(2018). Developing Novices' Professional Scripts for Teaching: An Investigation of Teacher Education Practice. ProQuest LLC, Ph.D. Dissertation, University of Michigan. This dissertation is my effort to better understand how teacher educators teach professional, anti-racist teaching practice to novice teachers. I argue that one important way to interrupt systemic racism in schooling is to design teacher education that both teaches novice teachers what anti-racist practice is and helps them gain some initial skill with "how to enact it." I develop a conceptual tool, "professional scripts for teaching," to identify, parse, and, in this study, teach the anti-racist teaching practice of assigning competence (Cohen, 1973; Cohen, Lotan, Scarloss, & Arellano, 1999; Featherstone et al., 2011) to novices. Professional scripts for teaching help to define what "counts" as acceptable professional practice by describing patterns of practice that reflect anti-racist professional ethics to bound the work of teaching. Professional scripts for teaching foreground the relationships among teachers' professional ethics,… [Direct]
(2024). Policy Opinions Regarding the Teaching of Critical Race Theory in Schools. Policy Futures in Education, v22 n7 p1516-1532. Critical Race Theory (CRT) has recently been positioned as a serious problem requiring urgent policy response among partisan media outlets. Making a case for pressing policy demands, several policy makers have proposed federal, state, and local level legislation and other measures to restrict how race, racism, or American history in general can be taught in K-12 schools, higher education institutions, and state agencies. Anti-CRT rhetoric in media and policy proposals have also propagated the notion of CRT as being divisive as well as ubiquitous in public education. Given this, it is critical to examine whether policy opinions regarding reactionary legislation is based on a real understanding of CRT. We conduct a conceptual and theoretical inquiry into anti-CRT rhetoric relying on the sociological concepts of moral panics and folk devils. Then, we examine familiarity, knowledge, ideology, policy beliefs, and policy opinions regarding CRT in education using nationally representative… [Direct]
(2019). Through Laughter and through Tears: Emotional Narratives to Antiracist Pedagogy. Race, Ethnicity and Education, v22 n3 p301-318. If as a collective society we desire to challenge oppression as it exists, we must individually commit to learning about race, in all its facets, and racism as an institution at an emotional level. Although there are many ways to accomplish these ends, antiracist pedagogy — as antioppressive education — is an effective method to do so through its focus on the intersections of race. This study shares how participants in a higher education classroom "emotionally" experienced studying race and racism. Using a narrative inquiry hybrid, results of this inquiry include how emotions are at the core of such learning, particularly because they can be racially segregated and relationally complex. The lack of research about the relationship between racism and emotions is felt acutely in higher education classrooms, so this study contributes to our understandings of antioppressive pedagogy in such classrooms. Since the overall goal of antiracist pedagogy is antiracist change and… [Direct]
(2024). Nothing Nice about It: Critiquing Midwest Nice in Teacher Education. Journal of Curriculum and Pedagogy, v21 n4 p467-490. In teacher education, critical scholars have lamented how "niceness" hinders progress toward social and racial justice. A place characteristic of this "niceness" is the Midwestern region of the United States, which the dominant narrative paints as overly agreeable and free of racial inequities. This image overlooks the rampant systemic racism that is foundational to the entire country, allowing the Midwest to tout an ideological stance of "Midwest nice"–a race-evasive semblance of social and political politeness that is seemingly harmless. This conceptual article draws on critical race theory and critical geographies of race to analyze how "Midwest nice" influences Midwestern teacher education programs. By conceptualizing two teacher education sites–educator praxis (an input) and student evaluations of teaching (an output)–we consider the particular plight of Women of Color critical scholars instructing preservice teachers in the Midwest. We… [Direct]
(2021). Anti-Racist, Anti-Gay: A White Evangelical English Teacher's Negotiations of Her Faith and Critical Inquiry. English Teaching: Practice and Critique, v20 n1 p108-123. Purpose: The purpose of this study is to examine how the religious beliefs and experiences of a white Evangelical English teacher, Amy, shaped her enactment of critical inquiry pedagogy in her English classroom. Design/methodology/approach: This study drew on three in-depth interviews focused on a white Evangelical English teacher's negotiation of her faith and understanding of critical inquiry issues in her teaching. Findings: The teacher embraced anti-racist pedagogy by aligning definitions of structural racism with her understanding of the inherent sinfulness of humankind. She did so at the risk of her standing within her Evangelical community that largely rejected anti-racism. On the other hand, the teacher struggled with embracing LGBTQ+ advocacy, believing that affirmation of LGBTQ+ identities ran counter to her beliefs in "the gospel." Her theological beliefs created complications for her when students brought the issue up in her class. Practical implications: This… [Direct]
(2022). Intersectional Disruptor: A Special Educator of Color Living and Teaching in the Intersections. Teacher Education and Special Education, v45 n1 p61-76 Feb. Scholars argue that teaching for disability and racial justice in education must be intersectional to jointly disrupt the marginalizing processes that occur at the nexus of ableism and racism. It has been suggested that special educators of color can play a key role in addressing inequity and disproportionality in special education. Yet, special educators of color are perpetually underrepresented in the workforce. At the same time, special education research remains overwhelmingly silent on the unique experiences and contributions of educators of color, particularly Black women. This qualitative case study employs DisCrit Classroom Ecology and Positioning Theory as a conceptual framework to explore how Sarah, a Black special educator, drew on her life histories to enact transformative teacher resistance. Implications will be offered for how special education teacher preparation programs can center the crucial role of Black educators in special education…. [Direct]
(2018). Is There Such a Thing as 'White Ignorance' in British Education?. Ethics and Education, v13 n1 p4-21. I argue that political philosopher Charles W. Mills' twin concepts of 'the epistemology of ignorance' and 'white ignorance' are useful tools for thinking through racial injustice in the British education system. While anti-racist work in British education has a long history, racism persists in British primary, secondary and tertiary education. For Mills, the production and reproduction of racism relies crucially on cognitive and epistemological processes that produce ignorance, and which promote various ways of ignoring the histories and legacies of European colonialism and imperialism, as well as the testimonies and scholarship of those who experience racism in their everyday lives. I survey these concepts within Mills' work then marshal evidence in support of my claim that 'the epistemology of ignorance' and 'white ignorance' provide a useful framework for thinking through problems of racial injustice in British education…. [Direct]
(2022). Memorializing Whiteness in State Standards and Local History: A Critical Sociohistorical Consciousness Analysis of The Coup of 1898 and Southern Racial Violence. Whiteness and Education, v7 n2 p175-193. This paper examines the historical and modern treatment of the Wilmington Coup of 1898, a series of acts of Southern racialised violence that occurred in a coastal city in the Southern United States in fall of 1898. Using a critical sociohistorical consciousness framework, we analyse state standards and historical documents to identify the underpinnings of racism in the dominant narratives of the event, local commemoration of conspirators, and resulting economic inequalities. We then discuss how whiteness has influenced standards writing and the erection of community memorials related to 1898. Implications for curriculum standards, teacher education, and K-12 classrooms are provided…. [Direct]
(2021). Systemic Racism: Individuals and Interactions, Institutions and Society. Cognitive Research: Principles and Implications, v6 Article 82. Systemic racism is a scientifically tractable phenomenon, urgent for cognitive scientists to address. This tutorial reviews the built-in systems that undermine life opportunities and outcomes by racial category, with a focus on challenges to Black Americans. From American colonial history, explicit practices and policies reinforced disadvantage across all domains of life, beginning with slavery, and continuing with vastly subordinated status. Racially segregated housing creates racial isolation, with disproportionate costs to Black Americans' opportunities, networks, education, wealth, health, and legal treatment. These institutional and societal systems build-in individual bias and racialized interactions, resulting in systemic racism. Unconscious inferences, empirically established from perceptions onward, demonstrate non-Black Americans' inbuilt associations: pairing Black Americans with negative valences, criminal stereotypes, and low status, including "animal" rather… [Direct]
(2023). The Resolution Passed, Now What? A Superintendent's Commitment to Racial and Social Justice and the Complexities of a Police-Free Schools' Resolution. Journal of Cases in Educational Leadership, v26 n4 p29-38. Following a wave of racial justice activism during the summer of 2020, nearly 40 school districts passed resolutions ending the use of law enforcement in schools. In such districts, school superintendents then faced the challenge of implementing these "police-free schools' resolutions," while sometimes encountering strong resistance, from White parents and community members in particular. This case explores the challenges of implementing a police-free schools' resolution through the perspective of a White superintendent committed to anti-racism and social justice in a fictitious district called Union Public Schools. Informed by real events, the authors invite education leaders to articulate their stance and strategy as it relates to anti-racist leadership, law enforcement in schools, and White resistance to equity-oriented policy change…. [Direct]
(2024). Teaching Students about Workplace Harassment by Letting Them Experience It in a Virtual Reality Environment. Journal of Management Education, v48 n4 p671-707. We are in the midst of a technological revolution that has the potential to transform management education. The author proposes Virtual Reality (VR) as a pedagogical tool to teach students about workplace harassment. Specifically, this article describes the development and application of two open access VR simulations that are designed to increase students' awareness of sexism and racism at work. These simulations replicate a complex organizational environment and teach students the skills necessary to intervene when they experience or observe workplace harassment. In addition, they provide students with an opportunity to apply their knowledge in a safe and controlled environment. Data from 25 pilot study participants indicate that the VR simulations are impactful, engaging, immersive, and realistic and are able to evoke students' emotions during the decision-making process. Finally, this article elaborates on how to use VR in the classroom and discuses its implications for teaching… [Direct]
(2022). Exploring the Underrepresentation of Asian American Leadership in Higher Education. ProQuest LLC, Ed.D. Dissertation, California State University, Fresno. Despite the representation and significance of Asian American students to enrollment and graduation goals of U.S. colleges and universities, Asian Americans are fundamentally invisible in critical leadership roles that make decisions and drive policy at these institutions. Scholarship points to racism and white supremacy in U.S. higher education as creating inequalities for the non-majority. As a result, the racialized stereotypes of Asian Americans as the model minority and perpetual foreigner construct challenges for advancement of Asian Americans into campus leadership positions of authority and influence. The purpose of this phenomenological study was to explore the lived experiences of Asian Americans who succeeded to be executive and senior leaders in higher education. Through the AsianCrit lens, the study sought to understand the experiences of Asian American leaders and examine their narratives of navigating their racialized identities at postsecondary institutions. Fifteen… [Direct]
(2024). Decoloniality and Healthcare Higher Education: Critical Conversations. International Journal of Language & Communication Disorders, v59 n3 p1243-1252. Background: We explore the theoretical and methodological aspects of decolonising speech and language therapy (SLT) higher education in the United Kingdom. We begin by providing the background of the Rhodes Must Fall decolonisation movement and the engagement of South African SLTs in the decoloniality agenda. We then discuss the evolution of decoloniality in SLT, highlighting its focus on reimagining the relationships between participants, students, patients and the broader world. Objective: The primary objective of this discussion is to fill a gap in professional literature regarding decoloniality in SLT education. While there is limited research in professional journals, social media platforms have witnessed discussions on decolonisation in SLT. This discussion aims to critically examine issues such as institutional racism, lack of belonging, inequitable services and limited diversity that currently affect the SLT profession, not just in the United Kingdom but globally. Methods:… [Direct]
(2023). Reconceptualizing the Achieving Success Everyday Group Counseling Model to Focus on the Strengths of Black Male Middle School Youth. Journal of School-Based Counseling Policy and Evaluation, v5 n1 Article 2 p4-20. Scholarship focused on Black male students in school counseling has been intermittent despite being well documented in the larger field of education and other disciplines. In this article, we conducted a systematic review of the school counseling literature that focused on Black male students. We used critical race theory (CRT) to examine the programs and interventions that have been published with Black male participants in school settings within the school counseling literature and examined the role that school counselors took when supporting Black male students' academic, social emotional, college and career identity development. We reconceptualize the Achieving Success Everyday (ASE) group model (Steen et al., 2014) and call for others to use the ASE group model to combat racism and foster Black excellence…. [PDF]
(2023). What Is Democratic Education?. Schools: Studies in Education, v20 n1 p140-143 Spr. In a time of for-profit schooling, continuing segregation, racism, book banning, unconscionable inequality, and antiquated approaches to pedagogy, the prescription for democratic schooling seems daunting. Yet the path is clear: We need to change society to enable democracy in schools; we need democratic schooling to bring the public out of its eclipse; and we need an engaged citizenry to address seemingly insurmountable challenges. Considerations such as this led the "Schools" journal to inaugurate this Symposium on Democratic Education in the Twenty-First Century. We recognize the magnitude of the task and make no claims to offer a complete or final solution. Nevertheless, the experiences reported in this and subsequent issues shine a light that aids along their path…. [Direct]