(2020). The Affective Modes of Right-Wing Populism: Trump Pedagogy and Lessons for Democratic Education. Studies in Philosophy and Education, v39 n2 p151-166 Mar. This paper argues that it is important for educators in democratic education to understand how the rise of right-wing populism in Europe, the United States and around the world can never be viewed apart from the affective investments of populist leaders and their supporters to essentialist ideological visions of nationalism, racism, sexism and xenophobia. Democratic education can provide the space for educators and students to think critically and productively about people's affects, in order to identify the implications of different affective modes through which right-wing populism is articulated. Furthermore, this paper points out that 'negative' critique of the affective ideology of right-wing populism is not sufficient for developing a productive counter politics. An affirmative critique is also needed to set alternative frames and agendas which endorse and disseminate alternative concepts and affective practices such as equality, love and solidarity. These ideas provide critical… [Direct]
(2023). English as an Additional Language (EAL): Decolonising Provision and Practice. Curriculum Journal, v34 n1 p62-82 Mar. This paper examines ways in which approaches to English as Additional Language (EAL) can be decolonised in schools. In an attempt to break traditional divides between academic research and pedagogical practice in this area, this article adopts a collaborative perspective, between an EAL advisory and support teacher and an academic member of staff working in university. Drawing on dialogues and co-analysis with EAL practitioners, this article reflects on limitations of current provision and practice and suggests alternative, decolonial and anti-racist approaches to the education of EAL students. At both school and university level, 'one size fits all approaches' tend to negate the deep historical, social and political roots and contexts which underpin the experiences of 'EAL students' at different levels of education. Issues related to equitable assessment, inclusion, linguistic support and anti-racism tend to be side lined in favour of a focus on language proficiency and attainment,… [Direct]
(2020). Creating "Fugitive Spaces" in Educator Professional Development: A Critical Case Study of Transformative Adult Learning for Equity and Inclusion. ProQuest LLC, Ed.D. Dissertation, Lewis and Clark College. Despite policy efforts over the last few decades to address racial disparities in education, often in the form of educator professional development, racism still manifests in educator practice, and Whiteness is often centered in the very processes designed to address exclusion. While research exists critiquing how systemic racism and Whiteness are reproduced in educator professional development, there is far less empirical exploration of more transformative adult learning practices to advance equity and inclusion. Utilizing critical adult learning, critical race theory, critical whiteness studies, and sociocultural transformative learning theory, this study identifies a potential "fugitive space" in educator professional development designed to disrupt this reproduction of Whiteness. This critical case study of transformation utilized culturally responsive interviews of 16 participants and document review to understand how both participants of color and White participants… [Direct]
(2018). The (Em)Bodiment of Blackness in a Visceral Anti-Black Racism and Ableism Context. Race, Ethnicity and Education, v21 n3 p275-287. Over the years, many scholarly publications have extensively discussed disability 'diagnoses' and placement practices in special education programs in the United States and the United Kingdom. These publications argue that racism and classism rather than clinically predetermined factors appear to influence the disability diagnosis and placement practices in special education. The present essay is contributing to the debate by critically exploring the relationship(s) between race, class, and disability 'diagnoses' and placement practices in special education programs in Toronto, Canada. The core ideas noted in the essay are drawn from a personal story of an African-Canadian parent — a story of a daughter with a diagnosed disability and her mother's struggle to resist the disability 'diagnosis' as well as her battle rejecting her daughter's placement in the special education program in a Toronto public school. Using this personal account, other literature, and anti-black racism… [Direct]
(2020). The Housewright Declaration: A Lens for Viewing Music Education in the Early Twenty-First Century. Contributions to Music Education, v45 p47-66. In this article the twelve statements in the Housewright Declaration (2000) are examined in the context of trends and developments in the music education profession since the Declaration was published. A brief context for the time period is provided, focusing on three influential trends–nationalism, justice and equity, and new forms of communication enabled by advancements in technology. Discussion of the Declaration statements is organized around two overarching themes–inclusion and widening horizons. The theme of inclusion addresses students, teachers, curricular content, dimensions of music making, and music education for all persons across the lifespan. The theme of widening horizons includes a broader definition of music making, incorporation of new technologies into school practice and professional forums, collaborations and partnerships, and an expanded role for the music educator. I identify barriers that may have impeded the full realization of the Declaration, and offer… [PDF]
(2021). An Interview with Dr. Gloria Ladson-Billings. Teacher Educator, v56 n3 p217-228. Dr. Gloria Ladson-Billings is the former Kellner Family Distinguished Professor of Urban Education in the Department of Curriculum and Instruction at the University of Wisconsin, Madison. She served as president of the American Educational Research Association (AERA) in 2005-2006. Dr. Ladson-Billings has contributed widely to the development of two fields of study, culturally relevant pedagogy and critical race theory as well as their impact on today's teachers, students, and classroom dynamics. Within her numerous publications, her passion for children who are disadvantaged in public schools is evident. Dr. Ladson-Billings developed the theory Education Debt to depict the historical significance of inequality and its pervasiveness within our culture and educational institutions. This article presents a conversational interview with Dr. Gloria Ladson-Billings that was conducted on February 20, 2021. In this interview, Dr. Gloria Ladson-Billings discusses: (1) who mentored her or… [Direct]
(2019). How Does the Work of the Negro Youth Study (1937-1941) Fit into the History of the Social Sciences?. ProQuest LLC, Ph.D. Dissertation, Florida International University. Through a historical analysis this dissertation addresses how the work of the Negro Youth Study (NYS) fits into the historical development of sociology during the early Civil Rights Movement (CRM). Secondarily, the dissertation addresses the silence surrounding NYS and its place in Black Sociology. As the Depression deepened, educators worried about another lost generation of young Americans. In response, The American Youth Commission in 1935, followed by the NYS in 1937, sought solutions. In particular, the NYS represents a moment in social sciences, started in the 19th century, or a moment when social sciences become a tool in the CRM. Little known, the efforts of the NYS demonstrated the damage to personality that segregation and racism caused to African American children. This archival investigation offers the methods of the NYS to address issues such as, Retention, Family Outreach, Diversity, and working with African American students. While the NYS was a comprehensive… [Direct]
(2023). Perspectives of First-Generation Vietnamese Americans and Filipino/a Americans: Lack of Representation and the Model Minority Myth. ProQuest LLC, Ed.D. Dissertation, California State Polytechnic University, Pomona. In the late 19th century, Asians were seen as foreigners who were called the "yellow peril" by Americans because they were seen "as perpetual foreigners who threatened the U.S. economy, society, and nation" (Tzu-Chun Wu, 2017, p. 1). Eventually, the model minority myth was coined and referenced as "Asians comprise the racial minority group that has "made it" in America through hard work and education, and therefore serve as a model for other racial minorities to follow" (Wing, 2007, p. 456). Presently, the model minority myth has continued to marginalize Asian Americans and the umbrella term of being "Asian" taints every subgroup (Pak et al., 2014). This project provides insight into the perspectives of two Asian subgroups, Vietnamese Americans and Filipino/a Americans, on the model minority myth and the lack of representation of Asians in higher education. Data collection occurred through semi-structured interviews with 12 participants. The… [Direct]
(2017). When Multicultural Education is Not Enough. Multicultural Perspectives, v19 n3 p147-150. In the face of rising white nationalism, multicultural education is simply not enough. In addition to suggestions for curriculum and instruction, in this article the author suggests that teachers, parents, administrators, and students need to be organizing to push back against this tide of racism, sexism, and xenophobia and find ways to concretely support their students and communities…. [Direct]
(2021). Science Education against the Rise of Fascist and Authoritarian Movements: Towards the Development of a "Pedagogy for Democracy". Cultural Studies of Science Education, v16 n2 p581-607 Jun. In the twenty-first century, the rise and support of fascism-related views threaten freedom of speech, freedom of sexual orientation, religious tolerance and progressive agendas that advocate equity. We argue that mainstream science education generally does not, but should, educate students against fascism-related views–such as racism, sexism, homophobia and religious intolerance–with a view to strengthening mutual respect and the common good. We argue some science teaching practices are found to be suitable to fascism-like ideologies (e.g. race in genetics teaching), and that the use of the concept of 'scientific literacy' has focused on neoliberal possessive individualism. As a consequence, mainstream science education overlooks the development of sympathy, altruism and interpersonal skills. We also discuss the activity of science education in authoritarian, undemocratic regimes in history, showing that fascist regimes have long used 'apolitical' scientists' achievements to… [Direct]
(2020). Let's Change Our Narratives about Youth Civic Engagement. Social Education, v84 n5 p285-288 Oct. Young people are very interested in politics right now. In 2018, the voter turnout rate for youth between the ages of 18 and 29 doubled from the previous midterm election: from 13% to 28%. This group has also made up a disproportionate share of those participating in recent demonstrations protesting racism and anti-Black violence nationwide. Nearly four in five of them (79%) say that the COVID-19 pandemic has helped them realize that political leaders' decisions matter. Encouraging and equitably expanding youth voter participation requires confronting and changing dominant narratives that hold young people back from robust election engagement. In this article, the authors introduce and interrogate two common narratives concerning youth civic education and engagement, suggest ways to upend these narratives, and point to resources that K-12 teachers and administrators can use in their efforts to do so…. [Direct]
(2023). Examining Systemic and Dispositional Factors Impacting Historically Disenfranchised Schools across North Carolina. ProQuest LLC, Ph.D. Dissertation, University of San Diego. This mixed method sequential explanatory study provided analysis of North Carolina (NC) school leaders' dispositions in eliminating opportunity gaps, outlined in NC's strategic plan. The study's quantitative phase used descriptive and correlation analysis of eight Likert subscales around four tenets of transformative leadership (Shields, 2011) and aspects of critical race theory (Bell, 1992; Ladson-Billings, 1998; Ladson-Billings & Tate, 2006) to understand systemic inequities and leadership attitudes. The qualitative phase comprised three analyses of education leadership dispositions and systemic factors in NC schools. The first analysis of State Board of Education meeting minutes from 2018-2023 quantified and analyzed utterances of racism and critical race, outlined the sociopolitical context of such utterances, and identified systemic patterns and state leader dispositions. The second analysis of five interviews of K-12 graduates identified persistent and systemic factors… [Direct]
(2017). The Equity Myth: Racialization and Indigeneity at Canadian Universities. University of British Columbia Press The university is often regarded as a bastion of liberal democracy where equity and diversity are promoted and racism does not exist. In reality, the university still excludes many people and is a site of racialization that is subtle, complex, and sophisticated. While some studies do point to the persistence of systemic barriers to equity and diversity in higher education, in-depth analyses of racism, racialization, and Indigeneity in the academy are more notable for their absence. "The Equity Myth" is the first comprehensive, data-based study of racialized and Indigenous faculty members' experiences in Canadian universities. Challenging the myth of equity in higher education, this book brings together leading scholars who scrutinize what universities have done and question the effectiveness of their equity programs. The authors draw on a rich body of survey data and interviews to examine the experiences of racialized faculty members across Canada who–despite diversity… [Direct]
(2020). Teacher Candidates Talking (but Not Talking) about Dis/ability and Race in Preschool. Journal of Literacy Research, v52 n3 p245-268 Sep. In educational contexts, including early childhood settings, ableism and racism circulate interdependently to define normalcy and deviance. Book reading offers an important platform for dismantling these interlocking ideologies with young children. In this article, we examine dis/ability and race talk in the context of picture-book reading, analyzing the ways four white, nondisabled teacher candidates attempted to discursively resist deficit-based framings of dis/ability and race with small groups of young children in preschool classrooms. Findings revealed how–despite stated intentions to advance educational justice–teacher candidates drew on discourse models that reinforced status quo notions of normativity. We argue that understanding how teacher candidates navigate dis/ability and race talk with young children in the context of literacy instruction can lend insight into the teacher education experiences needed to support these critical conversations…. [Direct]
(2024). Pedagogy Del Corazon: Investigating Cultural and Community Practices Embedded in IRW Courses Using the Methodology of Counterstory. ProQuest LLC, Ph.D. Dissertation, Texas State University – San Marcos. This counterstorytelling study involved examining how Practitioners of Color (POC) enact "carino" and embed restorative literacies or cultural and community practices in community college integrated reading and writing (IRW) classrooms to create a safe counterspace for Students of Color (SOC). The significance of this research is to illuminate the lived experiences of POC in Texas who teach SOC how to push against systemic racism and the deficit narratives surrounding SOC and developmental education (DE). The problem addressed in this study is that SOC in postsecondary classrooms can feel invalid and distressed if they do not see their cultural, communal, or ancestral histories represented in the curriculum and thus could lose motivation and retention to stay in college. Through open-ended interviews, POC who self-identified that they teach cultural and community practices shared counternarratives on why and how they diversify the curriculum and encourage students to… [Direct]