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Articles 31 - 60 of 343
Full-Text Articles in Education
Gifted Girls: Gender Bias In Gifted Referrals, Margarita Bianco, Bryn Harris, Dorothy Garrison-Wade, Nancy Leech
Gifted Girls: Gender Bias In Gifted Referrals, Margarita Bianco, Bryn Harris, Dorothy Garrison-Wade, Nancy Leech
Dorothy Garrison-Wade
The goal of this mixed-methods study was to explore the effect of gender on teachers' willingness to refer students to a gifted and talented program. Teachers (N = 28) were provided with one of two profiles (i.e., female or male) describing a gifted student. Results indicated that teachers' decisions for referral to gifted programs were significantly influenced by the student's gender; teachers were much less willing to refer a female student than an identically described male student to gifted programs. Further, qualitative analysis revealed that teachers' descriptions of students and reasons for their referral decisions differed considerably based on …
“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?” Applying Crt And Cws To Understand The White Imaginations Of White Teacher Candidates, Cheryl Matias, Kara Mitchell, Dorothy Garrison-Wade, Rene Galindo, Madhavi Tandon
“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?” Applying Crt And Cws To Understand The White Imaginations Of White Teacher Candidates, Cheryl Matias, Kara Mitchell, Dorothy Garrison-Wade, Rene Galindo, Madhavi Tandon
Dorothy Garrison-Wade
Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse—a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, …
R.A.C.E. Research And Advocacy In Critical Education, Cheryl Matias
R.A.C.E. Research And Advocacy In Critical Education, Cheryl Matias
Cheryl Matias
No abstract provided.
The Miseducation Of Youth: A Panel To Discuss The State Of Ethic & Chican@ Studies, Cheryl Matias
The Miseducation Of Youth: A Panel To Discuss The State Of Ethic & Chican@ Studies, Cheryl Matias
Cheryl Matias
No abstract provided.
Edfn 5050 Critical Issues In American Education: Advocating For Education In The 21st Century, Melissa M. Burrows, Cheryl Matias
Edfn 5050 Critical Issues In American Education: Advocating For Education In The 21st Century, Melissa M. Burrows, Cheryl Matias
Cheryl Matias
For more information on R.A.C.E. or this course, please contact CHERYL.MATIAS@UCDENVER.EDU
Betwixt And Between The Colonial And The Postcolonial, Cheryl E. Matias
Betwixt And Between The Colonial And The Postcolonial, Cheryl E. Matias
Cheryl Matias
No abstract provided.
“I Ain’T Your Doc Student”: The Overwhelming Presence Of Whiteness And Pain At The Academic Neo-Plantation (Book Chapter), Cheryl Matias
“I Ain’T Your Doc Student”: The Overwhelming Presence Of Whiteness And Pain At The Academic Neo-Plantation (Book Chapter), Cheryl Matias
Cheryl Matias
No abstract provided.
To Lumpia Or To Not Lumpia: A Counterstory Of Multicultural Racial Microaggression (Book Chapter), Cheryl E. Matias
To Lumpia Or To Not Lumpia: A Counterstory Of Multicultural Racial Microaggression (Book Chapter), Cheryl E. Matias
Cheryl Matias
No abstract provided.
Whiteness In Academia: Counter-Stories Of Betrayal And Resistance, Cheryl E. Matias, Naomi Nishi, Roberto Montoya
Whiteness In Academia: Counter-Stories Of Betrayal And Resistance, Cheryl E. Matias, Naomi Nishi, Roberto Montoya
Cheryl Matias
No abstract provided.
“Tending To The Heart Of Communities Of Color: Towards Critical Race Teacher Activism”, Cheryl E. Matias
“Tending To The Heart Of Communities Of Color: Towards Critical Race Teacher Activism”, Cheryl E. Matias
Cheryl Matias
No abstract provided.
On The "Flip" Side: A Teacher Educator Of Color Unveiling The Dangerous Minds Of White Teacher Candidates, Cheryl E. Matias
On The "Flip" Side: A Teacher Educator Of Color Unveiling The Dangerous Minds Of White Teacher Candidates, Cheryl E. Matias
Cheryl Matias
No abstract provided.
Beyond The Face Of Race: Emo-Cognitive Explorations Of White Neurosis And Racial Cray-Cray, Cheryl E. Matias, Robin Diangelo
Beyond The Face Of Race: Emo-Cognitive Explorations Of White Neurosis And Racial Cray-Cray, Cheryl E. Matias, Robin Diangelo
Cheryl Matias
The article discusses the term emo-cognitions which is use to capture the interplay between cognitions and emotions, and implicate the behavior of People of Color such as the White people. Topics include the term racial cray-cray, the studies on how White people response to racial material and racialization, and describing White supremacy as the unnamed political system. Also mentioned are African Americans' consciousness on White norms and racial ignorance.
Check Yo’Self Before You Wreck Yo’Self And Our Kids: Culturally Responsive White Teachers?, Cheryl E. Matias
Check Yo’Self Before You Wreck Yo’Self And Our Kids: Culturally Responsive White Teachers?, Cheryl E. Matias
Cheryl Matias
Numerous studies show the effectiveness of culturally responsive teaching with urban students of color. Yet few articulate the dynamics of how whiteness impacts the delivery of culturally responsive teaching. Using critical whiteness studies, critical race theory, and Black feminist concepts, this article interrogates the effectiveness of White teachers who engage in culturally responsive teaching without first interrogating their whiteness. Counterstories are used as well as responses from White teacher candidates who matriculated in an urban-focused teacher education program that explicitly focuses on culturally responsive teaching to provide answers to three poignant questions - What happens when cultural responsiveness is co-opted …
Who You Callin’ White? A Critical Counterstory Of Colouring White Identity”, Cheryl E. Matias
Who You Callin’ White? A Critical Counterstory Of Colouring White Identity”, Cheryl E. Matias
Cheryl Matias
This action research, which utilizes critical race theory's counter-storytelling, analyses a process of debunking White students' epistemology of ignorance in a history course at an urban public high school. After piloting a raced curriculum that deliberately re-centers marginalized counter-stories of students of colour, I document its impacts on White students' understanding of history. Ultimately, such a process problematizes White students' sense of identity. I employ the analytic tools of Whiteness as power to understand how White students responded to curriculum on race and racism. The analysis silences White dominant Discourse while activating counter-stories by modelling critical consciousness and colourscence for …
“Tears Worth Telling: Urban Teaching And The Possibilities Of Racial Justice”, Cheryl E. Matias
“Tears Worth Telling: Urban Teaching And The Possibilities Of Racial Justice”, Cheryl E. Matias
Cheryl Matias
Silencing race dialogue in urban classrooms is painful for students of color. The author of this article, an urban teacher, documents her resistance to colorblind racism by strategically including race in daily classroom practices. She argues that acknowledging emotionality and Whiteness are essential steps that teachers must take to reinvest in prolonged racially-just projects.
“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?”, Cheryl E. Matias, Kara Mitchell Viesca, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo
“What Is Critical Whiteness Doing In Our Nice Field Like Critical Race Theory?”, Cheryl E. Matias, Kara Mitchell Viesca, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo
Cheryl Matias
Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse—a process we refer to as realities within the Black imagination. Yet, few studies examine how whites respond to centering the Black imagination, especially since their white imagination goes unrecognized. We propose utilizing Critical Whiteness Studies (CWS) to support CRT to aid in deconstructing the dimensions of white imaginations. Our findings describe how the white imagination operates inside the minds of white teacher candidates, namely through their (a) emotional disinvestment, (b) lack of critical understanding of race, …
“Push It Real Good!”: The Challenge Of Challenging Dominant Discourses Regarding Race In Teacher Education, Kara Mitchell, Cheryl E. Matias, Dorothy Garrison-Wade, Rene Galindo, Madhavi Tandon
“Push It Real Good!”: The Challenge Of Challenging Dominant Discourses Regarding Race In Teacher Education, Kara Mitchell, Cheryl E. Matias, Dorothy Garrison-Wade, Rene Galindo, Madhavi Tandon
Cheryl Matias
Despite efforts to redesign an urban teacher education program for social justice and equity, faculty became aware of racialized issues teacher candidates of color faced in the program. Therefore, this study examined the perspectives of teacher candidates to learn about how race is impacting teaching and learning for pre-service teachers. Overall, we discovered the dominant narratives, often called majoritarian stories (Love, 2004), were extremely difficult to disrupt and essentially remained largely intact for teacher candidates in our program. In addition, we found that majoritarian stories helped to maintain a level of superficiality for teacher candidates regarding issues of race. For …
“Loving Whiteness To Death: Sadomasochism, Emotionality, And The Possibility Of Humanizing Love”, Cheryl E. Matias, Ricky Lee Allen
“Loving Whiteness To Death: Sadomasochism, Emotionality, And The Possibility Of Humanizing Love”, Cheryl E. Matias, Ricky Lee Allen
Cheryl Matias
Although scholars have articulated how whites institutionally, economically, and socially invest in their whiteness, they have paid little attention to white emotionality. By explicating a critical, more humanizing theory of love that accounts for the painful process of sharing in the burden of creating humanity, this psychoanalytic theoretical essay illustrates how the norms and values of white emotionality are premised on a sadomasochistic notion of love. Finally, the authors re-imagine a different set of norms and values through a critical humanizing pedagogy of love, one that can only be realized when whites learn to “love whiteness to death.” That is, …
And Our Feelings, Just Don’T Feel It Anymore”: Re- Feeling Whiteness, Resistance, And Emotionality, Cheryl E. Matias
And Our Feelings, Just Don’T Feel It Anymore”: Re- Feeling Whiteness, Resistance, And Emotionality, Cheryl E. Matias
Cheryl Matias
To effectively deliver racially just projects, we must theoretically understand from where emotional resistance to them stems, why this resistance is regularly expressed, and what role they play in stifling antiracism. This theoretical paper examines how emotional investment in whiteness recycles normative behaviors of white resistance and unveils how they painfully reinforce the supremacy of whiteness. Using a black feminist approach to emotionality and an interdisciplinary approach to critical whiteness studies and critical race theory, this paper begins with positing how the emotions of white resistance are rooted in the shame of revealing a repressed childhood racial abuse. The concern …
A Response To John Sommerville’S 'The Decline Of The Secular University', William Vance Trollinger
A Response To John Sommerville’S 'The Decline Of The Secular University', William Vance Trollinger
William Vance Trollinger Jr.
Introduction to William Vance Trollinger's plenary presentation: I agree with Prof. Sommerville that in too many places the secular university has trivialized religion and religious commitment, and that it is high time for religion to be welcomed into our academic debates. I say this even while I take issue with some of the particulars in Prof. Sommerville’s book. I will give two examples related to our discipline of history. First, Prof. Sommerville decries that “secularist humanities have declared war on metanarratives because of their hegemonic power.” But I confess that I am very pleased to see the demise of metanarratives …
Irrigation: The Political Economy Of Personal Experience, Carol Reeves, Alan W. France
Irrigation: The Political Economy Of Personal Experience, Carol Reeves, Alan W. France
Carol Reeves
No abstract provided.
The State Of Human-Animal Studies, Kenneth Shapiro, Margo Demello
The State Of Human-Animal Studies, Kenneth Shapiro, Margo Demello
Margo DeMello, PhD
The growth of human-animal studies (HAS) over the past twenty years can be seen in the explosion of new books, journals, conferences, organizations, college programs, listserves, and courses, both in the United States and throughout Europe, Australia, New Zealand, and Canada. We look as well at trends in the field, including the increasing popularity of animal-assisted therapy programs, the rise of new fields like trans-species psychology and critical animal studies, and the importance of animal welfare science. We also discuss the problems continuing to face the field, including the conservative culture of universities, the interdisciplinary nature of the field, the …
The Effects Of A Summer Camp Program In China On Children’S Knowledge, Attitudes, And Behaviors Toward Animals: A Model For Conservation Education, Sarah M. Bexell, Olga S. Jarrett, Xu Ping
The Effects Of A Summer Camp Program In China On Children’S Knowledge, Attitudes, And Behaviors Toward Animals: A Model For Conservation Education, Sarah M. Bexell, Olga S. Jarrett, Xu Ping
Sarah M. Bexell, PhD
This summative evaluation, conducted in Chengdu, Sichuan Province, China, studied whether participation in a conservation education camp positively changed 8–12-year-old children’s (a) knowledge of how to protect animals, (b) care about animals, (c) propensity for environmental and wildlife stewardship, and (d) compassionate behavior toward animals and nature. Influenced by conservation psychology, social learning theory, empathy and moral development, constructivism, and conservation biology, 5-day overnight camps were conducted at 2 zoological institutions. Activities were designed to help children form bonds with animals and care enough to positively change their behavior toward animals and nature. Mixed methods, using pre- and post-visit surveys, …
Effect Of A Wildlife Conservation Camp Experience In China On Student Knowledge Of Animals, Care, Propensity For Environmental Stewardship, And Compassionate Behavior Toward Animals, Sarah Marie Bexell
Sarah M. Bexell, PhD
ABSTRACT EFFECT OF A WILDLIFE CONSERVATION CAMP EXPERIENCE IN CHINA ON STUDENT KNOWLEDGE OF ANIMALS, CARE, PROPENSITY FOR ENVIRONMENTAL STEWARDSHIP, AND COMPASSIONATE BEHAVIOR TOWARD ANIMALS by Sarah M. Bexell The goal of conservation education is positive behavior change toward animals and the environment. This study was conducted to determine whether participation in a wildlife conservation education camp was effective in positively changing 8-12 year old students’: (a) knowledge of animals, (b) care about animals, (c) propensity for environmental and wildlife stewardship, and (d) compassionate behavior toward animals. During the summer of 2005, 2 five-day camps were conducted at 2 zoological …
Tying It All Together: Implications For Classrooms, Schools, And Districts, Ryan Flessner, Kenneth Zeichner, Kalani Eggington
Tying It All Together: Implications For Classrooms, Schools, And Districts, Ryan Flessner, Kenneth Zeichner, Kalani Eggington
Ryan Flessner
Ryan Flessner, Kenneth Zeichner, and Kalani Eggington's contribution to "Creating Equitable Classrooms through Action Research"
Understanding Community Voices As A Force In Teacher Education, Ryan Flessner, Paula A. Magee
Understanding Community Voices As A Force In Teacher Education, Ryan Flessner, Paula A. Magee
Ryan Flessner
Ryan Flessner and Paula Magee's contribution to "Flessner, R., Miller, G. R., Patrizio, K. M., & Horwitz, J. R. (Eds.). (2012). Agency through teacher education: Reflection, community, and learning. Lanham, MD: Rowman & Littlefield Education."
Missing In Action?, Rowan Cahill, Terry Irving
Missing In Action?, Rowan Cahill, Terry Irving
Rowan Cahill
The changing character of intellectual production: how university radicals have become vassals of global billion-dollar scholarly publishing empires; the necessity for radical scholars to break from this model; and the possibility of connecting with activism outside the university as one way of doing this.
The Personal Is Political: Fostering A Culture Of Student Political Engagement, Demetri L. Morgan, Cecilia M. Orphan
The Personal Is Political: Fostering A Culture Of Student Political Engagement, Demetri L. Morgan, Cecilia M. Orphan
Demetri L. Morgan, Ph.D.
The mission statements of many institutions describe commitments to larger democratic purposes, including fostering student political engagement. Hundreds of campuses have sought to reclaim this mission over the past two decades. However, at issue is whether higher education is truly committed to this ideal moving forward; and if so, how to best to realize the ideal. Presenters will help attendees consider the ways to help foster a culture of student political engagement, based on findings from the study, A Crucible Moment: College Learning and Democracy (2012).
Humane Education Past, Present, And Future, Bernard Unti, Bill Derosa
Humane Education Past, Present, And Future, Bernard Unti, Bill Derosa
Bernard Unti, PhD
From the earliest years of organized animal protection in North America, humane education— the attempt to inculcate the kindness-to-animals ethic through formal or informal instruction of children— has been cast as a fruitful response to the challenge of reducing the abuse and neglect of animals. Yet, almost 140 years after the movement’s formation, humane education remains largely the province of local societies for the prevention of cruelty and their educational divisions—if they have such divisions. Efforts to institutionalize the teaching of humane treatment of animals within the larger framework of the American educational establishment have had only limited success. Moreover, …
Trespassing And Transgressing: Opening The Door And Outing My Practice, Susan R. Adams
Trespassing And Transgressing: Opening The Door And Outing My Practice, Susan R. Adams
Susan Adams
Dr. Susan Adams' contribution to:Boster, D. & Valerio, M. (Eds.) What teaching means. Omaha, NE: Rogue Faculty Press, pp. 195-198.