Gallagher, Kathleen (2009). Traversing Territories. Curriculum Inquiry, v39 n1 p97-110 Jan. This article presents a review of five chapters in \Part II, Section C: Diversifying Curriculum\ of \The SAGE Handbook of Curriculum and Instruction\ (F. M. Connelly, M. F. He, J. I. Phillion, Eds.; Sage Publications, 2008). These chapters [\Curriculum and Cultural Diversity\ (Gloria Ladson-Billings, Keffrelyn D. Brown. Chapter 8, pp. 153-175); \Identity, Community, and Diversity: Retheorizing Multicultural Curriculum for the Postmodern Era\ (Sonia Nieto, Patty Bode, Eugenie Kang, John Raible. Chapter 9, pp. 176-197); \Students' Experience of School Curriculum: The Everyday Circumstances of Granting and Withholding Assent to Learn\ (Frederick Erickson, with Rishi Bagrodia, Alison Cook-Sather, Manuel Espinoza, Susan Jurow, Jeffrey J. Shultz, Joi Spencer. Chapter 10, pp. 198-218); \Immigrant Students' Experience of Curriculum: The Changing Multicultural and Multilingual World Landscape\ (Ming Fang He, JoAnn Phillion, Elaine Chan, Shijing Xu. Chapter 11, pp. 219-239); and \Teaching for… [Direct]

Lynn, Marvin; Parker, Laurence (2006). Critical Race Studies in Education: Examining a Decade of Research on U.S. Schools. Urban Review: Issues and Ideas in Public Education, v38 n4 p257-290 Nov. In this article, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research. The authors point out that CRT has been used as a framework for examining: persistent racial inequities in education, qualitative research methods, pedagogy and practice, the schooling experiences of marginalized students of color, and the efficacy of race-conscious education policy. The authors explore how these studies have changed the nature of education research and stress the need for further research that critically interrogates race and racism in education…. [Direct]

Parker, Lawrence (2001). Statewide Assessment Triggers Urban School Reform: But How High the Stakes for Urban Minorities?. Education and Urban Society, v33 n3 p313-19 May. Uses critical race theory to critique three articles on accountability, testing, and academics in schools with minority group and low-income students, raising questions about the viability of interest convergence theory in arguing that accountability promotes equity and pointing out that gender issues remain unanswered in debates focused on race and socioeconomic class. (SM)…

Tate, William F. (1995). School Mathematics and African American Students: Thinking Seriously about Opportunity-to-Learn Standards. Educational Administration Quarterly, v31 n3 p424-48 Aug. Employs critical race theory to examine the potential influence of opportunity-to-learn standards on African American students' mathematics education. Questions these standards' adequacy. Equal opportunity standards should be built on the rapid growth and changes in mathematics, constructivist learning principles, the concept of fiscal adequacy, and cultural factors that influence mathematics learning. (121 references) (MLH)…

Prendergast, Catherine (1998). Race: The Absent Presence in Composition Studies. College Composition and Communication, v50 n1 p36-53 Sep. Finds that "color- and power-evasive paradigms" for thinking about race dominate in public discourse; argues that they also dominate in composition studies. Pinpoints critical race theory as a movement of legal scholarship that investigates how racial inequities are sustained through legal discourses. Discusses the works of theorists Derrick Bell and Patricia Williams. (PA)…

Fong-Batkin, LeAnn Gayle (2011). Traditionally Untraditional: The Career Trajectory Navigation of California Community College Women of Color Administrators. ProQuest LLC, Ed.D. Dissertation, University of California, Davis. This qualitative study examines deeply the career trajectories of 13 women of color administrators at the dean, vice president, and president levels in the California community college (CCC) system. The study focuses particular attention on the specific opportunities and challenges that some of these women have encountered on their leadership career journeys by analyzing the following research question: How have women of color administrators navigated their career trajectories in the California Community College system? In addition, a subquestion asks, what strategies and sources of support have women of color in the California Community College system used to overcome multiple obstacles in their professional lives as administrators? In addition to describing the context of a post-affirmative action/Proposition 209 environment that does not allow race to be a sole or primary factor in CCC hiring decisions, the study reviews the relevant literature on the subjects of career… [Direct]

Joanna V. Maravilla (2020). "Educadoras de la Comunidad Negociando Conocimiento": A Latinx Critical and "Testimonio" Approach. ProQuest LLC, Ph.D. Dissertation, University of Illinois at Chicago. This dissertation is a qualitative research case study of three Latina "educadoras." The data analyzed comes from a larger research study (PROJECT) focused on teacher professional development aimed at incorporating emergent bilingual students' funds of knowledge in the development of curriculum that promotes greater equitable outcomes. With data consisting of individual and focus group interviews and videotaped lessons focused on mathematics and science concepts, I use Latinx critical race (LatCrit) theory and "testimonio" as my theoretical and methodological approach (Bernal, Burciaga & Carmona, 2012) to explore how race, identity, and power mediate a culturally relevant and inclusive curriculum in the Little Village neighborhood of Chicago. Through the telling of their "testimonios" through the lens of their own racial, linguistic, and "matematicas" learning experiences, Latina "educadoras" position their understanding, struggle… [Direct]

Sean Cameron Golden (2024). The Black Teacher Tapes: Thinking through Fugitivity to Counter Curricular Violence. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Education has always been attached to the "American Dream," an abstract concept built from the ashes of conquest and capitalism. The dream is one of property and privacy, money and power, the ability to live a life free from obstacles. However, the American dream isn't complete without an antagonist. For a long time the antagonist has been Black women, men, and children. Our backs have been stood on so that others can dream, neglecting our need to live a life just as prosperous as those "protagonists." The colonizers achieved this mission through chains and later anti-literacy laws–knowing that education is power. Not unrecognized by those ancestors who were enslaved, learning to read and write became key to their freedom. Sneaking glances of books on the shelves of plantation houses, tracing letters into the palms of young children, Black education in America was born in the shadows of the cotton fields. Fugitives became teachers as they slowly carved out spaces… [Direct]

Fricker, Aleryk; Lowe, Kevin; Moodie, Nikki; Weuffen, Sara (2023). Doing Decolonisation: Cultural Reconnection as Political Resistance in Schooling. Australian Educational Researcher, v50 n1 p147-165 Mar. As the final piece of scholarship in the special issue, this paper pulls together data from the "Aboriginal Voices" project to analyse how Aboriginal students in Australia today experience schooling, particularly in relation to the futurity of their identity as sovereign First Nations Peoples. Using Decolonising Race Theory as a key methodological framework in this special issue enabled an assessment of the purpose and effects of coloniality to acknowledge the survival and innovation of First Nations Peoples in resisting and imagining a future otherwise. In doing so, the empirical data, and provocations, presented throughout this collection, opens up possibilities for exploring how the centrality of sovereignty impacts young Aboriginal students' interactions with and experienced success within the Australian schooling system…. [Direct]

Rodriguez, Dalia (2006). Un/Masking Identity: Healing Our Wounded Souls. Qualitative Inquiry, v12 n6 p1067-1090 Dec. Using personal narrative, this article examines how masks function to subordinate African American and Latina women in the academy. The article uses Critical Race Theory and more specifically critical race gendered epistemologies, including Black feminist thought and Chicana feminist epistemology, to understand how females of color resist in the academy. Interweaving two narratives, the narrative of an African American woman and her experiences in the White academy with the author's personal narrative about resisting cultural and linguistic domination, this article seeks to understand the process of redefinition leading toward self empowerment. Critical in exposing hidden truths, the article unmasks racism in the White academy, challenging the dominant discourse…. [Direct]

Taylor, Edward (2006). A Critical Race Analysis of the Achievement Gap in the United States: Politics, Reality, and Hope. Leadership and Policy in Schools, v5 n1 p71-87 Mar. Federal educational legislation in the United States has focused increased attention on the racial achievement gap between minority and majority students. The No Child Left Behind (NCLB) legislation has forced high-stakes accountability in public schools, with the assumption that these policies will create performance pressures on schools to improve achievement. Yet, there is considerable evidence that performance pressures alone are unlikely to reverse long-standing racialized policies and practices that remain neither well understood nor easily reversed. This article analyzes the racial achievement gap and NCLB utilizing a form of oppositional scholarship called Critical Race Theory (CRT) to uncover inequity and social injustice in U.S. schools…. [Direct]

Torres, Carlos Alberto (1998). Democracy, Education, and Multiculturalism: Dilemmas of Citizenship in a Global World. Presidential Address. Comparative Education Review, v42 n4 p421-47 Nov. Outlines problems in reconciling tensions among theories of citizenship, democracy, and multiculturalism in the context of capitalist societies, and resulting implications for comparative education scholars. Discusses the Enlightenment as foundation of citizenship, feminist criticism, postcolonialism, critical race theory, and social movements. Focuses on the opposition of canon and culture and the role of education in identity and citizenship formation. (SV)…

Wing, Adrien K. (1999). Race and Gender Issues: Critical Race Feminism. Journal of Intergroup Relations, v26 n3 p14-25 Fall. Introduces a new body of legal scholarship on race and gender: critical race feminism (CRF), examining critical legal studies, critical race theory, and feminism. Explains the term "global multiplicative identities" as it relates to CRF and concludes that CRF has the potential to benefit from more sustained interaction with human rights workers in the United States and elsewhere. (SM)…

Baszile, Denise Taliaferro (2008). Beyond All Reason Indeed: The Pedagogical Promise of Critical Race Testimony. Race, Ethnicity and Education, v11 n3 p251-265 Sep. Critical race testimony is the act of bearing witness–from a critical perspective–to the ways in which racism is inflicted on and inflected in one's life experiences. In this article, the author begins her process of theorizing within the context of a classroom dilemma, which compels her to expand on the meaning and value of critical race testimony to a socially just pedagogy of race. She provides a brief historical analysis of critical race testimony, locating it within the Black autobiographical tradition, and most notably within the work of W.E.B. DuBois, who insinuated throughout his body of work that a \purely\ rational approach to race was an incomplete and thus to some extent ineffective approach to redressing notions of race and practices of racism. This tradition, the author suggests, has been revived and reasserted within the context of critical race theory's use of the Black (Latino, Native, Asian, and European) autobiographical voice through counter-storytelling–not as… [Direct]

Beratan, Gregg (2008). The Song Remains the Same: Transposition and the Disproportionate Representation of Minority Students in Special Education. Race, Ethnicity and Education, v11 n4 p337-354 Dec. The disproportionate representation of minority students in special education has long been recognised as a problem in the United States. It is, however, only with the 2004 authorisation of the Individuals with Disabilities Education Improvement Act (IDEA) that Congress has tried to prescribe a remedy for this. Beginning with a deconstruction of the case law, public law and policy interpretations built around IDEA, this paper will first use an understanding of the concept of "institutional ablism" as it has been developed within disability studies, to challenge the widely accepted view of IDEA as civil rights legislation. Drawing on Critical Race Theory, the article will then offer a further deconstruction of IDEA focusing on the IDEA's attempt to address the disproportionate representation of minority students in special education. The analysis of the law illustrates the use of a mechanism that I will call "transposition": the use of the legally accepted… [Direct]

Tanya E. Friedman (2024). "The Students Led Me Here": A White Teacher's Movement toward Antiracist and Abolitionist Practice. Urban Review: Issues and Ideas in Public Education, v56 n5 p763-783. The racial mismatch between the overwhelmingly white teaching force and an increasingly heterogeneous student population continues to widen (Boucher, M. (2016). "Urban Education," 51(1), 82-107.) with pernicious implications for BIPOC students "who are systematically marginalized by the institution of schooling" (Kinloch, V., & Dixon, K. (2017). "English Teaching: Practice & Critique," 16(3), p. 332). This article employs critical whiteness studies to examine one white teacher's progress toward antiracist praxis. By "problematizing the normality of hegemonic whiteness" (Matias et al. (2014). "Equity & Excellence in Education," 47(3), p.291), critical whiteness studies expose the ways that whiteness and white people's resistance to acknowledging their whiteness upholds racism and systems of racial injustice. Analysis uncovered two shifts: 1) from a deficit perspective to an asset-based stance, and 2) from a dominant culture… [Direct]

Asha Layne; Erin Miles (2024). Racial Identity and Language: Exploring the Afro-Brazilian Experience through the Lens of DuBois' Double Consciousness Theory. Journal of Multilingual and Multicultural Development, v45 n6 p2039-2047. Although W.E.B. Du Bois' impact on race theory is well-known among social scientists; his work is not widely incorporated into the sociolinguistic canon on racial identity through language. Moreover, one pervasive feature in sociolinguistic discourses is the paucity of literature exploring the Afro-Portuguese language. In addressing these shortcomings, we utilise Du Bois' double consciousness theory and the raciolinguistic perspective to discuss the process of racial identity experienced by Afro-Brazilians. DuBois' work demonstrates that context and standpoint theorising provides a deeper understanding of racial identity. This paper explores the dyadic relationship formed between linguistics and racial identity through the lens of Du Bois' double consciousness. This sets the benchmark for double linguistic consciousness in which this article explains is the awareness of self is understood not only by race but also by language. The aim is to add to the racializing discourse by… [Direct]

Walpole, MaryBeth, Ed. (2007). Economically and Educationally Challenged Students in Higher Education: Access to Outcomes. ASHE-ERIC Higher Education Report, Volume 33, Number 3. ASHE Higher Education Report, v33 n3 p1-113. This volume examines conceptual frameworks and models that flow from scholars' definitions and operationalizations of social class: status attainment theory, human capital theory, the financial nexus model, Bourdieuian theory, and critical race theory. Since students often have multiple social locations that affect their educational process, the author looks at students' multiple identities, including examining the synergistic effects of being from a particular social class location while also belonging to specific racial and ethnic groups. She also explores how gender intersects with social class and racial/ethnic identities to shape college access, experiences, and outcomes. Because students' actions are made within an institutional context, the volume then turns to the contributions of organizational responses and policies specific to this group of students. Finally, the volume concludes with implications and recommendations for researchers, practitioners, and policymakers. In… [Direct]

Parker, Joe, Ed.; Romero, Mary, Ed.; Samantrai, Ranu, Ed. (2010). Interdisciplinarity and Social Justice: Revisioning Academic Accountability. SUNY Series, Praxis–Theory in Action. SUNY Press In the 1960s and 1970s, activists who focused on the academy as a key site for fostering social change began by querying the assumptions of the traditional disciplines and transforming their curricula, putting into place women's and ethnic studies programs that changed both the subject and methods of scholarship. The pattern of scholars and activists joining forces to open fields of research and teaching continued in subsequent decades, and recent additions, including critical race studies, queer studies, cultural studies, and postcolonial studies, take as their epistemological foundation the inherently political nature of all knowledge production. "Interdisciplinarity and Social Justice" seizes this opportune moment in the history of interdisciplinary fields to review their effects on our intellectual and political landscape, to evaluate their ability to deliver promised social benefits, and to consider their futures. The essays collected in this volume examine how… [Direct]

Boucher, Colleen; Matias, Cheryl E. (2023). From Critical Whiteness Studies to a Critical Study of Whiteness: Restoring Criticality in Critical Whiteness Studies. Whiteness and Education, v8 n1 p64-81. This theoretical article critically reflects on critical whiteness studies (CWS), particularly addressing the critique that CWS does not have racial theory and therefore cannot be considered a theoretical framework in which to analyse race. Reflecting on existing literature that interrogates whiteness in teacher education; we contend that to centre racial justice in education research a critical study of whiteness must be employed, drawing from the work of scholars of Colour. Therefore, we provide a variety of transdisciplinary theories from critical scholars and scholars of Colour — from conflict theory to racial psychoanalysis — to undergird the analytic framework of CWS. We also offer implications of a critical study of whiteness approach to education research, hoping that it not only combats whiteness in society and education but changes the way we conduct research…. [Direct]

Baker, Timberly; Howard, Joy; Swain, Amy (2023). A Systematic Review of Research on Race in Rural Educational Scholarship since 2001. Rural Educator, v44 n2 p56-68 Spr. This systematic review of literature on race in rural educational scholarship addresses the research question: "How are race and racism typically represented (defined, discussed) in rural education literature? And two subquestions: What factors have been explored at length in regard to race and racism? and Where are the predominant gaps in the research literature? In answering these questions we reviewed literature published in three rural education journals from 2001-2022 and used a systematic approach to the data collection, extraction, and analysis. The overall findings about race yielded four themes: Race as–" descriptor, located within a racial hierarchy, socially constructed, and an element of diversity/race as multicultural/cultural. "Similarly, the overall findings about racism yielded three themes: Racism as–" systemic and institutional, a factor, and structural. "These themes provided an organizing framework to discuss the findings from the… [PDF]

Brooke Covington; Chief Rosa Holmes Turner; Julianne Bieron (2023). "You Call It Honor, We Call It Dishonor." Counterstorytelling & Confederate Monuments in Isle of Wight County, Virginia. Community Literacy Journal, v17 n2 Article 3 p4-24. This essay considers how everyday citizens use counterstorytelling as a persuasive tactic in sites of ordinary democracy like public hearings. Specifically, we examine the counterstories and stock stories shared during a public hearing held in Isle of Wight County, Virginia to determine the future of a confederate monument that stood in front of the county's courthouse. By focusing closely on one particular counterstory, this essay considers counter storytelling as a form of racial countermemory that challenges dominant narratives by centralizing social justice and anti-racism. The authors aim to contribute to understandings of storytelling and its role within sites of participatory democracy, particularly concerning debates over contested memory objects…. [Direct]

Puente, Mayra; V√©lez, Ver√≥nica N. (2023). Platicando y Mapeando: A Chicana/Latina Feminist GIS Methodology in Educational Research. International Journal of Qualitative Studies in Education (QSE), v36 n9 p1659-1674. The field of geographic information systems (GIS) has been exclusively associated with positivist epistemological perspectives and quantitative research methods. In a deliberate effort to move away from false notions of objectivity and neutrality, this article proposes the Chicana/Latina feminist GIS methodology of Platicando y Mapeando. By drawing on critical raced-gendered epistemologies and the Chicana/Latina feminist methodology of pl√°ticas, the use of GIS is transformed into a collectivist endeavor that depicts embodied and situated knowledges for social justice. Additionally, the methodology of pl√°ticas is itself transformed in that dimensions of space and spatiality are forefronted. This article outlines five principles of a Platicando y Mapeando methodology and provides a case study of the college (in)opportunities available to rural Latinx youth from California's San Joaquin Valley to illuminate the significance of this methodology for researchers interested in interrogating… [Direct]

Yosso, Tara J. (2002). Toward a Critical Race Curriculum. Equity & Excellence in Education, v35 n2 p93-107 May. Addresses critical race theory (CRT) as a framework to analyze and challenge racism in curricular structures, processes, and discourses, focusing on the multiple layers of school and curriculum. Examines the need for educators to utilize CRT as a tool to analyze and challenge racism and other forms of subordination pervasive in U.S. schools. Highlights the curricular experiences of Hispanic American students. (Contains references.) (SM)…

Haynes Writer, Jeanette (2002). Terrorism in Native America: Interrogating the Past, Examining the Present, and Constructing a Liberatory Future. Anthropology & Education Quarterly, v33 n3 p317-330 Sep. Draws on critical race theory to examine the concept and practice of terrorism on Native Americans by the U.S. government, providing two examples of terrorism (the Sand Creek Massacre and the murder of Anna Mae Aquash). Asserts that educators and educational anthropologists must critically analyze issues of power and media portrayals of terrorism and terrorists in order to engage students in liberatory education. (Contains references.) (SM)… [Direct]

Cappello, Michael; Tupper, Jennifer A. (2008). Teaching Treaties as (Un)Usual Narratives: Disrupting the Curricular Commonsense. Curriculum Inquiry, v38 n5 p559-578 Dec. This article examines the importance of treaty education for students living in a province entirely ceded through treaty. Specifically, we ask and attempt to answer the questions "Why teach treaties?" and "What is the effect of teaching treaties?" We build on research that explores teachers' use of a treaty resource kit, commissioned by the Office of the Treaty Commissioner in Saskatchewan. Working with six classrooms representing a mix of rural, urban and First Nations settings, the research attempts to make sense of what students understand, know and feel about treaties, about First Nations peoples and about the relationships between First Nations and non-First Nations peoples in Saskatchewan. It is revealing that initially students are unable to make sense of their province through the lens of treaty given the commonsense story of settlement they learn through mandated curricula. We offer a critique of the curricular approach in Saskatchewan which separates… [Direct]

Davis, Shametrice (2022). Anti-Black Racism, Yes. Anti-Racist, No. Here's Why. About Campus, v27 n4 p18-21 Sep-Oct. In this article the author explains why it is completely possible to claim a strong identity of being "anti-racist" while simultaneously being complicit with the many covert forms of systemic racism from which one inherently (and perhaps unconsciously) benefits. To be anti-racist is to say that one is against racism, but have no intent to act against it, which co-opts and misuses its action-oriented definitions and intentions (Kendi, 2019). The author suggests "disrupt" as a better term, one that is more well-suited to an authentic fight for equity…. [Direct]

Fuentes, Jessica; Hern√°ndez, M√≥nica; Robledo-Allen Yamamoto, Asami (2022). Redefining "American": Expanding the Canon by Connecting with Students' Lives. Art Education, v75 n3 p51-56. When American museums, textbooks, and resources rely on a Eurocentric viewpoint, educators must provide counternarratives for all students. Through these counternarratives, students can be shown methods of being antiracist. The authors discuss lessons that demonstrate some ways art educators can: (1) illuminate the histories of artists like Louise Nevelson, whose stories connect with immigrant and working-class experiences; (2) model multiculturalism and multilingualism through their own experiences and/or those of artists who draw on their heritage, like Justin Favela; and (3) challenge standard accounts of history and make connections to current social issues like Black Lives Matter, family separations, and other injustices through Dawoud Bey's photographs. They encourage educators to consider other ways their lessons can create more mirrors for students of color, who often do not see themselves or their culture represented in the art canon, and windows for White students to be… [Direct]

DeCuir, Jessica T.; Dixson, Adrienne D. (2004). \So When It Comes Out, They Aren't That Surprised That It Is There\: Using Critical Race Theory as a Tool of Analysis of Race and Racism in Education. Educational Researcher, v33 n5 p26-31 Jun-Jul. Given the insidious and often subtle way in which race and racism operate, it is imperative that educational researchers explore the role of race when examining the educational experiences of African-American students. Critical Race Theory (CRT) is a useful perspective from which to explore such phenomena. In this article, the authors illustrate how CRT can be used to examine the experiences of African-American students. They use the counterstories of African-American students at Wells Academy, an elite, predominately White, independent school. (Contains 6 notes.)… [Direct]

Smith, William A.; Solorzano, Daniel G.; Yosso, Tara J. (2007). Racial Primes and Black Misandry on Historically White Campuses: Toward Critical Race Accountability in Educational Administration. Educational Administration Quarterly, v43 n5 p559-585. Background: Racial primes are an outgrowth and inculcation of a well-structured, highly developed, racially conservative, \race-neutral\ or \color-blind\ racial socialization process in which children learn race-specific stereotypes about African Americans and other race/ethnic groups. As they get older, they continue to receive–both involuntary and voluntary– corroborating messages of anti-Black stereotypes from adults, friends, games, folklore, music, television, popular media, and the hidden curriculum. A result of this belief system is Black misandry. Black misandry refers to an exaggerated pathological aversion toward Black men created and reinforced in societal, institutional, and individual ideologies, practices, and behaviors. Findings: Through the use of focus group interview data from African American male students at four universities, it reveals that potent Black misandric beliefs exist in both academic and social spaces in the collegiate environment. Conclusions: Using… [Direct]

Brittany Aronson; Ganiva Reyes; Katherine Batchelor; Meredith Wronowski; Racheal M. Banda; Rachel Radina (2025). A Path Forward: A Critical Race Mixed-Methods Study of Social Justice Teacher Education. Teacher Educator, v60 n1 p151-173. Teacher preparation programs are being called to comprehensively engage preservice teachers (PSTs) in expansive learning about equity issues beyond one "diversity" course or superficial approach. Our interdisciplinary faculty collaborative within a Midwestern predominantly-white institution met this call by implementing a Critical Social Justice Teacher Education (CSJTE) framework, redesigning three foundational PST courses around social justice. We then conducted a critical race mixed-methods (CRMM) study to measure the impact upon PSTs' social-justice dispositions and commitments to action in their future classrooms. The results yielded findings that were both expected and unexpected and present a path forward for critical social justice work in teacher education…. [Direct]

Cooper, Jewell E.; Graham, Anthony; Massey, Dixie (2006). Being \Dixie\ at a Historically Black University: A White Faculty Member's Exploration of Whiteness through the Narratives of Two Black Faculty Members. Negro Educational Review, The, v57 n1-2 p117-135 Spr-Sum. There is a great need for higher education faculty to understand the complexities of teaching students of diverse backgrounds. In this article, two Black educators mentor a White faculty member yearning to understand the nuances of the culture of historically Black colleges and universities (HBCUs) because she wants to engage her students in meaningful learning. Supported by Critical Race Theory and told through the use of counterstories, the authors identify three themes or questions from their separate narratives: race, culture, and teaching. These mentoring stories offer an in-depth view of what it means to teach from three very different perspectives–those of a White woman, a Black man, and a Black woman…. [Direct]

Blackburn, Mollie (2003). Exploring Literacy Performances and Power Dynamics at the Loft: Queer Youth Reading the World and the Word. Research in the Teaching of English, v37 n4 p467-90 May. Draws on queer theory, critical feminism, Critical Race Theory, and New Literacy Studies to explore the ways in which queer youth read and wrote words and worlds in ways that both challenged and reinforced power dynamics in and beyond a youth-run center for lesbian, gay, bisexual, transgender, and questioning youth. Situates possibilities for social change in the perpetual interrogation of the relationships between literacy performances and power dynamics. (SG)…

Asato, Jolynn; Gotanda, Neil; Gutierrez, Kris D.; Santos, Maria (2002). Backlash Pedagogy: Language and Culture and the Politics of Reform. Review of Education, Pedagogy & Cultural Studies, v24 n4 p335-51 Oct-Dec. Investigates the ways that backlash pedagogy, a centerpiece of educational reform, accepts substantial inequality as a neutral baseline for educational practice and reform and, simultaneously, enshrines the status quo. The analysis draws on several theoretical lenses (cultural-historical activity theory, critical race theory, and ethnographic research), focusing on the impact of California's Proposition 227 (prohibition of the primary language in instruction) on bilingual and English-only education. (SM)…

Asato, Jolynn; Revilla, Anita Tijerina (2002). The Implementation of Proposition 227 in California Schools: A Critical Analysis of the Effect on Teacher Beliefs and Classroom Practices. Equity & Excellence in Education, v35 n2 p108-18 May. Explored the relationship between race and language as related to bilingual students' educational experiences. Used Latino/a critical theory, Asian American legal scholarship, and critical race theory as frameworks to examine the aftermath of California's Proposition 227. Data from teachers and administrators highlighted significant variance in implementation of Proposition 227 across and within districts. Teachers felt pressured to speed up English acquisition at any cost. English-only ideology was pervasive. (SM)…

Duncan, Garrett Albert (2002). Beyond Love: A Critical Race Ethnography of the Schooling of Adolescent Black Males. Equity & Excellence in Education, v35 n2 p131-43 May. Used critical race theory to examine how black males could be placed "beyond love" in a competitive secondary school recognized for its supportive environment. Interviews, observations, and school-related data indicated that these students remained marginalized and oppressed. Suggests that attempts to transform black students' academic and social experiences at competitive schools must go beyond compensatory programs and professional development workshops to examine the moral dimensions of schooling. (SM)…

Chaddrick D. James-Gallaway (2024). "They Were Mostly Sitting Back and Staying Quiet": A Critical Race Discourse Analysis of Racial Voyeurism in Cross-Racial Intergroup Dialogues. Whiteness and Education, v9 n2 p234-251. This study utilises a critical race discourse analysis to understand how cross-racial intergroup dialogue (IGD) participants perceive racial voyeurism, a form of racism within their dialogue course. IGD is a face-to-face, co-facilitated interaction between two or more groups within a social identity-based conflict where participants form intergroup relationships, reflect critically and interpersonally, and build intergroup alliances. The discursive statements of participants analysed through critical race discourse analyses reveals how racism penetrates the IGD through race-evasiveness and the normalisation of Whiteness…. [Direct]

Germ√°n Aguilar-Tinajero; Lindsay P√©rez Huber (2024). Revisiting Testimonio as Critical Race Feminista Methodology in Educational Research. International Journal of Qualitative Studies in Education (QSE), v37 n5 p1272-1286. This study is a review of educational scholarship that has utilized "testimonio" as a methodological approach. We begin with a brief overview of "testimonio", highlighting its discursive subversions that align with longstanding traditions of storytelling within Communities of Color, and in critical race storytelling. We then describe how "testimonio" is an important tool within a broader Critical Race Feminista Methodology–a space of theorizing humanizing, anti-colonial methodological approaches that disrupt structural oppression and are guided by "a nostalgia for wholeness" (Delgado Bernal, P√©rez Huber, & Malagon, 2019). "Testimonio" as a Critical Race Feminista Methodology allows for an interweaving of Chicana feminist and critical race epistemological and theoretical tools with qualitative research methods to cultivate methodological space for "convivencia", critical reflection, collective knowledge production, and… [Direct]

Forman, Tyrone A.; Hagerman, Margaret A.; Lewis, Amanda E. (2023). Charles Mills Ain't Dead! Keeping the Spirit of Mills' Work Alive by Understanding and Challenging the Unrepentant Whiteness of the Academy. Race, Ethnicity and Education, v26 n4 p553-564. In this article, we draw upon Charles Mills' powerful scholarly insights on the racial contract and epistemologies of ignorance and argue for keeping his spirit and theorizing alive through a relentless focus on the endemic reality of racism/white supremacy in our society and institutions — particularly in the institution in which he and we work, higher education. We believe that continuing Mills' legacy requires pushing back against unrepentant whiteness in the academy — the pervasive white standpoint that naturalizes so much of the inequity that transpires in our academic departments, fields, and institutions. Toward this end, we provide several examples of somewhat mundane ways unrepentant whiteness (in the form of white habitus, group interests, racial apathy, and ignorance) shows up in higher education. These examples explore Mills' concept of 'the macro in the micro', or the every-day ways that white supremacy courses through the tentacles of our colleges and universities…. [Direct]

Willson, Dale K. (2023). Student Loan Debt for Borrowers of Color: A Policy Afterthought?. Higher Education Politics & Economics, v9 n2 p66-85. Levels of student loan debt in the United States are increasing exponentially every year, directly affecting the ability of millions to live a comfortable life. Student loan debt levels are an acute issue for borrowers of color, as they more often need federal loans to attend institutions of higher education in comparison to their White peers. This qualitative study focuses on this issue through the lens of critical whiteness studies, using a critical discourse analysis to better understand what messages policymakers create for borrowers of color. Discourse studied in this analysis includes the text of the Public Service Loan Forgiveness Program and all proposed amendments, personal Senate websites of all committee members, and newsletters published by the Senate Health, Education, Labor, and Pensions committee in the 117th Congress. The findings of this study show uneven support for borrowers of color, largely divided under political party lines. Narrative devices were also used to… [PDF]

Franzak, Judith K. (2003). Hopelessness and Healing: Racial Identity in Young Adult Literature. New Advocate, v16 n1 p43-56 Win. Notes that "Tears of a Tiger" is the story of a young African American man's responsibility for a drunk-driving crash that killed his best friend. Offers a reading of "Tears of a Tiger" and "Whirligig" through the lens of critical race theory. Suggests that, paired together, these novels afford a powerful opportunity for students to explore racial identity and concepts of justice, healing, and hope. (SG)…

Howard-Hamilton, Mary F. (2003). Theoretical Frameworks for African American Women. New Directions for Student Services, n104 p19-27. Applying appropriate theoretical frameworks for black women is challenging because many theories are very general and do not consider multiple identities and roles. Black feminist thought and critical race theory are suggested as appropriate frameworks and applied to the needs of black women in higher education. The information provided here paves the way for a framework that highlights the benefits and support systems for black women that can be created on college and university campuses…. [Direct]

Lynn, Marvin (2006). Dancing between Two Worlds: A Portrait of the Life of a Black Male Teacher in South Central LA. International Journal of Qualitative Studies in Education (QSE), v19 n2 p221-242 Mar-Apr. This article offers a portrait of a young black male teacher in an urban school in South Central Los Angeles. In the portrait, the words of the subject are intertwined with the thoughts and reactions of the researcher as a way in which to capture his life history narrative and offer his reading of the world. The article discusses the participant's reflections on growing up in South Central, Los Angeles and how it shaped his identity. In particular, the portrait discusses the participant's experiences in middle school, high school and college. The article concludes with some reflections about how Critical Race Theory–as a discourse on race and racism in the law and society–helps us to better understand the lives black men lead. (Contains 3 notes.)… [Direct]

Natasha N. Johnson (2024). Rooted in Justice: One Black Woman's Unique, Intersectional Educational Leadership Journey. School Leadership & Management, v44 n2 p140-158. Historically, there remains an underrepresentation of Black women in and en route to the highest levels of organisational leadership. The divide is all the more pronounced in the field of education, one in which women represent a large share of the community. Particularly relevant for Black women is the incongruence between their heightened educational attainment levels compared to their lower status in the organisational pecking order. To advance both theory and research in this domain, social justice leadership theory (SJLT) serves as the framework for this paper, rooted in the context of the United States. This paper explores the multilayered journeys of Black women aspiring to and operating in senior-level leadership roles (i.e. executives, directors, and CEOs) in US-based education, highlighting the unique and intersectional experiences of one Black woman educational leader. Indeed, there is a need to increase collective consciousness about the impact of leadership cultures on… [Direct]

Cecilia E. Suarez; Sophie L. Spratley (2024). Examining Experiences of Academic Advisors of Color Using a Critical Race Framework. NACADA Review: Academic Advising Praxis and Perspectives, v5 n1 p9-19. Part of a larger study exploring leadership development opportunities for academic advisors of color at a predominantly white institution, this paper focuses on the lived experiences of academic advisors of color. Through an understanding of race theory, a critical race lens is used to examine the predominantly white institution and the narratives of academic advisors of color in this racialized setting. This qualitative study explored advisors' experiences with the structure of academic advising, their racialized experiences, and how race is addressed in the workplace. Implications for institutions of higher education are discussed, including how an understanding of the experiences of academic advisors of color can aid in challenging dominant narratives and practices within institutions of higher education…. [PDF]

Kelly Long (2024). Teaching Students about Race and Racism: Navigating Dimensions of Political Ideology. Journal of Cases in Educational Leadership, v27 n3 p96-105. This teaching case explores the complexities of teaching students about race and racism, a struggle complicated by political efforts to restrict the discussion of critical educational theories. It emphasizes the political ideologies that faculty must consider as they teach in an academic setting. The case narrative illuminates the complexity of diverse and divisive political ideologies that veer from scholarship into emotion. This case offers questions for further reflection on solutions to these challenges…. [Direct]

Oseguera, Leticia; Solorzano, Daniel; Villalpando, Octavio (2005). Educational Inequities and Latina/o Undergraduate Students in the United States: A Critical Race Analysis of Their Educational Progress. Journal of Hispanic Higher Education, v4 n3 p272-294 Jul. Using critical race theory (CRT) as a framework, the authors analyze the educational inequities and racialized barriers faced by Latina/o college students when navigating the educational pipeline leading to a college degree. The impact of racialized structures, policies, and practices is examined in the context of how they influence the educational attainment and academic progress of Latinas/os. The article concludes by offering CRT-based policy and practical approaches to enhancing the success of Latina/o college students…. [Direct]

Laughter, Judson; Pellegrino, Anthony; Smith, Michelle; Waters, Stewart (2023). Toward a Framework for Critical Racial Literacy. Race, Ethnicity and Education, v26 n1 p73-93. Racial literacy was introduced in the early twenty-first century and has proliferated as a research framework and methodology. In education research specifically, racial literacy has been used as a foundation for empirical research and as a broader concept informing education practices. Mindful of this wide-ranging approach, a multidisciplinary team conducted a summative content analysis of extant education research explicitly drawing on racial literacy to survey the landscape of its applications and effects. We wanted to catalogue the ways racial literacy informs research in teaching and learning and how racial literacy might be used in 2020 and beyond. Evidence from this analysis illustrated varying ways researchers have viewed and appropriated racial literacy. From these findings, we consider implications of using racial literacy in education research and present an approach that moves towards a more unified and critical embodiment of racial literacy guided by the fact that Black… [Direct]

Miranda Elise (2023). Latina Leaders: A Case Study of Successful Latina Administrators Who Have Been Recruited, Promoted, and Retained at Three Universities in South Central Texas. ProQuest LLC, Ed.D. Dissertation, Baylor University. Latinx students enroll in higher education in more significant numbers than most minorities. However, Latinx administrators in the United States comprised 14% of total administrators in 2021 (Zippia, 2023b). The Association of American Colleges & Universities (Dedman, 2019) explains the college presidency is 58.1% White and male. White women make up only 21% of college presidents. Still, women of color only represent 5.1% of the 21% of college presidents. Additionally, "students were more likely to encounter people of color in service roles than in faculty or leadership positions" (Dedman, 2019, p. 3). With the continuous growth of Latinx students and the lack of increase in Latina leadership at the university level, it is appropriate to study the success stories of Latinas who have attained higher-education administrative positions. This explanatory multiple case study examined the experiences of Latinas recruited, promoted, and retained in administrator positions at… [Direct]

Sarah A. Caroleo (2023). A Revised GTCrit Framework: A Broadened Critical Lens for Gifted and Advanced Education Settings. Berkeley Review of Education, v12 n2. For decades, gifted education equity advocates have sought to ameliorate the field's longstanding issue of under-representation of students from historically marginalized communities. Little improvement has been realized in schools over this time (Peters, 2021). Recently, Novak (2022a) presented a GTCrit framework in a textbook primarily centered on race and directed towards gifted education practitioners and advocates. However, since critical frameworks have been largely lacking from gifted education research (Goings & Ford, 2018), and additional issues beyond race are present in the field, a broadening of Novak's (2022a) initially proposed framework may be beneficial in moving critical theories into research pertaining to gifted education. In this piece, I highlight the equity areas most relevant to the field of gifted education, review common themes across critical frameworks, and build upon Novak's ideas to present a revised conceptual framework that could be applied to both… [PDF]

Christopher C. Jett; Clarence L. Terry (2023). Elevating Mathematics Achievement Outcomes for Black Boys: Guidance for Practitioners, Policymakers, and Researchers. Theory Into Practice, v62 n4 p420-430. School-aged Black boys are mathematically gifted; however, they are often underserved vis-√ -vis their mathematics education. In this article, we provide guidance for multiple stakeholders to support and elevate high-quality mathematics learning opportunities for Black male youth. In doing so, we begin by engaging W. E. B. Du Bois' storytelling. We then offer BlackCrit as a theoretical frame to enrich evidence-based work regarding Black mathematics teachers and culturally relevant pedagogy. We also advocate for the establishment of "grow-your-own" programs given the strong links to Black male achievement as well as the critical need for continuous federal funding in service to Black boys' mathematics education. We conclude with a summary of the guidance provided to bolster school-aged Black boys' mathematics achievement outcomes…. [Direct]

Desai, Shiv Raj; Marsh, Tyson (2005). Weaving Multiple Dialects in the Classroom Discourse: Poetry and Spoken Word as a Critical Teaching Tool. Taboo: The Journal of Culture and Education, v9 n2 p71-90 Fall-Win. Spoken word is a form of poetry that utilizes the strengths of the communities: oral tradition, call-and-response, home languages, storytelling, and resistance. Spoken word poetry is usually performed for an audience and must be heard. The authors are interested in investigating how spoken word can be utilized as a critical teaching tool that can be employed to foster critical consciousness, dialogue, and action. In other words, how students can reflect and articulate their lived experiences while envisioning new possibilities. In this paper, the authors provide an overview of some of the key ideas and concepts of Critical Pedagogy, Critical Race Theory, and Critical Literacy studies. Through an examination of the major components of Critical Pedagogy, they evidence the libratory potential of spoken word. In offering an overview of Critical Race Theory, they highlight the practice of counter-storytelling as a central theme of spoken word. An analysis of Critical Literacy studies… [PDF] [Direct]

Aronson, Brittany; Reyes, Ganiva (2022). "It Reeks of First-Wave Whiteness": A Reimagined Critical Whiteness Studies and Feminist of Color Teacher Education. International Journal of Qualitative Studies in Education (QSE), v35 n7 p737-743. In this article, we offer the perspective of a feminist of Color analysis on how teaching has been constructed into a race, gender, and class mold that purposely includes certain bodies–namely white middle-class women–while excluding anyone who does not fit the mold. More specifically, we use intersectionality to analyze the interplay between teachers and the structuring of teaching. In doing so, we respond to the recent compartmentalization of the critical whiteness studies (CWS) field by putting CWS in conversations with feminist of Color perspectives. We also provide take away points for why a cohesive CWS field, in dialogue with other critical conversations, is essential in making visible the larger social landscape of power in education, a landscape in which we, as scholars and educators, are all embedded…. [Direct]

Bidwell, Carla R. (2010). Successful White Mathematics Teachers of African American Students. ProQuest LLC, Ph.D. Dissertation, Georgia State University. In the United States, a growing disparity exists between the racial composition of teachers and the students they teach. In 2006, 43.1% of K-12 public school students were reported as non-White–in 1990, 32.4% (U.S. Department of Education, 2008). Teachers, however, are predominantly White, 83.3% (U.S. Department of Education, 2007a). Exacerbating this disparity, it has been noted that fewer African Americans are choosing education as a profession (see, e.g., Irvine, 1989; Ladson-Billings, 1994). This growing disparity motivates a crucial question: Can White teachers be successful with \other people's children\ (Delpit, 1995)? This study explores this question by examining the life histories of four White mathematics teachers who have experienced success with other people's children, specifically, with African American children. The purpose of the study was to better understand what led each of the participants to teach African American children, and what factors may have led to her… [Direct]

Northcutt, Kellen Jamil (2013). The Dilemma: Career Transition of African American Male Football Players at Division I Institutions. ProQuest LLC, Ph.D. Dissertation, The University of Mississippi. The purpose of this qualitative phenomenological study was to explore and understand perceptions of African American male football athletes at Division I institutions that also played professional football, regarding their collegiate experiences and transition from athletics to post-playing careers. The study examined issues of race and social interaction, academic preparation, economic status, leadership opportunities, and the transitions from collegiate and professional sports. The participants in this study consisted of six former NFL players who attended college and played collegiately at NCAA predominately white Division I institutions in the Southern Regional Education Board member states in the United States. Using qualitative interview methods (pre-interview, focus group, individual interview), data was collected and analyzed using critical race and transition theories. The results of the analysis of the interview data identified six major themes: 1) The Importance of… [Direct]

Charlene L. Cornwell; Megan C. Deutschman; Scott M. Sundstrom (2024). Fostering Anti-Oppressive Pedagogies in Preservice Teachers: The Role of the University Supervisor. International Journal of Qualitative Studies in Education (QSE), v37 n2 p597-612. As anti-oppressive pedagogies gain increasing prominence in teacher education, there is a need to examine how preservice teachers understand and implement anti-oppressive frameworks. The role of the university supervisor is uniquely well-positioned to allow for insight into preservice teacher pedagogical practices; however, this role is grossly understudied. This study explores how the university supervisor fosters White preservice teachers' theoretical and historical understandings of oppression, as well as the supervisor's role in the negotiation between preservice teacher identity and implementations of anti-oppressive pedagogies. This study utilizes data from preservice teachers' observations and reflections, and positions the university supervisor as an autoethnographic educator-researcher in order to understand the White supervisor's own anti-oppressive practices. Drawing on Critical Whiteness Studies informed by intersectionality, we present two vignettes that illuminate the… [Direct]

David Slomp; Jennifer Randall; Maria Elena Oliveri; Mya Poe (2024). Justice-Oriented, Antiracist Validation: Continuing to Disrupt White Supremacy in Assessment Practices. Educational Assessment, v29 n1 p1-20. Traditional validation approaches fail to account for the ways oppressive systems (e.g. racism, radical nationalism) impact the test design and development process. To disrupt this legacy of white supremacy, we illustrate how justice-oriented, antiracist validation (JAV) framework can be applied to construct articulation and validation, data analysis, and score reporting/interpretation phases of assessment design/development. In this article, we use the JAV framework to describe validation processes that acknowledge the role and impact of race/racism on our assessment processes–specifically construct articulation, analysis, and score reporting–on Black, Brown, Indigenous, and other students from historically marginalized populations. Through a JAV framework, we seek to disrupt inaccurate white supremacist approaches and interpretations that for too long have fuelled measurement practices…. [Direct]

Heather McCambly; Quinn Mulroy (2024). Constructing an Educational "Quality" Crisis: (E)quality Politics and Racialization beyond Target Beneficiaries. Educational Evaluation and Policy Analysis, v46 n2 p192-221. In this critical, political discourse analysis, we trace how two concepts, equity and quality, became discursively linked and contested in the administration of postsecondary education policy over time (1968-1994) — a developmental process we refer to as (e)quality politics. By engaging in a historical analysis, we investigate (a) the racialized political origins and discursive processes by which arguments over educational "quality" are advanced as part of an antiequity policy paradigm and (b) how this paradigm reinscribes racial inequity into administrative and organizational action over time. We illustrate how, once an (e)quality politics paradigm is established, racialized policy designs can persist, even in the absence of explicit references to racialized social constructions of target populations in later periods of policy development…. [Direct]

Lorena Camargo Gonzalez (2024). "Convivencias" across Space and Time within Educational History: A Critical Race Feminista Approach. International Journal of Qualitative Studies in Education (QSE), v37 n5 p1321-1334. This paper extends Critical Race Feminista Methodological (CRFM) approaches by contending that "convivencias" — the coexistence necessary for creating relationships in the field — are an integral part of engaging research collaborators within educational historical research. Drawing on oral histories with Chicana/o librarians, personal collections, and archival sources, I outline the "convivencias" I shared with librarians that span across spatial and temporal dimensions. These interactions were centered on recollecting, remembering, and learning about the activism within Latina/o/x children's literature and librarianship's history. "Convivencias" across space were possible through diverse interactions, such as in-person meetings, phone conversations, video conferences, and emails. "Convivencias" across time are represented by the continuity of sustained efforts to advance social justice in librarianship across multiple decades. The… [Direct]

Kubota, Ryuko; Lin, Angel (2006). Race and TESOL: Introduction to Concepts and Theories. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v40 n3 p471-493 Sep. The field of teaching English to speakers of other languages (TESOL) brings people from various racialized backgrounds together in teaching, learning, and research. The idea of race, racialization, and racism are inescapable topics that arise in the contact zones created by teaching English worldwide and thus are valid topics to explore in the field. Nonetheless, unlike our peer fields such as anthropology, education, and sociology, the field of TESOL has not sufficiently addressed the idea of race and related concepts. This special topic issue is one of the first attempts in our field to fill the gap. This introductory article will survey key concepts and theories defined and debated in various fields, including race, ethnicity, culture, racialization, racism, critical race theory, and critical White studies, to provide a foundation for future explorations. (Contains 2 footnotes.)… [Direct]

Love, Bettina L. (2014). "I 'See' Trayvon Martin": What Teachers Can Learn from the Tragic Death of a Young Black Male. Urban Review: Issues and Ideas in Public Education, v46 n2 p292-306 Jun. The goal of this article is to examine the racially hostile environment of U.S. public schooling towards Black males. Drawing on the work of Foucault ("Discipline and punish. The birth of the prison," Penguin Books, London, 1977; "Michel Foucault: beyond structuralism and hermeneutics," The Harvester Press, Brighton, 1982) regarding the construction of society's power relations and Bourdieu's ("Power and ideology in education," Oxford University Press, New York, 1977; "Handbook of theory and research for the sociology of education." Greenwood Press, New York, 1986; "The logic of practice." Polity Press, Cambridge, 1990) work concerning how beliefs are established, this article demonstrates how power operates within schools alongside racism, racial profiling, and gender stereotypes to criminalize Black males. Additionally, the utilization of the theoretical lenses of populational reasoning (Popkewitz in "Struggling for… [Direct]

Loyd, Vanessa (2015). Illuminating the Experiences of African-American Nursing Faculty Seeking Employment in Higher Education in Nursing. ProQuest LLC, Ph.D. Dissertation, University of Missouri – Saint Louis. This study explored and described the experience of female African-American nursing faculty seeking employment in higher education in nursing. The lack of diversity in the nursing workforce has been attributed as a major underlying cause of disparity in healthcare in the United States. The importance of increasing the number of minority nursing faculty has been recognized as important for providing quality, culturally competent care. In other words, the shortage of minority nursing faculty, largely African-American, continues to present a pervasive problem for the nursing profession and for providing quality patient care. Pervasive problems include limited knowledge of the value systems of people of color; ineffective cross-communications; inadequate skills in treating patients of color more specific to their phenotype; and insufficient understanding of how to impact access for this population. Studies have examined the experiences of African-American nursing faculty in higher… [Direct]

Jahng, Kyung Eun (2013). Rethinking "the" History of Education for Asian-American Children in California in the Second Half of the Nineteenth Century. Educational Philosophy and Theory, v45 n3 p301-317. This article brings to light discourses that constituted the education of Asian-American children in California in the second half of the nineteenth century. Guided by Foucaultian ideas and critical race theory, I analyze California public school laws, speeches of a governor-elect and a superintendent, and a report of the board of supervisors, from the 1860s to the 1880s. During this targeted period, the images and narratives of Asian-American children were inscribed with racism. Racializing politics rendered them to be disqualified from attending public schools. Segregated schooling for them was legally ordered and therefore unquestioned. It was a discursive practice implemented on their bodies by dint of a mechanism of a spatial division. This article reveals the shifting dominancy of discourses regarding Asian-American children. Rather than accepting the given historical facts, I intend to reread historical texts in order to rethink the education of Asian-American children through… [Direct]

Michael, Ali (2015). Raising Race Questions: Whiteness and Inquiry in Education. Teachers College Press Conversations about race can be confusing, contentious, and frightening, particularly for White people. Even just asking questions about race can be scary, because we are afraid of what our questions might reveal about our ignorance or bias. "Raising Race Questions" invites teachers to use inquiry as a way to develop sustained engagement with challenging racial questions and to do so in community so that they learn how common their questions actually are. It lays out both a process for getting to questions that lead to growth and change, as well as a vision for where engagement with race questions might lead. Race questions are not meant to lead us into a quagmire of guilt, discomfort, or isolation. Sustained race inquiry is meant to lead to antiracist classrooms, positive racial identities, and a restoration of the wholeness of spirit and community that racism undermines. This book features: (1) New insights on race and equity in education, including the idea that a… [Direct]

Bouvier, Victoria (2018). Truthing: An Ontology of Living an Ethic of "Shakihi" (Love) and "Ikkimmapiiyipitsiin" (Sanctified Kindness). Canadian Social Studies, v50 n2 p39-44. I remember the exact day when I received the email inviting me to participate on a panel speaking to the notion of "post-truth," and how perplexed I was by the idea that we, in Canada, might be post-truth or that truth might be dead (Scherer, 2017). Post-truth is defined as "relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief" [ CITATION Oxf16 \l 4105 ], thus meaning that facts are deemed less important or even irrelevant. The day I received the email was sunny and warm and I was at the park with my dog. I took a few extra laps that afternoon, mulling over what this post-truth might mean and the implications this might have on me, as a Michif-M√©tis woman, and main stream education system. A scroll of questions began to flow through my mind as I tried to align the meaning of post-truth and my own understanding of truth as a process of coming to know. I first… [PDF]

Fallace, Thomas (2012). Recapitulation Theory and the New Education: Race, Culture, Imperialism, and Pedagogy, 1894-1916. Curriculum Inquiry, v42 n4 p510-533 Sep. In this historical study the author argues that the most influential pre-World War I educational theorists subscribed to different forms of the recapitulation theory that conceptualized non-White cultures as childlike, prior steps toward the more advanced, industrialized West. The author demonstrates how the pedagogies of William Torrey Harris, Frank Lester Ward, Charles McMurray, John Dewey, Charles Hubbard Judd, and G. Stanley Hall all reflected some form of the recapitulation approach. Therefore, racism was built right into the underlying structure of almost all of the proposed reforms of the new education and appeared in some of the most widely used educational materials of the period (1894-1916)…. [Direct]

Edmundson, Jeff; Kahn, Richard; Martusewicz, Rebecca A. (2012). On Membership, Humility, and Pedagogical Responsibilities: A Correspondence on the Work of Wendell Berry. Mid-Western Educational Researcher, v25 n3 p44-68 Sum. Wendell Berry is a novelist, essayist, conservation activist and farmer who has had a lot to say over the last half century about the impact of modern industrial society on small farm communities and the land especially since WWII. In this three-way conversation, the authors take up central aspects of Berry's work to think about how it has influenced their thinking as teacher educators focused on the intersections between social and ecological crises challenging our world. Themes of responsibility, leadership, community membership, friendship, \settler colonialism,\ racism, land use, and ecological sustainability are brought to bear on education for just and healthy communities. (Contains 4 footnotes.)… [PDF]

Covarrubias, Alejandro (2017). Exploring the Racial and Gender Identity Formation of Men of Color in Student Leader Roles Who Have White Women Supervisors and Advisors in Higher Education. ProQuest LLC, Ed.D. Dissertation, University of San Francisco. Daily experiences of isolation and invalidation create adverse campus climates that often lead to men of color dropping out of higher education. Student leadership positions can increase feelings of belonging, provide greater access to campus resources and increase retention for men of color, particularly when they centralize identity exploration. White women are overrepresented in student affairs direct student contact positions in higher education and are likely to supervise and/or advise men of color student leaders, but many student affairs professional are not properly trained to supervise or advise through an identity-based framework. This study explored: how do men of color make sense of their racial and gender identity formation during their undergraduate experiences in student leadership settings? and how do men of color describe their experiences of racial and gender identity formation while being supervised and/or advised by white women student affair professionals? It… [Direct]

Kang, Soon-Won (2010). Multicultural Education and the Rights to Education of Migrant Children in South Korea. Educational Review, v62 n3 p287-300 Aug. This study reviews the current state of multicultural education for migrant children in South Korea and calls for a critical reorientation of multicultural education for all. Racism was deepened during the colonial period in Korea, and continues to this day. Thus I argue that the ambivalent, dualistic ethnic prejudice distorted by colonialism can be resolved only through a decolonization of thinking. Currently South Korea is moving from being a homogeneous and mono-cultural community into a heterogeneous and multicultural society. In this context, immigrants are subject to discrimination and excluded from ethnocentric Korean society, and abused in terms of universal human rights. This is the environment for the urgently needed multicultural education. Multicultural education is one of the avenues through which we are able to confront racism today throughout the world. Multicultural education in Korea needs to be reconsidered in accordance with the rights to education for all children… [Direct]

Dana Nickson (2020). Black Movement, Black Striving: Perceptions of Place and School Choice Decision-Making in Metropolitan Detroit. ProQuest LLC, Ph.D. Dissertation, University of Michigan. Using a critical phenomenological methodology (Salamon, 2018; van Manen, 1990), this study aims to better understand how Black families' perceptions of place shape their physical movement in pursuit of quality schools and educational opportunity in Metro Detroit. By perceptions of place, I refer to the ways in which families think about, feel about, and imagine Metro Detroit municipalities. Moreover, I draw from theories on spatial imaginaries and opportunity structures to emphasize the intertwined nature of place, race, access to opportunity, and sense-making in the U.S. The Metro Detroit region has experienced significant Black demographic shifts over the past 20 years, where what some call "Black flight" has dramatically changed school and communities. Indeed, from 2000 to 2010, Detroit had the largest Black population loss in the U.S., and many Black families relocated from Detroit to surrounding suburbs (Frey, 2011). Given this phenomenon of Black movement and… [Direct]

Nieto, Sonia (2003). What Keeps Teachers Going?. This book examines what can be learned from veteran teachers who not only continue to teach but also manage to remain enthusiastic about it despite deprivation and challenges. Nine chapters are: (1) "Teaching as Evolution" (e.g., lessons learned along the way and the promise of multicultural education); (2) "Teaching as Autobiography" (teacher autobiographies and a response from the editor); (3) "Teaching as Love" (e.g. effective urban school teachers and respecting and affirming students' identities); (4) "Teaching as Hope and Possibility" (e.g., the promise of public education and faith in their own abilities as teachers); (5) "Teaching as Anger and Desperation" (e.g., bureaucratic restructuring and indignity at the lack of respect); (6) "Teaching as Intellectual Work" (e.g., the need for adult conversations and sustaining community in teaching); (7) "Teaching as Democratic Practice" (the struggle for equal…

Bruce, Judy (2015). On Racism and Prejudice: Exploring Post-Critical Possibilities for Service-Learning within Physical Education Teacher Education. Asia-Pacific Journal of Health, Sport and Physical Education, v6 n3 p233-244. Service-learning (S-L) is becoming an increasingly prominent pedagogical practice within physical education teacher education (PETE) contexts [Miller, M. P., & Nendell, J. D. (Eds.). (2011). "Service-learning in physical education and related professions: A global perspective." Sudbury, MA: Jones and Bartlett]. While numerous benefits for students and community partners have been reported, S-L programs are not without their critics. Concerns primarily centre upon the problematic nature of the server-served dichotomy which typically places students (as servers) in positions of power and privilege; reasserting notions of ethnocentrism and paternalism. Responding to these limitations, and drawing upon Biesta's [2006. "Beyond learning." Boulder, CO: Paradigm Publishers, 2013. "Receiving the gift of teaching: From learning from to being taught by." "Studies in Philosophy and Education," 32(5), 449-461] idea of a "pedagogy of… [Direct]

Smith, Barbara A. (2014). White Students' Understanding of Race: An Exploration of How White University Students, Raised in a Predominately White State, Experience Whiteness. ProQuest LLC, Ed.D. Dissertation, University of Maine. This study examines White university students' understanding of race. Based in the scholarship on higher education and diversity, and framed in Critical Race Theory (CRT), this study explores the racial awareness of White students. This study contributes to the literature on the racial experience of Whites and an understanding of how White students conceptualize race. Findings from this study can inform college and university educators as they seek to engage the racial majority in a multicultural campus. Fifteen 18-19 year old White students raised in a predominately White state, and attending their first year at a predominately White university, participated in this qualitative study. Each participant was invited to two interviews and responded twice to the writing prompt "What is race?" Interviews were audio recorded and transcribed. Both the transcriptions and free writes were coded for themes and sub themes. Findings are presented in three categories reflecting the… [Direct]

Evans, Ma. Cecilia Fierro; Pons, Flavio Rojo (2012). An Intercultural Education for Mexico: Career and Contributions of Sylvia Schmelkes. Curriculum Inquiry, v42 n1 p103-125 Jan. This article introduces Sylvia Schmelkes's contributions in the field of intercultural education. An outstanding Mexican educational researcher, Schmelkes was General Coordinator of the Intercultural and Bilingual General Coordination (GCIBE) at the Mexican Ministry of Public Education from its inception in 2001 until 2007. This article provides a perspective on interculturality and a brief overview of the Mexican context as it has been marked by political transition preceded by the Zapatista insurrection in Chiapas. The article then describes Schmelkes's approach and her most significant contributions to the work of the GCIBE. We argue that Schmelkes's main contribution was her commitment to building bridges between the research findings, the Indigenous demands contained in the San Andres agreements, and the Mexican state. The depth of the challenges faced by Indigenous education in Mexico, and the extent of racism in the country were some of the challenges faced by her direction…. [Direct]

Stevens, Peter A. J. (2008). Exploring Pupils' Perceptions of Teacher Racism in Their Context: A Case Study of Turkish and Belgian Vocational Education Pupils in a Belgian School. British Journal of Sociology of Education, v29 n2 p175-187 Mar. This article employs ethnographic data gathered from one Belgian (Flemish) secondary school to explore the meaning Belgian and Turkish-speaking minority pupils enrolled in technical and vocational education attach to teacher racism and racial discrimination, and to explore variations between pupils in making claims of teacher racism. A symbolic interactionist framework is employed to explore how pupils define teacher racism and how a particular context and interactions between pupils and teachers informs pupils' perceptions of racism. This article builds on a strong research tradition in British sociology of education on racism and discrimination by focusing the analysis on pupils' perceptions of such incidents and by investigating how racism is experienced by a generally neglected group of Turkish minority pupils in a particular Belgian education context. (Contains 4 notes.)… [Direct]

Awokoya, Janet Tolulope; Clark, Christine (2008). Demystifying Cultural Theories and Practices: Locating Black Immigrant Experiences in Teacher Education Research. Multicultural Education, v16 n2 p49-58 Win. The number of immigrants of color residing in the United States reached 13.5 million in March 2005, the highest in U.S. history. By 2010 the number of Black immigrants and their children is estimated to reach five million, and will represent twelve percent of the Black population in the United States. To date, the majority of Black immigrants in the United States are from Trinidad and Tobago, Grenada, Haiti, and Jamaica, but substantial numbers of immigrants also come from various African countries, including Ethiopia, Ghana, Nigeria, and South Africa. As a result of these demographic trends, educational researchers have increased their focus on how Black immigrant youth fare once in the United States. This scholarly attention is varied, emanating from three primary conceptual perspectives: Cultural Ecological Theory, Culture-Centered Theory, and Critical Race Theory. While these theories are promising in providing insight into the experiences of Black immigrant youth, none of them… [PDF] [Direct]

Martinez, Magdalena (2023). Keeping the Higher Education "Promise" in Nevada: Latina/o Legislators Policy Ways of Knowing. Journal of Hispanic Higher Education, v22 n1 p94-107 Jan. In this case study, I draw attention to key Nevada Latina/o legislators' policy ways of knowing and their higher education policy priorities. A focus on the policy actors uncovered structural, racial, and cultural assumptions in policy-making often absent in the exclusive analysis of policy interventions. Their policy ways of knowing were shaped in at least three ways: acknowledging and naming the sources of structural inequities, embracing political humility, and challenging policy knowledge-generating practices…. [Direct]

Locke, Michelle Lea; Page, Susan; Povey, Rhonda; Trudgett, Michelle (2023). Hidden in Plain View: Indigenous Early Career Researchers' Experiences and Perceptions of Racism in Australian Universities. Critical Studies in Education, v64 n4 p355-373. Despite extensive impact studies over the past two decades documenting the insipid and debilitating health, social, and emotional impacts of racism on Indigenous peoples in Australia, racism remains a key factor impacting negatively on the lives of Indigenous Australians at all levels of education. Racism experienced by Indigenous early career researchers is much-neglected area of research to date: the aim of this paper is to force a conversation about the prevalence of institutional racism in the higher education sector through an examination of the impact of racism on the experiences and career trajectories of Indigenous early career researchers in Australian universities. We challenge the day-to-day perceptions of normalcy where the Whiteness of the institution goes unnoticed and make clear that claiming ignorance does not absolve the individual or the institution of accountability. Although grounded in Australian experiences of institutional racism in higher education, the study… [Direct]

Kisha Porcher; Shamaine Bertrand (2023). Black Gaze Framework: Centering & Celebrating Blackness in Education for Liberation. Journal of Urban Learning, Teaching, and Research, . Black Gaze Framework (BGF) is a promising pathway to center and celebrate Blackness in education for liberation. We provide an overview of anti-Blackness within education and teacher education, share the BGF, and apply that framework to courses within teacher education, we have taught. Like BlackCrit, BGF calls for "the specificity of the Black" (Dumas & ross, 2016) and moves into action to center Blackness for liberation in education. BGF has five tenets: 1.) Honoring the OGs: Black history & wisdom; 2.) Elevating our Stories: Black multifaceted experiences; 3.) Preaching Points: Action steps for Black folx; 4.) What You Doin' With Yo' Life?: Black thought past & present; and 5.) I See You!: Black acknowledgement & elevation…. [PDF]

Jett, Christopher Charlie (2009). African American Men and College Mathematics: Gaining Access and Attaining Success. ProQuest LLC, Ph.D. Dissertation, Georgia State University. The research literature regarding African American male college students reports that they often experience difficulties with mathematics (Stage & Kloosterman, 1995; Treisman, 1992). It is also reported that many African American students enter college seeking to complete their degrees in mathematics and science, but few of these students successfully complete the core requirements (Hrabowski, Maton, & Greif, 1998; Treisman, 1992). In spite of these reported trends, there are some African American male students who, indeed, achieve in college mathematics. The purpose of this study was to analyze how being African American and male might play out in the college mathematics experiences of high-achieving African American men. Employing qualitative research methodology, specifically, multiple case study research (Bogdan & Biklen, 2007; Merriam, 1998) situated in critical race theory (CRT; Bell, 1992; Tate, 1997), I administered a survey instrument, conducted three interviews, and… [Direct]

Brainard, Patricia Jones (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]

Cabrera, Peggy; Megwalu, Anamika; Roy, Mantra; Steffens, Kate; Strykowski, Jill (2022). CRT in Praxis: Library and Archival Collections at San Jos√© State University. Education for Information, v38 n4 p247-366. Through various efforts, the staff and faculty of San Jos√© State University's Dr. Martin Luther King, Jr. Library (King Library) are working towards creating more equitable and inclusive collections. Examining the library's collecting practices and collections by and about African Americans, this article presents the ongoing work of a working group that was formed in 2020 in response to an Anti-Racism Action Plan developed in the library. By using some of the tenets of the CRT framework such as intersectionality, counter-storytelling, and deconstructing colorblindness and white supremacy, the authors discuss the steps that are being taken to revise, review, and revisit the King Library's collecting practices in relation to the history of SJSU's African American Studies program, the Africana Center, and other relevant community history…. [Direct]

Smalling, Susan E. (2022). Overcoming Resistance, Stimulating Action and Decentering White Students through Structural Racism Focused Antiracism Education. Teaching in Higher Education, v27 n5 p601-614. There are significant inherent challenges in teaching students about structural racism resulting from white supremacist systems but overcoming these challenges leads to better outcomes. The goal may be to create a level of awareness that spurs action from the micro- to macro level. However, the means may result in further marginalizing students of color and either creating resistance in white students (who refuse to concede they have privilege) or guilt and shame in white students (who focus on their individual atonement rather than promoting structural change). This paper will discuss flaws in current theoretical and pedagogical approaches to antiracism education including first-person accounts of such errors from the experiences of the author. It will then posit how a primary focus on the history and current context of structural white supremacy in the United States may help alleviate the aforementioned failures of educating around issues of race…. [Direct]

Madsen, Lian Malai; Ringsager, Kristine (2022). Critical Hip Hop Pedagogy, Moral Ambiguity, and Social Technologies. Anthropology & Education Quarterly, v53 n3 p258-279 Sep. This article investigates hip hop activists within different organizational structures and their approach to hip hop as cultural form in itself, their cultural assumptions and educational ideologies as well as their relationship to institutional education, the music market and the citizen formation related to the Danish state's integration projects. We argue that while hip hop has certainly proven to be a fruitful alternative to traditional educational practices, it also involves its own dilemmas and challenges…. [Direct]

Lori D. Patton (2024). Still Climbing the Hill: Intersectional Reflections on Brown and Beyond. Educational Researcher, v53 n2 p73-84. National Youth Poet Laureate Amanda Gorman's poem "The Hill We Climb"–among the most powerful moments of the 2021 presidential inauguration–inspired the central inquiry of the 18th Annual "Brown" Lecture in Education Research: Why are we still climbing the hill of educational equity 67 years after the U.S. Supreme Court's landmark decision in "Brown v. Board of Education?" The purpose of this article is to challenge dominant narratives surrounding "Brown" and introduce perspectives that might help account for a general lack of progress–perspectives that typically are overlooked or erased in wider "Brown" discourses. Inspired by her poem, Patton Davis offers a scholarly analysis and contributes a robust understanding of "Brown" and its historical and contemporary meanings in the sociopolitical contexts of racism and white supremacy. Patton Davis considers pressing questions: How can study of the circumstances that have… [Direct]

Amie Rapaport; Anna Rosefsky Saavedra (2024). What Do Adults Know about Public Education?. Phi Delta Kappan, v106 n1 p8-14. Adults' beliefs and knowledge about the state of the U.S. education system drive decisions about policy, funding, program adoption, student participation in programs, and the selection of decision makers to elected positions. Amie Rapaport and Anna Rosefsky Saavedra share national survey data showing that U.S. adults have little knowledge about what is being taught in schools, express neutrality about belief systems undergirding education policy, and report experiences misaligned with hard-data trends on student academic progress in recent years. With adults reporting they learn about issues crucial to our education system mainly from "personal experience," better information has the potential to improve U.S. education…. [Direct]

Azemi, Yllka; Griffin, Andrea; Hobson, Charles J.; Novak, John M.; Solinas-Saunders, Monica; Szostek, Jana (2024). Descriptive National Evidence Comparing Hispanic and White Student Graduate Degree Completion Rates. Journal of Hispanic Higher Education, v23 n1 p17-31. Using data from the U.S. Department of Education National Center for Education Statistics Integrated Postsecondary Education Data System (IPEDS), longitudinal trends in graduate degree completion rates for Hispanic and White students were analyzed over a period of 17 years (2002-2019). The results indicated that there was a significant positive linear trend in graduation rates for both Hispanic and White graduate students, with no adverse impact in graduate degree completion rates for Hispanic students when compared to White students…. [Direct]

Gavin Meyer Furrey (2024). Who's Indoctrinating Whom?: Searching for Anti-Racist Ideology in Educational Policy since 2020. Journal of Curriculum Studies, v56 n6 p782-807. Amid debates about CRT in education, this paper critically analyses laws that have reportedly sought to expand 'education on racism, bias, the contributions of specific racial or ethnic groups to U.S. history, or related topics' with the hypothesis that there would be little evidence of anti-racist ideology in policies pertaining to curriculum. The research design thus leans on King and Chandler's (2016) distinction between non-racist and antiracist stances, as well as Andreotti et al'.s (2015) social cartography that maps out 'soft-reform' and 'radical reform' spaces, to achieve a latent content analysis of 14 pieces of legislation across 13 states since 2020 to identify and analyse the ideological characteristics of these pieces of legislation. Only four of the 14 documents from four different states contain a significant anti-racist ideological leaning; the others express a liberal multicultural ideological position that celebrates difference and recognizes contributions, but does… [Direct]

Nikki Lynne Mee Kahealani Chun (2024). Eia Ka Lei: A Kanaka College Choice Framework for Our Survivance and Ea. ProQuest LLC, Ph.D. Dissertation, Colorado State University. This research study makes a significant contribution to understanding the experiences of Native Hawaiian students in higher education and their college choice process. Research and literature focused on or inclusive of Native Hawaiians in higher education is scarce and limited (Reyes, 2018), so there is very little known about how Native Hawaiian students navigate to and through higher education. The central research question focused on developing a college choice framework specifically tailored to Native Hawaiians: What might a college choice framework look like when developed by and for Native Hawaiians? Employing KanakaCrit (Reyes, 2018) as a theoretical framework, lei making as the research design framework (Alencastre, 2017; Vaughan, 2019), and talk story methodology (Kovach, 2010; Sing et al., 1999), the study successfully elicited stories on the college choice experiences of Native Hawaiian students. The findings led to the creation of a culturally responsive Kanaka College… [Direct]

Ausmer, Nicole M. (2009). Redefining Leadership: Examination of African American Women Serving as Presidents in Institutions of Higher Education. ProQuest LLC, Ph.D. Dissertation, University of Cincinnati. There is an apparent dearth in the leadership literature of African American women when juxtaposed with race, gender and social class. This scarcity appears to be connected with the small percentage of African American women who hold the position of president in institutions of higher education. Additionally, recent reports have noted, that the growth they saw twenty years prior has reached a standstill. This research scoped the range of leadership for African American women presidents, giving them the opportunity to self-define. In addition to self-definition, the study was based on the belief that leadership development happens over a lifetime. Thus, the purpose of this research was to examine what factors contributed to and define the leadership for African American women presidents. Defining and understanding their leadership will lead to greater opportunities in the academy. This study used a qualitative approach that triangulated interviews, biographical questionnaires, and… [Direct]

Lynn, Marvin (2006). Race, Culture, and the Education of African Americans. Educational Theory, v56 n1 p107-119 Feb. In this essay, Marvin Lynn explores a range of perspectives on African American education, with particular focus on three works: \Black American Students in an Affluent Suburb: A Study of Academic Disengagement,\ by social anthropologist John Ogbu; \African-Centered Pedagogy: Developing Schools of Achievement for African American Children,\ by teacher education expert Peter Murrell; and \African American Literacies,\ by Elaine Richardson, professor of English and applied linguistics. Lynn draws on Charles Valentine's sociological framework for understanding culture in order to interrogate how the concept of culture is used in these works. Lynn concludes that critical race theory in education–a rapidly emerging discourse on schooling and inequality–may be a useful tool for lucidly framing the conditions under which African Americans are educated as well as the possible solutions to the perennial problems faced by this historically marginalized group…. [Direct]

Brooks, Stephanie; Julye, Stacey; Lawless, John J. (2006). Textual Representation of Diversity in COAMFTE Accredited Doctoral Programs. Journal of Marital and Family Therapy, v32 n1 p3-15 Jan. The use of the Internet is growing at a staggering pace. One significant use of the Internet is for potential students and the parents of potential students to explore educational possibilities. Along these lines potential marriage and family therapy students may have many questions that include a program's commitment to cultural diversity. This study utilized qualitative content analysis methodology in combination with critical race theory to examine how Commission On Accreditation for Marriage and Family Therapy Education (COAMFTE) accredited doctoral programs represented cultural text on their World Wide Web pages. Findings indicate that many COAMFTE-accredited doctoral programs re-present programmatic information about diversity that appear to be incongruent with cultural sensitivity. These apparent incongruities are highlighted by the codification, inconsistent, and isolated use of cultural text. In addition, cultural text related to social justice was absent. Implications and… [Direct]

Maia Sheppard (2025). Legislating Whiteness: An Emotion Discourse Analysis of Divisive Concepts Legislation. Pedagogy, Culture and Society, v33 n1 p179-197. This research examines a state-level response to national political movements to decentre whiteness in American social studies education. Aiming to better understand how emotions systemically sustain and build connections to whiteness, this emotion discourse analysis examined how fear and hope shaped the content of and support for legislation mandating a race-evasive approach to teaching in public schools. Fear of what learning about racism might provoke and disrupt was a driving force behind the policy. Despite emotion discourses resisting the policies and identifying the harm such censorship would cause for students and education more broadly, the policy became law laying the foundation for further policy moves to protect whiteness in education spaces. This research highlights the need for social studies curricula that expand students' capacity to identify and analyse the social and political significance of emotions…. [Direct]

Turner, Michelle R. (2010). Embracing Resistance at the Margins: First-Generation Latino Students' Testimonios on Dual/Concurrent Enrollment High School Programs. ProQuest LLC, Ph.D. Dissertation, University of Denver. Despite moderate gains in equal educational opportunities over the past 60 years, low-income students of color continue to lag behind their middle-class, White peers. This is particularly true for first-generation Latina/o students who: (a) have the highest K-12 drop-out rate than any other ethnic group in U.S. schools; (b) are underrepresented in high quality, rigorous secondary curricular tracks; and (c) continue to be overrepresented in two-year institutions and postsecondary vocational schools. Using a conceptual framework comprised of critical race theory (CRT), social theory, and community cultural wealth theory it was clear that the U.S. education system is still plagued by systemic and endemic racism. Contrary to the predominate neoliberal discourse that emerged in the education field after the "Brown v. Board of Education" ruling, it is clear that meritocracy is a myth and students continue to face disproportionate opportunities to learn. One of the current school… [Direct]

Coles, Justin A. (2023). Black Desire: Black-Centric Youthtopias as Critical Race Educational Praxis. International Journal of Qualitative Studies in Education (QSE), v36 n6 p981-1002. Through the conception of Black desire, a Black-specific rendering of Eve Tuck's researching for desire, I argue that educational research lacking critiques of antiblackness can cultivate damage-centered narratives that misguidedly identify brokenness in Black youth, rather than brokenness in society. Drawing from a yearlong critical race ethnography, rooted in BlackCrit, I demonstrate how four Black high school students' critical engagements with literacy reveal the ways antiblackness operationalizes in their lives and how they compose counter structures to this oppressive regime. Through critical literacy artifacts and interview data, I analyze the utility of centering a critique of antiblackness in researching for Black desire as revealed through the voices of the Black youth. Through the findings, I contend that Black students asserting ownership over their reality demonstrates the ways Black desire, through a pointed critique of antiblackness, can function as a tool for critical… [Direct]

Hou, Minghui (2023). AsianCrit Lens on Chinese International Student Multi-Dimensional Transitions and Experiences in the US. Higher Education, Skills and Work-based Learning, v13 n3 p488-501. Purpose: The purpose of this study is to examine Chinese international students' narrative stories, experiences and racial dynamics while studying in the United States to argue that Chinese international students navigate multi-dimensional transitions and experiences in different stages. This study uses an AsianCrit lens to address the gap in existing research focusing on Chinese international students' narratives and experiences. Design/methodology/approach: Narrative inquiry with a social constructivist paradigm was used to provide an in-depth exploration of Chinese international students' navigation and negotiation in multi-dimensional experiences. Three phases of semi-structured interviews and journal entries were utilized to examine participants' experiences and struggles while studying in the United States. Descriptive coding, deductive coding and restorying were used to analyze and feather narrators' voices and stories for interpretation. Findings: The findings in this… [Direct]

Berends, Joel; Jones, Brittany (2023). Enacting Antiracist Pedagogy: An Analysis of Lebron James and Doc Rivers' Antiracist Discourse. Equity & Excellence in Education, v56 n3 p434-449. In the summer of 2020, powerful protests against police brutality took place throughout the United States in response to the unlawful deaths of George Floyd, Breonna Taylor, Ahmaud Arbery, and the shooting of Jacob Blake. Though the types of protests ranged from local grassroot organizations walking the streets to athletes using their platforms to address the injustices, the protests had one goal in mind–to bring attention, awareness, and hopefully change to an unjust legal system that consistently and disproportionately affects unarmed Black people. The aim of this article is to focus on the responses of both LeBron James and Doc Rivers to the shooting of Jacob Blake, a Black man who was shot seven times in the back by police in Kenosha, Wisconsin. Using Critical Discourse Analysis (CDA), as informed by Black Critical Theory (BlackCrit), we argue that the dynamic words of these two Black men not only operate as an act of protest and an act of resistance, but also they provide… [Direct]

Stovall, David (2023). The Gradual and Immediate Violence of an Engineered Conflict: School Closings, Public Housing, Law Enforcement, and the Future of Black Life in Chicago. Teachers College Record, v125 n5 p79-92 May. Background/Context: This article considers violence, both structurally and interpersonally, in Chicago, a city that moves to isolate and contain many of its Black working-class/low-income/no-income residents. Violence (particularly death by gun violence) should never be understood as a singular social problem that requires unilateral decisions on how to address the issue. Instead, it is critical to understand that homicides and other forms of violence are often the outcomes of conflict exacerbated by planned scarcity and abandonment (engineered conflict). In short, we should consider these conflicts as largely engineered by the state, declaring some Chicago residents to be of value along the lines of race, class, gender, age, (dis)ability, and sexual orientation, while others are deemed disposable. Purpose/Objective/Research Question/Focus of Study: Instead of the deficit narrative of crazed, pathological criminals roaming the streets, another conversation pushes us to understand… [Direct]

Allen A. Womble (2023). Agency: A Key Driver of Students with Minoritized Identities into Student Activities Leadership. Journal of Campus Activities Practice and Scholarship, v5 n2 p105-117. With marginality and power, forms of resistance, and student development literature serving as a framework, this article explores how student leaders' minoritized identities impact their student involvement journeys. Utilizing the methods of Constructivist Grounded Theory, this paper answers the following research question: "In what ways do student leaders with minoritized identities exercise power in their involvement choices and involvement experiences." Findings indicate that student leaders with minoritized identities exercised power in what they chose for involvement and that they chose opportunities that provided agency to execute their agendas…. [PDF]

Wu, [Chinese characters omitted] Lin (2022). "Sounds about White!": Countering the Erasure of Asian American Scholars in Critical Whiteness Studies. International Journal of Qualitative Studies in Education (QSE), v35 n7 p730-736. As the field of critical whiteness studies (CWS) grows, some white scholars argue that only whites should undertake the study of whiteness. Other white scholars acknowledge the contributions of scholars of Color to the academy, yet rarely draw on the scholarship of authors of Color to push the field to grow. This commentary critiques these phenomena by tracing the scholarly lineage of CWS and highlighting Asian American scholars' theorizing of whiteness. It concludes with a bilingual poem to illustrate how Asian American scholars can counter both the exclusion of their voices in CWS and the ongoing violence against the Asian Diasporas as escalated by the COVID-19 pandemic…. [Direct]

Kamhi, Michelle Marder (2022). Confronting Woke Groupthink in Art Education. Academic Questions, v35 n2 p52-61. Michelle Marder Kamhi argues that the the U.S. is a "systemically racist" nation has taken hold in art education. Concern regarding its toxic effects led her to write "Poisoning the Well of Art Education" for "Academic Questions," and to begin a discussion thread about it on the Open Forum of the National Art Education Association (NAEA), of which she is a longtime member. The NAEA response was overwhelmingly negative by teachers who subscribe to the prevailing or "groupthink" view. Virtually no consideration was given to the substance of her contrarian view or to the relevant facts she cited. She also started a discussion thread on transgenderism, citing an article by Abigail Shrier which also received a negative response. In the end, the NAEA webmaster informed her that her membership in the NAEA Collaborate Community, with access to the Open Forum, had been terminated because her posts had violated the group's Rules and Etiquette. [For… [PDF]

Jennifer Ervin (2024). Work Hard for Whom? A Critical Autoethnography on the Policies and Practices of a KIPP Charter School. Critical Questions in Education, v15 n1 p19-37. In this critical autoethnography, I reflect on my experience teaching in a KIPP charter school in an urban, racially diverse city in the southwestern U.S. Over the past few decades KIPP has gained both prestige and resentment as a major character in the charter school movement. Their focus on supporting students from underrepresented racial backgrounds in achieving academic success has gained them ample support in many communities. How-ever, in this article I draw attention to the KIPP policies and practices that work directly against the organization's aims and instead support a process of acculturation. I engage with storytelling to bring the reader into my classroom experiences so that we might col-lectively trouble these disconnections and (re)consider how policies may impact students of Color in similar institutions…. [PDF]

Antonio J. Castro; Jason Williamson (2024). "There's Something Wrong in Society": Teaching for Racial Civic Literacy Using Young Adult Fiction. Theory and Research in Social Education, v52 n1 p66-96. This multiple case study traced how secondary preservice social studies teachers grappled with understanding race/racism in their reading of the novel, All American Boys. Participants, all self-identified as white, consisted of two cohorts of students who attended a large midwestern university and were enrolled in an advanced social studies methods course. Drawing on notions of racial civic literacy, we analyzed participants' responses to the novel, especially as it related to the police officer character who committed racial violence on an unarmed Black youth. We asked whether the officer's actions were racist. Findings showed that participants reacted to the officer's actions in three ways: calling-out race/ism, justifying his actions, and distancing from making judgments. Participants who called out Officer Galluzzo's actions as racism saw this character as symbolic of larger systemic issues in society, whereas those who sought to justify Galluzzo's actions demonstrated faith in… [Direct]

Derek R. Ford (2024). What's so Marxist about Marxist Educational Theory?. Policy Futures in Education, v22 n8 p1570-1587. The antagonism between "class" and "race" have plagued educational theory for decades. As a communist organizer seeking to move Marxist educational theory out of the stagnant waters of theoretical debates, I turn to recent CRT scholarship, which I find much more in line with the communist project. Yet, this literature omits world-historic and ongoing transformations inaugurated particularly since the beginning of the 20th century by erasing, discounting or, denouncing them. I argue the primary factors inhibiting educational researchers: Anticommunism. The global revolutionary era led largely by revolutionary communists contains the most fruitful explanations of those conditions and connections (and the historical legacies accounting for mass movements in the U.S. today, like the historic 2020 uprising against the War on Black America). This rich and dynamic legacy is what can get educational scholarship beyond the cages of academia. After outlining the… [Direct]

Laura C. Ch√°vez-Moreno (2024). How Schools Make Race: Teaching Latinx Racialization in America. Race and Education. Harvard Education Press In "How Schools Make Race," Laura C. Ch√°vez-Moreno uncovers the process through which schools implicitly and explicitly shape their students' concept of race and the often unintentional consequences of this on educational equity. Ch√°vez-Moreno sheds light on how the complex interactions among educational practices, policies, pedagogy, language, and societal ideas interplay to form, reinforce, and blur the boundaries of racialized groups, a dynamic which creates contradictions in classrooms and communities committed to antiracism. In this provocative book, Ch√°vez-Moreno urges readers to rethink race, to reconceptualize Latinx as a racialized group, and to pay attention to how schools construct Latinidad (a concept about Latinx experience and identity) in relation to Blackness, Indigeneity, Asianness, and Whiteness. The work explores, as an example, how Spanish-English bilingual education programs engage in race-making work. It also illuminates how schools can offer ambitious… [Direct]

Eric Cordero-Siy; Frances K. Harper; Michael Lolkus (2024). Whiteness and Fear: Backlash to Mathematics Education Reforms. Thresholds in Education, v47 n1 p23-39. Recent reform efforts to center issues of equity and social justice in mathematics classrooms have been under fire from the loudest sectors of right-wing media. The hysteria around incorporating social justice issues in mathematics classrooms is captured in the artificial binary: STEM or CRT. In our paper, we examine resistance to reform efforts in mathematics education in artifacts geared towards audiences beyond mathematics education researchers through the lens of whiteness. We analyzed artifacts from the Math Wars of the late 1990's and the current backlash towards mathematics education reform (Math Culture Wars) in California and Florida. We identified fear as a significant mechanism to upholding whiteness in the backlash to mathematics education reforms, particularly centering white fear. By describing how fear is constructed in the artifacts, scholars may find more targeted responses to the backlash by addressing the ideas perpetuated in these artifacts. Still, the field of… [PDF]

Lesley Doricely Meza (2024). Disrupting the Status Quo: Narratives of Women of Color Leaders at California Community Colleges. ProQuest LLC, Ed.D. Dissertation, Loyola Marymount University. The California Community College (CCC) system is the largest higher education system in the United States and serves diverse students. However, CCC's leadership does not mirror the diversity of its student population. Senior-level positions continue to be dominated by White men, highlighting the lack of diversity among leadership at these institutions and exposing the ongoing underrepresentation of women, especially women of color (WOC), in leadership positions due to the ingrained hierarchal and patriarchal systems in CCCs. This qualitative study aimed to provide a deeper understanding of the lived experiences of WOC, who are midlevel administrators at the CCC system. A critical race feminist (CRF) framework guided this study. This study used a critical race counter-storytelling technique to highlight voices and experiences of five WOC participants: Frida (Mexican), Sheila (African American), Valentina (Mexican), Rudii (Black), and Jamie (Chinese American). The findings revealed… [Direct]

Fredua-Kwarteng, Eric (2006). African Studies in a Canadian Academy: A Tool for Liberation or Marginalization?. Online Submission, Paper presented at the Annual Dean's Graduate Student Research Conference: Diverse Perspectives in Education (Ontario, Canada, Apr 24-25, 2006). This research uses critical race theory (CRT) as a conceptual perspective to study and analyze the experiences of ten students of African descent who enrolled in several African studies courses or related courses in an Ontarian university. The students, two females and eight males were interviewed between June and August 2005, using Semi-structured questions. The result of the study indicates that the organization of African studies program, the appointment of program coordinator/professors of African studies, selection of course materials/ readings, and the pedagogical practices of professors in that university tend to marginalize students enrolled in those courses and the program itself. Marginalization takes a variety of forms, including emotional torture, a sense of powerlessness, trivialization of African intellect, and tacit exclusion of Africa from intellectual discourses. The paper concludes by suggesting diversity policies that should be pursued by the academy in order to… [PDF]

Lee, Clifford; Tamerat, Jalene (2023). Centering Educators of Color in Teacher Preparation. Phi Delta Kappan, v104 n8 p12-18 May. Traditional teacher education and alternative teacher preparation programs struggle to recruit and retain prospective and early-career educators of color. To address this challenge, Jalene Tamerat and Clifford Lee recount their experiences as teachers and teacher educators-of color. They propose a reframing of pedagogies, curricula, and programmatic structures so they will more effectively center the cultural assets and critical perspectives among future educators of color. They share their personal reflections and offer an overview of the current educational landscape to contextualize and ground their recommendations for how teacher training programs can be more attuned to the needs of teacher candidates from minoritized and historically marginalized backgrounds…. [Direct]

Kennette, Lynne N.; Lin, Phoebe S.; Van Havermaet, Lisa R. (2023). Encouraging White Allyship in Anti-Racism by Decentring Whiteness. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, v16 n1 p31-54 Spr. Racism in higher education continues to harm Black, Indigenous and People of Colour (BIPOC) students, so white faculty need to be good allies in anti-racism by decentring whiteness to better support BIPOC individuals. To increase self-awareness, white faculty should reflect on how they benefit from white privilege and then use this privilege to better support BIPOC students at both the interpersonal and institutional level, to centre BIPOC voices, to advocate for social justice, to condemn racism privately and publicly, to create teachable moments to better inform white students on the harms of prejudice and to intervene if BIPOC students are discriminated against. By being good allies, white faculty can show other white individuals how to use one's privilege to take action in anti-racism…. [Direct]

Crutchfield, Jandel; Eugene, Danielle R.; Keyes, Latocia; Webb, Sarah (2023). Looking Within: Implicit Skin Tone Bias among Teachers of Color. Intercultural Education, v34 n1 p1-21. Colorism is a salient aspect of race in the knowledge construction and preparation of teachers across the globe. This paper reports the findings of a study that investigated attitudes and experiences of colorism among preservice teachers of color, including their own levels of implicit skin tone bias, and implications for their teaching practice. The results revealed that family background greatly influenced participant understanding and attitudes towards colorism. The results also demonstrated similar experiences across racial groups, highlighting the cross cutting and intercultural nature of colorism. Lastly, intersectionality contributed to participants ability to critically explain how colorism manifests in teaching practices. Implications for policy and practice efforts are discussed…. [Direct]

Allison-Burbank, Joshuaa D.; Conn, Annahbah; Vandever, Daniel (2023). Interpreting Din√© Epistemologies and Decolonization to Improve Language and Literacy Instruction for Din√© Children. Language, Speech, and Hearing Services in Schools, v54 n3 p707-715 Jul. Purpose: Culturally responsive teaching (CRT) is a recurring topic in preservice teacher and special education personnel training, especially as academic institutions work to implement anti-racist and anti-oppressive teaching pedagogies. These methods of instruction, specifically in the areas of language and literacy, can be implemented by programs that understand the needs of the Indigenous students that their trainees or students will eventually serve. Academic institutions must transform their teaching and mentoring approach to better prepare educators and clinicians who engage with Indigenous communities. Method: This tutorial includes a critical review and will focus on the Din√© traditional perspectives of Sa'ah Naagh√°√≠ Bik'eh H√≥zh√≥√≥n (SNBH), as it applies to the educational experiences of Din√© students. The principle, which represents the process of lifelong learning and reflection, will be used as a model for how Indigenous epistemologies can be used within a decolonized… [Direct]

Keith, Anthony R., Jr. (2023). On Being Ed Emcees: Toward Hip-Hop Educational Leadership Theory, Research, and Praxis. Equity & Excellence in Education, v56 n3 p372-394. Advocating for the advancement of hip-hop based education, critical qualitative research, and leadership for educational equity, I explain a theory of hip-hop educational leadership and discuss findings from my hip-hopography of hip-hop educational leaders who are spoken word artists, poets, rappers, or emcees and serve as community partners inside urban high schools across the United States. Using blackout poetic transcription to analyze data, I suggest that these individuals can be called educational emcees, who invoke love as a condition for learning and engagement in their schools through a series of meaningful practices. These individuals also embody poetry and spoken word as an organic hip-hop pedagogy. Opportunities for additional qualitative research about hip-hop educational leadership and educational emcees are presented, along with implications for education leadership preparation, recruitment, and development…. [Direct]

Livingston, Donovan (2023). Beats, Rhymes, and College Life: Making a Case for Mixtape Methodology in Higher Education Research. International Journal of Qualitative Studies in Education (QSE), v36 n3 p314-325. In this article, I will do two things: (1) synthesize existing literature exploring critical methodological frameworks that center race and hip-hop in educational contexts; and (2) propose future considerations for research for research, and introduce a new qualitative methodology called mixtaping. The aim of this article is to contribute to a growing body of scholarship supporting the decolonization of methodological practices, by framing minoritized voices — which are in this case, Black men in higher education, who identify as hip-hop artists — as both the subject of research and the producers of new knowledge…. [Direct]

Lackey, Danny; Lowery, Kendra (2023). Where Are the African American Males? Enrollment Criteria and the Placement of African American Males in Advanced Placement Courses. Urban Education, v58 n10 p2628-2657. This qualitative study was a critical race analysis of Advanced Placement criteria and under-enrollment of African American males in two midwestern urban high schools. Analysis of faculty interviews and documents generated four themes. AP criteria and enrollment were implemented through formal and informal practices, and key roles of individual faculty and collaboration with faculty and families supported AP structures. However, assumptions about African American males, and color and gender-blind dialogue contributed to disproportionate African American male enrollment in AP courses…. [Direct]

Moffa, Eric; Winston, Jake (2023). Examining Virginia's African American History Course through the Lens of Racial Pedagogical Content Knowledge. Social Studies, v114 n6 p266-281. During the 2020-2021 academic year, Virginia piloted a state-designed secondary African American history elective in 16 school divisions. Using the framework of Racial Pedagogical Content Knowledge (RPCK), this study examined the treatment of race in the new course by analyzing the state-created curriculum materials and interviewing three teachers that were part of the pilot program. Findings suggest that the curriculum challenged problematic traditional historic narratives, addressed issues of identity and structural racism, and applied racial knowledge through civic action projects. Teachers felt prepared to teach the course due to sustained racially conscious professional development facilitated by the Virginia Department of Education. The curriculum of the state-designed course and its implementation by teachers align with the core tenets of RPCK, such as its interrogation of power structures and inequalities, examination of intersectionality, and empowerment of students to… [Direct]

Loutzenheiser, Lisa W.; MacIntosh, Lori B. (2004). Citizenships, Sexualities, and Education. Theory Into Practice, v43 n2 p151-158 May. This article endeavors to pull together various theoretical approaches to curricular reform using the queer student body and queer theory as its starting point. The authors outline the implications of naming, and the possibilities and polemics of citizenship. Offering the intersections of queer theory and critical race theory as a model of intervention, they outline an alternative to universalist discourses of difference and assimilation. In doing so, they hope to develop a better understanding of who queer students are, and an understanding of how they are harmfully positioned as Other within the various discourses of citizenship, curriculum, and educational research….

Ashley D. Dom√≠nguez; Carlos R. Casanova (2024). Countering Racist Nativism through a Liberating Pedagogy of Praxis. Anthropology & Education Quarterly, v55 n1 p43-64. This article uses a framework that combines LatCrit theory, racist nativism, and liberating pedagogy of praxis (LPP) to examine how a community youth program's LPP practices countered the racist nativism Latinx youth experience in their high school. LPP practices challenged racist nativism by creating a space where Latinx youth faced each other in circles to engage in authentic collective intergenerational dialogue about lived experiences of racist nativism, which cultivated solidarity and a call to action…. [Direct]

Jennifer Grace; Ren√©e E. Lastrapes (2024). What Do School Administrators Think about Race? A Critical Race Mixed-Method Study. Journal of School Leadership, v34 n2 p177-201. Purpose: This study intends to be a catalyst in preparing school leaders to go beyond the call of social justice, to step into the role of anti-racist school leaders who advocate and actualize systemic changes in the educational landscape. Research Methods: Data were gathered using a mixed method approach, starting with an online survey (ARDSA) of 223 school administrators across Texas followed by in-depth interviews with a representative sample of 19 school administrators. Data analysis techniques included quantitative analysis of surveys to determine school and district administrators' perceptions of racism in schools and need for professional development followed by qualitative analysis to look for patterns and themes. Findings: Women agreed significantly more than men on Perceptions of Racial Inequities, Perceptions of Equitable Expectations, Addressing Racism, Critical Self-Awareness about Race, and Professional Development on Antiracism. Black and Latinx participants placed… [Direct]

Desiree O'Neal; James C. Bridgeforth (2024). (Re)Setting the Racial Narrative: Antiblackness and Educational Censorship. Education Policy Analysis Archives, v32 n9. Antiblackness is a persistent feature of American society with continued implications for the experiences, outcomes, and well-being of Black communities. In the wake of widespread protests against antiblack police brutality and heightened awareness of racial injustices in 2020, federal, state, and local political actors swiftly began a concerted effort to maintain the illusion of racial progress within the United States. These efforts, which we identify as manifestations of what Carol Anderson (2016) describes as White rage, have taken the form of educational censorship policies that have been successfully enacted in at least 18 states. This study interrogates the policy development process of two such censorship policies in Texas and North Dakota. Drawing on Black critical theory and insights from critical policy analysis, we demonstrate the ways that antiblackness was made legible in the policy development process and conclude with recommendations for combatting the further spread… [PDF]

Bryan Mann; Jaclyn Dudek (2024). Education Policy Is Spatial Policy: Using Spatial Imaginaries to Enhance Education Policy Research. Policy Futures in Education, v22 n5 p826-845. Education policy scholars must consider spatial theories and related methodologies. Spatial theories encourage rich understandings of education policy because education and place are intimately connected. This article shows how scholars can use "spatial imaginaries" to enhance knowledge of place and education policy. We explain these connections in three ways. First, we outline theoretical concepts and analytical considerations of spatial imaginaries. Second, we provide examples of lines of inquiry related to spatial imaginaries and education policy. Third, we consider methodological techniques. Education policy is spatial policy, so building theory and methods about place and education policy is vital to the field…. [Direct]

Aleman, Enrique, Jr. (2007). Situating Texas School Finance Policy in a CRT Framework: How "Substantially Equal" Yields Racial Inequity. Educational Administration Quarterly, v43 n5 p525-558. Purpose: The purpose of this article is to conduct a critical race policy analysis of Texas school finance policy. This empirical article examines three chapters of the Texas education code (TEC) and identifies the racial effects that the school funding system has on seven majority-Mexican American school districts. Methodology: Critical Race Theory (CRT) and Latina/o Critical (LatCrit) theoretical frameworks are employed in this article in which race and property are highlighted as concepts central to the analysis. The methodology allows for a critical perspective on history and the racial effects of policy to be outlined. First, a historical analysis of race and racism, schooling, and politics in Texas contextualizes the debate over school finance equity. Second, an analysis of the effects that the school finance system has on communities of color is completed. Analysis and Findings: An examination of primarily 2002-2003 school finance data, Texas Supreme Court opinions, and TEC… [Direct]

Rodriguez, Terri L. (2011). Stories of Self, Stories of Practice: Enacting a Vision of Socially Just Pedagogy for Latino Youth. Teaching Education, v22 n3 p239-254. This narrative inquiry examines how one Latina novice teacher articulates and implements a vision of teaching for social justice within the contexts of her teacher education program and her practice as a bilingual resource teacher. Informed by Latino/a critical race (LatCrit) theory, the analysis traces connections between stories of self and practice, focusing on her development of an innovative middle school literacy course for Spanish speakers. This article highlights the ways in which she recruits her experiences as a member of a marginalized group and brings them to bear on practice in the crafting of a critical pedagogy that takes learners' interests and concerns as central while encouraging social action. Findings are discussed in light of the following themes: critical questioning and resistance; analysis of systems of oppression and positioning; and encouraging social action and practicing democracy. This study has implications for teacher preparation committed to socially… [Direct]

de Saxe, Jennifer Gale (2021). Unpacking and Interrogating White Supremacy Educating for Critical Consciousness and Praxis. Whiteness and Education, v6 n1 p60-74. This article draws on theoretical frameworks that work to unpack and challenge white supremacy and hegemonic whiteness. The first section discusses the importance of contextualising ones' standpoint and positionality, demonstrating how both are interconnected to critical self-reflexivity, educating for critical consciousness, and praxis. Part two unpacks the "walls of whiteness," reinforcing the ways in which university education placates and upholds racial domination by failing to present and challenge systemic and institutional racism and white supremacy. Section three engages with a multi-faceted theoretical framework that aims to interrogate institutional and hegemonic whiteness discussed in section two. Here, I draw on the work of Mills, Leonardo, and Ladson-Billings, who all offer provocative arguments regarding the sustainability and omnipresent nature of racial domination through the Racial Contract and the Education Debt. Finally, section four considers some of the… [Direct]

Fraser-Burgess, Sheron (2023). Provincializing White Racial Ideology: Mills' Social Ontology and Philosophy of Education. Theory and Research in Education, v21 n1 p33-51 Mar. Social ontology examines the nature and mechanisms in human society of concepts that pertain to various kinds of social collectivities. A pioneer in the development of this philosophical field, Mills theorised a social metaphysics of "racial constructivism" for modern philosophy in order to explain the enduring orthodoxies of its Anglo-centric dominance. This paper invokes the term, supervenience, to further elucidate the causal bearing of race on individual and social facts. Turning to the philosophy of education, the ontological bifurcation of asymmetrical racial worlds is a salient divide to which discourses of normative individual ethics, analytic critical thinking, and generalized social justice contribute. Given the pervasiveness of supervenience, in the unwillingness to traffic in the ontology of race, educational philosophy hamstrings the creative and critical dimensions of advancing education for a racially equitable and pluralistic democracy…. [Direct]

Kolomyjec, Wanda (2023). Transformative Learning and Ideological Shifts: Implications for Pedagogy for the Privileged. Journal of Transformative Education, v21 n2 p283-302 Apr. Blood spilling into the streets in Charlottesville in August 2017 during a "Unite the Right" white supremacist rally, an August 2019 murderous rampage targeting Latinos at a Walmart in El Paso, Texas, and the most recent January 2021 storming of the U.S. Capitol represent only a few of the violent events that have occurred in the past 5 years initiated by far-right white supremacists. Fringe and violent behaviors do not exist in a vacuum. Every day, privileged white folks adhere to hegemonic ideals and engage in racist transgressions that stoke the fires of extreme violence. Significantly, however, some members of the privileged class eventually reject racist ideology and emerge as activists for marginalized populations. Drawing on the theoretical frameworks of Pedagogy for the Privileged, Pedagogy of the Oppressed, Transformative Learning Theory, and Critical Whiteness Studies, this paper asks the question: What facilitates a significant ideological shift?… [Direct]

Grosland, Tanetha; Matias, Cheryl E. (2023). Racial Justice and the Emotional Dichotomy: Reading Emotion in Critical Educators' Narratives on Politics and Policy amid Protest. Journal of School Leadership, v33 n4 p343-354 Jul. In this essay, we contend that there continues to be a lack of attentiveness in educational leadership and policy to addressing how critical educators "emotionally" navigate social and political issues generally, and racism particularly–both of which are emotional issues. As such, using brief examples of reflections from critical educators in urban educational leadership, we conduct a theoretical textual analysis of "emotions" in a time of heightened emotion, using the 2015 Baltimore Uprising as a case. In our critical-humanities-oriented essay, we focus on documenting narratives as large social concerns. Our theoretical treatment of emotion reveals the ways such treatments can be applied to school leadership for the purposes of praxis on critical practice in times of widespread conflict. These concerns include matters of emotional labor in educational sites (as microspaces permeated by racial turmoil unfolding in macrospaces). We foreground how racial… [Direct]

Doharty, Nadena; Esoe, Mboe (2023). 'Demonstrable Experience of Being a "Mammy" or "Crazy Black Bitch"' (Essential). A Critical Race Feminist Approach to Understanding Black Women Headteachers' Experiences in English Schools. Race, Ethnicity and Education, v26 n3 p318-334. This paper builds on the emerging, but significant scholarship of Critical Race Feminism (CRF) in education. It adds to the literature in this area by applying the theoretical and methodological underpinnings to the British education context where such applications are vanishingly small in favour of broader critical race applications. Supported by racialised and gendered images of professional Black women in leadership roles as the analytical standpoint for understanding a Black woman Headteacher's experiences in an English school, this paper argues that Black women's tenure and trajectories are underpinned by the white racial colonial logics of the "Mammy, Crazy Black Bitch, Superwoman" and/or "Feisty Sapphire." In so doing, institutional racism continues to underpin "and undermine" Black women Headteachers' leadership potential, experiences and outcomes…. [Direct]

Kealoha, Michiko (2023). Reeling and Healing from Hate Speech: Student Affairs Professionals of Color Share Post-Pandemic Imaginations for Community Colleges. Educational Studies: Journal of the American Educational Studies Association, v59 n2 p163-183. Throughout history, people have united to demand change and accountability in the face of injustice. Although freedom of speech and assembly rights have been essential in uplifting and empowering marginalized communities throughout history, it is important to name the existence of speech that seeks to expand rights and speech which aims to restrict rights. Hate speech occurrences have increased dramatically since 2016 and many scholars cite college campuses as a specialized place for hate and social movements. Despite this increase in incidents and scholarly attention focused on on-campus hate speech, there is a gap in knowledge regarding those staff members who oversee hate speech incidents as people of color, especially those who work in community colleges. Utilizing a Critical Race Study lens, this study explored how student affairs professionals of color in California community college settings experience and navigate hate speech and White supremacy. Through eight collective… [Direct]

Knight, David S.; Yang, Ji Ho (2023). Adopting a Critical Lens: A Conceptual Framework for Analyzing Local School Resources. Journal of Education Human Resources, v41 n3 p594-623 Jul. Current studies of school finance equity focus on quantitative approaches to understanding resource disparities. Analyses of school resources that capture stakeholder perceptions and values are better positioned to critically examine the historical, cultural, and political significance of different types of school resources. The purpose of this article is to advance a framework for analyzing school resources at the site level through a critical lens. We propose a novel conceptual framework, which we refer to as the "Critical School Level Resources" framework, to capture how local school stakeholders, specifically principals, teachers, and families, understand, allocate, and use school resources. Our hope is to see this framework push the field's conceptualization of resources to include qualitative and critical approaches, in addition to quantitative or a-critical metrics, while incorporating more stakeholders in the evaluation of resources at their schools…. [Direct]

Alyssa Hadley Dunn; Jessica James Hale; Rogers S. Smith; Stephanie Behm Cross (2023). The Intersections of Individuals and Institutions: Critical Engagement, Consciousness, and Whiteness in Teacher Preparation. SoJo Journal: Educational Foundations and Social Justice Education, v9 n1 p1-23. Drawing on critical Whiteness studies (CWS) alongside theories of engagement and critical consciousness, we share the story of two student teachers (STs) who were identified as "fully engaged" during urban student teaching. At the program level, results indicate that the STs' teacher preparation program favored compliant engagement over rebellion and reinforces and recenters White-dominant norms and ideologies. Looking specifically at the STs' experiences, both engaged in relationship building, resisted curriculum, and felt a sense of responsibility to and for their students. Despite these similarities, only one of the student teacher's stories included enactments of criticality while the other displayed more dysconscious ways of doing/being in the field. Implications for how we conceptualize student teacher engagement within teacher preparation programs, including how to support student teachers to engage critically during field experiences, are shared…. [Direct]

Wenyu Guo (2023). Exploring Literary Responses to Culturally Relevant Texts through an AsianCrit Lens: A Collective Case Study of Chinese American Students in a Community-Based Book Club. ProQuest LLC, Ph.D. Dissertation, University of South Carolina. Building on AsianCrit, reader response theory, and critical literacy perspective, this dissertation study investigated how second-generation Chinese American students at age eight to twelve respond to culturally relevant texts which portray contemporary and historical Chinese American people's lives and experiences in the United States. In addition, this study explored how these students negotiate their understanding of race, racism, and anti-Asian racism through associating with the stories, their everyday experiences, family traditions, and interactions with peers and researchers in a community-based book club. Specifically, this study examined how students of Chinese descent respond to xenophobia, discrimination, and racism towards Asian people, especially people of Chinese descent, during the COVID-19 pandemic through reading a text set and news related to COVID-19 and hate crimes. Situated within a critical theory paradigm, this single-site, collective case study forefronted and… [Direct]

Ladson-Billings, Gloria (2006). The Meaning of "Brown"… for Now. Yearbook of the National Society for the Study of Education, v105 n2 p298-315 Oct. The last few years (2004-05) have been filled with commemoration, reflection, and scholarship around the landmark Supreme Court decision, "Brown v. Board of Education" (1954). It was right and proper to take a 50-year retrospective at one of the more significant court rulings of the 20th century. It was also important to look at the decision in relationship to the current conditions of U.S. public schools and to ask what meaning "Brown" has for contemporary schooling. In this chapter, the author uses the theoretical lens of Critical Race Theory (CRT) to interrogate the "Brown" decisions (both 1954 and 1955) to consider what they mean for education today. The author looks at three scenarios that respond to the question of whether or not "Brown" could be decided in the same manner today as it was decided in 1954. (Contains 3 notes.)… [Direct]

Karen Howard (2024). Whiteness as Property in Music Education: Considering the Acceptance of Hamilton: An American Musical. Whiteness and Education, v9 n1 p105-122. In consideration of white music educators' perceptions of and engagement with matters of race and music, the purpose of this qualitative study was to problematise the acceptance and valuation of "Hamilton", and possible hypervaluation of Whiteness through the perceptions and experiences of eight White music educators who were fans of the show. The research was guided by the following questions: (1) Does this acceptance of "Hamilton" reflect the repertoire and cultures included in their music curricula?; (2) Does "Hamilton" function as propertized Whiteness thereby deeming it worthy of inclusion in music education settings?; and (3) Does the experience that is "Hamilton" pass as white, therefore making it feel comfortable and accessible to white music educators commonly uncomfortable with rap music? Interviews were analysed using a framework of whiteness as property including: rights of disposition, rights to use and enjoyment, reputation as… [Direct]

Anjal√© D. Welton; Deonte E. Iverson; Sarah Diem; Sarah W. Foster Walters (2024). A Path toward Racial Justice in Education: Anti-Racist Policy Decision Making in School Districts. Educational Policy, v38 n7 p1526-1562. The U.S. education system has been a critical site in the nation's ongoing fight for racial equity. Yet, despite many attempts to promote equity within and across schools, efforts fall short in a system designed to uphold norms rooted in whiteness and white supremacy. We need anti-racist educational leaders who can identify and push back at the racial bias embedded in educational policies. Through a research-practice partnership with a Midwestern high school, we sought to understand how an anti-racist policy decision-making protocol can be used to redress inequitable policies to be racially just. The anti-racist policy decision-making protocol promotes social justice by empowering school practitioners to become policy agents. Implications from our findings point to the need for school practitioners to be critically introspective and identify and directly address the politics of whiteness that can ensue when working in partnership to do anti-racist policy change…. [Direct]

Dianne Wellington; Jessica McClain (2024). A PSA I'm Here Too: Exploring the Harmful Experiences of Black Students through Critical Narratives. International Journal on Social and Education Sciences, v6 n3 p427-438. The paper illustrates the digital narratives of 219 Black students within the K-12 educational setting of a large West coast state in the United States. The researchers employed the method of storytelling to analyze Instagram posts created by students, which aimed to shed light on the various forms of injustice experienced by Black students. These online contributions effectively revitalized the significance of Black students' narratives and encounters with racism. The authors posit that educational institutions should reconsider their approach to mitigating the negative consequences encountered by Black students within educational environments. The present study serves as a call to action for educators and stakeholders to confront systemic anti-Blackness and create inclusive educational environments that prioritize the well-being and success of all students. Through collective effort and a commitment to antiracist practices, we can work towards a more equitable and just educational… [PDF]

Courtney O'Grady; Jennifer Ryan Newton; Megan Vinh; Ruby Batz; Sheresa Boone Blanchard (2024). Beyond Omission: Analysing the Erasure of Disability and Inclusion in the Developmentally Appropriate Practices. International Journal of Early Years Education, v32 n3 p647-657. The 4th edition of the National Association for the Education of Young Children's (NAEYC) guidelines for developmentally appropriate practice (DAP) had an opportunity to provide the field an inclusive blueprint. While there was an attempt in this edition to respond to decades of critiques (e.g. Bloch [1992]. "Critical Perspectives on the Historical Relationship Between Child Development and Early Childhood Education Research." In "Reconceptualizing the Early Childhood Curriculum: Beginning the Dialogue," edited by S. Kessler, and E. B. Swadener, 3-20. New York, NY: Teachers College Press.; Cannella [1997]. "Deconstructing Early Childhood Education: Social Justice and Revolution." New York, NY: Peter Lang.; Escayg [2019]. "Who's got the Power?": A Critical Examination of the Anti-Bias Curriculum." "International Journal of Child Care and Education Policy" 13 (1): 1-18. doi.org/10.1186/s40723-019-0062-9.; Langford [2010]…. [Direct]

Vanna Nauk; Varaxy Yi (2024). "You Weren't Good Enough, so Here's a Bronze Medal": Southeast Asian American Students and Racialized Community College Stigma. Community College Review, v52 n4 p434-457. Objective: This study aims to understand how Southeast Asian American (SEAA) community college students experience community college stigma. Methods: This phenomenological study employs AsianCrit as a framework to examine the realities of SEAA students in community college. Ten SEAA community college students underscore how racialization and community college stigma shape their self-perception and college-making decisions. Results: The findings indicate that SEAA community college students experience community college stigma in distinct ways, as shaped by the racialized contexts in which they experience stereotypes in education and in which their peers, educators, and family members inadvertently or intentionally reinforce this stigma. Contributions: These findings indicate that SEAA students experience racialized community college stigma shaped by their raced and racialized positionings within the Asian American racial category and intersecting with the stigmas of attending… [Direct]

Brian Cabral (2024). Get "With It": Extending the Study of Educational Carcerality and an Educational Abolitionism Praxis. Educational Studies: Journal of the American Educational Studies Association, v60 n3 p289-307. The merging of prison or carceral studies and education is longstanding. In fact, there is an omnipresence of an educational studies foundations that analyzes and interrogates the role of carceral logics in schools and prisons. I refer to these foundations as the study of "educational carcerality," and in this article, I demonstrate how such an analytical heuristic affords a more capacious understanding of how carcerality structures schooling and educational processes. However, the interpellation of abolition with educational carcerality is taking a newfound life as social movements across the United States have researchers, scholars, and organizers theorize on the abolition question more explicitly. As education scholars, we are in urgent need of continued thoughtful scholarly engagement with existing and developing literatures and questions centered on pedagogy and education through an abolitionist perspective. I offer "educational abolitionism praxis" as a… [Direct]

Sachin Maharaj; Stephanie Tuters; Vidya Shah (2024). Anti-CRT Attacks, School Choice, and the Privatization Endgame. Critical Education, v15 n2 p29-36. Across Canada, school districts have been confronting a backlash to their equity and social justice initiatives. Critics of public education have been arguing that the solution to these controversies is to increase school choice. Using several examples from the United States, this paper argues that the endgame of these strategies is to undermine the legitimacy of public education and increase support for private alternatives. To protect its future viability, the paper also calls on public education advocates to grapple with ongoing marginalization within school systems which make private options increasingly attractive…. [PDF]

Akua Nkansah-Amankra; Eupha Jeanne Daramola; James C. Bridgeforth; Taylor Enoch-Stevens (2024). "On a Risky Slope of Democracy": Racialized Logics Embedded in Community-School Board Interactions. Educational Evaluation and Policy Analysis, v46 n3 p506-533. As school board meetings are integral sites of local education policymaking, scholars must consider how structural racism manifests in these spaces across various district contexts. We examine how racialized institutional logics undergird the interactions between majority-Black district leadership and a local Black community during school board meetings. Through an ethnographic case study of school board meetings over the 2019-2020 school year, we find that racialized pressures led predominantly Black school board members and district administrators to uphold policies and practices that limited two-way authentic interactions with their Black constituents. In conclusion, we argue that racial representation in educational politics may be important, but is not sufficient unless accompanied by changes to policies and practices that privilege Whiteness and reproduce racism…. [Direct]

Christina L. Dobbs; Christine Montecillo Leider (2024). The Centrality of English as One Legacy of Lau: An Interest Convergence Theory Analysis of Massachusetts Policy for English Learners. Bilingual Research Journal, v47 n4 p438-454. Using the theoretical framework of interest convergence, this document analysis explores the legacy of Lau v. Nichols as a gateway to instructional programs for classified English learners in the state of Massachusetts that maintain the hegemony of English as the primary goal of schooling. Findings reveal that interest convergence is an organizing principle for how instruction for classified ELs has historically been organized and delivered throughout Massachusetts as a move both toward and away from English-only instructional policy…. [Direct]

Apple, Michael W. (2009). Is Racism in Education an Accident?. Educational Policy, v23 n4 p651-659. People live in a time where neoliberal positions, with their assumption that private is good and public is bad, are dominant. Yet, as the author and others have demonstrated, such positions consistently privilege particular and identifiable classed and raced groups. This is not accidental. Society, like many others throughout the world, is organized around extremely powerful dynamics that are very hard to interrupt. As David Gillborn, author of the book \Racism and Education,\ would claim, this privileging is one of the predictable effects of the ways in which such things as \race\ permeates people's everyday lives. It is not intentional in the usual sense of that word. However, to say that the effects are potent is to engage in understatement. How are people to understand these effects and the realities that both produce and are produced by them? Do people see them as accidental, as oddities that somehow seem to happen? Or are they truly constitutive dynamics that are at the very… [Direct]

Shirazi, Roozbeh (2022). "Why Do We Need to Know about This?": U.S. Imperialism, Persepolis, and Knowledge Production on Iran in the Classroom. Journal of Teacher Education, v73 n4 p397-409 Sep-Oct. Contributing to a growing body of research on acknowledging U.S. imperialism within teacher education, this article explores how knowledge production on Iran–and U.S.-Iran relations more broadly–in secondary education represents a site of what Britzman has called difficult knowledge. Here, the difficulty of classroom engagements with the theme of U.S. imperialism is highlighted in several epistemic stumbling blocks, notably notions of White epistemic authority, neoliberal multiculturalism, and imperial feeling. Drawing upon data collected during a 9-month ethnographic study, the analysis presents classroom scenes from a high school world literature unit on Marjane Satrapi's "Persepolis," selected by the teacher to explore themes of colonialism, imperialism, and revolution. Despite these intentions, classroom engagements with the text often reproduced Orientalist understandings. These findings inform the concluding argument that mobilizes contrapuntal reading as a… [Direct]

Snipes, Vincent T.; Waters, Roderick D. (2005). The Mathematics Education of African Americans in North Carolina: From the Brown Decision to No Child Left Behind. Negro Educational Review, The, v56 n2-3 p107-126 Jul. For several years now, an achievement gap has been in existence between African American students and white students in mathematics. The purpose of this study is to (1) report on an in-depth case study of a former state mathematics consultant to describe his experiences of the mathematics education of African Americans in public high schools in North Carolina from 1950-1980 and (2) to examine North Carolina African American students' progress in mathematics from the Brown vs. the Board of Education Decision to the "No Child Left Behind Act" Era. The data for this study are analyzed utilizing the critical race theory of education perspective…. [Direct]

Burgess, Cathie; Fricker, Aleryk; Weuffen, Sara (2023). Lessons to Learn, Discourses to Change, Relationships to Build: How Decolonising Race Theory Can Articulate the Interface between School Leadership and Aboriginal Students' Schooling Experiences. Australian Educational Researcher, v50 n1 p111-129 Mar. When conversations about Aboriginal student educational success emerge, they are usually focussed on the high levels of underachievement and disengagement. School leadership is seen as critical to contributing to student outcomes. For Aboriginal students, creating inclusive learning environments that support culture and identity, and building trusting relationships with families and community members are also critical goals. As part of the Aboriginal Voices project, this paper uses Decolonising Race Theory (Moodie, 2018) to analyse interviews with four Principals in urban, regional, and rural locations to understand their perceptions and experiences of leading Aboriginal education in schools. From the interviews, three key themes emerged: leading culture, identity and school-community relationships, leading curriculum, pedagogy and teacher development, and leading student participation and achievement. Decolonising Race Theory (Moodie, 2018) is applied as an analytical tool to view… [Direct]

Garcia, Nichole M.; Huber, Lindsay P√©rez; V√©lez, Ver√≥nica N. (2023). Can Numbers Be Gender and Race Conscious? Advocating for a Critical Race Feminista Quantitative Praxis in Education. Equity & Excellence in Education, v56 n1-2 p190-205. In this article, we (re)imagine quantitative approaches in educational research to (re)evaluate our experiences as Chicana/Latina feminists, which are always inextricably both raced and gendered. Using a Chicana feminist epistemology in education, a framework that explicitly challenges the perceived objectivity and universal foundations of knowledge that undergird traditional qualitative approaches, and quantitative critical (QuantCrit) research in education, which centers how statistics have long been racist and racialized, we consider whether numbers can be race and gender conscious. We put forth a critical race feminista quantitative praxis in education through an empirical application that explores Chicana educational attainment and occupational outcomes using secondary data from the U.S. Census Bureau. We conclude with implications for educational research…. [Direct]

Johnson, Marcus W.; Nicol, Maureen W. (2023). Introducing Curricular and Pedagogical Resuscitation (CPR): A Black Approach to Reviving the Self and Collective through Social Studies. Urban Education, v58 n9 p1887-1911 Nov. Social studies has been lagging in the race to gain classroom instructional time due to the impact of high-stakes testing in urban schools. Furthermore, social studies can be particularly uninteresting to Black students whose diverse sociocultural histories and perspectives remain diminished or absent. Therefore, this paper advances curricular and pedagogical resuscitation (CPR) as a renewed and continuing quest to properly address and privilege Black students and their lived experiences. Employing BlackCrit, we forward CPR as a more accurate, timely, and holistic social studies approach–addressing the body, spirit, and mind of our students…. [Direct]

Velasco, Richard Carlos L. (2023). Constant Critical Reflexivity: Engaging in an Archaeology of Self to Promote Racial Literacy in a Math Teacher Education Program. Educational Forum, v87 n3 p177-191. Racial literacy is critical pedagogy that seeks to end racism. Developing racial literacy in math teacher education programs is a crucial step in preparing preservice teachers to acknowledge and resist prejudiced and racist math teaching policies and practices before they enter the K-12 classroom. In this essay, I unpack and share how I engaged in critical reflexivity and an Archaeology of Self to promote racial literacy and antiracist pedagogy in my MTEP courses…. [Direct]

Bohonos, Jeremy William; James-Gallaway, ArCasia D.; James-Gallaway, Chaddrick; Turner, Francena F. L. (2023). Black History in Adult Education in the United States: A Historical Review and Historiographical Critique. Adult Education Quarterly: A Journal of Research and Theory, v73 n4 p345-362. This article pushes towards the integration of the history of Black Adult Education (AE) into the broader history of AE literature and it contributes a critique of the field's general omissions and misrepresentations of Black history. The purpose of this paper is twofold: (1) to critique the white-dominated history of AE texts and (2) to provide a historiographical essay that highlights works focused on the Black history of AE. In doing so, we offer a historical counternarrative rooted in the secondary historical literature that addresses the history of Black education. Ultimately, this paper critiques historiographical essays focused on AE, situates our discussion within debates on approaches to race in AE, and revisits works of Black AE from within the field as well as key works by educational historians that address issues related to Black AE…. [Direct]