCrit), which examines experiences unique to the Latina/o community such as immigration status, language, ethnicity, and culture. A LatCrit analysis has allowed researchers to develop the conceptual framework of racist nativism, a lens that highlights the intersection of racism and nativism. This article examines how a racist nativism framework can help understand the experiences of undocumented Chicana college students attending a public research university in California. First, this article provides a brief description… [PDF] [Direct]
(2009). Against the Backdrop of "Brown: Testimonios of Coalitions" to Teach Social Change. History Teacher, v42 n2 p143-158 Feb. This article utilizes "Brown v. Board of Education," which is traditionally taught in college and K-12 history courses as the case that both started the discussion about and ended the practice of segregation in schools, to highlight "testimonios of coalition" as a framework for historical analysis. First, the authors demonstrate how the fight for equality through desegregation of schools emerged from oppressions of race, class, and language and has continued for over a century through the tremendous work of individuals, families, and communities. Next, they highlight how critical elements of the lived realities of violence in school desegregation have been silenced over time to hide the complexity of racism, classism, and linguicism. Finally, the authors demonstrate how school desegregation and segregation is not a thing of the past by looking at the historical legacy of segregation that continues in K-12 schools today. (Contains 56 notes.)… [Direct]
(2010). Teachers' Emotional Experiences of Growing Diversity and Multiculturalism in Schools and the Prospects of an "Ethic of Discomfort". Teachers and Teaching: Theory and Practice, v16 n6 p703-716 Dec. This article analyzes the ways in which emotions are constituted and mobilized by teachers to respond to growing diversity and multiculturalism in schools. The analysis is based on a two-year ethnographic study conducted in three Greek-Cypriot primary schools that are "multicultural". The following focus questions are addressed: (1) How do teachers' emotional experiences of growing diversity and multiculturalism in schools form particular economies of effect?; and (2) What is the nature of these economies of affect and in what ways is it possible to form an ethic of discomfort as a space for constructive transformations in multicultural schools? An ethic of discomfort is theorised as an economy of affect that uses discomfort as a point of departure for individual and social transformation. The outcomes of this study show that teachers experience intense emotional ambivalence in their efforts to cope with growing diversity and multiculturalism in schools. It is argued,… [Direct]
(2009). Critical Hip Hop Pedagogy as a Form of Liberatory Praxis. Equity & Excellence in Education, v42 n1 p52-66 Jan. This article uses Paulo Freire's problem-posing method, youth participatory action research, and case study methodology to introduce an alternative instructional strategy called Critical Hip Hop Pedagogy (CHHP). This approach attempts to address deep-rooted ideologies to social inequities by creating a space in teacher education courses for prospective teachers to re-examine their knowledge of hip hop as it intersects with race, class, gender, and sexual orientation; while analyzing and theorizing to what extent hip hop can be used as a tool for social justice in teacher education and beyond. Borrowing and extending the work of critical race theorists, particularly, Solorzano & Delgado Bernal, CHHP utilizes the following five elements to form its basic core: \1) The centrality of race and racism and their intersectionality with other forms of oppression; 2) Challenging traditional paradigms, texts, and theories used to explain the experiences of students of color; 3) The centrality… [Direct]
(2012). Interculturalism, Education and Dialogue. Global Studies in Education. Volume 13. Peter Lang New York Intercultural dialogue is a concept and discourse that dates back to the 1980s. It is the major means for managing diversity and strengthening democracy within Europe and beyond. It has been adopted by the United Nations, UNESCO and the Council of Europe as the basis for interreligious and interfaith initiatives and has become increasingly associated with a liberal theory of modernity and internationalism that presupposes freedom, democracy, human rights and tolerance. It is now the dominant paradigm for "cultural policy" and the educational basis for the development of intercultural understanding. Governments have placed their hope in intercultural education as the way to avoid the worst excesses of globalization, especially exclusion and marginalization, and the problems of xenophobia and racism that afflict European societies. "Interculturalism, Education and Dialogue" is an international collection by renowned scholars who examine the ideological underpinnings… [Direct]
(2011). The Role of Race, Racism and Power in the Experiences and Perspectives of African American Males in the Context of Their Ascendence to the Superintendency. ProQuest LLC, Ph.D. Dissertation, The University of Wisconsin – Milwaukee. Using the lens of Critical Race Theory, I present the experiences and perspectives of African American male superintendents in the context of their ascension to the superintendency. Participants in the study are chief executive officers of a school district. The primary question of this study is what are the contributing factors, particularly the intersectionality of race, racism and power that have lead to the significant under-representation of African American males in the superintendency? The relevant question guiding the research is: What were some of the barriers, supports and strategies employed by African American males in their rise to the superintendency? This research study contributes to the academic literature concerning the representation of minority voices. It mitigates the paucity of scholarly literature on African American male superintendents. It also attempts to add to the body of literature in education using Critical Race Theory (CRT). CRT will also be used to… [Direct]