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Articles 1 - 21 of 21
Full-Text Articles in Education
Woking Curriculum: Youth, Popular Cultures, And Moving Images Matter!, Ligia (Licho) López López
Woking Curriculum: Youth, Popular Cultures, And Moving Images Matter!, Ligia (Licho) López López
Race and Pedagogy Journal: Teaching and Learning for Justice
In these intensified anti-Black, anti-Aboriginal, anti-LGBTQI times, this paper offers woking curriculum as an educational-political proposition. Schools are often places of rejection of young people’s investment in popular culture and their attuned sensibilities to moving images in videogames, cartoons, and popular movies. Through a spoken word poem this paper begins to respond to this disinvestment offering an analysis of why and how the popular moving images must be made curriculum. The paper draws from visual and classroom-based research in the United States, Australia, and Colombia.
Cultural Identity Silencing Of Native Americans In Education, Katheryne T. Leigh-Osroosh, Brian Hutchison
Cultural Identity Silencing Of Native Americans In Education, Katheryne T. Leigh-Osroosh, Brian Hutchison
Race and Pedagogy Journal: Teaching and Learning for Justice
This descriptive phenomenological study investigated: How is cultural identity silencing psychologically experienced by young adult Native Americans in education? Cultural identity silencing is the denial of the existence of cultural identity. Phenomenological interviewing and Giorgian analysis resulted in a descriptive structure of how cultural identity silencing is psychologically experienced by Native Americans in educational settings. These results contribute to a greater understanding of how Native Americans experience colonialist educational systems and thus has implications for survivance, identity development, and the decolonialization of education.
Removing Race: How Context And Colorblindness Influence Conceptualizations Of Equity In A Third Grade Rural Classroom, Jacob Bennett
Removing Race: How Context And Colorblindness Influence Conceptualizations Of Equity In A Third Grade Rural Classroom, Jacob Bennett
Race and Pedagogy Journal: Teaching and Learning for Justice
The ways teachers both perceive and design supports for her/his/their students are likely influenced by a variety of factors. In this qualitative study, I analyze the ways context and praxis, defined as a teacher’s morally informed beliefs about teaching, influenced supports developed for marginalized students in a rural school setting. Over two years of interviews and one year of observations, patterns emerged related to connections between the teacher's beliefs regarding colorblindness, individuality, and the development of instructional and emotional supports for students. I end by discussing recommendations for researchers to understand connections between teachers’ praxes and practice related to developing …
The Radical Practice Of “Hanging Out”: China’S University Student Dissidents, Kyle Chong
The Radical Practice Of “Hanging Out”: China’S University Student Dissidents, Kyle Chong
Race and Pedagogy Journal: Teaching and Learning for Justice
This interdisciplinary paper advances existing empirical research on the longevity of anti-state university student protests in the People’s Republic of China. This paper contributes ethnographic data from Beijing and Fuzhou university students to yield a Marxian critique of Chinese authoritarianism. This paper asserts that empowering identity development and subversive scholarship, or the use of critical scholarship to transmit critical consciousness of political injustice, in Chinese universities creates more durable resistance against Chinese authoritarianism. This paper concludes that methodological and tactical shifts can similarly sustain American student protest.
William Grant Still: The Complex Career Of A Complicated Composer, Aric Macdavid
William Grant Still: The Complex Career Of A Complicated Composer, Aric Macdavid
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Educational Narrative: Henry Loran, Henry Loran
Educational Narrative: Henry Loran, Henry Loran
Race and Pedagogy Journal: Teaching and Learning for Justice
As a part of the Univerisity of Puget Sound's African American Studies Public Scholarship course, students were required to review their educational experiences from pre-k to the present. The goal of this assignment was for them to assess the ways in which they were treated based on their marginalizations or their privileges. Students provided three terms for what their narrative would share — the terms were not to be included in their narrative. After reading their narratives aloud, a class discussion connected their terms to the associated experiences. There are a total of four narratives in this issue, three are …
Educational Narrative: Grace Eberhardt, Grace Eberhardt
Educational Narrative: Grace Eberhardt, Grace Eberhardt
Race and Pedagogy Journal: Teaching and Learning for Justice
As a part of the University of Puget Sound's African American Studies Public Scholarship course, students were required to review their educational experiences from pre-k to the present. The goal of this assignment was for them to assess the ways in which they were treated based on their marginalizations or their privileges. Students provided three terms for what their narrative would share — the terms were not to be included in their narrative. After reading their narratives aloud, a class discussion connected their terms to the associated experiences. There are a total of four narratives in this issue, three are …
Educational Narrative: Amairany Bautista, Amairany Bautista
Educational Narrative: Amairany Bautista, Amairany Bautista
Race and Pedagogy Journal: Teaching and Learning for Justice
As a part of the University of Puget Sound's African American Studies Public Scholarship course, students were required to review their educational experiences from pre-k to the present. The goal of this assignment was for them to assess the ways in which they were treated based on their marginalizations or their privileges. Students provided three terms for what their narrative would share — the terms were not to be included in their narrative. After reading their narratives aloud, a class discussion connected their terms to the associated experiences. There are a total of four narratives in this issue, three are …
2018 Race And Pedagogy National Conference: Images Form The Inside, African American Studies Race & Pedagogy Institute
2018 Race And Pedagogy National Conference: Images Form The Inside, African American Studies Race & Pedagogy Institute
Race and Pedagogy Journal: Teaching and Learning for Justice
The 4th Quadrennial Race & Pedagogy National Conference hosted the first RPNC photo contest. The desire was to gather views and insights surrounding the conference by those attending it. Images from the inside. Images from the participants. The contest was open to University of Puget Sound Students, Staff, and Faculty along with all conference participants. The overall prompt was: Define RPNC 2018 with a space, a moment, an interaction, a group, or an individual and capture it through your camera lens. We received various submis sions and the ones showcased here, along with some of the written content the photographer …
Spotlight Session Review: The Implications Of An Overwhelmingly White Teaching Force, Anna Mondschean
Spotlight Session Review: The Implications Of An Overwhelmingly White Teaching Force, Anna Mondschean
Race and Pedagogy Journal: Teaching and Learning for Justice
The following passages are student reviews and experiences of select Spotlight Sessions during the 2018 Race & Pedagogy National Conference (RPNC). Students from the University of Puget Sound's African American Studies 399 Public Scholarship course attended various spotlight sessions and were given the assignment to write a review of their chosen session. This is one of those reviews.
Spotlight Session Review: The Science Of Implicit Bias, Kayla Bryson
Spotlight Session Review: The Science Of Implicit Bias, Kayla Bryson
Race and Pedagogy Journal: Teaching and Learning for Justice
The following passages are student reviews and experiences of select Spotlight Sessions during the 2018 Race & Pedagogy National Conference (RPNC). Students from the African American Studies 399 Public Scholarship course attended various spotlight sessions and were given the assignment to write a review of their chosen session. This is one of those reviews.
A Conversation: Student Organizers Reflect On The 2018 Youth Summit, Kaity Calhoun, Collin Noble
A Conversation: Student Organizers Reflect On The 2018 Youth Summit, Kaity Calhoun, Collin Noble
Race and Pedagogy Journal: Teaching and Learning for Justice
This is a conversation between University of Puget Sound graduating seniors Kaity Calhoun and Collin Noble about the 4th RPI Youth Summit which occurred during the 2018 Race & Pedagogy National Conference. Comprised of about 500 middle and high school students and college student volunteers, the Youth Summit worked to engage in conversation revolving around histories of power, expressions of resistance and new actions for justice. With over 100 University of Puget Sound Student volunteers, these two organizers were pivotal in making sure the event day was successful. Their work would not have been possible without the leadership of the …
A Race And Pedagogy National Conference Reflection, Amanda Diaz
A Race And Pedagogy National Conference Reflection, Amanda Diaz
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
More Than A Conference: Reflections On Rpnc, Nakisha Renee
More Than A Conference: Reflections On Rpnc, Nakisha Renee
Race and Pedagogy Journal: Teaching and Learning for Justice
The following reflection describes Nakisha Renées' experience at her first Race & Pedagogy National Conference (RPNC) in 2014 along with her experience during the most recent 2018 RPNC.
A Letter From Ayanna Drakos, Ayanna Drakos
A Letter From Ayanna Drakos, Ayanna Drakos
Race and Pedagogy Journal: Teaching and Learning for Justice
The following is a letter to the faculty, staff, and community partners who were all essential to my experience as a student of African American Studies and as an organizer with the Race & Pedagogy Initiative (now Institute!). The subject “you” is plural, and refers to those mentioned above.
Student Editors: African American Studies Public Scholarship Course
Student Editors: African American Studies Public Scholarship Course
Race and Pedagogy Journal: Teaching and Learning for Justice
This special edition was co-edited by the spring 2019 African American Studies Public Scholarship class. Students were put in charge of procuring submissions, reviewing submissions, editing submissions and formatting them for publication. AFAM 399, Public Scholarship, is an AFAM course dedicated to student engagement with the Race & Pedagogy Institute. This semester the course dedicated its focus to creating a student edition of the Race & Pedagogy Journal that would showcase the 2018 Race & Pedagogy National Conference, the role of students in 2018 and the conferences prior, and the written work of current and past students. The following is …
From The Issue Editor, Latoya Brackett
From The Issue Editor, Latoya Brackett
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Journal Cover Artwork
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Playful Practice: The Democratic Potential Of Reacting To The Past As Experiential Learning, Kyle Chong
Playful Practice: The Democratic Potential Of Reacting To The Past As Experiential Learning, Kyle Chong
Race and Pedagogy Journal: Teaching and Learning for Justice
This paper utilises a theoretical approach to discuss the subversive potential of the Reacting to the Past role-playing game pedagogy to expand experiential learning in higher education. Doing so, this paper asserts, also creates experiences that are not simply focused on the vocational outcomes of university education. Rather, that the soft skills and critical civic engagement enabled by focus on argument and rhetoric. These skills are necessary for radical democratic engagement enable more effective public practices of confronting injustice in a neoliberal curricular climate.
Engaging Existing And Emergent Experiences: Narratives Among Young Filipinas On Guam, Tabitha Espina Velasco
Engaging Existing And Emergent Experiences: Narratives Among Young Filipinas On Guam, Tabitha Espina Velasco
Race and Pedagogy Journal: Teaching and Learning for Justice
While Filipino people comprise the second-highest percentage of the population on Guam, unfortunately there is not a comparable amount of scholarly publication about the Guam Filipino population, much less on Filipinas specifically. Although there is scholarly interest in this area, there is also concern over the availability of primary texts. Profound questions arise because of this dearth: In what ways are Filipinas on Guam writing about their experiences about life on the island? How can existing narratives be brought into conversation with emergent narratives? This paper responds to the perceived silence by advocating revolution through language, as educators on Guam …
Barriers And Strategies By White Faculty Who Incorporate Anti-Racist Pedagogy, Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, Alexander Jun
Barriers And Strategies By White Faculty Who Incorporate Anti-Racist Pedagogy, Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, Alexander Jun
Race and Pedagogy Journal: Teaching and Learning for Justice
This study focused on the experiences of White faculty who incorporate an anti-racist framework into their college classrooms. The participants shared about the challenges of incorporating anti-racist pedagogy into their classrooms due to both perceived personal and institutional barriers. These participants perceived personal barriers stemming from an internalized struggle of understanding their own White identity while also struggling to be viewed as anti-racist educators by colleagues of color. These faculty participants also shared about perceived professional barriers which included the pressure to obtain tenure, perceived loss of control in the classroom by the students, and anti-racist work being disregarded by …