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Journal of Critical Thought and Praxis

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Full-Text Articles in Education

Cultural Competency Training: How Do We Measure Outcomes?, Timothy Lee, Sean Ervin Dr. Nov 2018

Cultural Competency Training: How Do We Measure Outcomes?, Timothy Lee, Sean Ervin Dr.

Journal of Critical Thought and Praxis

Background

The term “cultural competency” in healthcare is meant to convey an understanding of cultural and linguistic differences that exist within and between distinct social groups and a sensitivity to these differences that may allow for improved health care outcomes to occur. The medical literature has validated the importance of cultural competency training to medical education and its possible influence on patient health status and outcomes. Many pre-licensure cultural competency training programs have emerged due to the perceived benefits for healthcare delivery and outcomes. However, few studies have evaluated the clinical impact and success of these training programs. In this ...


Writing Ourselves Into Existence: Healing Through Collaborative Curriculum Development, Bianca Ivette Laureano, Sara C. Flowers Drph Nov 2018

Writing Ourselves Into Existence: Healing Through Collaborative Curriculum Development, Bianca Ivette Laureano, Sara C. Flowers Drph

Journal of Critical Thought and Praxis

Here we offer an open exchange / evaluation of our experience as facilitator and editor (Bianca) and writer and collaborator (Sara) during the inaugural Women of Color Sexual Health Network Curriculum Lab which took place November 2017 in New Orleans, LA. In two months, 7 women and femmes of color who are sexuality educators wrote a robust curriculum for our communities that centers pleasure, social emotional learning competencies as early Freedom Schools implemented, sex and pleasure positive, using an intersectional framework and praxis, disability justice framework, inclusive of LGBTQ communities, and does not assume HIV negative status. This is one of ...


Immigration Policy Impasse As An Actor: A Matter Of Concern For Educators, Tobie L. Bass Mar 2018

Immigration Policy Impasse As An Actor: A Matter Of Concern For Educators, Tobie L. Bass

Journal of Critical Thought and Praxis

This qualitative, ethnographic research inquiry intends to prompt further conversation about how scholar-practitioners in the social sciences approach divisive topics such as immigration policy in teacher education. In the U.S. Southeast, practicing K-12 teachers and the researcher-instructor participated in a federally funded English for Speakers of Other Languages (ESOL) professional development program through a public university. The professional development program’s goal was to advance teachers’ knowledge of working with culturally and linguistically diverse students. Although the school district where the study took place has a high population of immigrant students, statewide policies prohibiting immigrant students from higher education ...


Finding Place In Displacement: Latinx Youth And Schooling Along The Borderlands, Daniel I. Rubin, Christopher J. Kazanjian Mar 2018

Finding Place In Displacement: Latinx Youth And Schooling Along The Borderlands, Daniel I. Rubin, Christopher J. Kazanjian

Journal of Critical Thought and Praxis

Global trends of international displacement are rising to historical levels, and in the United States, the Trump Administration has proactively initiated legislation to restrict immigration by displaced peoples and build a wall between the US and Mexico. This is a reality for Latinx youth living along the US/Mexican border in the current political climate, where not only do they battle inequitable educational opportunities, but also a heightened sense of racial discrimination and profiling. This paper argues that it is crucial for teachers along the US/Mexican borderland to implement a culturally relevant curriculum to help Latinx youth fight for ...


Toward Linguistic Justice: Conceptual Schemes For Immigrants, Refugees, And Migrants, Zachary W. Taylor Mar 2018

Toward Linguistic Justice: Conceptual Schemes For Immigrants, Refugees, And Migrants, Zachary W. Taylor

Journal of Critical Thought and Praxis

This conceptual essay argues that many access and equity issues facing marginalized populations in higher education is owed to a postsecondary polyglossia, or, a penetrable, learned, set of unique language registers necessary for one to access and navigate institutions of higher education both inside and outside of their physical and metaphysical walls. Facilitating the transmission of this postsecondary polyglossia is Donald Davidson’s notion of the conceptual scheme, or, structures meant to interpret and transmit culture through language. Through Davidson and others, the postsecondary polyglossia is shown to permeate the totality of U.S. higher education, albeit inadvertently and through ...


"They Can't Expect To Be Treated Like Normal Americans So Soon": Reconceptualizing Latinx Immigrants In Social Studies Education, Ramon Vasquez Mar 2018

"They Can't Expect To Be Treated Like Normal Americans So Soon": Reconceptualizing Latinx Immigrants In Social Studies Education, Ramon Vasquez

Journal of Critical Thought and Praxis

This autoethnography examines the experiences of an assistant professor of elementary social studies methods at a predominantly White institution (PWI). Drawing on the Latina/o Critical Race Theory (LatCrit) methodology of testimonio, the assistant professor in this study, who self-identifies as Chicano, intentionally situates Latinx immigration counter-narratives as oppositional stories to the master narrative of “who belongs.” Using a Critical Race Theory (CRT) framework for analysis, this paper argues that counter-narratives serve as necessary correctives for reconceptualizing racist, essentialist, and nativist master narratives. This paper shows how social studies education courses in teacher preparation programs (TEPs) can serve as sites ...


“Who Belongs”: A Critical Race Theory And Latino Critical Theory Analysis Of The United States Immigration Climate For Undocumented Latinx College Students, Leslie Jo Shelton Mar 2018

“Who Belongs”: A Critical Race Theory And Latino Critical Theory Analysis Of The United States Immigration Climate For Undocumented Latinx College Students, Leslie Jo Shelton

Journal of Critical Thought and Praxis

In this conceptual essay, I address the question “Who Belongs” by examining how Critical Race Theory (CRT) and Latino Critical Theory (LatCrit) can inform an understanding of how the U.S. immigration climate relates to undocumented Latinx college students. The following analysis is based on my reflections from conducting a qualitative study examining the experiences of 16 undocumented Latinx college students in the United States. I provide an overview of the current U.S. immigration climate followed by an explanation of CRT and LatCrit. I then offer an analysis of three discussion themes through a CRT and LatCrit lens: problematizing ...


Who Gets In? The Price Of Acceptance In Canada, Chavon A. Niles Mar 2018

Who Gets In? The Price Of Acceptance In Canada, Chavon A. Niles

Journal of Critical Thought and Praxis

The Canadian nation state is often applauded for its open and welcoming attitude towards Others. The Prime Minister of Canada has openly stated that “Diversity is our strength.” However, who gets in suggests who and what Canada values. Through the stories of Jazmine, Nico and Harold shared by Global News, I will illustrate how Canada continues to discriminate against people with disabilities. Using critical disability studies and critical race theory, I explore the assumptions the “excessive demand,” point system, and medical exam make in labelling and disregarding disabled applicants who are read as undesirable and unworthy. Finally, I reflect on ...


Who Belongs? Immigrants, Refugees, Migrants, And Actions Towards Justice: A Conversation With Tim Wise, Tim Jacob Wise, Tyanez C. Jones, Isaiah Mcgee, Michael D. Dupont Mar 2018

Who Belongs? Immigrants, Refugees, Migrants, And Actions Towards Justice: A Conversation With Tim Wise, Tim Jacob Wise, Tyanez C. Jones, Isaiah Mcgee, Michael D. Dupont

Journal of Critical Thought and Praxis

Tim Wise is an antiracist activist, essayist and author of seven books on racism, inequality and white privilege. He is among the most prominent anti-racist writers and educators in the United States. Over the past 25 years he has engaged audiences in all 50 states, at over 1000 college and high school campuses, at hundreds of professional and academic conferences, and to community groups across the country. While visiting Iowa State University Tim Wise interviewed with us to discuss Who Belongs? by providing a brief historical perspective of immigration, the current political climate, and the role of activism.


Review Of The Book Identity, Social Activism, And The Pursuit Of Higher Education By Susana M. Muñoz, Dafina-Lazarus Stewart Mar 2018

Review Of The Book Identity, Social Activism, And The Pursuit Of Higher Education By Susana M. Muñoz, Dafina-Lazarus Stewart

Journal of Critical Thought and Praxis

Muñoz (2015) has offered an important and passionate account of how national immigration policy interacts with institutional policy to delimit college access and identity meaning-making for undocumented youth. This text contributes to a growing literature that advances a critical narrative about undocumented youth.


Letter From The Senior Editor, Tyanez Jones Mar 2018

Letter From The Senior Editor, Tyanez Jones

Journal of Critical Thought and Praxis

Tyanez Jones is the Senior Editor of the Journal of Critical Thought and Praxis.


From Interior To Dialogue And Deconstruction: Dismantling Ideologies Of Whiteness With Stories, Tara N. Meister May 2017

From Interior To Dialogue And Deconstruction: Dismantling Ideologies Of Whiteness With Stories, Tara N. Meister

Journal of Critical Thought and Praxis

A reflexive and conceptual piece, I address the tension around white people and researchers utilizing stories of people of color for social justice, instead maintaining that white researchers can deconstruct their own whiteness upholding white supremacy through reflexive, race-centered stories. Because of white epistemological disadvantages (Alcoff, 2007) and the shallow depth of experiences required to see and dismantle oppression (Leonardo & Porter, 2010), white people must engage differently in work towards justice, focusing on the way white supremacy operates institutionally and individually. While painful, white people need to grapple with the interior work of reflexivity to confront individual histories and ideologies ...


Social Media As Everyday Practice: Reflections On Multiplicitous~Becoming~Activist, Paul W. Eaton May 2017

Social Media As Everyday Practice: Reflections On Multiplicitous~Becoming~Activist, Paul W. Eaton

Journal of Critical Thought and Praxis

Highlighting my own daily social media practices as an example, I will unpack the various tensions and possibilities associated with being a scholar and social media activist as everyday practice. In what I refer to as multiplicitous~ becoming~activist, I harness ideas from Luis Urrieta, Jr. to challenge notions of social justice and activism identities as static, but rather as active processes that can and should be enacted within distributed social media spaces.


Assessing The Development Of An Emerging Critical Consciousness Through Service Learning, Douglas Barrera, Lauren N. Willner, Keali‘I Kukahiko May 2017

Assessing The Development Of An Emerging Critical Consciousness Through Service Learning, Douglas Barrera, Lauren N. Willner, Keali‘I Kukahiko

Journal of Critical Thought and Praxis

Service learning has gained traction in higher education as an accepted pedagogical model, but practitioners question the types of learning outcomes that emerge from it. How does service learning contribute to student growth, particularly in the area of critical consciousness development? This study investigates how service-learning experiences impact the ways in which students think about issues of Inequality, Social Justice, and Power & Privilege. Qualitative data collected from 17 service learning courses were coded within these three major themes, and then further categorized within each major theme as statements that reflect Cognitive Recognition, Perspective Taking, or Student Agency.


Letter From The Senior Editor, Michael D. Dupont May 2017

Letter From The Senior Editor, Michael D. Dupont

Journal of Critical Thought and Praxis

No abstract provided.


A Critical Examination Of K-12 Ethnic Studies: Transforming And Liberating Praxis, Ramon Vasquez, Dana Altshuler Apr 2017

A Critical Examination Of K-12 Ethnic Studies: Transforming And Liberating Praxis, Ramon Vasquez, Dana Altshuler

Journal of Critical Thought and Praxis

The purpose of this paper is twofold: (a) to use the theoretical framework of Critical Race Theory (CRT) to highlight and understand the vision, process, and practice of creating an Ethnic Studies program in an urban public school district, and (b) to inform social justice praxis by producing counter-hegemonic knowledge about K-12 Ethnic Studies programs. By focusing on K-12 Ethnic Studies, this paper seeks to show how everyday social justice praxis interrupts “race-neutral” or colorblind master narratives and White cultural hegemony in traditional social studies (Ross, 2001; Apple 2004; Bonilla-Silva, 2006; Hursh & Ross, 2000).


“Lovely To Me”: An Immigrant's Daughter's Critical Self-Reflexivity Research Journey, Nga-Wing Anjela Wong Apr 2017

“Lovely To Me”: An Immigrant's Daughter's Critical Self-Reflexivity Research Journey, Nga-Wing Anjela Wong

Journal of Critical Thought and Praxis

This paper chronicles my reflections as a child of immigrants of color and activist scholar when working with and for (immigrant) communities of color. I examine the importance of humility and to engage in critical self-reflexivity in research. Later I illustrate how I incorporated my own community cultural wealth through my mother’s assistance and support in building rapport with immigrant parents in the research.


Institutionalizing An “Ethic Of Care” Into The Teaching Of Ethics For Pre-Service Teachers, Michelle Hawks, Thashika Pillay Apr 2017

Institutionalizing An “Ethic Of Care” Into The Teaching Of Ethics For Pre-Service Teachers, Michelle Hawks, Thashika Pillay

Journal of Critical Thought and Praxis

This paper calls for the acknowledgement and institutionalization of an ethic of care into the education of decision-making processes for pre-service teachers. The impetus for this paper came from the author's experiences with teaching a mandatory ethics and law course for pre-service teachers. Over the course of their teaching and as expounded upon in this paper, the authors illustrate how the course goals, aims, objectives and readings ignore discussions on gender in the teaching profession. Using a critical feminist policy analysis, the authors analyse the ethical perspectives taught in the required textbooks. Findings suggest that the absence of the ...


Accomplices In The Academy In The Age Of Black Lives Matter, Jessica Powell, Amber Kelly Apr 2017

Accomplices In The Academy In The Age Of Black Lives Matter, Jessica Powell, Amber Kelly

Journal of Critical Thought and Praxis

While a growing number of white scholars and activists identify themselves as allies to people of color as they engage in movements to end institutional racism, others have criticized this alignment. Instead, an emerging and alternative framework calls for white scholars and activists to act as accomplices, working in solidarity with people of color within social justice and anti-racists movements. This paper discusses the differences between these two stances, with implications for white educators and scholars in the teaching and social work professions. We aim to provide a framework for moving conversations around race and justice forward, as well as ...


Blackademic Negotiations When The Ivory Tower Isn't Enough: Finding Pathways To Activism As An Emerging Black Scholar, Wideline Seraphin Apr 2017

Blackademic Negotiations When The Ivory Tower Isn't Enough: Finding Pathways To Activism As An Emerging Black Scholar, Wideline Seraphin

Journal of Critical Thought and Praxis

This reflexive essay chronicles the last two years of the author's PhD program and the negotiations of an emerging black female critical scholar in response to the growing tensions between academic obligations and growing racial unrest. Guiding questions of, “what are you going to do? And what are you willing to pay?” were used to think through what it meant to dedicate oneself to critical social justice work and apply that dedication to everyday practices despite perceived limitations.


Bridging The Racial Divide Through Cross-Racial Dialogue: Lessons And Reflections From My Experience As A Facilitator, Kendra Lowery Apr 2017

Bridging The Racial Divide Through Cross-Racial Dialogue: Lessons And Reflections From My Experience As A Facilitator, Kendra Lowery

Journal of Critical Thought and Praxis

One of the most difficult things about talking about race in the United States, is talking about race, particularly in cross-racial dialogues. One reason for this is because as a society, we tend not to do it, and when we do, we do not do it well (Johnson, 2006; Simpson, 2008), with attempts often ending in increased polarization (Kirwan Institute for the Study of Race and Ethnicity, 2011). After reviewing reasons for the relative lack of cross-racial dialogue and the ways these dialogues benefit individuals and contribute to social justice, I trace my inspiration and preparation for facilitating cross-racial dialogues ...


On Nationalism, Pluralism, And Educators Actively Questioning Our Identities, Shoshana Gottesman Apr 2017

On Nationalism, Pluralism, And Educators Actively Questioning Our Identities, Shoshana Gottesman

Journal of Critical Thought and Praxis

This practitioner reflection focuses on the challenges and possibilities of encounter dialogue-music education organizations in Israel/Palestine using musicking (Small, 1995) and dialogical programming to examine, question, and reflect upon the purpose and role of Israeli and Palestinian national days, markers which build individual and collective identity in irreconcilable dissonance with each other. By entering this vulnerable space, we as educators are not exempt from the internal and critical search for understanding of self and community while educational planning and teaching. By exploring “the heart of the educational mission” (Palmer, 2010, p.50) at its foundations of “how do we ...


Inequalities In Math: Using The Algebra Classroom As A Site For Social Justice, Danielle T. Ligocki Jan 2017

Inequalities In Math: Using The Algebra Classroom As A Site For Social Justice, Danielle T. Ligocki

Journal of Critical Thought and Praxis

This article examines what can happen when issues of Social Justice and Equity are explored in a 7th grade Algebra classroom. While the project was met with resistance along the way and it was clear that there was not a great deal of support from other teachers or administration, my classroom became a place of rich dialogue, critical inquiry and vibrant discussion. Work like this is indispensable to providing students with a framework for social justice and equity in their own lives.


Raiding And Alliances: Indigenous Educational Sovereignty As Social Justice, Vanessa Anthony-Stevens, Philip Stevens, Sheilah Nicholas Jan 2017

Raiding And Alliances: Indigenous Educational Sovereignty As Social Justice, Vanessa Anthony-Stevens, Philip Stevens, Sheilah Nicholas

Journal of Critical Thought and Praxis

This article addresses the ways scholar activists interrupt Indigenous marginalization in institutional education. Grounded in our personal and professional experiences as public scholar educators, and speaking from both Indigenous and non-Indigenous positionalities, we approach everyday social justice through an interactional framework. Our collaborative vison of power appropriation and power-sharing—raiding and alliances—conceptualizes efforts to enact Indigenous sovereignties in the academy as an enduring struggle. Our personal vignettes offer on-the-ground instances of interrupting the marginalization of Indigenous peoples are engaged through social justice scholarship and teaching. We propose that the raiding and alliances framework broadens our understanding of the local ...


Working Toward Everyday Social Justice Action: Exploring Liquid Modernity, Material Feminisms, Care Of The Self, And Parrhesia, Lauren P. Hoffman Jan 2017

Working Toward Everyday Social Justice Action: Exploring Liquid Modernity, Material Feminisms, Care Of The Self, And Parrhesia, Lauren P. Hoffman

Journal of Critical Thought and Praxis

The purpose of this paper is to explore the difficulty many critically prepared educators and leaders experience when wanting to translate their social justice knowledge into everyday social justice practices. Even though these individuals are critically conscious and want to critically act, many become overwhelmed with the enormity of the neoliberal crisis, tend to fear actually acting against or speaking up in the face of injustice, and may become cynical in terms of even believing in the possibility of any type of educational and social transformation. To address this reticence, the postmodern and posthuman concepts of liquid modernity (Bauman, 2006 ...


Welcoming Counterstory In The Primary Literacy Classroom, Laura B. Kelly Jan 2017

Welcoming Counterstory In The Primary Literacy Classroom, Laura B. Kelly

Journal of Critical Thought and Praxis

Counterstories are a tool used by minoritized communities to tell stories that reflect their experiences and knowledge. Counterstories challenge the stock stories and grand narratives accepted by the majority and put forth in school curriculum. As young children tend to speak openly and share their responses to literature candidly, counterstory can be a powerful tool for empowering children in the primary literacy classroom. The author reflects on her experience in primary literacy classrooms engaging children in telling their counterstories in response to children’s literature. The pedagogical promise of counterstory and ways of eliciting and welcoming counterstory in the primary ...


Whiteness Faq: Responses And Tools For Confronting College Classroom Questions, Naomi W. Nishi, Cheryl E. Matias, Roberto Montoya, Geneva L. Sarcedo Jan 2016

Whiteness Faq: Responses And Tools For Confronting College Classroom Questions, Naomi W. Nishi, Cheryl E. Matias, Roberto Montoya, Geneva L. Sarcedo

Journal of Critical Thought and Praxis

Instructors and students with a critical race perspective are frequently confronted and often marginalized by questions of whiteness in the college classroom. These questions work to reinforce and promote white norms and ultimately white supremacy. This theoretical article and pedagogical tool responds to some frequently asked questions (FAQs) that exude whiteness in the classroom directly, offering critical responses backed by literature, research, and theory. We also respond to the questions subcontextually, naming the assumptions that are embedded in these whiteness questions and deconstructing them. We offer pedagogical strategies for responding to and resisting whiteness in the classroom when whiteness FAQs ...


Luck Isn't Why I Made It: Exploring A Latina Educational Journey Within A Latina/O Critical Race Theory Lens, Mariana Garcia Martinez Jan 2016

Luck Isn't Why I Made It: Exploring A Latina Educational Journey Within A Latina/O Critical Race Theory Lens, Mariana Garcia Martinez

Journal of Critical Thought and Praxis

In the last decade there has been an increase of research of the Latina educational experience from K – 12 to college. This work has also tapped into the experiences of Latinas in the academy in their roles as faculty and administrators. However, there is still limited work on the process of getting into graduate school (the admission (access) process) and on what the day-to-day graduate school journey for Latinas from across disciplines/colleges looks like. In this paper using Latina/o Critical Race Theory (LatCrit), a branch of Critical Race Theory (CRT) as the theoretical framework is an essential tool ...


Independent Study: How Three Doctoral Students Tackled Issues Recruiting Participants And Collecting Data With Historically Underrepresented Populations, Mitsu Narui, Kimberly A. Truong, Tryan L. Mcmickens Mar 2015

Independent Study: How Three Doctoral Students Tackled Issues Recruiting Participants And Collecting Data With Historically Underrepresented Populations, Mitsu Narui, Kimberly A. Truong, Tryan L. Mcmickens

Journal of Critical Thought and Praxis

Studying historically underrepresented populations can be challenging, especially for doctoral students or early career scholars, who have often been taught more "traditional" research methods. In this article, we outline challenges that we faced when conducting qualitative research on three different historically underrepresented populations, i.e., Asian/American gay, lesbian, bisexual students, doctoral students of color, and Black students at HBCUs, and how we addressed those challenges in order to complete our respective research studies. Some of these issues include recruitment of participants, maintaining confidentiality, and gaining participant trust. We conclude by discussing implications and suggest strategies for future researchers who ...


Another World Is Possible: Envisioning An Intersectional Social Justice Student Affairs Praxis, Erich N. Pitcher Feb 2015

Another World Is Possible: Envisioning An Intersectional Social Justice Student Affairs Praxis, Erich N. Pitcher

Journal of Critical Thought and Praxis

Developing an intersectional social justice praxis in student affairs is important given the wide sweeping economic and political shifts are occurring in society and are creating shifts within higher education environments. These shifts, referred to here as neoliberalism, adversely affect already minoritized populations (e.g., trans* students). Simultaneously, higher education professionals, particularly those in identity-based centers, seek solutions to common student problems (e.g., campus climate) through policies and practices, which may inadvertently advance a neo-liberal agenda. I propose a framework that seeks to develop policies, programs, and practices that work to subvert neoliberalism, or at the very least stop ...