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Articles 61 - 88 of 88
Full-Text Articles in Education
Spotlight Session Review: The Implications Of An Overwhelmingly White Teaching Force, Anna Mondschean
Spotlight Session Review: The Implications Of An Overwhelmingly White Teaching Force, Anna Mondschean
Race and Pedagogy Journal: Teaching and Learning for Justice
The following passages are student reviews and experiences of select Spotlight Sessions during the 2018 Race & Pedagogy National Conference (RPNC). Students from the University of Puget Sound's African American Studies 399 Public Scholarship course attended various spotlight sessions and were given the assignment to write a review of their chosen session. This is one of those reviews.
Spotlight Session Review: The Science Of Implicit Bias, Kayla Bryson
Spotlight Session Review: The Science Of Implicit Bias, Kayla Bryson
Race and Pedagogy Journal: Teaching and Learning for Justice
The following passages are student reviews and experiences of select Spotlight Sessions during the 2018 Race & Pedagogy National Conference (RPNC). Students from the African American Studies 399 Public Scholarship course attended various spotlight sessions and were given the assignment to write a review of their chosen session. This is one of those reviews.
A Conversation: Student Organizers Reflect On The 2018 Youth Summit, Kaity Calhoun, Collin Noble
A Conversation: Student Organizers Reflect On The 2018 Youth Summit, Kaity Calhoun, Collin Noble
Race and Pedagogy Journal: Teaching and Learning for Justice
This is a conversation between University of Puget Sound graduating seniors Kaity Calhoun and Collin Noble about the 4th RPI Youth Summit which occurred during the 2018 Race & Pedagogy National Conference. Comprised of about 500 middle and high school students and college student volunteers, the Youth Summit worked to engage in conversation revolving around histories of power, expressions of resistance and new actions for justice. With over 100 University of Puget Sound Student volunteers, these two organizers were pivotal in making sure the event day was successful. Their work would not have been possible without the leadership of the …
A Race And Pedagogy National Conference Reflection, Amanda Diaz
A Race And Pedagogy National Conference Reflection, Amanda Diaz
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
More Than A Conference: Reflections On Rpnc, Nakisha Renee
More Than A Conference: Reflections On Rpnc, Nakisha Renee
Race and Pedagogy Journal: Teaching and Learning for Justice
The following reflection describes Nakisha Renées' experience at her first Race & Pedagogy National Conference (RPNC) in 2014 along with her experience during the most recent 2018 RPNC.
A Letter From Ayanna Drakos, Ayanna Drakos
A Letter From Ayanna Drakos, Ayanna Drakos
Race and Pedagogy Journal: Teaching and Learning for Justice
The following is a letter to the faculty, staff, and community partners who were all essential to my experience as a student of African American Studies and as an organizer with the Race & Pedagogy Initiative (now Institute!). The subject “you” is plural, and refers to those mentioned above.
Student Editors: African American Studies Public Scholarship Course
Student Editors: African American Studies Public Scholarship Course
Race and Pedagogy Journal: Teaching and Learning for Justice
This special edition was co-edited by the spring 2019 African American Studies Public Scholarship class. Students were put in charge of procuring submissions, reviewing submissions, editing submissions and formatting them for publication. AFAM 399, Public Scholarship, is an AFAM course dedicated to student engagement with the Race & Pedagogy Institute. This semester the course dedicated its focus to creating a student edition of the Race & Pedagogy Journal that would showcase the 2018 Race & Pedagogy National Conference, the role of students in 2018 and the conferences prior, and the written work of current and past students. The following is …
From The Issue Editor, Latoya Brackett
From The Issue Editor, Latoya Brackett
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Journal Cover Artwork
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Playful Practice: The Democratic Potential Of Reacting To The Past As Experiential Learning, Kyle Chong
Playful Practice: The Democratic Potential Of Reacting To The Past As Experiential Learning, Kyle Chong
Race and Pedagogy Journal: Teaching and Learning for Justice
This paper utilises a theoretical approach to discuss the subversive potential of the Reacting to the Past role-playing game pedagogy to expand experiential learning in higher education. Doing so, this paper asserts, also creates experiences that are not simply focused on the vocational outcomes of university education. Rather, that the soft skills and critical civic engagement enabled by focus on argument and rhetoric. These skills are necessary for radical democratic engagement enable more effective public practices of confronting injustice in a neoliberal curricular climate.
Barriers And Strategies By White Faculty Who Incorporate Anti-Racist Pedagogy, Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, Alexander Jun
Barriers And Strategies By White Faculty Who Incorporate Anti-Racist Pedagogy, Jennifer Akamine Phillips, Nate Risdon, Matthew Lamsma, Angelica Hambrick, Alexander Jun
Race and Pedagogy Journal: Teaching and Learning for Justice
This study focused on the experiences of White faculty who incorporate an anti-racist framework into their college classrooms. The participants shared about the challenges of incorporating anti-racist pedagogy into their classrooms due to both perceived personal and institutional barriers. These participants perceived personal barriers stemming from an internalized struggle of understanding their own White identity while also struggling to be viewed as anti-racist educators by colleagues of color. These faculty participants also shared about perceived professional barriers which included the pressure to obtain tenure, perceived loss of control in the classroom by the students, and anti-racist work being disregarded by …
My Only Sin Is My Skin - A Musical Chronicle Of Systemic Racism In The United States, Cameron Stedman
My Only Sin Is My Skin - A Musical Chronicle Of Systemic Racism In The United States, Cameron Stedman
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Culturally Responsive And Anti-Racist Behavior Expectations And Instruction, Jordan Ross
Culturally Responsive And Anti-Racist Behavior Expectations And Instruction, Jordan Ross
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Identifying Systemic Racism Within The World Of Children's Literature, Robin Rosenberg
Identifying Systemic Racism Within The World Of Children's Literature, Robin Rosenberg
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Seek To Understand, Spencer Rake-Marona
Seek To Understand, Spencer Rake-Marona
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
A Library Of Privilege, Elizabeth O'Reilly
A Library Of Privilege, Elizabeth O'Reilly
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Behavior Charts: A Tool To Reinforce White Expectations And Re-Produce Systemic Racism, Madeline Mcvay
Behavior Charts: A Tool To Reinforce White Expectations And Re-Produce Systemic Racism, Madeline Mcvay
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Hidden And Overt: Exploring Race And Other Identities In The Classroom, Colin Kelly
Hidden And Overt: Exploring Race And Other Identities In The Classroom, Colin Kelly
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
The American People, Holly Keehn
The American People, Holly Keehn
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
You Are Racist, Austin Docter
You Are Racist, Austin Docter
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Tierra Mia, Ninoshka Chavez
Tierra Mia, Ninoshka Chavez
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Teaching Is A Reflection Of Me, Rebecca Bathrick
Teaching Is A Reflection Of Me, Rebecca Bathrick
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
The American Dream: Society, Race, And Opportunity, Ryan Baker
The American Dream: Society, Race, And Opportunity, Ryan Baker
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Undoing Miseducation: Centering Race And Unlearning Racism In Teacher Education, Mary Boer, Molly Pugh, Amy E. Ryken
Undoing Miseducation: Centering Race And Unlearning Racism In Teacher Education, Mary Boer, Molly Pugh, Amy E. Ryken
Race and Pedagogy Journal: Teaching and Learning for Justice
No abstract provided.
Voice Of The Voiceless: The Project Of Black Identity In Carrie Mae Weems’S From Here I Saw What Happened And I Cried, Emma K. Ferguson
Voice Of The Voiceless: The Project Of Black Identity In Carrie Mae Weems’S From Here I Saw What Happened And I Cried, Emma K. Ferguson
Race and Pedagogy Journal: Teaching and Learning for Justice
Of the pieces shown in the 2016 exhibit “30 Americans” at the Tacoma Art Museum, Carrie Mae Weems's "From here I saw what happened and I cried" (1995-1996) was one of the most impactful. Weems's piece is composed of 33 toned images - with two blue-toned images bookending the other red-toned images - framed in circular mattes with sandblasted text over the glass frame. For this work, Weems re-presents daguerreotypes commissioned by Louis Agassiz in 1850; Each portrait, toned in blood-red, has a sandblasted text overlay that, when put together, presents an American narrative of black identity (the full text …
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.
A Sociocultural Approach To Teaching About Racism, Tugce Kurtis, Phia S. Salter, Glenn Adams
A Sociocultural Approach To Teaching About Racism, Tugce Kurtis, Phia S. Salter, Glenn Adams
Race and Pedagogy Journal: Teaching and Learning for Justice
Drawing upon previous research which finds that a sociocultural approach to teaching about racism results in increased consciousness about racism and support for antiracist policies (Adams et al., 2008), we designed and implemented a tutorial consistent with this approach in our Cultural Psychology courses. The tutorial presented undergraduate students with media images involving stereotypical representations of people from various racially marginalized groups. Students indicated how much racism they perceived in each image and discussed different conceptions of racism, reasons for variation in racism perception, and potential consequences of exposure to these images. The instructor then presented findings from social and …