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Articles 91 - 98 of 98
Full-Text Articles in Education
Undoing Miseducation: Centering Race And Unlearning Racism In Teacher Education, Mary Boer, Molly Pugh, Amy E. Ryken
Undoing Miseducation: Centering Race And Unlearning Racism In Teacher Education, Mary Boer, Molly Pugh, Amy E. Ryken
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Voice Of The Voiceless: The Project Of Black Identity In Carrie Mae Weems’S From Here I Saw What Happened And I Cried, Emma K. Ferguson
Voice Of The Voiceless: The Project Of Black Identity In Carrie Mae Weems’S From Here I Saw What Happened And I Cried, Emma K. Ferguson
Race and Pedagogy Journal: Teaching and Learning for Justice
Of the pieces shown in the 2016 exhibit “30 Americans” at the Tacoma Art Museum, Carrie Mae Weems's "From here I saw what happened and I cried" (1995-1996) was one of the most impactful. Weems's piece is composed of 33 toned images - with two blue-toned images bookending the other red-toned images - framed in circular mattes with sandblasted text over the glass frame. For this work, Weems re-presents daguerreotypes commissioned by Louis Agassiz in 1850; Each portrait, toned in blood-red, has a sandblasted text overlay that, when put together, presents an American narrative of black identity (the full text …
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 …
Challenging Deficit Default And Educators’ Biases In Urban Schools, Lynette Parker, Charlene Reid, Tanya Ghans
Challenging Deficit Default And Educators’ Biases In Urban Schools, Lynette Parker, Charlene Reid, Tanya Ghans
Race and Pedagogy Journal: Teaching and Learning for Justice
This paper explores kindergarten and 1st grade teachers’ beliefs about students in an urban elementary school. Teachers situated concerns about a new literacy program and benchmark goals within an ideology that pathologized poor students of color as being academically unprepared. Teachers’ claims were corroborated by their grade-level administrator. However, an analysis of student performance data revealed educators’ pathological beliefs to be unwarranted. Deficit beliefs about the capabilities of the poor students of color were associated with fear of failure, uncritical acceptance of poverty as brain trauma, and their ascription to negative views about poor and minority students.
“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.
The Pipeline: A Dangerous Education, Toria Messinger
The Pipeline: A Dangerous Education, Toria Messinger
Race and Pedagogy Journal: Teaching and Learning for Justice
From both a societal and institutional level, the school-to-prison pipeline continues to be an issue confronting historically marginalized youth. The harsh realities of discrimination and the lack of funding supporting equal education opportunities are directly connected to the perpetuation of stigmatization and overrepresentation in the criminal justice system. By evaluating the pipeline from both a structural and experiential level, it is possible to identify key target areas for future policy changes and theoretical evaluations. Looking at the current structures underpinned by social and legal systems, countless voices have argued that a shift must occur, and it must be sweeping in …
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, …
A Sociocultural Approach To Teaching About Racism, Tugce Kurtis, Phia S. Salter, Glenn Adams
A Sociocultural Approach To Teaching About Racism, Tugce Kurtis, Phia S. Salter, Glenn Adams
Race and Pedagogy Journal: Teaching and Learning for Justice
Drawing upon previous research which finds that a sociocultural approach to teaching about racism results in increased consciousness about racism and support for antiracist policies (Adams et al., 2008), we designed and implemented a tutorial consistent with this approach in our Cultural Psychology courses. The tutorial presented undergraduate students with media images involving stereotypical representations of people from various racially marginalized groups. Students indicated how much racism they perceived in each image and discussed different conceptions of racism, reasons for variation in racism perception, and potential consequences of exposure to these images. The instructor then presented findings from social and …