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Articles 31 - 35 of 35
Full-Text Articles in Education
Feeling White: Whiteness, Emotionality, And Education, Cheryl Matias
Feeling White: Whiteness, Emotionality, And Education, Cheryl Matias
Cheryl Matias
Discussing race and racism often conjures up emotions of guilt, shame, anger, defensiveness, denial, sadness, dissonance, and discomfort. Instead of suppressing those feelings, coined emotionalities of whiteness, they are, nonetheless, important to identify, understand, and deconstruct if one ever hopes to fully commit to racial equity. Feeling White: Whiteness, Emotionality, and Education delves deeper into these white emotionalities and other latent ones by providing theoretical and psychoanalytic analyses to determine where these emotions so stem, how they operate, and how they perpetuate racial inequities in education and society. The author beautifully weaves in creative writing with theoretical work to artistically …
Special Topics | Critical Research Methods: Hermenuetics To Phenomenology [Rsem 7500], Cheryl Matias, Melissa Burrows
Special Topics | Critical Research Methods: Hermenuetics To Phenomenology [Rsem 7500], Cheryl Matias, Melissa Burrows
Cheryl Matias
A flyer for the University of Colorado Denver School of Education and Human Development course Special Topics | Critical Research Methods: Hermenuetics to Phenomenology [RSEM 7500] instructed by Dr. Cheryl E. Matias.
Flyer designed by Melissa M. Burrows
Analysis Of The Cdf Early Learning Community Trust Process Phase I, Sherrill W. Hayes
Analysis Of The Cdf Early Learning Community Trust Process Phase I, Sherrill W. Hayes
Sherrill W. Hayes
The purpose of this report was to provide an external review of the participatory decision making process used in Phase I of the “Clarkston Families Decide” CDF Early Learning Community Trust (ELCT) conducted between July 2014 and January 2015. The reviewer’s primary purpose was to provide information about the process used to develop
the project outcomes in Phase I that may be useful in the overall evaluation of the ELCT. The reviewer employed primarily a qualitative research methodology as the data sources were text and visual secondary data from pre-existing documents created during the process. The primary source materials used …
Republic And Nation Are Just Metro Stations: Value, Language And Play In Urban France, Cat Tebaldi
Republic And Nation Are Just Metro Stations: Value, Language And Play In Urban France, Cat Tebaldi
Cat Tebaldi
In times of crises over economics, migration, and terrorism France asserts republican values to reaffirm national unity, strengthen national borders, and calm bourgeois anxieties. Yet as republican values are seen to be embodied in particular national symbols and linguistic forms, they become the values of empire (Negri 2000), silencing minority voices and narratives. Ann Stoler describes this as France’s “colonial aphasia” (2011), the lack of a verbal or a conceptual vocabulary for the colonial past. In contrast to this silence and forgetting, young people of diverse origins on France’s urban periphery are coming up with new words and new …
It Is A Different World? Providing A Holistic Understanding Of The Experiences And Perceptions Of Non-Black Students At Historically Black Colleges And Universities., Andrew Arroyo, Ed.D, Robert T. Palmer, Phd, Dina C. Maramba, Phd
It Is A Different World? Providing A Holistic Understanding Of The Experiences And Perceptions Of Non-Black Students At Historically Black Colleges And Universities., Andrew Arroyo, Ed.D, Robert T. Palmer, Phd, Dina C. Maramba, Phd
Robert T. Palmer, PhD
This qualitative study contributes an original holistic understanding of the perceptions and experiences of non-Black students (e.g., Asian American, Latino, and White) as they matriculate into historically Black colleges and universities (HBCUs), persist to graduation, and reflect on their experiences as graduates at HBCUs. Findings from this study confirm, challenge, and extend existing research regarding the preenrollment experience, institutional experience, and culminating outcomes of non-Black students enrolled in HBCUs. Implications are offered for researchers, practitioners, and current and future non-Black HBCU students.