(2010). The Intersections of White Privilege and Racism: Moving Forward. New Directions for Adult and Continuing Education, n125 p91-94 Spr. According to Colin and Lund, there is no debate regarding the fact that many white adult educators make decisions that privilege members of their racial group, peoples of European descent, over the \other.\ As to whether it is a conscious or unconsciousness decision on the part of white practitioners not to accept responsibility is open for future discussion and further research. White privilege and racism are interconnected and cannot be separated when one is discussing the individual, institutional, and structural nature of racism. It is incumbent upon white adult and continuing educators to accept their whiteness \but also define it in a nondefensive and nonracist manner\ (Sue, 2003, p. 172) without guilt but with an understanding that \to deny the humanity of any one person is to deny the humanity of all\ (p. 172). In this final chapter, the authors reflect on the ways in which the earlier chapters contribute to the understanding of white privilege and racism in adult and… [Direct]
(2021). Pedagogy of Antiracist Best Practices for Finnish Schools. Educational Practice and Theory, v43 n2 p37-52 Dec. Finland is widely said to have the best, or one of the best, educational systems in the world. This debatable view hides a lot of weaknesses and shortcomings, especially regarding issues around racism and discrimination. In Finland, issues of race, racism and other forms of discrimination are often hidden, silenced and ignored. This makes it difficult to establish an antiracist culture, both at policy and practical levels. Despite existing constraints, antiracism education in Finland remains a slowly developing–but inevitable and essential–component of/for Finnish education. This paper aims to introduce teachers to some best practices in antiracism education across different pedagogical practices…. [Direct]
(2022). A Guided History into Racist Curriculum, Pedagogy, and Policy: Then and Now. Social Studies, v113 n3 p109-124. The field of education in America–oft-viewed as a catalyst for change and self-improvement–has a racist history, which is often undiscussed by teachers and likely unknown to students. This article guides high school students to explore how educational texts, tasks, and policies have been products and producers of racist ideas in the past and today. Examining racism in U.S. schooling situates students to better detect the figurative fingerprints of racism's evolving, oft-hidden hand. The guided inquiry format enables high school U.S. history students to examine primary and secondary sources, contribute to informed dialogue, and participate in civic action. Disciplinary scaffolding directs students to scrutinize historical and modern U.S. curricula, common pedagogy, and educational policy for racist and antiracist ideas. Social studies classrooms are logical spaces to spark students' scrutiny of educational policy, pedagogy, and curriculum for racist intent or racially disparate… [Direct]
(2021). Confronting Racial Trauma in the Music Classroom: A Call to Action. Music Educators Journal, v108 n1 p57-59 Sep. After the murder of George Floyd in 2020, conservatories and music colleges across the United Stated jumped on the trend of issuing statements condemning racism. Like corporations, universities, and other businesses forced to respond to the dual epidemics of COVID-19 and racist violence, the music profession devised antiracist policies and engaged in critical dialogues about whiteness and Eurocentrism in music pedagogy, curriculum, and performance. These emergent responses to the ongoing crisis of systemic racism are well intended, but by focusing exclusively on macro-level policies and failing to address the everyday racism and race-related trauma that students and teachers of color experience at the micro level, they fall well short of the racial reckoning that music education needs. In this article, Tammy Yi's hope is to offer some reflections and suggestions for how to effect meaningful and long-lasting antiracist change in music education beyond solidarity statements. Sections… [Direct]
(2023). Exposing Blindspots and the Hidden Curriculum within Counselor Supervision Models. Counselor Education and Supervision, v62 n2 p149-156 Jun. Anti-racist and anti-oppressive supervision remains a burgeoning area of scholarship and research within the counselor education nomenclature. In this paper, we explore how matters of race and racism are conspicuously underemphasized in counselor training, specifically, the supervision process. We explore the hidden curriculum in counselor education supervision models. Next, we consider how a supervision model grounded in critical race theory provides a more robust framework for addressing gaps in existing supervision models through anti-racist practices…. [Direct]
(2022). Race Evasion and Race Cognizance in Elementary Math Teaching: A Study of White Teacher Candidates' Learning, Discourse, and Early Practice. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Within teacher education, work on mathematics teaching often occurs separately from work on issues of race and racism. Typically, mathematics content and methods courses tackle subject matter-specific concepts and teaching practices, while the history and current dynamics of racial inequity in education, if addressed at all, tend to be the domain of social foundations or multicultural education courses (Cochran-Smith et al., 2015). Challenging this separation, this dissertation offers a vision of teaching that can serve as a guiding framework in mathematics teacher education: "race cognizant math teaching," or acting on the critical race ideology of "race cognizance" (Frankenberg, 1993) within the teaching of mathematics. Set in a two-course elementary teacher education sequence that advances a version of race cognizant math teaching, this study explores the learning, discourse, and early practice of six white teacher candidates across those courses. Qualitative… [Direct]
(1999). Structured Racism, Sexism, and Elitism: A Hound That "Sure Can Hunt" (The Chronicity of Oppression). Journal of Counseling & Development, v77 n1 p18-20 Win. The author recounts personal experiences with socio-politically structured racism, especially in education and religion; and the growth gained in confronting this nemesis. A career ranging from pastor to counselor to counselor educator has brought understanding of the link between religion, education, and counseling and a commitment to multicultural counseling. (EMK)…
(2022). Learning Separately, Learning Together: White Students' Experiences in Two Different Racial Dialogues. Journal of Diversity in Higher Education, v15 n3 p314-324 Jun. In today's climate of polarized racial tension and increasing resegregation in our nation's communities, it is vital to improve the level of education about race and to counter the racism that often exists when white people talk about or interact around race. Two approaches have been identified as helpful: white people learning about race and racism with people of color and white people learning solely with other white peers. In this article, we examine white students' understandings of the nature of privilege, racism, power, and oppression when enrolled in one of two types of semester-long, credit-bearing racial dialogues: (a) intergroup dialogues, composed of an equal number of white students and students of color and (b) white racial identity dialogues, composed solely of white students. In addition, we address students' reactions to dialogic dynamics and activities. To do so, we utilize student papers written at the beginning and end of the semester and postsemester interviews…. [Direct]
(2022). An Exploratory Study of Anti-Racism Statements and Culturally Responsive Syllabi. ProQuest LLC, Psy.D. Dissertation, Spalding University. There has been an increase in racial and other minority students in higher education in the US in the past two decades. Additionally, the socio-political events in the past couple of years have highlighted the racial injustice present in the institutional systems urging educators to re-assess diversity and inclusion in pedagogical approaches. These events have led educational institutions to adopting anti-racism statements to acknowledge and affirm equality and openness. The current study explored the relationship between anti-racism statements adopted by the institutions and culturally responsive teaching and learning in the classrooms by assessing the cultural responsiveness of syllabi. The researchers also developed a cultural responsiveness rubric for the purpose of this study. The results showed that there was substantial agreement between the raters while assessing syllabi using the culturally responsiveness rubric developed by the researchers. The results also indicated no… [Direct]
(2024). Teaching Resistance with Primary Sources. Social Studies, v115 n1 p1-12. This article explores how primary sources can be used to teach students about race and racism. Researchers co-taught a general education class on Critical Race Theory and utilized a combination of primary and secondary sources. This article includes a review of relevant literature that informed the development of this class and one major assignment in particular, examples of student work and evidence of their learning, and next steps for social studies teachers at all levels to teach about resistance…. [Direct]
(2023). Acts of Racial Microdefense: Embodied Whiteness in Social Studies Teacher Education. Whiteness and Education, v8 n2 p121-139. Embodied whiteness within teacher education operates in resistance to pedagogies, curriculum, discourse, and policy that seek to disrupt the influence of white supremacy in education. This study explores how five white pre-service teachers at a predominantly white institution (PWI) embodied whiteness as acts of racial microdefense to learning to teach for anti-racism in a social studies method course. Findings indicate that racial microdefense was utilised to project and promote the continued influence of whiteness within secondary social studies teacher education. Implications for teacher education are discussed…. [Direct]
(2020). Structural Racism in Schools: A View through the Lens of the National School Social Work Practice Model. Children & Schools, v42 n3 p187-193 Jul. Structural racism–implicitly discriminatory practices and policies that have negative consequences for individuals and groups of color–is a powerful force in contemporary American society, including in our public education system. This article explores the potential for school social workers (SSWers) to address structural racism through the use of the national school social work (SSW) practice model as a tool to guide systemic, ecologically oriented intervention within schools and educational policy spaces. In this article, the authors review data on racial disparities in educational attainment, placement, opportunity, and discipline practices that have led to increased attention to structural racism in schools. They then discuss and describe the national SSW practice model and its suitability for the structural interventions in response to structural racism in schools. Finally, they provide recommendations for how SSWers can respond effectively to this pressing social problem…. [Direct]
(2023). Intersectionality as a Lens for Linguistic Justice in Mathematics Learning. ZDM: Mathematics Education, v55 n6 p1187-1197. Language is a source of power that preserves the status quo in its relationships with learners and mathematics. However, there is a dearth of research that examines how multiple systems of power (e.g., racism, cisheteropatriarchy, colonialism) shape variation in structural inequality and experiences of oppression for language learners. This conceptual paper argues that intersectionality is a promising analytical lens to advance interdisciplinary research on language in mathematics education that nuances knowledge about linguistic justice for racially minoritized and Indigenous learners. To develop this argument, we present insights from a scoping review of research in language education and mathematics education. Our review shows how intersectional analyses can interrogate inequities of language in mathematics education contexts, which are entrenched in ideologies of neutrality that leave exclusionary practices of teaching and learning unchecked. The review also depicts how uptake of… [Direct]
(2024). Ensuring College Access and Success for Asian American, Native Hawaiian, and Pacific Islander Students. Campaign for College Opportunity The 2020 U.S. census revealed that Asian American and Native Hawaiian and Pacific Islander (NHPI) populations are among the fastest growing in the nation, with 24 million Asian American and 1.6 million NHPI residents. Despite a long history of anti-Asian sentiment and racism in the U.S., Asian American and NHPI students have been harmfully stereotyped as high-achieving, and as easily gaining access to and graduating from elite colleges and universities under the myth of the model minority. This brief focuses on the need for higher education institutions to support Asian American and NHPI students pursuing a college degree, recognize the historic racism encountered by Asian American and NHPI residents in the United States, dispel harmful stereotypes involving these communities, and dismantle the numerous barriers preventing Asian American and NHPI access and success in colleges and universities. This publication offers a variety of culturally responsive approaches for federal and… [PDF]
(2022). 'More to Prove and More to Lose': Race, Racism and Precarious Employment in Higher Education. British Journal of Sociology of Education, v43 n4 p513-533. Precarious employment is considered a social determinant impacting the health of workers, families and communities. The Academy is known to utilise non-standard employment contracts, coming under widespread criticism from its social partners for exploitative practices. Whilst there is much research suggesting certain groups (e.g. early career researchers, women) are disproportionately affected, less is known about the impact of precarious employment on staff of colour. Utilising a critical race theory framework, the current study attempts to close this knowledge gap by exploring the experiences of staff of colour. Eighteen participants across 10 universities engaged in focus groups, revealing three key themes: systemic racism, job insecurity and lack of career progression. Whilst results supported existing research, limitations of the current study are discussed. Recommendations for future practice include a call for legislators and policymakers to create clearer definitions and to… [Direct]