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Articles 31 - 60 of 88
Full-Text Articles in Education
Making Music Memorable, Tauvia Eggebroten
Making Music Memorable, Tauvia Eggebroten
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Scientists Of Color: A Collection Of Scientists From The Past And Present, Caiti Driscoll
Scientists Of Color: A Collection Of Scientists From The Past And Present, Caiti Driscoll
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Finding Opportunities To Center Race In A Math Classroom: A Toolbox For Reflection, Celeste Furuya
Finding Opportunities To Center Race In A Math Classroom: A Toolbox For Reflection, Celeste Furuya
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Quilting Classroom Community, Kaity Calhoun
Quilting Classroom Community, Kaity Calhoun
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Mat Med Project Description, Amy E. Ryken
Mat Med Project Description, Amy E. Ryken
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Step Into The Power You Have Been Given, Audrey Wilson
Step Into The Power You Have Been Given, Audrey Wilson
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Culturally Responsive Teaching K-12: Learning Rules And Choosing To Break Them, Jessica Stella
Culturally Responsive Teaching K-12: Learning Rules And Choosing To Break Them, Jessica Stella
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Dedication To Dr. Dexter Gordon, Amy E. Ryken
Dedication To Dr. Dexter Gordon, Amy E. Ryken
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Comet, Susan Rich Ms
Comet, Susan Rich Ms
Race and Pedagogy Journal: Teaching and Learning for Justice
Comet was born from the author's Fulbright year living and walking in South Africa in the first year of President Nelson Mandela's term in office. The poem takes on race from the uncomfortable perspective of a Jewish, working class, white woman.
Disrupting White Fragility And Colorblind Racism: Using Games To Measure How Race And Ethnicity Courses Change Students’ Racial Ideologies, Alicia L. Brunson, Christopher Benedict Cartright
Disrupting White Fragility And Colorblind Racism: Using Games To Measure How Race And Ethnicity Courses Change Students’ Racial Ideologies, Alicia L. Brunson, Christopher Benedict Cartright
Race and Pedagogy Journal: Teaching and Learning for Justice
This research provides instructors teaching race and ethnicity a tool to assess the racial ideologies of their students in the form of “race talk.” In particular, Bonilla-Silva’s (2010) concepts denoting colorblindness and DiAngelo’s (2018) concept of white fragility were measured before and after completing one race and ethnicity course by having students play a live version of the game “Guess Who” (Hasbro Co.). At the end of the course, student responses during the game, and their subsequent reflections, revealed a significant decrease in white fragility. Using this game, instructors can assess students’ racial ideologies and whether or not they have …
Diversity And Its Discontents: Deepening The Discourse, Ragnhild Utheim
Diversity And Its Discontents: Deepening The Discourse, Ragnhild Utheim
Race and Pedagogy Journal: Teaching and Learning for Justice
This article explores the shifting meanings of diversity discourse from the classical demarcations associated with demographic groups to the individualized applicability the concept has assumed in recent years. The trend toward attenuated understandings of diversity comes at the risk of slighting historic hardship that groups of people have long endured. The analysis weaves student testimonies and teaching experience from the classroom together with existing research and critical theory on diversity. In emphasizing the need to honor legacies of oppression among particular groups, while animating the possibilities that shared experiences across expansive human variation provide, the author includes feedback from classes …
Where In The World Is The Black Educator? Teacher Shortage As Manufactured Crisis, Matthew D. Davis
Where In The World Is The Black Educator? Teacher Shortage As Manufactured Crisis, Matthew D. Davis
Race and Pedagogy Journal: Teaching and Learning for Justice
This exploration of “teacher shortage as manufactured crisis” uses five narratives from the archives that have arisen from one Midwestern (but still, decidedly, Border South) urban center: the St. Louis, Missouri, region. These narratives are an attempt to tap into Sankofa while looking toward a more just and equitable future
Building Racial Coalitions: Limitations And New Directions To Teaching “White Privilege”, Eric César Morales
Building Racial Coalitions: Limitations And New Directions To Teaching “White Privilege”, Eric César Morales
Race and Pedagogy Journal: Teaching and Learning for Justice
In this article, I pull from critical race theory, psychology, and philosophy to deconstruct the underlying psychological components that lead to “white fragility,” and I explore the limitations in current pedagogical approaches to teaching privilege. I argue that we adopt a more nuanced and context based understanding of “white privilege,” one that breaks down the concept into its two constituent parts: the “privilege/adversity paradigm” and “colonizer alignment privilege.” In the former, basic human physical or cultural traits are presented to students as capable of being beneficial or detrimental depending on context. In the latter, the ways in which people create …
Naming Resistance And Religion In The Teaching Of Race And White Supremacy: A Pedagogy Of Counter-Signification For Black Lives Matter, Martin Nguyen
Naming Resistance And Religion In The Teaching Of Race And White Supremacy: A Pedagogy Of Counter-Signification For Black Lives Matter, Martin Nguyen
Race and Pedagogy Journal: Teaching and Learning for Justice
The need to bring religion into our teaching of race and white supremacy is critically important, but by simply naming it, we take the first step in inviting our students to understand the how’s and why’s of it. The pedagogy of naming described herein, which is inspired by the #BlackLivesMatter movement, is theoretically grounded in the theory of signification and counter-signification developed by scholars of religion, Charles H. Long and Richard Brent Turner. I explore how the act of naming, as a form of signification, can be employed to heuristically structure intersectional considerations of religion in the teaching of a …
Handle With Care: Anti-Racist Teaching In A White School, Robbie Wood
Handle With Care: Anti-Racist Teaching In A White School, Robbie Wood
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
A Series Of Decisions And Actions, Dylan Richmond
A Series Of Decisions And Actions, Dylan Richmond
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Coming To Consciousness: Reworking Racial Tensions In Student Teaching, Hayley Rathburn
Coming To Consciousness: Reworking Racial Tensions In Student Teaching, Hayley Rathburn
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
The History And Future Of Music Education: Appropriation Vs. Appreciation, Sheri-Ann Nishiyama
The History And Future Of Music Education: Appropriation Vs. Appreciation, Sheri-Ann Nishiyama
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Up Against A Wall: Combating Fatigue And Oppression In Antiracist Education, Erika Horwege
Up Against A Wall: Combating Fatigue And Oppression In Antiracist Education, Erika Horwege
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Windows & Mirrors: A Collection Of Upper Elementary Chapter Books With Protagonist, Erica Gott
Windows & Mirrors: A Collection Of Upper Elementary Chapter Books With Protagonist, Erica Gott
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Facilitating Conflict Repair Between Students, Julianne Bonnell
Facilitating Conflict Repair Between Students, Julianne Bonnell
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Engaging Teaching Dilemmas To Foster Culturally Responsive And Antiracist Teaching Practice, Mary Boer, Latoya Brackett, Fred L. Hamel, Molly Pugh, Amy E. Ryken
Engaging Teaching Dilemmas To Foster Culturally Responsive And Antiracist Teaching Practice, Mary Boer, Latoya Brackett, Fred L. Hamel, Molly Pugh, Amy E. Ryken
Race and Pedagogy Journal: Teaching and Learning for Justice
This special Issue of the Race and Pedagogy Journal features artist statements and images of projects created by Master of Arts in Teaching candidates in their master’s coursework focused on developing anti-racist and culturally responsive teaching practices.
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 …