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Articles 1 - 11 of 11
Full-Text Articles in Education
Building Bridges: Epistemic Violence And Mother–Daughter Pedagogies From The U.S.–Mexico Border, Tanya J. Gaxiola Serrano, Elvia Serrano
Building Bridges: Epistemic Violence And Mother–Daughter Pedagogies From The U.S.–Mexico Border, Tanya J. Gaxiola Serrano, Elvia Serrano
Journal of Critical Scholarship on Higher Education and Student Affairs
Living in the U.S.–Mexico borderlands, residents have intimately learned about the impact of the militarized policing of the physical border on their lives. While not often discussed, the policing transcends the border institution and targets the ways of knowing of People and Immigrants of Color. This essay features pláticas between two Mexican women educators from the border, la frontera, to challenge epistemic violence on the lives of U.S. Chicanas/Latinas. Intergenerational pedagogies of a mother–daughter dyad from the Tijuana–San Diego region serve as exemplars of the survival and resistance found in the borderlands. The narratives highlight their unique experiences, one as …
The Black Feminist Mixtape: A Collective Black Feminist Autoethnography Of Black Women's Existence In The Academy, Erica R. Wallace, J'Nai D. Adams, Carla Cadet Fullwood, Erica-Brittany Horhn, Camaron Loritts, Brandy S. Propst, Coretta Roseboro Walker
The Black Feminist Mixtape: A Collective Black Feminist Autoethnography Of Black Women's Existence In The Academy, Erica R. Wallace, J'Nai D. Adams, Carla Cadet Fullwood, Erica-Brittany Horhn, Camaron Loritts, Brandy S. Propst, Coretta Roseboro Walker
Journal of Critical Scholarship on Higher Education and Student Affairs
Seven Black women graduate students from across different functional areas of higher education work in solidarity to write a collective Black Feminist Autoethnography (BFA) (Griffin, 2012) about our experiences at our respective colleges and universities. BFA is a "theoretical and methodological means for Black female academics to critically narrate the pride and pain of Black womanhood" (Griffin, 2012, p. 1). This article centers Black feminist scholarship as a framework to reflexively interpret how we as seven Black women navigate within, against, and beyond the academy to address dominant narratives that affect our professional and personal experiences. We use contemporary music …
(Re)Negotiating And (Re)Envisioning Our Feminist Journeys: A Collaborative Autoethnography Of Five Women Of Color Doctoral Students, Dajanae Palmer, Ting-Han Chang, Megan Covington, Vanessa Na, Amy C. Wang
(Re)Negotiating And (Re)Envisioning Our Feminist Journeys: A Collaborative Autoethnography Of Five Women Of Color Doctoral Students, Dajanae Palmer, Ting-Han Chang, Megan Covington, Vanessa Na, Amy C. Wang
Journal of Critical Scholarship on Higher Education and Student Affairs
This study utilizes critical collaborative autoethnography to explore the development, identity, and experiences as a feminist from five Women of Color doctoral students. Given that existing research on the experiences of doctoral women of color remains sparse, the purpose of this study is to expand the knowledge by highlighting and validating the lived experiences of doctoral women of color in the academy from a feminist perspective. Through the use of collaborative autoethnography, the authors explore and interrogate their individual journeys as self-identified or aspiring feminists. The findings present the living reality and complexity involving history, contexts, intersection of identities, conflicts, …
The Role Of Race In Urban Community-University Relationships: Moving From Interest Convergence To Critical Literacy, Jake D. Winfield, James Earl Davis
The Role Of Race In Urban Community-University Relationships: Moving From Interest Convergence To Critical Literacy, Jake D. Winfield, James Earl Davis
Journal of Critical Scholarship on Higher Education and Student Affairs
Recent decades have seen an increased involvement of institutions of higher education in their communities. Previous scholarship on community engaged scholarship and anchor institutions often fails to consider race, racism, and racial power dynamics. We analyze interviews with the program director of a critical community engaged scholarship initiative as part of a multi-year community-led collaboration between an urban, historically White institution and its adjacent community using the critical race theory tenet of interest convergence and critical literacy. We find that the university's relationship with the local community is troubling to residents, especially frequent student projects and university-initiated neighborhood safety initiatives. …
“Diversity & Inclusion & Free Speech & Civility”: Oppression And Marginalization Through Diversity Rhetoric, Kamden Strunk, Hannah Carson Baggett, Ivan E. Watts
“Diversity & Inclusion & Free Speech & Civility”: Oppression And Marginalization Through Diversity Rhetoric, Kamden Strunk, Hannah Carson Baggett, Ivan E. Watts
Journal of Critical Scholarship on Higher Education and Student Affairs
As higher education institutions increasingly roll out diversity and inclusion initiatives, they intend to signal particular commitments. In this manuscript, we employ critical literacy as a framework for understanding the text and subtext of moments on our campus related to diversity and inclusion offices and initiatives. We first present the text of two particular moments, including the actual text of signs, messages, and conversations, but also including as a text the actions and inactions of university administrators. For each moment, we first present the text, including the actual or physical text(s), the superficial meaning(s), and the sequence of events. …
A Critical Literacy Approach To Student Affairs Education, Brian J. Reece, Ryan M. Rish
A Critical Literacy Approach To Student Affairs Education, Brian J. Reece, Ryan M. Rish
Journal of Critical Scholarship on Higher Education and Student Affairs
This article argues for the use of critical literacy as a critical pedagogy in student affairs practice. The authors describe how some currents of the student affairs literature have shifted toward a focus on student learning and critical approaches to student development and learning. Subsequently, they discuss the social turn in our understanding of literacy and a related move toward critical approaches to understanding literacy as a social practice. Finally, they present a synthesis of the literature, which results in considerations for approaching higher education student affairs contexts through a critical literacy framework, exposing gaps and areas for future theorizing …
Using Critical Race Theory To Redefine The Standards Of Professional Practice For Chief Diversity Officers, Brandon C M Allen, Alberto J. Rodriguez, Levon T. Esters,
Using Critical Race Theory To Redefine The Standards Of Professional Practice For Chief Diversity Officers, Brandon C M Allen, Alberto J. Rodriguez, Levon T. Esters,
Journal of Critical Scholarship on Higher Education and Student Affairs
To meet the needs of the evolving student demographics that has seen a 300% increase in URM college going rates, higher education institutions began developing the Chief Diversity Officer (CDO) position to govern and lead their mission as it relates to diversity, equity, and inclusion. More than 60 colleges have created a CDO position over the last 20 yeas with many more heading in that direction. However, because CDOs are relatively novel in the higher education space, the leading authority of diversity officer research, the National Association of Diversity Officers in Higher Education (NADOHE), developed a set of guidelines to …
Promoting Access & Critical Literacy: Working Within, Beyond, And Against The Academy, Sydney Curtis, Dianey R. Leal
Promoting Access & Critical Literacy: Working Within, Beyond, And Against The Academy, Sydney Curtis, Dianey R. Leal
Journal of Critical Scholarship on Higher Education and Student Affairs
There is a common trope in academia that the purpose of research is to give a voice to the voiceless. However, as critical scholars, we recognize that this viewpoint perpetuates a deficit lens and ignores and/or minimizes the agency that individuals already hold. So when the 2019–2020 Editorial Board was deciding on a theme for the Journal’s next Special Issue, rather than thinking of any person as “voiceless,” we knew we wanted to instead, “pass the mic” to amplify voices and perspectives that are not always centered in academia. Promoting Access and Critical Literacy is a function of our values …
Disability As Diversity In Higher Education, Emily M. Burns
Disability As Diversity In Higher Education, Emily M. Burns
Journal of Critical Scholarship on Higher Education and Student Affairs
College students with disabilities experience many barriers to postsecondary education including disability documentation requirements, social exclusion, inaccessible course design, and ostracizing campus environments. Most postsecondary leaders regulate disabled students to disability services offices, worrying about adherence to disability laws. Contributors to Disability as Diversity in Higher Education: Policies and Practices to Enhance Student Success, edited by Kim & Aquino (2017), challenge higher education personnel to implement intentional strategies that would include disabled students in all aspects of campus life.
Rethinking The Study Of College Student Suicide: Critical Suicidology And Higher Education, Lisa S. Kaler
Rethinking The Study Of College Student Suicide: Critical Suicidology And Higher Education, Lisa S. Kaler
Journal of Critical Scholarship on Higher Education and Student Affairs
This paper introduces Critical Suicidology to higher education, exploring how this perspective can help understand and prevent college student suicide. Critical Suicidology critiques the creation of truth and knowledge in the study of suicide and demonstrates that suicide has been socially constructed. Assumptions within extant literature limit our understanding of suicide and preclude critical examination into the role of higher education on suicidal thoughts among college students, particularly those from marginalized populations. This paper argues that higher education scholars’ contextual knowledge of the student experience can engender critical studies that explore college student suicide within the context of higher education, …
Higher Education: Path Or Barrier To Opportunity?, Amanda Jd Simpfenderfer
Higher Education: Path Or Barrier To Opportunity?, Amanda Jd Simpfenderfer
Journal of Critical Scholarship on Higher Education and Student Affairs
Higher education has long been viewed as the pathway to economic and social mobility within the United States and yet institutions have historically restricted access based on race, gender, and social class. This scholarly paper, explores, argues, and presents evidence to demonstrate how the impact of colonialism, neoliberalism, and cultural capital/wealth intersect and have served to mold higher education into a tool of oppression, by limiting access and attainment, to historically underserved and oppressed populations.