Education Commons^™

Beyond The Pale: Pedagogical Strategies For Analyzing Race And Whiteness, Matthew W. Hughey

Race and Pedagogy Journal: Teaching and Learning for Justice

The roots of American sociology of race and ethnicity run deep, but a focus on whiteness has matured in recent decades. This body of research is diverse: Whiteness is understood as simultaneously omnipresent, ubiquitous, rigid and flexible. Moreover, students enrolled in courses on race and ethnicity have difficulty grasping the conflicting and ambiguous character of whiteness that is exacerbated by their own misconceptions and ideological baggage they carry into the classroom. To empirically identify common student misconceptions, and to illuminate effective pedagogical interventions, I analyze two different sociology of race and ethnicity courses, offered twelve times over an eight-year span, …

Critical Race Religious Literacy: Exposing The Taproot Of Contemporary Evangelical Attacks On Crt, Robert O. Smith, Aja Y. Martinez

Journal of Critical Race and Ethnic Studies

No abstract provided.

Conversations About Race Between Educators And K-12 Students, Elana Wolkoff, Ronda Goodale

Race and Pedagogy Journal: Teaching and Learning for Justice

Conversations about race between teachers and K-12 students have been found to improve racial attitudes for students of all races and to serve as a protective factor for students of color. This study examines perspectives of educators and youth in regard to these conversations, obstacles that impede them and factors that increase positive outcomes. Eighty-nine educators and 130 youth completed questionnaires that included multiple choice and open response questions. Samples were diverse in regard to race and geographic region within the US. Using descriptive statistics and thematic analysis, researchers found that these conversations generally have positive outcomes and often strengthen …

Is Academics Inclusive?, Anoop Gupta

Race and Pedagogy Journal: Teaching and Learning for Justice

The following question was discussed, “Is academics inclusive?” The method was archival and autoethnographic. Immanuel Kant’s racist views were discussed in relation to his ethics, for the purpose of considering how biographical material could shed light on understanding his ethics. In addition, the author focused upon their own experience as a racialized Canadian student from about 1989 to 2002, about 12 years, cumulating in a doctorate, specializing in the philosophy of mathematics, and further work he did in the social sciences, thereafter, leading to another doctorate in educational studies and sessional work. Finally, some suggestions are offered to make academics …

I Was Called “Aggressive” In A Classroom:” How Educator Preparation Programs Can Better Prepare Students For Diversity, Nikita Mc Cree

Race and Pedagogy Journal: Teaching and Learning for Justice

The paper is an account of an Afro-Caribbean, female Ph.D. candidate being called Aggressive while teaching at a predominately White institution (PWI) in the Midwest. The recollection of the experience explores, through the eyes of a Black female scholar, the emotions of being called Aggressive on a PWI campus and highlights the work that remains in helping develop future educators who are not threatened by ethnic and cultural diversity in the classroom.

Do The ‘Write’ Thing: Utilizing Spike Lee To Read The Word And World, Dominick N. Quinney

Race and Pedagogy Journal: Teaching and Learning for Justice

College writing is an essential skill by which college students should begin to craft and construct their academic voices as they see and interpret the world around them in a scholarly setting. At the same time, as a result of varying phenomena, students have struggled to articulate themselves in written form, often performing what some describe as ‘writing apprehension'. In an effort to explore these phenomena, I developed a first-year seminar that allowed for both the concepts of race, ethnicity, identity, and writing to come together in an academic setting as a way to have students understand identity and its …

Racism In The College Boardroom? A Personal Narrative And Case Study, Tom Olson

Race and Pedagogy Journal: Teaching and Learning for Justice

This paper explores the intersection of ethnicity, race, class, and unwritten but ingrained university policy through use of an anonymized personal narrative and case study. Intersectionality, as initially suggested by Lorde and later described by Crenshaw, provided the theoretical framework from which to explore this case. Development of the case was guided by four elements deemed as vital to effective case narratives: context, complexity, ambiguity, and relevance. The discussion focuses on the key question of the extent to which this was a case of racism, or if other factors might have accounted for the experience. The paper’s intent is to …

The Perpetual Disservice Of “Passive Action” To Reduce Racism On College Campuses: Why Things Like Cluster Hires, Talks, Reading Groups, And Pedagogy Workshops Don’T Work, Jasmine L. Harris

Race and Pedagogy Journal: Teaching and Learning for Justice

In the wake of increasing pressure to address issues of system racism, college and university administrators’ announcements of institutional initiatives to combat racism on their campuses have also increased. However, incidences of hate crimes and racist acts at these schools continue to increase as well suggesting that either the types of initiatives undertaken, or the processes of implementation are ineffective in the goal of reducing racism in these settings. This conceptual paper argues that is it likely both, problematizing the use of programming aimed only at generating discussion as “passive action” that which seeks to look like action, but actually …

An Upstander Is A Person In Your Neighborhood: Children, Sesame Street, And Race In 2020, Gemma Yoo

The Yale Undergraduate Research Journal

Educational children’s media, such as the program Sesame Street, may be the most accessible format for teaching young children about race and racism in the United States. Throughout its history, Sesame Street has attempted to confront racism through its diverse cast and, in the summer of 2020, by directly addressing the topic with children and families. However, both its passive representation and active discussion fall short of what is needed to confront systemic racism. This paper addresses Sesame Street’s past and present role as a leader in children’s educational media, and advocates that the program employ Critical Race Theory to …

Movement Upstream, Downstream: A Lyric Essay, Mong- Lan

Asian American Literature: Discourses & Pedagogies

Early on, without knowing I was part of a movement, I was part of the movement of the Asian American cultural and literary phenomenon.

Because it was necessary to bear witness, to tell my story, my stories, our stories, the collective story, my observations, which keeps on unravelling, I began to write.

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.

'Race, Racism, And American Law': A Seminar From The Indigenous, Black, And Immigrant Legal Perspectives, Eduardo R.C. Capulong, Andrew King-Ries, Monte Mills

The Scholar: St. Mary's Law Review on Race and Social Justice

Flagrant racism has characterized the Trump era from the onset. Beginning with the 2016 presidential campaign, Trump has inflamed long-festering racial wounds and unleashed White supremacist reaction to the nation’s first Black President, in the process destabilizing our sense of the nation’s racial progress and upending core principles of legality, equality, and justice. As law professors, we sought to rise to these challenges and prepare the next generation of lawyers to succeed in a different and more polarized future. Our shared commitment resulted in a new course, “Race, Racism, and American Law,” in which we sought to explore the roots …

Educational Narrative: Grace Eberhardt, Grace Eberhardt

Race and Pedagogy Journal: Teaching and Learning for Justice

As a part of the University of Puget Sound's African American Studies Public Scholarship course, students were required to review their educational experiences from pre-k to the present. The goal of this assignment was for them to assess the ways in which they were treated based on their marginalizations or their privileges. Students provided three terms for what their narrative would share — the terms were not to be included in their narrative. After reading their narratives aloud, a class discussion connected their terms to the associated experiences. There are a total of four narratives in this issue, three are …

Inseparable: Perspective Of Senator Daniel Webster, Ernest M. Oleksy

The Downtown Review

Considering the hypersensitivity that their nation has towards race relations, it is often ineffable to contemporary Americans as to how anyone could have argued against abolition in the 19th century. However, by taking the perspective of Senator Daniel Webster speaking to an audience of disunionist-abolitionists, proslaveryites, and various shades of moderates, numerous points of contention will be brought to light as to why chattel slavery persisted so long in the U.S. Focal points of dialogue will include the Narrative of Frederick Douglass, the "positive good" claims of Senator John C. Calhoun, the disunionism of William Lloyd Garrison, and the defense …

Introduction To New Work On Immigration And Identity In Contemporary France, Québec, And Ireland, Dervila Cooke

CLCWeb: Comparative Literature and Culture

No abstract provided for the introduction.

Thematic Bibliography To New Work On Immigration And Identity In Contemporary France, Québec, And Ireland, Dervila Cooke

CLCWeb: Comparative Literature and Culture

No abstract provided.

Engaging Race And Power In Higher Education Organizations Through A Critical Race Institutional Logics Perspective, Dian Squire

Journal of Critical Scholarship on Higher Education and Student Affairs

Engaging today’s issues in higher education requires strong analytical tools that can address the complex nature of our institutional systems and their involved actors. This paper forwards a critical race institutional logics perspective (CRILP). CRILP examines both organizations as they are embedded in a neoliberal and racist society and actor identity, agency, decision-making, and their relation to power. It is important to centralize actor-level racial identity and intersecting identities as race and racism are still pervasive in today’s society. Additionally, the current state of higher education as a market-driven entity leads to thinking about the ways that neoliberalism have permeated …

Black Lives Matter: Why Black Feminism?, Analexicis T. Bridewell

First-Gen Voices: Creative and Critical Narratives on the First-Generation College Experience

In this essay, the author explores the inclusive nature and focal range of the Black Lives Matter movement in an effort to demonstrate how the goals of the movement are grounded in Black feminism. Ultimately, Bridewell concludes that creating inclusive spaces for the exploration of intersectional identities can help bring justice and equality not only to the Black community, but to all lives that have be oppressed or marginalized.

Special Issue: Students' Critical Reflections On Racial (In)Justice

Journal of Critical Scholarship on Higher Education and Student Affairs

This special issue was made possible by the generous, critical, timely, and powerful contributions submitted by undergraduate and graduate students reflecting on the state of racial justice/injustice as they see it.

Panoply: Haitian And Haitian-American Youth Crafting Identities In U.S. Schools, Fabienne Doucet

Trotter Review

In the United States, where race is a powerful factor for social stratification (Appiah & Gutmann, 1998; Glick-Schiller & Fouron, 1990a; Omni & Winant, 1986), foreign-born Blacks find themselves battling the demoralizing impacts of discrimination, racism, and xenophobia on a daily basis. In the school context, racist assumptions have been shown to predispose teachers to have lower expectations of immigrant students and other students of color, to view them more often as behavioral problems, and to assume that their parents do not value education (Doucet, 2008, 2011b; Suárez-Orozco, Suárez-Orozco, & Todorova, 2008). At the same time, the powerful influence of …