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Articles 1 - 8 of 8
Full-Text Articles in Education
Racializing Service (Learning): A Critical Content Analysis Of Service Learning Syllabi, Tania Mitchell, Carmine Perrotti
Racializing Service (Learning): A Critical Content Analysis Of Service Learning Syllabi, Tania Mitchell, Carmine Perrotti
Race and Pedagogy Journal: Teaching and Learning for Justice
This study examines service learning pedagogy and its use of racialized terms to frame service. Through a critical content analysis using 270 syllabi from 193 four-year U.S. institutions with the Community Engagement Classification from the Carnegie Foundation for the Advancement of Teaching, this study explores how the language used in service learning syllabi perpetuates and sustains racialized hierarchies in community engagement experiences.
“Where Is The Solidarity?”: Black Women’S Experiences Attending A Hispanic-Serving Institution, Emmanuela P. Stanislaus
“Where Is The Solidarity?”: Black Women’S Experiences Attending A Hispanic-Serving Institution, Emmanuela P. Stanislaus
Race and Pedagogy Journal: Teaching and Learning for Justice
The topic of diversity and equity in the field of higher education has primarily been explored through examining the experience of Black students attending Predominantly White Institutions. Hispanic-Serving Institutions (HSIs) enroll 16% of Black college students (Nuñez, et al., 2015), yet there is a dearth of research that explores their experiences. Despite the increase representation of Black college students attending HSIs, existing HSI research has focused on the student success and experiences of Hispanic students. In light of these limitations, this paper presents a qualitative-case study exploring the experiences of five Black women attending a HSI located in an urban …
Preparing Students To Learn About Antiracism: Voices From Four Undergraduate Antiracist Learners, Jessica Babich, Marykate Cotter, Jacqueline Oleas, Addison Procak, Laurie Grobman
Preparing Students To Learn About Antiracism: Voices From Four Undergraduate Antiracist Learners, Jessica Babich, Marykate Cotter, Jacqueline Oleas, Addison Procak, Laurie Grobman
Race and Pedagogy Journal: Teaching and Learning for Justice
The authors, a professor and four undergraduates, add the dimension of preparing students for antiracist learning and to become antiracist learners to the ongoing scholarly dialogue about antiracist curricula, pedagogy, and learning outcomes, hoping to open a robust area of scholarship and practice that will include the voices of students. They consider this “pedagogy of preparation” to be an important step to readying students for the demanding intellectual, emotional, and ethical work of antiracist learning. Because college students will become the antiracist leaders in the generations to come, they need to be prepared to be antiracist learners in their classes. …
(Re)Imagining A Dialogic Curriculum: Humanizing And Epistemically Liberating Pedagogies, Parise Carmichael-Murphy, Josephine Gabi Dr
(Re)Imagining A Dialogic Curriculum: Humanizing And Epistemically Liberating Pedagogies, Parise Carmichael-Murphy, Josephine Gabi Dr
Race and Pedagogy Journal: Teaching and Learning for Justice
This paper is a call to university leaders across the United Kingdom to stand in solidarity with racialized and racially minoritized students by embracing humanizing and epistemically liberating practices that open up possibilities for authentic dialogue and action. This dialogue should seek to resist the barriers which have resulted in the marginalization, and often systemic discrimination of racially minoritized students within higher education. We seek to illuminate the revolutionary leadership of university students, who have initiated the movement toward racial representation, multiple truths, and a more equitable curriculum that subverts the violence of Western cognitive imperialism. Black feminist thought informs …
Anti-Racism In Higher Education: A Model For Change, Allison N. Ash, Redgina Hill, Stephen Risdon, Alexander Jun
Anti-Racism In Higher Education: A Model For Change, Allison N. Ash, Redgina Hill, Stephen Risdon, Alexander Jun
Race and Pedagogy Journal: Teaching and Learning for Justice
Racism continues to persist in higher education and traditional diversity initiatives that focus only on support resources and tolerance training continue to fall short in making lasting change on college and university campuses. The purpose of this scholarly paper is to present a model for change within higher education that distributes leadership and institutional power across racial lines and enlightens the White community about systemic inequities.
Barriers And Strategies By White Faculty Who Incorporate Anti-Racist Pedagogy, Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, Alexander Jun
Barriers And Strategies By White Faculty Who Incorporate Anti-Racist Pedagogy, Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, Alexander Jun
Race and Pedagogy Journal: Teaching and Learning for Justice
This study focused on the experiences of White faculty who incorporate an anti-racist framework into their college classrooms. The participants shared about the challenges of incorporating anti-racist pedagogy into their classrooms due to both perceived personal and institutional barriers. These participants perceived personal barriers stemming from an internalized struggle of understanding their own White identity while also struggling to be viewed as anti-racist educators by colleagues of color. These faculty participants also shared about perceived professional barriers which included the pressure to obtain tenure, perceived loss of control in the classroom by the students, and anti-racist work being disregarded by …
“Mommy, Is Being Brown Bad?” : Critical Race Parenting In A Post-Race Era, Cheryl E. Matias Ph.D.
“Mommy, Is Being Brown Bad?” : Critical Race Parenting In A Post-Race Era, Cheryl E. Matias Ph.D.
Race and Pedagogy Journal: Teaching and Learning for Justice
This article looks at the counter-pedagogical processes that may disrupt how children learn about race by positing a pedagogical process called Critical Race Parenting. By drawing upon counterstories of parenting I posit how Critical Race Parenting (CRP) becomes an educational praxis that can engage both parent and child in a mutual process of teaching and learning about race, especially ones that debunk dominant messages about race. And, in doing so, both parents and children have a deeper commitment to racial realism that does not allow for colorblind rhetoric to reign supreme.
Holistic Learning-Centeredness: De-Centering The University For Social Justice, David S. Goldstein
Holistic Learning-Centeredness: De-Centering The University For Social Justice, David S. Goldstein
Race and Pedagogy Journal: Teaching and Learning for Justice
Many colleges and universities have begun to shift their orientation from teaching-centered (privileging the teacher and the content) to student-centered (designing courses and curricula based on students’ perspectives, needs, and desires). Higher education needs to take the next step by acknowledging that the campus as only one locus of student learning out of many. Students learn from all aspects of their lives, and higher education institutions should—by implementing ePortfolios and other tools for integration and reflection—focus on helping students connect and reflect upon what they learn not only in the curriculum and co-curriculum, but also in their families, workplaces, …