Open Access. Powered by Scholars. Published by Universities.®
- Discipline
-
- Higher Education (7)
- Arts and Humanities (6)
- Social and Behavioral Sciences (5)
- Curriculum and Instruction (4)
- Race, Ethnicity and Post-Colonial Studies (4)
-
- Curriculum and Social Inquiry (3)
- Sociology (3)
- Bilingual, Multilingual, and Multicultural Education (2)
- Educational Leadership (2)
- Politics and Social Change (2)
- Race and Ethnicity (2)
- Scholarship of Teaching and Learning (2)
- American Studies (1)
- Art Education (1)
- Civil Rights and Discrimination (1)
- Communication (1)
- Critical and Cultural Studies (1)
- Disability and Equity in Education (1)
- Early Childhood Education (1)
- Educational Methods (1)
- Elementary Education (1)
- Human Rights Law (1)
- Immigration Law (1)
- Indigenous Education (1)
- Indigenous, Indian, and Aboriginal Law (1)
- Inequality and Stratification (1)
- International Humanitarian Law (1)
- Law (1)
- Law and Politics (1)
- Institution
-
- Loyola University Chicago (2)
- University of Nebraska at Omaha (2)
- University of Puget Sound (2)
- Cal Poly Humboldt (1)
- Georgia Southern University (1)
-
- Hamline University (1)
- Lewis and Clark Graduate School of Education and Counseling (1)
- Linfield University (1)
- Loyola Marymount University and Loyola Law School (1)
- St. Mary's University (1)
- The University of San Francisco (1)
- University of South Carolina (1)
- University of Washington Tacoma (1)
- Virginia Commonwealth University (1)
- Publication
-
- Journal of Critical Scholarship on Higher Education and Student Affairs (2)
- Journal of Curriculum, Teaching, Learning and Leadership in Education (2)
- Race and Pedagogy Journal: Teaching and Learning for Justice (2)
- Democracy and Education (1)
- Doctoral Dissertations (1)
-
- Ed.D. Dissertations in Practice (1)
- Faculty Publications (1)
- Georgia Educational Researcher (1)
- IdeaFest: Interdisciplinary Journal of Creative Works and Research from Cal Poly Humboldt (1)
- Journal of Social Theory in Art Education (1)
- LMU/LLS Theses and Dissertations (1)
- School of Education and Leadership Student Capstone Theses and Dissertations (1)
- The Scholar: St. Mary's Law Review on Race and Social Justice (1)
- Theses and Dissertations (1)
- Publication Type
Articles 1 - 17 of 17
Full-Text Articles in Education
Developing A Vocabulary To Talk About Race In The White Home: One Family’S Experience, Rhianna K. Thomas
Developing A Vocabulary To Talk About Race In The White Home: One Family’S Experience, Rhianna K. Thomas
Journal of Curriculum, Teaching, Learning and Leadership in Education
Studies have shown white parents actively avoid talking about race as the primary method of racial socialization of their white children (Bartoli et al., 2016; Pahlke, Bigler, & Suizzo, 2012). This limits children’s ability to talk about and therefore think about race in nuanced ways, resulting in white children who consider their own race meaningless and do not identify racially (Bartoli et al., 2016). Antiracist education breaks these white discourse norms, and directly addresses systemic racism (Escayg, 2018). This paper describes how one white family attempted to enact antiracist education in the home with a focus on developing a shared …
Supporting Conversations About Race And Racism With Young Children While Watching For Manifestations Of Whiteness, Shubhi Sachdeva, Jennifer Adair
Supporting Conversations About Race And Racism With Young Children While Watching For Manifestations Of Whiteness, Shubhi Sachdeva, Jennifer Adair
Journal of Curriculum, Teaching, Learning and Leadership in Education
This article examines two first grade classrooms in Central Texas that routinely have conversations about racial justice. In both classrooms we studied, children participated in racial conversations in large group structured discussions with the teacher and in less formal peer conversations away from the teachers. We follow both classrooms and detail the ways in which the teachers supported conversations about race, racism and racial violence with and among the young children in their classes. We highlight specific strategies and mechanisms that both teachers used to open up their classrooms for social and racial justice conversations. Then, we show how even …
Troubling The “We” In Art Education: Slam Poetry As Subversive Duoethnography, Gloria J. Wilson, Sara Scott Shields
Troubling The “We” In Art Education: Slam Poetry As Subversive Duoethnography, Gloria J. Wilson, Sara Scott Shields
Journal of Social Theory in Art Education
Scholarly dialogues are filled with discussions of teacher’s personal perspectives, experiences, and challenges - but rarely do these dialogues include the narratives that lie beneath the surface. The subversive tales confronting stories of microagressions, alternate histories, and institutionalized norms that shape the educational landscape we navigate daily. This paper is focused on bringing to the surface a call and response lament of two social justice-oriented art educators--one Black, the other White. Using the dialogic methodology of duoethnography and the performative aspects of slam poetry, we share our racialized-teaching accounts as a multisensory experience, where text and performative orality share a …
Educational Life In The Interregnum: Race, Dis/Ability, And Special Education, Benjamin Kearl
Educational Life In The Interregnum: Race, Dis/Ability, And Special Education, Benjamin Kearl
Democracy and Education
This article undertakes a comparative analysis of special education policy through the juxtaposition of two recent Supreme Court actions: Allston v. Lower Merion School District (2015) and Endrew F. v. Douglas County School District (2017). This comparison reveals an ordering of special education policy around questions of race. Specifically, this article argues that special education policy is governed by a racecraft of disability labeling that defines students of color as variously disabled and through a biopolitics of special education that expands disability services for individual students who are within the truth demarcated by scientific-juridical mediations of life. Against such negative …
Removing Race: How Context And Colorblindness Influence Conceptualizations Of Equity In A Third Grade Rural Classroom, Jacob Bennett
Removing Race: How Context And Colorblindness Influence Conceptualizations Of Equity In A Third Grade Rural Classroom, Jacob Bennett
Race and Pedagogy Journal: Teaching and Learning for Justice
The ways teachers both perceive and design supports for her/his/their students are likely influenced by a variety of factors. In this qualitative study, I analyze the ways context and praxis, defined as a teacher’s morally informed beliefs about teaching, influenced supports developed for marginalized students in a rural school setting. Over two years of interviews and one year of observations, patterns emerged related to connections between the teacher's beliefs regarding colorblindness, individuality, and the development of instructional and emotional supports for students. I end by discussing recommendations for researchers to understand connections between teachers’ praxes and practice related to developing …
Opening Eyes To What They Don't Know: Talking About Race With White Pre-Service Teachers, Stacy Payne Martin
Opening Eyes To What They Don't Know: Talking About Race With White Pre-Service Teachers, Stacy Payne Martin
Theses and Dissertations
This study seeks to determine if a critical element of pre-service teachers' racial socialization lies within an analysis of racial isolation experiences, a lack of understanding White privilege, and how much accurate, historical instruction about racism in America they received from their middle school and high school teachers. The mixed methods action research sought answers to the following two research questions: How do life experiences shape White pre-service teachers' understanding of race? When White pre-service teachers engage in race-based self-examination activities, do they experience a shift in their perceptions and beliefs about race? This critical case study examines White pre-service …
Rhetorical Genre Theory And Whiteness, Greg W. Childs
Rhetorical Genre Theory And Whiteness, Greg W. Childs
IdeaFest: Interdisciplinary Journal of Creative Works and Research from Cal Poly Humboldt
No abstract provided.
Disturbing The Dream Of Integration: Critical Whiteness And The History Of Penn State’S College Of Education, 1954-1963, Ali Watts
Journal of Critical Scholarship on Higher Education and Student Affairs
In this study I drawn upon Critical Whiteness frameworks and a deconstructionist historiographical method to explore tensions between espoused and enacted ‘integrationist’ values within the Pennsylvania State University’s College of Education in the decade following Brown v. Board (1954-1963). This site-specific historical approach is a response to the fact that the vast majority of higher education scholarship exploring the history of the Civil Rights era focuses on Southern institutions and their overt struggles over desegregation and racial integration. This focus is warranted given the dramatic and often violent nature of this period of Southern history, but it may serve to …
Preparing Culturally Responsive Educators In The 21st Century: White Pre-Service Teachers Identification Of Unearned Privileges, Winston E. Vaughan Ph.D.
Preparing Culturally Responsive Educators In The 21st Century: White Pre-Service Teachers Identification Of Unearned Privileges, Winston E. Vaughan Ph.D.
Georgia Educational Researcher
This qualitative /quantitative investigation highlights the analysis of preservice teachers’ responses to an end of semester writing prompt in a diversity course requiring them to identify an unearned privilege that they may have benefitted from. Data were analyzed using qualitative as well as quantitative methodologies. Qualitative analysis revealed a range of privileges that pre-service can rely on when they reflect on the structured nature of privilege within our society such as socio-economic status, race, education, American citizenship, gender, parental support and language. Quantitative results, which focused on descriptive statistics, revealed that Whiteness and social class were privileges that they benefitted …
'Race, Racism, And American Law': A Seminar From The Indigenous, Black, And Immigrant Legal Perspectives, Eduardo R.C. Capulong, Andrew King-Ries, Monte Mills
'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 …
Examining Campus Racial Climate For Faculty And Staff, Sherri Fujita
Examining Campus Racial Climate For Faculty And Staff, Sherri Fujita
Ed.D. Dissertations in Practice
The purpose of this study was to understand how campus racial climate at a historically White public university in the Pacific Northwest of the United States is perceived by faculty and staff. Two theoretical frameworks are used in this study; first, that of critical race theory’s notion of interest-convergence and racial capitalism, and second, DiAngelo’s (2018) tenet of white fragility. A modified version of Hurtado, Milem, Clayton-Pedersen, and Alma’s (1998) multidimensional framework was used to guide the study to include demographics of the university as well as historical, structural, and psychological descriptions. A mixed method study was conducted using institutional …
Strengths So White: Interrogating Strengthsquest Education Through A Critical Whiteness Lens, Nicholas Tapia-Fuselier, Lauren Irwin
Strengths So White: Interrogating Strengthsquest Education Through A Critical Whiteness Lens, Nicholas Tapia-Fuselier, Lauren Irwin
Journal of Critical Scholarship on Higher Education and Student Affairs
Many college student leadership programs utilize StrengthsQuest as a tool for individual and group development. Although StrengthsQuest is touted as a universal tool to help all individuals leverage their strengths in varied settings, the authors are critical of both the tool itself and the ways educators utilize StrengthsQuest. This paper employs tenets of critical whiteness theory, including color evasiveness, normalization, and solipsism, to deconstruct StrengthsQuest within the context of leadership education. Additionally, the authors offer possibilities for reimagining StrengthsQuest education in ways that center inclusion and justice. Finally, strategies for critical leadership educators are discussed.
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 …
Addressing How Whiteness Silences African American Narratives In Higher Education In The United States Through Narrative Analysis, Keith Bistodeau
Addressing How Whiteness Silences African American Narratives In Higher Education In The United States Through Narrative Analysis, Keith Bistodeau
School of Education and Leadership Student Capstone Theses and Dissertations
Addressing systemic issues of Whiteness in higher education in the United States is vital for understanding how Whiteness influences the culture and environment of college campuses and within college classrooms. Furthermore, the experiences of those negatively impacted by Whiteness help to explain and provide examples of how Whiteness exists in higher education, and what areas of our college climates need to be addressed and changed in order to provide an equitable environment for all individuals involved in higher education in the United States: students, faculty, staff, etc. This dissertation aims to better understand and more accurately address how Whiteness, the …
In The Name Of Merit: Racial Violence In The Academy, Reshmi Dutt-Ballerstadt
In The Name Of Merit: Racial Violence In The Academy, Reshmi Dutt-Ballerstadt
Faculty Publications
Racial violence in the academy is enacted upon faculty of color, particularly women, in multiple disciplines. This essay attempts to both expose and suggest that everyday systemic racism has become a pervasive and normalizing feature within disciplines that continue to privilege white and Eurocentric forms of knowledge-making while devaluing others. Furthermore, attempts to challenge such supremacies are immediately countered by calls and charges of incivility. This is an essay about the costs of unmasking norms of civility as it bears upon constructions of both whiteness and meritocracy.
Talking About Whiteness: The Stories Of Novice White Female Educators, Stephanie Goodman
Talking About Whiteness: The Stories Of Novice White Female Educators, Stephanie Goodman
LMU/LLS Theses and Dissertations
In the United States, the largest group of educators, historically and presently, are white middle-class women, yet there is a rising population of racially diverse students creating a persistent dissonance and disconnect between the culture of the white teacher and their students. In this study, I sought to discover how the racial identity development of novice white female educators evolved, given their common participation in the Teach for America program. Using the conceptual frameworks of critical race theory, critical feminist theory, and the body of scholarship in critical whiteness studies, I conducted a critical narrative inquiry of eight novice white …
Critical Efforts Against White Supremacy: Reflections Of White Women On Anti-Racism Work Within Four-Year Colleges, Jennifer Bosco
Critical Efforts Against White Supremacy: Reflections Of White Women On Anti-Racism Work Within Four-Year Colleges, Jennifer Bosco
Doctoral Dissertations
A disconnect exists between intended outcomes of inclusivity on college campuses and the failure of these institutions to recognize and act against oppressive legacies on campus. Cabrera (2014) asserts that few studies have directly critiqued the policies and procedures of institutions of higher education using a whiteness framework. Aniagolu (2011) states that white women have acted as ‘co-whites’ alongside white men to sustain racialized policy, disparity in civil and social structures, and the hidden agenda of white supremacy. When using a racial and gendered intersectional lens in research, white women are a protected class, saved from the microscope of critical …