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Articles 1 - 8 of 8
Full-Text Articles in Education
A Tribe Called Trump: The Motivation Behind The Education Line & Why People Of Color Voted For The Bully-In-Chief, Leah P. Hollis
A Tribe Called Trump: The Motivation Behind The Education Line & Why People Of Color Voted For The Bully-In-Chief, Leah P. Hollis
Taboo: The Journal of Culture and Education
Throughout the 2020 election, a constant question arose, “How can they vote for Trump?” Within the context of tribalism and the disenfranchised status created by the deteriorated blue-collar job market, I reflect on labor history to explain how those who are denied affordable education are left out of the American dream. This trend disproportionately affects the Black community. In turn, these populations potentially remain reminiscent of how America was great for them in the past. Supported by descriptive statistics, I reflect on the educational line in red and contested states during the 2020 presidential election. The paper concludes with the …
Exploring The Myth Of School-University Partnerships: Untangling District Resistance And Academic Capitalism, Brianne Morettini, Dan Tulino, Shelley Zion
Exploring The Myth Of School-University Partnerships: Untangling District Resistance And Academic Capitalism, Brianne Morettini, Dan Tulino, Shelley Zion
Taboo: The Journal of Culture and Education
In this paper we engage in reflexive methodology to make sense of our experiences in a particular school-university partnership and the district-level resistance from central office administrators we encountered in our work. We explore the nuanced accounts of resistance to reform and change in the context of a school-university partnership from central office or district-level administrators, even when teachers themselves acted as enthusiastic agents of change; to the general public, the inner-workings of district-level offices remain obscured. The purposes of the study, therefore, are two-fold: one, to shift blame away from teachers and students and center the role of district-level …
Problematizing The Use Of The Cultural Autobiography In Pre-Service Multicultural Education Courses, Aaron C. Bruewer, Gilbert Park, Jayne Beilke
Problematizing The Use Of The Cultural Autobiography In Pre-Service Multicultural Education Courses, Aaron C. Bruewer, Gilbert Park, Jayne Beilke
Taboo: The Journal of Culture and Education
This paper explores the qualitative methodology of narrative life history as an instructional tool for pre-service teachers at a midwestern regional public university. Specifically, the authors problematize the use of the cultural autobiography assignment for undergraduate teacher candidates enrolled in required multicultural education courses in order to evolve its use. While life history has the potential to promote critical reflections on one’s own position in a complex interplay of power relations, it can also reify pre-existing prejudicial attitudes as currently used. The paper includes composite quotes from the papers of 85 undergraduate students to support authors investigation, as they suggest …
‘Damn Deleuze’: The Unexpected Artefacts Of Reading Together, Maureen A. Flint, Carlson H. Coogler
‘Damn Deleuze’: The Unexpected Artefacts Of Reading Together, Maureen A. Flint, Carlson H. Coogler
Taboo: The Journal of Culture and Education
What does reading together produce? As we read A Thousand Plateaus together, Deleuze and Guattari butted into our dreams, our art-making, and our everyday lives. We found that their concepts were active, blurring the lines between theory, method and art. In this paper, we follow these invasions and interruptions of our thinking and living, collecting and discussing them as artefacts that help us make sense of reading and writing together as methodological, theoretical, artful inquiry. By taking up and sharing artefacts -- fragments of encounters, snapshots of artmaking, quotes from novels or poetry that embedded in our conversations about haecceity …
White Supremacists And The White Urge To Call Them Terrorists, Jin Chang
White Supremacists And The White Urge To Call Them Terrorists, Jin Chang
Taboo: The Journal of Culture and Education
In this article, I argue that the election and inauguration of President Biden should not be a moment of celebration for any scholar, activist, or individual committed to ending the white supremacist empire of America, especially in relation to his condemnation of the January 6th white supremacist rioters as “domestic terrorists.” However, I believe it is for a different reason than much of the current discourse suggests from many progress scholars and journalists. The current line many progressive scholars and activists cite as the reason to avoid calling white supremacists “terrorists” has been because they fear such language will …
A Study Of Chinese University English Teachers’ Subjectivity In A Neoliberal Eap Policy Implementation: From A Foucauldian Perspective, Yulong Marvin Li, Yixuan Feng, Xiaojing Liu
A Study Of Chinese University English Teachers’ Subjectivity In A Neoliberal Eap Policy Implementation: From A Foucauldian Perspective, Yulong Marvin Li, Yixuan Feng, Xiaojing Liu
Taboo: The Journal of Culture and Education
Human capital has had a considerable influence on the education policies in China. In this paper, a new policy of the Shanghai Education Bureau is described in which universities were strongly recommended to replace their English in general education programs with an English for Academic Purposes (EAP) one, in order to produce talent for regional and national development. Using a Foucauldian perspective to explore the extent the teachers were subjectified by the Shanghai EAP Policy. The teachers had demonstrated their subjectivity, particularly via critiquing, questioning the discourse, and mediating their EAP teaching. Teachers’ praxis becomes useful in helping them to …
A Mixed-Methods Analysis Of Educational Spaces And Black Identity Development, Kala Burrell-Craft, Danielle R. Eugene
A Mixed-Methods Analysis Of Educational Spaces And Black Identity Development, Kala Burrell-Craft, Danielle R. Eugene
Taboo: The Journal of Culture and Education
Guided by Critical Race Theory, Racial Space Theory, and Black Identity Development through the lens of the Nigrescence model, this mixed-methods study explored the links between educational spaces/places and Black identity development in a sample of Black professional adults (n=39). Correlation analysis revealed a weak positive relationship between space and Black racial identity and little to no correlational effect between place and Black racial identity. Three themes were identified: educational spaces, HBCU versus PWI debate, and stages of Black identity development with each providing more depth of understanding of how educational spaces influence Black identity development. Study implications are discussed.
Divergent Values: A Family Critical Race Theory Analysis Of Families Of Color And Their Perceptions Of Teachers And Teaching As A Profession, Norma A. Marrun, Marcela Rodriguez-Campo, Tara J. Plachowski, Christine Clark
Divergent Values: A Family Critical Race Theory Analysis Of Families Of Color And Their Perceptions Of Teachers And Teaching As A Profession, Norma A. Marrun, Marcela Rodriguez-Campo, Tara J. Plachowski, Christine Clark
Taboo: The Journal of Culture and Education
In seeking strategies for diversifying the U.S. public school teacher workforce, education policymakers and teacher education programs need to meaningfully consider input from the families of PK-12 Students of Color. Using a Family Critical Race Theory (FamilyCrit) analysis, this article examines the educational experiences and related perspectives of Families of Color about teachers and the teaching profession. Findings reveal that Families of Color perceive teaching as a form of caring and teachers as extended family members. Families of Color wrestled with a divergence of values in encouraging their children to pursue their passions, while concomitantly confronting economic injustices. Findings challenge …