Education Commons^™

We’Ve Come A Long Way (Baby)! Or Have We? Evolving Intellectual Freedom Issues In The Us And Florida, L. Bryan Cooper, A.D. Beman-Cavallaro

Works of the FIU Libraries

This paper analyzes a shifting landscape of intellectual freedom (IF) in and outside Florida for children, adolescents, teens and adults. National ideals stand in tension with local and state developments, as new threats are visible in historical, legal, and technological context. Examples include doctrinal shifts, legislative bills, electronic surveillance and recent attempts to censor books, classroom texts, and reading lists.

Privacy rights for minors in Florida are increasingly unstable. New assertions of parental rights are part of a larger conservative animus. Proponents of IF can identify a lessening of ideals and standards that began after doctrinal fruition in the 1960s …

Are You Supporting White Supremacy?, Reshmi Dutt-Ballerstadt

Faculty Publications

Dr. Reshmi Dutt-Ballerstadt, professor of English at Linfield College, provides an opinion piece in the form of a checklist of 15 “troubles” she has identified to help others in academe recognize (un)conscious contributions to white supremacy.

This essay originally appeared as part of Conditionally Accepted, a career advice blog for Inside Higher Ed providing news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community.

Examining Latina/O Students’ Experiences Of Injustice: Latcrit Insights From A Texas High School, Kristy Cooper Stein, James Wright, Elizabeth Gil, Andrew Miness, Dion Ginanto

Administration and Instructional Leadership Faculty Publications

We used Latina/Latino Critical Race Theory (LatCrit) to re-analyze survey and interview data from earlier research in which we found Latina/o students reported less positive experiences than other students in this high school. We found racial injustice in class enrollments, in students’ experiences with stereotypes and prejudice, in student-teacher relationships, and in school policies and norms. LatCrit principles illustrate interconnections among racism, interest convergence, and colorblindness that create racial injustice for Latinas/os. We argue that counterstorytelling could emerge to resist that injustice and that educators must understand how racism functions in their schools and interrogate relevant policies and norms.