(2023). Radical Care as a Science and Engineering Education Response to Climate Change. Cultural Studies of Science Education, v18 n4 p1071-1079. Science education and science education research have long taken a lead in educating the public about climate change by arguing that the public needs to understand the scientific models that explain the mechanisms of global warming and predict future impacts. However, as of yet, this focus on understanding climate models has failed to have an impact on motivating a coherent societal response to climate change or the preparation for its consequences. One issue is the prevalence of technocratic, neoliberal, and settler colonial discourses in science and engineering education standards documents that perpetuate colonialism and racism and undermine the potential impact of science literacy as a response to climate change. In her article "Just worlding design principles: Childrens' multispecies and radical care priorities in science and engineering education," Anastasia Sanchez provided a clear vision for how radical care could offer a principal ethic by which to create a more… [Direct]
(2022). Toward a More Equitable Future for Postsecondary Access. National Association for College Admission Counseling In 2020, American society encountered a flashpoint. Racism, both individual and systemic, was laid bare by an environment in which racist attitudes and beliefs became prevalent, by violence against Black Americans, and by the COVID-19 pandemic. This report seeks to reimagine college admission and financial aid through an equity lens. The report recommends a series of actions for admission and financial aid practitioners, educational institutions, and state and federal agencies and policymakers. It urges further, deeper study and examination of issues that create barriers to entry to postsecondary education for traditional-aged and adult students of color, particularly Black students. In focusing on advancing equity in college admission for Black students, the report acknowledges the legacy of discrimination and the ongoing effects of structural barriers against Black Americans throughout society that continue to limit postsecondary educational opportunity for Black students…. [PDF]
(2021). (Re)existence in Times of De-existence: Political-Pedagogical Notes to Paulo Freire. Language and Intercultural Communication, v21 n4 p468-478. How are we to think about pedagogy and education in these present times when existence itself is in tension and question? As the pandemics of COVID-19, systemic racism, capitalist greed, and land-based plundering, displacement, and dispossession work together to reconfigure power and, relatedly, formal education, most especially in the Global South, what might it mean to think from and shift our gaze toward the decolonial 'cracks'? How do these 'cracks' — understood as the extant and nascent fissures in the dominant order — take form? Who are the 'crack-makers' and in what ways, through their ground up theorizing, practice, and praxis, are they giving substance and form to the pedagogical imperatives of resistance, re-existence, hope, and life, imperatives conspicuously absent in the conceptualization and rhetoric of 'quality education'? And finally, what might a reading and rereading of Paulo Freire offer in this regard?… [Direct]
(2022). How Do White College Students Perceive the Role of a White Ally? Exploring White Allyship Development in Midwestern White College Students. ProQuest LLC, Ph.D. Dissertation, University of Michigan. White college students have become increasingly interested in being antiracist White allies, raising questions about how to cultivate effective White allyship development. The extant theoretical literature proposes that White allyship development entails a process of increasing critical reflection on racism and consistent engagement in White allyship behaviors (Spaneriman & Smith, 2017; Heberle et al., 2020). What is less clear is how White college students conceptualize White allyship behavior and which factors support their White allyship development. My research addressed this gap in the literature by using sequential methodological triangulation across two studies. In Study 1, I interviewed 23 White college students and used thematic analysis to learn how they conceptualized and attempted to engage in White allyship behaviors. Then, building on Study 1's findings, Study 2 distributed an online survey to 563 White college students (comprised of 199 recently graduated college… [Direct]
(2021). Against the Psychologization of "Resilience": Towards an Onto-Political Theorization of the Concept and Its Implications for Higher Education. Studies in Higher Education, v46 n9 p1966-1977. This conceptual and theoretical paper has two goals: (1) to analyze the consequences of psychologizing resilience in higher education and (2) to describe the tenets of a "critical approach" of resilience in higher education and how they might be productive in addressing race/racism, inequality and social change. It is argued that the psychologization of resilience in higher education may aid the self-surveillance of the student which normalizes the ongoing oppression of already disadvantaged groups of students; the combination of neoliberal governmentality and psychologization frames resilience in essentialized and individualized ways that have many theoretical and political limitations. The paper suggests a critical approach that advocates an onto-political mode of resilience in higher education — one that takes into consideration power imbalances and discrimination within our society. To illustrate the potential of this approach, the paper takes on Black resilience… [Direct]
(2018). Immersed in the Struggle: Confronting Whiteness in a Sea of Whiteness. Whiteness and Education, v3 n1 p15-31. This paper explores white pre-service teachers' understandings of racism by focusing on their understanding of one moment in a field-based social studies methods course. Using interview and journal data from two pre-service teachers, this qualitative study brings a nuanced perspective to the response of these two pre-service teachers to the racist statements of a small group of middle school students. Analysis of the data revealed that the participants' white racial knowledge, based on their own lived experience, was complex and contradictory and revealed a struggle to articulate their understanding of racism. The author concludes by considering how teacher education can help PSTs in understanding white racial knowledge…. [Direct]
(2024). Latine Dual Language Bilingual Education Teachers' Work Experiences. ProQuest LLC, Ed.D. Dissertation, Portland State University. Given the increasing concern about the scarcity of Dual Language Bilingual Education (DLBE) teachers, it is crucial to understand the trends in teacher retention and attrition from the perspective of DLBE teachers themselves. DLBE teachers departing from their jobs imposes a significant burden on schools and students and affects the implementation of DLBE programs. To delve into this issue, this critical qualitative study focused on the work experiences of Latine K-5 Spanish/English DLBE teachers. Specifically, this study involved six participants divided into two groups of DLBE teachers in the teaching trajectory: three Latine K-5 Spanish/English DLBE teachers currently teaching in a DLBE program in Oregon (Group I) and three Latine K-5 Spanish/English DLBE teachers who no longer teach in a Spanish/English DLBE program in Oregon (Group II). The purpose of this study was to explore the work experiences of Latine Spanish/English DLBE teachers and to document, through testimonio… [Direct]
(2024). Teacher Candidate Supervision for Social Justice: Orientations, Practices, and Challenges. Journal of Educational Supervision, v7 n1 Article 1 p1-23. The need for teachers who are thoughtful and attentive to issues of social justice is more apparent now than ever before. Teacher education can and should be tasked with preparing teachers to serve a student population that is becoming more diverse over time. As teacher educators who function within both the university coursework and student teaching fieldwork spaces, teacher candidate supervisors are well-positioned to support candidates to make sense of and incorporate social justice-centered practices in their teaching. Building on the findings of Jacobs (2006), a comprehensive literature review of journal articles published in the last 20+ years revealed that orientations toward supervision for social justice can be characterized as "multicultural," "critical," "culturally responsive," or "anti-racist." This literature base described practices associated with supervision for social justice such as problematizing, storytelling, critical… [PDF]
(2022). 'Damned if You Do, Damned if You Don't:' Black Parents' Racial Realist School Engagement. Race, Ethnicity and Education, v25 n5 p647-664. Conventional scholarship frames parent involvement in schools as crucial for student success, often depicts Black and Brown parents as under-engaged, and implies their increased engagement would lead to the end of racial disparities in education. This study challenges this traditional discourse and introduces the notion of Racial Realist Parent Engagement. Racial Realist Parent Engagement is a practice and theoretical framing drawn from Derrick Bell's notion of racial realism and a qualitative multicase study of the school engagement experiences of 16 Black parents. These parent participants resisted antiblackness in their children's schools while simultaneously recognizing racism to be a permanent and inevitable aspect of schooling. Racial Realist Parent Engagement shifts parent involvement theory, policy, and practice to a more complex understanding of the purposes and benefits of parent engagement for Black and Brown families — and demands expansive racial justice policy for… [Direct]
(2021). How Learning Happens: Lessons Learned from Five Communities. America's Promise Alliance Throughout 2020, America's Promise Alliance worked with five communities across the country that wanted to extend and deepen their efforts to support young people's social, emotional, and cognitive development. Each community planned cross-sector convenings to inspire action that would result in the approaches to learning that prioritize young people's growth and development. Just as their work was getting underway, the communities' efforts were unexpectedly and indelibly shaped by the upheaval of the past year–including the global pandemic and national reckoning with racism. The five communities in the How Learning Happens Community Convening Cohort were: (1) Nashville After Zone Alliance (Nashville, TN); (2) Parents for Public Schools — San Francisco (San Francisco, CA); (3) Rennie Center for Education Research & Policy and Transforming Education (Boston, MA); (4) Spartanburg Academic Movement (Spartanburg, SC); and (5) The Whole Child Connection at the Children's Institute… [PDF]
(2021). Transforming PETE's Initial Standards: Ensuring Social Justice for Black Students in Physical Education. Quest, v73 n1 p22-44. Calls to transform the initial Physical Education Teacher Education (PETE) standards to reflect social justice have garnered little attention. Recent events have magnified the racial injustices inflicted upon Black people in America and their ability to participate as full equals in a society influenced and characterized by white supremacy. Using critical race theory (CRT) as a framework, the authors examine the racial formulation of the historical and current installations of SHAPE America's initial PETE standards. Illustrated is the influence of white supremacy in PETE programs, the relationship to physical literacy, and the impact on Black students. After analysis, the authors integrate culturally relevant frameworks, and provide a blueprint of socially just PETE standards that challenge structural racism, and diversity initiatives promoted by SHAPE America and in higher education. The authors conclude that infusing Black perspectives is essential to the advancement of inclusive… [Direct]
(2022). Are We Truly Being Served? An Exploration of Servingness and Policy Analysis of Hispanic-Serving Institution. ProQuest LLC, Ph.D./HE Dissertation, Azusa Pacific University. The recent increase in enrollment of Latinx students and the increasing number of HSIs do not equate to success in the goal of serving Latinx students. To advance the support of Latinx student success, the entire climate and university system need to be examined, which are way beyond enrollment ratios. Developing extensive and in-depth support systems that examine the role of curriculum, faculty and administrative representation, and ultimately epistemological access to diverse ways of knowing will advance a campus climate to look more deeply into serving, not just enrolling, Latinx students. The extensive and in-depth support systems would indicate an institutional focus on institutional mission and purpose. The purpose of the current critical discourse study was to examine policies and policy implications that hinder or support servingness at a Hispanic-serving institution. To conduct this study, I applied a policy-oriented methodology based on a critical discourse analysis… [Direct]
(2021). The Experience of Black Caribbean Pupils in School Exclusion in England. Educational Review, v73 n1 p55-70. The disproportionate exclusion of Black Caribbean pupils has gained attention among policy makers and parents, but little research has been undertaken to understand the causes behind overrepresentation. Black Caribbean pupils were nearly four times more likely to receive a permanent exclusion than the school population as a whole and were twice as likely to receive a fixed-period exclusion. The aim of this research is to explore the experience of Black Caribbean pupils in school exclusion in England and to investigate the reasons for overrepresentation in exclusion statistics. Complementary case studies and focus groups were used to explore the research question. The key criteria for the selection of the schools were above national average number of Black Caribbean students and some evidence of exclusion in the schools. Schools then selected at random the respondents in this study. A number of reasons for overrepresentation of Black Caribbean pupils in exclusion statistics were… [Direct]
(2021). Localizing Responses to CRT and Curricular Questions: Helping Your Community Understand What Your Schools Do and Don't Teach. Kansas Association of School Boards Critical Race Theory (CRT) is a legal framework that originated in the 1970s intending to challenge legal scholarship to consider the historical and present impact and causes of structural inequality and racism. CRT is an academic lens primarily used at the doctoral level and is not a defined curriculum or something outlined in the Kansas State Board of Education's education standards. It is distinctly different from the guiding tenets of educational equity with which it is regularly confused. In the state of Kansas, curriculum choices are completely controlled by the locally elected board of education. Based on input from district staff, parents, and other important stakeholders, the board is tasked with establishing and approving a curriculum. The Kansas Association of School Boards (KASB) has created this in-depth guide to help local school districts address the debate over CRT and other curriculum issues… [PDF]
(2022). She Begat This — A Black Girl Mixtape: Exploring Racialized and Gendered Portraits of Black Women Presidents at Historically Black Colleges & Universities. ProQuest LLC, Ph.D. Dissertation, Colorado State University. Not everything that is faced can be changed, but nothing can be changed until it is faced.- James BaldwinBlack women have always been in the forefront leading change and supporting the attainment of education in the academy. They have been the greatest hidden figures. This study strives to nuance the experiences of Black women presidents at historically Black colleges and universities who are often overlooked and ignored. The purpose of this study is to explore how Black women make meaning of their lived experiences regarding race and gender as they laid a foundation towards a pathway to the presidency at historically Black colleges and universities (HBCUs). Using portraiture methodology, I illustrate how Black women have navigated and resisted the challenges presented by patriarchal leadership positions in the academy. I employ critical race theory (CRT) and Black feminist thought (BFT) to sculpt a critical lens that interrogates and problematizes Black women's racialized and… [Direct]