Education Commons^™

Where Did My Black Folk Go_Final_.Docx, Conrad Webster

Conrad Webster

Challenging The Idea Of Normal In Schools, Subini A. Annamma, Amy L. Boele, Brooke A. Moore, Janette Klingner

Amy Boele

In this article, we build on Brantlinger's work to critique the binary of normal and abnormal applied in US schools that create inequities in education. Operating from a critical perspective, we draw from Critical Race Theory, Disability Studies in Education, and Cultural/Historical Activity Theory to build a conceptual framework for examining the prevailing ideology of normal found in US schools. We use our conceptual framework todeconstruct the current, westernised, static ideology of normal. Once deconstructed, we explore current iterations of the ideology of normal in schools. Finally, we suggest using the conceptual framework as a tool to reconstruct the …

Youth Participatory Action Research And The Future Of Education Reform, Oiyan Poon, Jacob Cohen

OiYan Poon

This article presents a youth participatory action research (YPAR) study, which was conducted through a theoretical lens incorporating the social justice youth policy framework and Critical Race Theory. Led by youth from the Vietnamese American Young Leaders Association (VAYLA), the study explored the impacts of post-Katrina school reforms on student experiences at six New Orleans high schools. The findings from the study exposed troubling educational disparities by race, class, limited English status, and geography. The YPAR project’s results counter neoliberal reform advocates’ narrative of a post-Katrina New Orleans school “miracle.” This article illuminates YPAR as both research method and pathway …

Lift Every Voice And Sing: Faculty Of Color Face The Challenges Of The Tenure Track, Dorothy Garrison-Wade, Gregory Diggs, Diane Estrada, Rene Galindo

Dorothy Garrison-Wade

This article highlights some of the obstacles facing tenure-track faculty of color in academia. Through the perspective of Critical Race Theory (CRT) and by using a counterstories method, four faculty of color share their experiences as they explore diversity issues through engaging in a 1-year self-study. Findings of this qualitative study provide important insights from the perspectives of faculty of color to address ways in which to identify supports that lever barriers during the tenure process.

“Push It Real Good!”: The Challenge Of Disrupting Dominant Discourses Regarding Race In Teacher Education, Kara Viesca, Cheryl Matias, Dorothy Garrison-Wade, Madhavi Tandon, Rene Galindo

Dorothy Garrison-Wade

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 …

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 …

“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

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 …

The Dynamic Ecology Of The Writing Process And Agency: A Corpus-Based Comparative Case Study Of Stancetaking Among Native Speakers And Non-Native Speakers Of English In First-Year Composition Conferences, Kirk Marshall Wilkins

Kirk Marshall Wilkins

Latino Immigrant Parents Of English Language Learner Students, School Involvement And The Participation Breach, Jose Gonzalez

Jose Vicente Gonzalez

The problem addressed in this study was the minimal school involvement by Latino immigrant parents due to the hegemonic practices, cultural misunderstandings and deficit-thinking models adopted by school personnel. The purpose of this Participatory Action Research (PAR) was to investigate the perceptions and benefits of participant and co-researcher parents who collaborated in the creation of an anti-hegemonic culturally sensitive advocacy-training program. The theoretical framework employed was Critical Race Theory because it addressed the issues of institutional racism, challenge to the status quo, social justice leadership and allowed for an interdisciplinary approach in order to utilize the parents' experiential knowledge to …

Introduction: Presumed Incompetent: Continuing The Conversation (Part Ii), Carmen G. Gonzalez, Angela P. Harris

Carmen G. Gonzalez

On March 8, 2013, the Berkeley Journal of Gender, Law & Justice hosted an all-day symposium featuring more than forty speakers at the University of California, Berkeley School of Law to celebrate and invite responses to the book entitled, Presumed Incompetent: The Intersections of Race and Class for Women in Academia (Gabriella Gutiérrez y Muhs, Yolanda Flores Niemann, Carmen G. González & Angela P. Harris eds., 2012). Presumed Incompetent presents gripping first-hand accounts of the obstacles encountered by female faculty of color in the academic workplace, and provides specific recommendations to women of color, allies, and academic leaders on ways …

Berea College-Coeducationally And Racially Integrated: An Unlikely Contingency In The 1850s, Richard E. Day

Richard E. Day

In this paper we consider the anti-slavery ministry of Rev. John G. Fee and the unlikely establishment of Berea College in Kentucky in the 1850s; the first college in the southern United States to be coeducationally and racially integrated. The Berea case illustrates how early twentieth century legal institutions were suffused with racism and justifications for racial discrimination even to the extent that they neutered the laws intended to provide redress to black citizens, while the court approved of racial prejudice as a natural protection from what it considered to be an unnatural amalgamation.

The Hypocrisy Of Completeness: Toni Morrison And The Conception Of The Other, Cameron Mccarthy, S. David, K. E. Supriya, C. Wilson-Brown, A. Rodriguez, Heriberto Godina Phd

Heriberto Godina PhD

No abstract provided.