(2022). Review of "HOOD Feminism: Notes from the Women That a Movement Forgot" by Mikki Kendall. Professional Educator, v45 n1 p35-37. In "Hood Feminism," Mikki Kendall critiques mainstream feminism arguing that the feminist movement does not focus on the basic needs of all women. Kendall defines feminism as "the work that you do, and the people you do it for who matter more than anything else" (Kendall, 2020, p.xiii). She focuses on the experiences of marginalized communities and the issues they face as the key to the equality of all women. In eighteen chapters Kendall engages with topics including gun violence, hunger, education, housing, colorism/racism, and reproductive justice. The text represents a critical, meaningful critique of mainstream feminism as a call to action for it to respond to all women's needs…. [PDF]
(2022). 'We Are Creating Conditions for Young People That Are Un-Survivable': An Interview with Sanah Ahsan. Journal of Philosophy of Education, v56 n1 p88-93 Feb. Sanah Ahsan is an award-winning poet and a qualified clinical psychologist. Ahsan has a growing profile in the public conversation about mental health. She is currently building anti-racism as a core competence into clinical psychology training. Her work has been featured by the BBC, Channel 4, Shakespeare's Globe and Southbank's WoW festival. She presented the 'Dispatches' documentary 'Young, British and Depressed'. She has also fronted campaigns for the charity Childline on 'coming out to religious parents' and the therapeutic practice of poetry. Emma Williams spoke to Sanah Ahsan about matters of race, education, the arts, and how she draws on the interconnection between these areas in her own practice and research on mental health…. [Direct]
(2022). Asian American Faculty Experiences of Racism. Journal of Research on Christian Education, v31 n2 p169-184. Conversations regarding race and racial tensions continue throughout institutions of higher education. For this study, 14 Asian American faculty members from four different private, Christian universities were interviewed to understand their experiences of racism on their campuses. All participants self-identified as East-Asian American and received, at minimum, their doctorates in the United States. Data were collected and analyzed using basic qualitative research methods, and findings were classified into two major categories: relationships and campus environment. Although participants were grateful for their institutions, their experiences were not without microaggressions and discrimination. The study hopes to aid in efforts that may ultimately create an even more inclusive environment for both faculty and students…. [Direct]
(2024). Ideological Codes and Manipulation: How Discourse Redefines the Purpose of Higher Education. Change: The Magazine of Higher Learning, v56 n6 p12-18. Colleges and universities and members of their communities–administrators, faculty, and students–are caught in the crosshairs of sharply divided sociopolitical debates. Issues at home and abroad have polarized campuses, reflective of national division. With activism alive and well on campuses across the nation, and very much the focus of public attention, this polarization is only going to become more difficult as national elections continue to become more volatile. This facilitates a crisis of purpose and expectations for higher education. Herein lies the thesis of this article and the author's larger body of work: Individuals and groups manipulate ideologically laden discourse to shape social institutions to promulgate their interpretation of democratic idealism. This is dangerous for higher education, one of the nation's most valuable assets (Palmadessa, 2017). Given the discord on Capitol Hill, divisive politics across the country, and upheaval on campuses in response to… [Direct]
(2023). White Counselors' Exposure to Black Individuals and Their Counseling Effectiveness with Black Clients. ProQuest LLC, Ph.D. Dissertation, The Pennsylvania State University. This study examined the relationship between White counselors' exposure to Black individuals and their counseling effectiveness with Black college clients. This study used three secondary data sets, including the clinical treatment data gathered from the Center for Collegiate Mental Health (CCMH), neighborhood demographic data obtained through Census 2020 data set, and university demographic data reported through the Integrated Postsecondary Education Data System (IPEDS). A sample of 994 African American/Black college students who sought counseling at a university counseling center between 2015 and 2019 was included in the analyses. These clients were seen by 142 White counselors who worked at 46 university counseling centers. This study used multilevel linear regression, multiple linear regression, and multilevel logistic regression to test Allport's intergroup contact theory. The results indicated that White counselors did not significantly vary in producing positive treatment… [Direct]
(2022). Ministry of Advanced Education, Skills and Training 2022/23-2024/25 Service Plan. Ministry of Advanced Education and Skills Training The Ministry of Advanced Education and Skills Training provides leadership and direction for post-secondary education and skills training across the province to help British Columbians succeed and reach their full potential. This 2022/23 service plan outlines how the Ministry of Advanced Education and Skills Training will support the government's priorities including the foundational principles listed and selected action items identified in the November 2020 Minister's Mandate Letter. The policies, programs and projects developed over the course of this service plan period will align with the five foundational principles established by Government in 2020: putting people first; working toward lasting and meaningful reconciliation; supporting equity and anti-racism; ensuring a better future through fighting climate change and meeting greenhouse gas reduction targets; and supporting a strong, sustainable economy that works for everyone. [For the 2020/21-2022/23 Service Plan, see… [PDF]
(2024). The Challenges of Doing Multidirectionality. Co-Researching the Own Practice on Holocaust Education in the City Museum of Linz. Journal of Museum Education, v49 n1 p69-87. Models of education that we find in city museums in Austria bear the danger of avoiding discussing the Nazi past. But on the other hand, there is potential in the freedom of being about to skirt it. The lack of pressure to address the topic can lead to a more open approach in discussions, but the ease with which the topic can be avoided is dangerous. Museum spaces between leisure and learning bear the potential to implement open learning models that are, similar to social research, oriented more towards processes and the development of questions than the transmission of already fixed content. Following the approach of research-oriented learning in my own practice at the City Museum of Linz (the city where Hitler and Eichmann grew up), I discuss its challenges, especially in regard to experiences of antisemitism and racism-based forms of exclusions. I use my own learning process as research to suggest methodological developments that allow addressing the issues of antisemitism and the… [Direct]
(2022). Not Paved for Us: Black Educators and Public School Reform in Philadelphia. Race and Education Series. Harvard Education Press "Not Paved for Us" chronicles a fifty-year period in Philadelphia education, and offers a critical look at how school reform efforts do and do not transform outcomes for Black students and educators. This illuminating book offers an extensive, expert analysis of a school system that bears the legacy, hallmarks, and consequences that lie at the intersection of race and education. Urban education scholar Camika Royal deftly analyzes decades of efforts aimed at improving school performance within the School District of Philadelphia (SDP), in a brisk survey spanning every SDP superintendency from the 1960s through 2017. Royal interrogates the history of education and educational reforms, recounting city, state, and federal interventions. She covers SDP's connections with the Common School Movement and the advent of the Philadelphia Freedom Schools, and she addresses federal policy shifts, from school desegregation to the No Child Left Behind and Every Student Succeeds Acts. Her… [Direct]
(2016). Denials of Racism in Canadian English Language Textbooks. TESL Canada Journal, v33 spec iss 10 p42-61. This critical discourse analysis examines denials of racism in descriptions of Canada and Canadians from English language textbooks. Denials of racism often accompany racist and nationalist discourse, preempting observations of racism. The study finds that in representations of Canada or Canadians, English language texts minimize and downplay racism in Canada's past and present while problematically and uncritically constructing Canadians as committed to multiculturalism and ethnic and racial diversity. The authors echo the call made by the Truth and Reconciliation Commission for antiracist education and education materials that speak frankly of racism in Canadian history…. [PDF]
(2018). Beyond "Talking Different": White Pre-Service Teachers' Critical Race Talk about Teaching Dialect Diversity. ProQuest LLC, Ph.D. Dissertation, University of Pittsburgh. This dissertation documents 214 White pre-service English Language Arts teachers' engagement in explicit discussions of race and racism in online class discussions about teaching about dialect diversity. Participants were recruited from eight geographically distinct teacher education programs in the United States that implemented Godley and Reaser's (2018) dialect diversity mini-course. Informed by scholarship on White teachers' talk about racism, I analyzed participants' engagement in what I call "critical race talk"–talk about race that acknowledges systemic racism and White privilege. I used qualitative research methods to identify themes within the subset of White teachers' comments that included critical race talk. Even when prompted to discuss race and dialects in critical ways, only 3% of the 2,900 discussion board posts authored by White teachers included critical race talk. Twenty-nine percent of White teachers voiced critical race talk at least once. Teachers… [Direct]
(2021). Crafting Safer Spaces for Teaching about Race and Intersectionality in Australian Indigenous Studies. Australian Journal of Indigenous Education, v50 n2 p229-236 Dec. The shift to massified higher education has resulted in surges in the recruitment of staff and students from more diverse backgrounds, without ensuring the necessary concomitant changes in institutional and pedagogical cultures. Providing a genuinely inclusive and 'safer' higher education experience in this context requires a paradigm shift in our approaches to learning and teaching in higher education. Creating safer spaces in classrooms is a necessary building block in the transformation and decolonisation of higher education cultures and the development of cultural competency for all staff and graduates. This paper outlines an approach to crafting safer spaces within the classroom, focusing on a case study of strategies for teaching and learning about race, racism and intersectionality employed by the authors in an undergraduate Indigenous Studies unit at an urban Australian university…. [Direct]
(2024). The Impact of COVID-19 on International Students: A Qualitative Synthesis. British Journal of Educational Studies, v72 n6 p805-829. The COVID-19 pandemic has exerted a profound impact on numerous facets of our daily lives, including in higher education. International students have encountered unique challenges due to their vulnerability stemming from living abroad, including cultural adjustments, language barriers, and separation from families and friends. This review aims to examine the educational, financial, sociocultural and psychological impacts experienced by international students in the context of the pandemic and identify areas requiring support for this group. A systematic search of eight databases yielded 78 relevant papers for inclusion. Through a systematic qualitative synthesis, this review presents an increased understanding of the multifaceted impact of COVID-19 on international students, encompassing five key themes: 1) unprecedented learning barriers, 2) stalled transnational mobility, 3) heightened financial, social, and cultural challenges, 4) exacerbated racism and racial discrimination, and… [Direct]
(2024). Decolonising Initial Teacher Education and Anti-Racist Education in 'White Spaces': Feelings of Uncertainty and Optimism. Teacher Education Advancement Network Journal, v15 n1 p136-148. This research, conducted jointly by history and modern language teacher educators working in a higher education institution, evaluates the impact of a project to 'Decolonise Postgraduate Teacher Education', started in summer 2020. This project involved the creation of an action planner aimed to cultivate tutors' and student teachers' racial literacy and empower them to tackle racism in school. The research explores the impact and challenges of the project from the perspectives of the student teachers and tutors involved and establishes the next steps to decolonise the programme. A self-study approach was adopted, as the tutors' and student teachers' perceptions were recorded in diaries. One finding from the research is that the project had a positive impact on the participants' racial literacy and allowed them to look critically at resources and curriculum. The research also identified many challenges in decolonising subjects in secondary schools; for instance the considerable… [PDF]
(2021). London, Race and Territories: Young People's Stories of a Divided City. London Review of Education, v19 n1. This article examines the relationships between children's everyday lives and geographical education. Drawing on research with five young people in London, the article examines their narratives, analysed as relating to race and territory, critically considering the relationships between children's geographies and the geographies of race and racism in schools. Following hooks, the article begins with the argument that there is value in 'teaching to transgress' to challenge both legacies of imperialism in geography and education, and the inequalities and injustices that many children face. Following this, the article introduces the research, drawing on Aitken to argue the importance of consideration of children's voice, presence and rights in (geographical) education, before sharing the narratives of the young people. The article concludes by arguing for a reconceptualization of how 'the child' is constructed, and valued, in education…. [PDF]
(2023). Finnish UNESCO School Educators' Understanding of Global Citizenship Education: Analysis through Typologies, Ecosocial Understanding, and Human Rights. Prospects, v53 n3-4 p459-476. This article sheds light on the unexplored field of UNESCO schools in Finland, and the results clarify the relationships between curricula, international commitments, and the understanding of educators in the educational field. It examines how teachers and principals of UNESCO's Associated Schools Network (ASPnet) in Finland describe their understanding of the role of global citizenship education (GCE). It draws on the typology proposed by Oxley and Morris in which forms of global education are divided into cosmopolitan types and–more critically–advocacy types and subtypes. The article also draws on concepts connected to GCE in the Finnish curricula (namely, ecosocial understanding and human rights). Findings indicate that educators perceived equality, democracy, and ecological sustainability as part of UNESCO schools and their own work. On the other hand, the need for increasing student-centered approaches was noted, racism was perceived as a difficult topic, and active… [Direct]