(2023). Teaching White Privilege: An Auto-Ethnographic Approach. International Journal of Inclusive Education, v27 n14 p1642-1658. The teaching of white privilege in Australian tertiary settings is beset by a number of obstacles arising especially from resistance, disbelief and outright obstructionism in white students, and occasionally colleagues. The article summarises the historical and societal context regarding race relations, racism and white hegemony in Australia, then presents the personal accounts of three academics of diverse backgrounds who teach white privilege as components of courses in Social Work and Education. The three accounts make explicit connections between their authors' personal and ethnic origins and their respective pedagogical and epistemological approaches to teaching the topic, either explicitly, or embedded within other course content or encounters. The article contributes to the growing body of work on effective pedagogy in the area of white privilege, with emphasis on the increasingly urgent need for broad societal understanding of the issue in Australia…. [Direct]
(2024). Activist Scholars: Faculty of Color Navigating Institutional Rewards and Punishments. ProQuest LLC, Ph.D. Dissertation, University of Massachusetts Boston. Faculty of color (FoC) often engage in social justice scholarship that focuses on the needs of minoritized communities. Yet, FoC often are subjected to suspicion and scrutiny over concerns of objectivity and academic rigor. Despite these barriers, FoC have demonstrated "successfully" navigating traditional institutional reward systems while making significant contributions to social justice knowledge and knowledge production at research-intensive higher education institutions. Exploring how tenured FoC at research intensive higher education institutions have earned academic success while engaging non-traditional approaches to knowledge production is important to higher education's mission to broaden scholarship to be practical, political, and beneficial to society. This dissertation applied a narrative research approach involving in-depth interviews with 15 participants to capture stories of how FoC who engage in scholarship with social justice goals navigated institutional… [Direct]
(2018). Inquiry into (In)Ability to Navigate Dissidence in Teacher Education: What It Tells Us about Internalized Racism. International Journal of Teaching and Learning in Higher Education, v30 n1 p127-135. In this study, the author, a teacher educator of color, explores her inability to successfully navigate a tension-filled moment in a teacher education diversity course while discussing ethnic and racial stereotypes. More specifically, using "inquiry as stance" and relocating personal pedagogical practice to social and critical practices through the conceptual lenses of "white racial supremacy" and "double consciousness", she investigates her dilemma that she uncomfortably confronts when a student of color speaks up against the majority of students in class who are white. In working through and theorizing the author's inner conflict, as she feels the commitment to support the student of color while also seeking validation by the majority students, she concludes that teacher educators of color committed to social justice work can unwittingly alienate the very students of color they are committed to inspire as an effect of internalized white supremacy. In… [PDF]
(2022). Mary Pauper: A Historical Exploration of Early Care and Education Compensation, Policy, and Solutions. Updated. Child Trends In 2021, Child Trends was selected to conduct a literature review and develop a policy and practice report to map the history of systemic racism in the U.S. and how it has influenced early childhood education (ECE) policy and practice, with a particular focus on educator pay and benefits, preparation, and workforce stability. This report articulates a landscape analysis and a set of recommendations for policy, practice, and future research to improve the professional status of early childhood educators. The intent of this work is to build a common understanding of the biggest equity issues impacting early childhood educators–historically and in the present day. The authors focused on five different time frames for the landscape analysis and report development–years 1400-1619, 1619-1870s, 1870s-1940s, 1945-1970s, and 1970s-2020s–to understand the social and policy contexts that have impacted ECE policy through history. In total, more than 200 articles, books, gray literature, and… [PDF]
(2023). The Lived Work Experiences of African American/Black Male Full-Time Faculty at Midwestern Community Colleges. ProQuest LLC, Ph.D. Dissertation, Indiana Institute of Technology. The purpose of this qualitative study was to explore the lived work experiences of African American/Black male full-time faculty at Midwestern community colleges. Narrative inquiry was used as the design in this study. The data reflects the national statistics indicating the low number of African/American Black male full-time faculty employed at community colleges in the Midwestern region of the United States. The focus of the study is how implicit bias, explicit bias/racism, and stereotyping manifest themselves in day-to-day interactions amongst faculty, administrators, students, and the overall environment within community colleges. The study participants were selected based on gender, ethnicity, community college classification (i.e. rural, urban, or suburban), age range, and years of service. The method of data collection used in this study was through semi-structured interviews, and field notes. Critical race theory (CRT) was utilized as the theoretical framework. CRT explores… [Direct]
(2009). White Lies: A Critical Race Study of Power and Privilege. ProQuest LLC, Ed.D. Dissertation, National-Louis University. This was a phenomenological study of racial privilege as experienced by White people who have struggled to become more racially aware and socially active in dismantling racism and White privilege. The primary conceptual framework for this study was Critical Race Theory with Transformative Learning theory and Racial Identity Development as additional theoretical lenses. The purpose of this study was to increase our awareness of how White people come to understand their racial privilege and what change in behavior occurs as a result of that increased awareness. Its goal was to promote and influence White adult educators to find explicit ways in which to address White privilege and racism in adult education settings. There were seven participants in this study. These were White adults who could articulate their understanding of White privilege and were willing to share those critical incidents that led to an increased consciousness about that privilege. The findings of the study… [Direct]
(2024). Towards Public Social Pedagogy: Participatory Theatrical Events as Pedagogical Encounters. Journal of Social Science Education, v23 n1. Purpose: This study considers the pedagogical dimensions of an event concept ]that combined participatory theatre and social scientific research to approach questions relating to ethnic relations and racism. The article aims to establish, with the help of a practical case example, the notion of public social pedagogy. Approach: Ethnographic research on 24 participatory theatrical events. The analysis utilizes the taxonomy of public pedagogy by Gert Biesta to provide an empirically informed theoretical 'autopsy' of the events. Findings: The analysis shows the pedagogical and societal importance of fostering encounters, encouraging communal discussion and nurturing dialogic competencies. "Public social pedagogy" would specifically address pedagogical processes relating to the public sphere, which revives the tradition of public deliberation. Practical implications: The study directs attention to pedagogical processes within the public sphere which have not been very prominent… [PDF]
(1993). Graduate Programs in the Study of Higher Education: Selected Syllabi. The 13 syllabi for the study of higher education contained in this compilation were selected for their comprehensive nature and their bibliographic appendices. The syllabi were chosen from among those solicited in an exploratory study in which requests were sent to 467 faculty members in institutions around the country and from whom 55 syllabi were obtained. The selected syllabi and their creators are: (1) \History of American Higher Education\ (Don Williams at the University of Washington); (2) \Introduction to Student Affairs\ (George D. Kuh at Indiana University); (3) \Higher Education Administration\ (George D. Kuh at Indiana University); (4) \Issues of Race and Racism in Education in Society\ (Bruce A. Jones at the University of Pittsburgh); (5) \Comparative Higher Education\ (Philip G. Altbach at State University of New York at Buffalo); (6) \Principles of College Teaching\ (Michael F. Welsh and Betsy Barefoot at University of South Carolina)\ (7) \College Teaching\ (Julie… [PDF]
(2022). What Being Human Means: Integrating Global Learning through Lived Experiences. International Journal of Teaching and Learning in Higher Education, v34 n1 p183-194. Proficiencies in global knowledge are essential to student growth and preparation in any career, and individual courses have the capacity to achieve important global learning benchmarks. With international students on the decline at institutions of higher education in the United States, and the predicted delay in returning to study abroad after COVID-19, domestic classroom experiences that privilege global perspectives are even more imperative. Courses that demonstrate connections to real world experiences are decisive for successful graduates in a multicultural, globalized world. Based on formal and informal student assessment, this research on the scholarship of teaching and learning reveals how purposeful course development can augment global learning, even in a domestic setting. Although one course cannot adequately achieve every aspect of global learning, this integrative learning class underscores the critical connections between theory and practice by highlighting the human… [PDF]
(2021). Underrepresentation of African Americans in Music Positions at Predominantly White Institutions: A Narrative Case Study. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Utilizing the narrative case study method, this study elevates the voice and perspective of African American music professors currently employed in predominantly White institutions. Five participants were selected through purposive sampling. Specific criteria are based on self-identified race, degree status, current employment status, years of college teaching experience, and professorial rank. The participants have a wide variety of musical backgrounds (e.g., instrumental, choral, musicology, education, performance). They were selected from universities across various regions of the United States including the Upper Midwest, Ozark, Northeast, East Central, and Pacific West regions. The participants' schools range from a minimum classification of Post Baccalaureate to Research Doctoral. Data were gathered from the participants through semi-structured interviews. Interview questions were formed based on topics that would be explored in the study. Interviews were synthesized into… [Direct]
(2023). Position Statement on the Role of Nonfiction Literature (K-12). National Council of Teachers of English Contemporary nonfiction for young people plays a crucial role in the reading and writing lives of K-12 students. It is a rich and compelling genre that supports students' development as critically, visually, and informationally literate 21st century thinkers and creators. Unlike many textbooks and materials written for online or print-based school curriculum, nonfiction literature for young people does more than communicate information. Nonfiction literature contextualizes primary source evidence, offers multiple perspectives on current and historic events, and shares new scientific discoveries. Contemporary nonfiction addresses historical silences; explores historic and contemporary events rooted in racism, oppression, and violence; and highlights courageous trailblazers and organized groups working toward societal transformation and liberation. The purpose of this position statement is to propose a paradigm shift for teaching and learning with nonfiction literature in K-12 education…. [Direct]
(2022). Momentum: A Policy Agenda for Accelerating Racial Equity in California's Education Systems in 2022. Education Trust-West California is at a crossroads. The state continues to battle a global pandemic, disproportionately affecting Black, Latinx, Asian, and Native American students. Meanwhile, communities of color are leading a movement to force the state's leaders to acknowledge the persistence of racism. However, rhetoric is not enough. On nearly every indicator, California's students of color and students learning English are being shortchanged by the very education systems that should be serving them. While there are signs of progress, the fact remains that progress has moved far too slowly for a state as resource-rich as California. This 2022 Policy Agenda shares the 11 key policy priorities Education Trust-West is championing in Sacramento and across the state to close opportunity and attainment gaps. Leaders must enact these 11 actions if California is serious about recovering from the pandemic while also leading the nation in progressive policymaking to advance racial equity in education…. [PDF]
(2022). "Damned if Ya Do, Damned if Ya Don't": A Critical Narrative Inquiry Exploring the Gendered Racism Experienced by Black Women Housing Professionals in Higher Education. ProQuest LLC, Ph.D. Dissertation, University of Denver. Between 1999 to 2018, there has been an 11% decrease in Black women staff and administrators at post-secondary institutions. More research is needed to understand the experiences of Black women who work in housing as research fails to address the experiences of Black women housing professionals. This dissertation uncovers how Black women reflect on their experiences of gendered racism at predominantly white institutions and how they cope with such experiences. I found that Black women offered reflections on their relationships with Black women, white men, Black men, white women as students. Black women also shared their reflections with discrimination, deceptive institutional culture, and an overall lack of support of Black women housing professionals within higher education. Black women also discussed utilizing several coping strategies such as hyper-awareness, hypervigilance, enacting personal and professional boundaries, avoiding hypervisibility and engaging in personal and… [Direct]
(2023). Contextualizing Critical Race Theory on Inclusive Education from a Scholar-Practitioner Perspective: Does It Really Matter? International Perspectives on Inclusive Education. Volume 22. International Perspectives on Inclusive Education Race does not only resonate with the dichotomy of blackness and whiteness but also on its impact on non-physical attributes, this includes factors such as indigenous status, social class, religion, language, ethnicity, class, gender, sexuality and immigration. The intersection of these factors are key considerations on inclusive education. "Contextualizing Critical Race Theory on Inclusive Education from a Scholar-Practitioner Perspective" highlights what race means across social, cultural, political, and historical categories of diverse identities. The scholar-practitioner approach employed here captures the theories, tenets, perspectives, and misconceptions of this based on its particular critical expansion in describing other related social identities that is consistent with the attributes of inclusive education. More importantly, it emphasizes the theoretical and practical use of critical race theory as an analytical tool in addressing the influence of race on… [Direct]
(2020). 'I Can't Believe I Didn't Learn This in School': 'Refusing Secondly' as an Anti-Racist English Education Framework. Changing English: Studies in Culture and Education, v27 n2 p193-207. This study examines the responses of pre-service teachers (PSTs) to the young adult novel "All American Boys" in light of their viewing the 2016 documentary 13th. In this paper, I use anti-racist English education scholarship to discuss how these two texts helped PSTs 'refuse to start with secondly.' I examine how Adichie's concept of 'refusing secondly' within readings of literature both affords and constrains the anti-racist possibilities of literature teacher preparation courses. Using qualitative methodologies, I analysed student reflections, recorded class discussions, and co-constructed class documents. Students connected the historical and the contemporary in considerations of race and racism. They also implicated societal institutions before situating themselves within the continuing legacies of race and racism. These findings demonstrate the ways that 'refusing secondly' may offer space for PSTs and teacher educators to use literature to navigate the continuous and… [Direct]