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Full-Text Articles in Education

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.


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 ...


Teaching For Social Justice In Three Voices, Scott Ritchie Feb 2014

Teaching For Social Justice In Three Voices, Scott Ritchie

Journal of Critical Thought and Praxis

In today’s neoliberal educational climate that puts privatization and profit above children and learning, critical pedagogies are sorely needed so that schools may instead serve as vehicles for social change. Data from research using grounded theory methods with eight P-12 critical educators across the United States were used to construct a framework for teaching for social justice. This framework consists of listening to students’ voices, inserting missing voices, and co-constructing agentic voices.


K-20: Examining The Critical Connections Of Racism And Whiteness Within Educational Policy, Elliott N. Devore May 2013

K-20: Examining The Critical Connections Of Racism And Whiteness Within Educational Policy, Elliott N. Devore

Journal of Critical Thought and Praxis

The author, a White gay man, utilizes a critical race theory lens to analyze historical precedents of race based educational policy as a way to further expand his understanding of the systemic nature of racism within the context of the American educational system and to make connections between his lived experiences in a low performing, high poverty public high school. Tracing policies from Plessy v. Ferguson to Gratz v. Bolinger, the author presents a historical analysis of policy to create a framework through which he analyzes and makes connections to present day affirmative action practices in higher education admission policies ...


Youth Participatory Action Research And The Future Of Education Reform, Oiyan Poon, Jacob Cohen Oct 2012

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

Journal of Critical Thought and Praxis

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 ...