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Full-Text Articles in Education
I Was Called “Aggressive” In A Classroom:” How Educator Preparation Programs Can Better Prepare Students For Diversity, Nikita Mc Cree
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.
Treading Water: Faculty Of Color Teaching Multicultural Classes During The Pandemic, Quinita Ogletree, Ana Carolina Diaz Beltran
Treading Water: Faculty Of Color Teaching Multicultural Classes During The Pandemic, Quinita Ogletree, Ana Carolina Diaz Beltran
Race and Pedagogy Journal: Teaching and Learning for Justice
There has never been a time like this in recent history. In the last year, educators have been building new paradigms as they teach. In this article, we inquire into our experiences teaching race at a PWI during the historic times of protests against the killings of Black men and women at the hands of the police and others, COVID-19, an election year, natural disasters, and changes in the Supreme Court. This article will reflect on the strategies and pedagogies used to support Faculty of Color teaching multicultural education/diversity classes at PWIs, and how the authors handled cultural taxation caused …
Privileging “Race” At Centers And Institutes In Higher Education: A Study Of The Landscape, Jonathan Lightfoot
Privileging “Race” At Centers And Institutes In Higher Education: A Study Of The Landscape, Jonathan Lightfoot
Race and Pedagogy Journal: Teaching and Learning for Justice
After identifying a number of academic centers with "Race" in their names at American colleges and universities in the United States, we sought to explore the efficacy and impact these centers have on their respective campus communities and beyond. The goal of this qualitative exploratory research was to better understand the nature of these race-oriented academic centers and the relationship they have with their host institutions. From a combination of website review, oral interview and online survey data, the study found that these American race-based academic centers and institutes contribute to our overall knowledge in several ways, including how they …
Building Racial Coalitions: Limitations And New Directions To Teaching “White Privilege”, Eric César Morales
Building Racial Coalitions: Limitations And New Directions To Teaching “White Privilege”, Eric César Morales
Race and Pedagogy Journal: Teaching and Learning for Justice
In this article, I pull from critical race theory, psychology, and philosophy to deconstruct the underlying psychological components that lead to “white fragility,” and I explore the limitations in current pedagogical approaches to teaching privilege. I argue that we adopt a more nuanced and context based understanding of “white privilege,” one that breaks down the concept into its two constituent parts: the “privilege/adversity paradigm” and “colonizer alignment privilege.” In the former, basic human physical or cultural traits are presented to students as capable of being beneficial or detrimental depending on context. In the latter, the ways in which people create …
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 …
From Dialogue To Action: Situating Black Lives Matter In A Liberal Arts Education, Jaira J. Harrington
From Dialogue To Action: Situating Black Lives Matter In A Liberal Arts Education, Jaira J. Harrington
Race and Pedagogy Journal: Teaching and Learning for Justice
The purpose of this article is to demonstrate the value of teaching a Black Lives Matter course in a liberal arts curriculum. Drawing from original case study experience of teaching the Black Lives Matter course at a predominately white, liberal arts institution, the argument is not only pedagogical, but practical for the times in which education about issues of contemporary significance for all students. Teaching a Black Lives Matter course with a historically-situated, community-grounded and solutions-oriented approach fosters the learning environment of inclusivity to which many campuses aspire. This paper provides a practical blueprint for scholars seeking to creatively integrate …