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Full-Text Articles in Education
Conversations About Race Between Educators And K-12 Students, Elana Wolkoff, Ronda Goodale
Conversations About Race Between Educators And K-12 Students, Elana Wolkoff, Ronda Goodale
Race and Pedagogy Journal: Teaching and Learning for Justice
Conversations about race between teachers and K-12 students have been found to improve racial attitudes for students of all races and to serve as a protective factor for students of color. This study examines perspectives of educators and youth in regard to these conversations, obstacles that impede them and factors that increase positive outcomes. Eighty-nine educators and 130 youth completed questionnaires that included multiple choice and open response questions. Samples were diverse in regard to race and geographic region within the US. Using descriptive statistics and thematic analysis, researchers found that these conversations generally have positive outcomes and often strengthen …
Race And The Holocaust: Giving Voice To Diverse Learners, Rebecca T. Dupas
Race And The Holocaust: Giving Voice To Diverse Learners, Rebecca T. Dupas
Race and Pedagogy Journal: Teaching and Learning for Justice
As American student populations grow increasingly more diverse, educators must find ways to promote Holocaust relevancy and honor the voice and experience of learners. While some scholars and educators continue to make a case for a particularist approach to teaching about the Holocaust, a universalist approach is the only of the two to intentionally provide space for diverse groups to find relevancy. This article explores how racial diversity in American classrooms call for teaching that honors the uniqueness of the Holocaust while acknowledging a teacher’s own positioning and the experiences of learners. It explains the author's race and connection to …
Do The ‘Write’ Thing: Utilizing Spike Lee To Read The Word And World, Dominick N. Quinney
Do The ‘Write’ Thing: Utilizing Spike Lee To Read The Word And World, Dominick N. Quinney
Race and Pedagogy Journal: Teaching and Learning for Justice
College writing is an essential skill by which college students should begin to craft and construct their academic voices as they see and interpret the world around them in a scholarly setting. At the same time, as a result of varying phenomena, students have struggled to articulate themselves in written form, often performing what some describe as ‘writing apprehension'. In an effort to explore these phenomena, I developed a first-year seminar that allowed for both the concepts of race, ethnicity, identity, and writing to come together in an academic setting as a way to have students understand identity and its …
Privileging “Race” At Centers And Institutes In Higher Education: A Study Of The Landscape, Jonathan Lightfoot
Privileging “Race” At Centers And Institutes In Higher Education: A Study Of The Landscape, Jonathan Lightfoot
Race and Pedagogy Journal: Teaching and Learning for Justice
After identifying a number of academic centers with "Race" in their names at American colleges and universities in the United States, we sought to explore the efficacy and impact these centers have on their respective campus communities and beyond. The goal of this qualitative exploratory research was to better understand the nature of these race-oriented academic centers and the relationship they have with their host institutions. From a combination of website review, oral interview and online survey data, the study found that these American race-based academic centers and institutes contribute to our overall knowledge in several ways, including how they …
Race Matters And Pedagogy In Higher Education: Ongoing Work, Lucius Outlaw
Race Matters And Pedagogy In Higher Education: Ongoing Work, Lucius Outlaw
Race and Pedagogy Journal: Teaching and Learning for Justice
Guest editor's introduction to the Race and Pedagogy Journal's special issue, Race and Higher Education
From Dialogue To Action: Situating Black Lives Matter In A Liberal Arts Education, Jaira J. Harrington
From Dialogue To Action: Situating Black Lives Matter In A Liberal Arts Education, Jaira J. Harrington
Race and Pedagogy Journal: Teaching and Learning for Justice
The purpose of this article is to demonstrate the value of teaching a Black Lives Matter course in a liberal arts curriculum. Drawing from original case study experience of teaching the Black Lives Matter course at a predominately white, liberal arts institution, the argument is not only pedagogical, but practical for the times in which education about issues of contemporary significance for all students. Teaching a Black Lives Matter course with a historically-situated, community-grounded and solutions-oriented approach fosters the learning environment of inclusivity to which many campuses aspire. This paper provides a practical blueprint for scholars seeking to creatively integrate …
Challenging Deficit Default And Educators’ Biases In Urban Schools, Lynette Parker, Charlene Reid, Tanya Ghans
Challenging Deficit Default And Educators’ Biases In Urban Schools, Lynette Parker, Charlene Reid, Tanya Ghans
Race and Pedagogy Journal: Teaching and Learning for Justice
This paper explores kindergarten and 1st grade teachers’ beliefs about students in an urban elementary school. Teachers situated concerns about a new literacy program and benchmark goals within an ideology that pathologized poor students of color as being academically unprepared. Teachers’ claims were corroborated by their grade-level administrator. However, an analysis of student performance data revealed educators’ pathological beliefs to be unwarranted. Deficit beliefs about the capabilities of the poor students of color were associated with fear of failure, uncritical acceptance of poverty as brain trauma, and their ascription to negative views about poor and minority students.