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Articles 1 - 3 of 3
Full-Text Articles in Education
Black School Leader Truth: How Black School Leader Epistemology Influences Liberatory Mindset Development In Their Staff, Orpheus Williams
Black School Leader Truth: How Black School Leader Epistemology Influences Liberatory Mindset Development In Their Staff, Orpheus Williams
Dissertations
Black students in the United States have consistently been denied access to empowering, culturally affirming, and responsive learning experiences in the traditional public system. The epistemological and pedagogical beliefs embedded in a liberatory mindset can subvert this pattern of disempowerment (Shujaa, 1998). Black school leaders (BSLs) who understand the systemic and institutional pressures Black children may face and have to overcome, having undergone similarly racialized experiences in school, are uniquely placed to create liberatory spaces for Black students by recruiting and developing these liberatory mindsets in their staff. This instrumental case study used qualitative research methods of front-porch pedagogy (McTighe …
Considering Systems Of Power And Black And Latine Students’ Belonging In Stem, Korinthia D. Nicolai
Considering Systems Of Power And Black And Latine Students’ Belonging In Stem, Korinthia D. Nicolai
Theses and Dissertations
This dissertation focuses on (a) exploring the need for and strategies to facilitate the integration of Critical Race Theory (CRT) and educational psychology and (b) supporting Black and Latine students through examining the impact of systems of power via the integration of belonging and Critical Race Theory. This dissertation follows a three-paper format. In Paper 1, we recognize that psychology researchers can use CRT to explore race and racism. However, psychology scholars may confront growing pains when integrating CRT due to their respective inquiry worldviews–postpositivism and critical–which result in several tensions. These tensions may limit the uptake of CRT in …
Evading Race: A Critical Race Analysis Of Vocational/Career And Technical Education Policy, Chaddrick D. James-Gallaway, Arcasia D. James-Gallaway, Marci Rockey, Rahsaan A. Dawson
Evading Race: A Critical Race Analysis Of Vocational/Career And Technical Education Policy, Chaddrick D. James-Gallaway, Arcasia D. James-Gallaway, Marci Rockey, Rahsaan A. Dawson
Faculty Publications - College of Education
Using critical race theory (CRT) as both our theory and analytical framework, we interrogated vocational, career, and technical education (VCTE) policy as a racial instrument. We applied key CRT themes to examine both primary sources; including historical and contemporary VCTE Acts (e.g., Perkins I-V) and Congressional reports; and secondary sources, including academic analyses of VCTE, its history, and related legislation. Findings demonstrate that VCTE policy upholds race-neutrality, which we argue is problematic because without being designated a special population, racially oppressed students stand to miss out on important funding opportunities that could dramatically alter and improve their lives.