(2021). Teachers of Color: Resisting Racism and Reclaiming Education. Race and Education Series. Harvard Education Press "Teachers of Color" describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal well-being, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives–first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory,… [Direct]
(2021). Teachers of Color: Resisting Racism and Reclaiming Education. Race and Education. Harvard Education Press "Teachers of Color" describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal well-being, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives–first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory,… [Direct]
(2023). A Critical Race Phenomenographic Study of Students' Conceptions of an Antiracist Professional Identity. ProQuest LLC, Ph.D. Dissertation, University of Florida. This dissertation seeks to answer the following research question: what are the qualitatively different ways that students conceive of an antiracist professional identity for themselves after taking an undergraduate honors course with racism and antiracism as its central themes? To answer this research question, I employ critical race phenomenography, a bricolage methodology that fuses phenomenography's ability to delineate the qualitatively different ways in which a group experiences a phenomenon with critical race theory's critique of systems and commitment to social justice. Critical race phenomenography aims to reveal the outcome space, an intellectual cosmos encompassing the ways in which members of a particular group experience a given phenomenon. These ways of experiencing are designated the categories of description. Distinct from traditional phenomenography, critical race phenomenography does not organize categories of description hierarchically, instead considering the… [Direct]
(2021). Addressing Dehumanizing Mathematical Practices: Using Supervisory Leaders' Experiential Knowledge to Transform the Mathematics Classroom. Journal of Educational Supervision, v4 n2 Article 3 p45-64. Deficit language concerning historically marginalized students pervades much of education today. Black, Brown, and Indigenous children experience marginalization and dehumanizing practices in classrooms instead of participating in a safe space to learn and grow. For this paper we employ a crucial component from Critical Race Theory to address systemic racism in schools: we listen to the lived experiences of professionals of color. These personal narratives open avenues for social justice through critiquing current and historical political, economic, and sociocultural practices and policies. This study examined how four Black collaborators — one high school principal, one middle school principal, one elementary principal, and one special education teacher — each with decades of instructional experience, address four key dehumanizing practices students of color experience in classrooms across the country in their own supervision practices…. [PDF]
(2023). "It Wasn't Just about Learning How to Speak Spanish": Engaging Histories of Oppression and Enslavement in Spanish Heritage Language Education. Journal of Latinos and Education, v22 n5 p1815-1829. We present a curricular intervention in elementary Spanish heritage language in a Hispanic serving institution located in the US Northeast (Bronx, NYC), that aims to contextualize Latinx students' experiences and perceptions of Blackness within broader histories of oppression and enslavement. Our practice brings together critical Latinx pedagogy and critical approaches to Spanish heritage language education to facilitate sociohistorical consciousness for both language instructors and students through the use of open-access Latinx archival resources. We outline a three-week unit designed using the First Blacks in the Americas online collection curated by the City University of New York Dominican Studies Institute. During the unit, the students practice their full linguistic repertoires and develop historical thinking skills. We discursively analyze survey responses, instructor fieldnotes, and students' coursework collected throughout the course to measure the impact of this pilot… [Direct]
(2023). Decolonisation and Anti-Racism: Challenges and Opportunities for (Teacher) Education. Curriculum Journal, v34 n1 p8-21 Mar. In the past two decades, we have seen a renewed interest in decolonisation. A proliferation of literature produced on the topic, the establishment of journals on decolonisation, student protests such as the #RhodesMustFall campaign at universities in South Africa and Oxford University in Britain, French President Emmanuel Macron's call for the repatriation of African heritage from European museums, the appointment of a Deputy Minister of Decolonisation in Bolivia, bear testimony to a heightened consciousness on the topic. Moreover, we are witnessing the internationalisation of Indigenous knowledge as colonised peoples across the globe use the spaces that globalisation affords to build solidarities in order to resist the homogenising and normalising effects of globalisation and to decentre western epistemologies. In this article, which contributes to the Special Issue on "Decolonial and Anti-racist Perceptions in Teacher Training and Education Curricula," I do three things:… [Direct]
(2020). Hear My Voice II: Supporting Success for Parenting and Unhoused Women of Color. Education Trust-West Structural racism and class-based inequities help shape career and educational opportunities for women in the United States. As women make career and education gains, women of color (WOC) do not have access to the same level of opportunity. This report shares findings from interviews with parenting and unhoused WOC who attend the California State University (CSU), a mission-driven public university system that provides access to higher education for many Californians. These conversations reveal that parenting and unhoused women experience the following challenges and policy gaps: (1) Stigma; (2) Financial Aid; (3) Basic Need Insecurity; and (4) Childcare and Housing Resources…. [PDF]
(2022). Information Literacy, Diversity, and One-Shot "Pedagogies of the Practical". College & Research Libraries, v83 n5 p765-779 Sep. This essay examines the information literacy one-shot in conjunction with similar one-off training approaches often found in diversity education. Through this lens, we interrogate the ways that superficial approaches to complex issues such as mis- or disinformation and racism inhibit the kinds of engagement and (un)learning that transformative pedagogy requires as well as the structural conditions that give rise to such approaches. We find that information literacy and diversity one-shots emerged within the neoliberal turn in higher education and share a common philosophical foundation in liberalism and a belief that educated publics will come to consensus in the interest of the social good; they are based in narratives of individual deficiency, empowerment, and self-work. They are "pedagogies of the practical," practices that ultimately fail to challenge white supremacist structures in higher education. Because education is about affect, emotion, and beliefs as well as… [Direct]
(2023). Access to Opportunity: A Phenomenological Study of the Career Sponsorship Experiences of Black Women Administrators in Higher Education. ProQuest LLC, Ed.D. Dissertation, Delaware State University. A paucity of Black women administrators in higher education is detrimental to student recruitment and retention and negatively affects the campus work environment (Gasman et al., 2015; Lewis, 2017; Steele, 2018; Townsend, 2019). Researchers proclaim that more empirical literature about how race and gender impact the career ascension of Black women in higher education is needed (Croom, 2017; T. M. Scott, 2022; Wright & Salinas, 2016). The purpose of this phenomenological study is to examine the career sponsorship experiences of Black women administrators and how these experiences affected their career pathways in higher education. The researcher used social exchange theory and Black feminist thought as the theoretical frameworks. The investigator conducted interviews with 10 Black women administrators across the United States. The study found that Black women administrators received and provided sponsor support via encouragement, promotion, and influence. The findings illustrated… [Direct]
(2016). School Principals and Racism: Responding to Aveling. Discourse: Studies in the Cultural Politics of Education, v37 n2 p230-244. This study responds to Nado Aveling's call in "Anti-racism in Schools: A question of leadership?" ("Discourse: Studies in the Cultural Politics of Education," 2007, 28(1), 69-85) for further investigation into racism in Australian schools. Aveling's interview study concluded that an overwhelming number of school principals denied the presence of racism in their schools, and that there were no discernible differences in how principals in different schools constructed racism. In contrast, our research found that school principals' constructions of cultural racism are strongly influenced by their school contexts. We elucidate these differences examining the various intersections between race, class and religion deployed by principals in different sites, and argue for the utility of examining and theorising cultural racism using an intersectional approach. By bringing context into our analysis we provide a more nuanced insight into the different ways in which racism… [Direct]
(2023). "It's Not a Level Playing Field": Exploring International Students of Color's Challenges and the Impact of Racialized Experiences on the Utilization of Campus Resources during COVID-19. Journal of Comparative and International Higher Education, v15 n1 p131-147. This phenomenological study examined the racialized experiences on the utilization of campus resources among international students of color (ISOC) during the COVID-19 pandemic at a predominantly white institution (PWI). Often viewed as having "double-invisibility" — both racially minoritized and foreign status — international students of color face unique challenges. The objective focused on the role neo-racism played in the experiences of using campus resources and understanding their unique needs during a pandemic. Personal narratives from 20 international students of color revealed five significant themes where ISOC: (1) feel university resources lack a basic understanding of their needs; (2) seek international staff and/or staff of color; (3) view faculty and/or classrooms as their primary supportive resources; and (4) deem past encounters create psychological barriers to utilizing resources based on (5) a common perception of disadvantaged positionality due to their… [PDF]
(2008). Racism: A Hidden Curriculum. Education Canada, v48 n4 p26-29 Fall. In the contemporary world, racism is a pervasive and destructive social force both in Canada and internationally, and it is on the rise since 9/11. Although a lot of people know what racism is, many do not understand it in the same way. In this article, the author discusses a number of related concepts of racism which, in abstract social categories, can be interpreted differently. The author then shows how the implications of these constructs reveal themselves, overtly or covertly, in educational settings through the hidden curriculum and act to maintain a discriminatory learning environment. Finally, the author explores the role of education in combating racism. (Contains 12 notes.)… [Direct]
(2022). Racial Equity on College Campuses: Connecting Research and Practice. Critical Race Studies in Education. SUNY Press The current socio-political moment–rife with racial tensions and overt bigotry–has exacerbated longstanding racial inequities in higher education. While educational scholars have developed conceptual tools and offered data-informed recommendations for rooting out racism in campus policies and practices, this work is largely inaccessible to the public. At the same time, practitioners and policymakers are increasingly called on to implement quick solutions to what are, in fact, profound, structural problems. "Racial Equity on College Campuses" bridges this gap, marshaling the expertise of nineteen scholars and practitioners to translate research-based findings into actionable recommendations in three key areas: university leadership, teaching and learning, and student and campus life. The strategies gathered here will prove useful to institutional actors engaged in both real-time and long-term decision-making across contexts–from the classroom to the boardroom…. [Direct]
(2024). Teachers Speak Up!: Stories of Courage, Resilience, and Hope in Difficult Times. Visions of Practice Series. Teachers College Press In the past several years, we have witnessed unprecedented political, racial, economic, and health-related ruptures in society. The resulting turmoil has had an inevitable and negative impact on students, teachers, the profession of education, and especially marginalized and vulnerable populations. Academics and policymakers have had their say on how to address today's volatile issues, but teachers and other practitioners closest to students have not had the same visibility or access. This volume is an attempt to remedy that absence, resulting in a compelling picture of education today. Chapters highlight essays written by a diverse group of K-12 classroom teachers who share their visions for education and describe their empowering classroom practices. At times hopeful and full of joy, at other times angry and full of frustration, these essays speak to what classrooms and schools based on social justice might mean for our nation. "Teachers Speak Up!" presents a bold vision… [Direct]
(2024). From Strain to Strength: The Stressful Realities and Coping Mechanisms of Black Student Affairs Professionals in Predominantly White Institutions. ProQuest LLC, Ed.D. Dissertation, University of Georgia. Black student affairs professionals are not the primary group of focus in most empirical studies. Much of the literature about Black people at PWIs in higher education focuses on student and faculty experiences (Wolfe & Dilworth, 2015). The purpose of this narrative qualitative study was to explore experiences and strategies Black student affairs professionals use to cope, work through, and overcome various forms of racism and discrimination at predominantly white institutions (PWIs). Through a transformative paradigm, this study utilized BlackCrit (Dumas & Ross, 2016) as a guide to the emancipation of non-dominant groups to uncover stories using sociocultural lenses, as well as The Transactional Model of Stress and Coping (Lazarus & Folkman, 1984), as frameworks to understand how participants expressed navigating through anti-Black environments. Twelve individuals participated in a 60-minute semi-structured interview. The analysis indicated that there are significant… [Direct]