Search

New estimates report that Black girls are facing an educational crisis with regard to disproportionate disciplinary practices and academics. To date, there has been very limited research with regard to school-based interventions that have been designed to help Black girls explore both their cultural and gender identity. This is problematic because Black girls are constantly faced with the task of disproving negative characterizations (i.e., angry, loud, and aggressive) and advocating for equitable treatment from teachers and school administrators. These negative characteristics often translate to lower academic expectations, harsher punishments, and juvenile justice involvement. To address this problem, a single-subject study was conducted to investigate the effectiveness of implementing an 8-week cultural-empowerment program based on the Sisters of Nia curriculum. Results based on visual analysis, percentage of nonoverlapping data, and Tau-U all show that the Sisters of Nia intervention led to a significant reduction in verbally aggressive behavior for all four participants. These findings serve as further support to incorporate culturally based interventions at the school level. [ABSTRACT FROM AUTHOR]

This article presents key findings derived from the experiences of visible minority woman as teachers in Canada, whose lived realities reveal myriad instances of compromise. The ethnic, cultural and racial diversity among teachers is an area that has garnered attention as it pertains to equitable work environments, teacher–student relations, and multicultural education. The challenges and responsibility of representing one’s racialized identity, ethnicity, culture, and religion while finding oneself marginalized within mainstream populace is critically examined through their narratives and reflexivity. In instances of blatant discrimination, bridging the public and private sphere, to moments of fulfillment, the resilience of these women is a defining factor of their success within adversity. Through their experiences there is opportunity to inform and advance the notions of diversity, representation, and distinctiveness of teachers in educational settings and the impact this has on an intercontinental symbol of society values in education. [ABSTRACT FROM PUBLISHER]

Girls of color have been left out of discussions on youth participatory action research (YPAR) as well as gender- and race-based scholarship related to school marginalization. How Black girls and other girls of color experience girlhood is undertheorized. In this particular discussion, high school girls themselves expose the ways in which girls are punished in schools. Using participatory action research (PAR), high school students unveil girls of color experiences in schools as "dangerous bodies." The author asseverates that Black girls and other girls of color "flip the script" by becoming conscientious and active agents in social change through the research process. [ABSTRACT FROM AUTHOR]

Models representing the assimilation of post-Second World War immigrants to North America use the academic achievement of children of first-generation immigrants as a benchmark of social mobility. Filipino youths in Canada fall short of this benchmark – they neither meet nor exceed their parents’ academic achievements. While concern with outcomes is a useful starting point, I suggest that there is a need to interrogate how and where students are produced as different. To do this, I attend to the geographies in the narratives of youths gathered from Filipino high school students in Vancouver (unceded Coast Salish Territories). I examine how they negotiate the spaces of transnational migration, their lives as students and spaces where their educational trajectories are deferred and delayed. I argue that the geographies of transnational migration and family should be held together with spaces of the school and education when considering academic outcomes. [ABSTRACT FROM PUBLISHER]

Approaches to rectifying the inequities Black female students encounter in U.S. educational institutions are rarely discussed in the body of research in which these individuals are the foci. In this critical race feminist auto-ethnography, the author used qualitative data from a two-year study of a girls' empowerment program that she established at an urban public high school. Through an analysis of Black feminist curricula, in-class video footage, student artifacts, and interviews with former participants, the author argues that Black feminist pedagogy may promote the development of positive social and academic identities among African American female youth. Concrete, research-based guidelines for developing culturally responsive pedagogical interventions are discussed. [ABSTRACT FROM AUTHOR]

We examine the use of an interdisciplinary film series, '2015 Sexism | Cinema: 50 Years on the Silver Screen,' as a space for discussion where attendees can discover allies, express critical thought, and advance their thinking. A film series is a useful response to the widespread problem of campus sexual assault in three critical ways: (a) a theater provides an informal, recreational space for discussion of feminist thought; (b) the content of the films highlights the insidious nature of sexual violence and gender inequality in our culture; and (c) there exists a degree of separation that subverts defensiveness while inspiring a critical dialogue. We discuss the utility of a film series as an accessible approach to the cultural antecedents of sexual violence on college campuses. We offer our own experiences of the film series and recommend film as a feminist pedagogical tool to address sexual violence. [ABSTRACT FROM AUTHOR]

It is imperative to explore multiple approaches to intelligence and public education that fundamentally integrate the ideas and lived experiences of students – with particular interest to those who are most disenfranchised. Within various black communities, the oral traditions transmitted at home are life-affirmingfreedom lessons,engendered by lived experiences, which must be considered when teaching black children in the classroom environment. With consideration to black women, the freedom lessons they teach, and how they collectively shape smartness for black children, this article is organized in three sections. The first examines cultural constructions of history, knowledge and black women. The second explores the freedom lessons of three black mothers that were collected during a 2011–2012 ethnographic study and are presented as three sets of narratives: community smartness, world smartness, and individual smartness. The final section concludes with an analysis of smartness as a social critique and implications for teachers. [ABSTRACT FROM PUBLISHER]

This article de-centres imperialist, capitalist, patriarchal traditions of critical approaches in Curriculum Studies via an examination of experiences shared at TheBlack Women’s Gathering Place(BWGP), a non-traditional space where a diverse, intergenerational group of Black women engage with each other through the sharing of stories. In theBWGP, we enact components of Pinar’s [2004.What is Curriculum Theory? Mahwah, NJ: Lawrence Erlbaum] concept of currere, simultaneously re-entering our collective and individual pasts and re-imagining our futures in an effort to reconcile our public and private selves. Taking up tenets of Black feminist theory, theoretical framings of hidden curriculum, and components of Ng-A-Fook’s [2007.An Indigenous Curriculum of Place: The United Houma Nation’s Contentious Relationship with Louisiana’s Educational Institutions. New York, NY: Peter Lang] ‘Curriculum of Place,’ we reconceptualise a curriculum of place/space that negotiates dominant norms expressed in social environments. In this space, we validate traditional knowledges upheld in communities of Black women across the Diaspora. TheBWGPallows us to argue for a re-presentation of extant knowledge by and about Black women. [ABSTRACT FROM PUBLISHER]

The School-to-Prison Pipeline is an alarming trend of funneling children of color out of schools and into incarceration. Yet the focus on the Pipeline neglects the ways society is imbued with a commitment to criminalizing unwanted bodies. In this empirical article I foreground a spatial analysis, making connections to the socio-spatial dialectic, exploring the nature of the Pipeline within a carceral state, and establishing who is vulnerable to state violence. Next I frame the work through Disability Critical Race Theory and the methodological tool of Education Journey Mapping, investigating both the social and spatial processes through the dimensions of mapping. Finally I document findings, making visible the socio-spatial education trajectories of incarcerated young women of color. The purpose of this article then, is to explore the social and spatial mechanisms that funneled girls of color with disabilities into the carceral state, and ways the girls resisted the state violence. [ABSTRACT FROM AUTHOR]

Sexual harassment law and the proposed solutions to that paradigm's deficiencies teach a disheartening and peculiar lesson to women and gender performance minorities: "You may be disadvantaged at work because ofiyour gender or your gender performance nonconformity. Discrimination against you is okay." This albatross has inexplicably burdened sexual harassment law for the more than thirty-five years since it emerged as a redressable form of unlawful discrimination under Title VII of the Civil Rights Act of l 964. This Article coherently explains the reason for it. It makes a simple claim: Sexual harassment law has failed to eradicate workplace gender discrimination, not because that goal is beyond its capacity, as is frequently claimed, but because it is beyond its scope. Sexual harassment law might have changed workplace relations (for the better), but it has not made sexual harassment an anomaly because it was not meant to do so. To accomplish its task, the Article reframes the intractability of problems within the sexual harassment paradigm by viewing the law as an educative process structured by a clear curriculum. Drawing together educational literature and sexual harassment discourse, it (1) maps how sexual harassment law conforms to the essential elements of the dominant curriculum model; (2) shows how existing critiques function within that model; and (3) proposes an alternative critique of sexual harassment law that pinpoints the main deficiency of sexual harassment in its conformity to a educational model that serves to maintain the status quo and inhibit, rather than promote, liberatory social change. On this foundation, the Article argues that the challenge is to create a "dialogical" method for law in which the beneficiaries of sexual harassment law are empowered to determine what behaviors serve to entrench their marginalization and, thereby, define their world and the change they want to see in it. Through its reframing of sexual harassment law, this Article liberates sexual harassment law from its reified limitations, creating space for a legal revolution that will liberate workers. [ABSTRACT FROM AUTHOR]

Several countries have imposed bans on the wearing of face veils, a controversial option considered in Bill 94 by the province of Quebec in 2010. This paper examines non-Muslim women's support for the acceptability of the niqab in public spaces. Analysing the 2010 Quebec Women's Political Participation Survey, we find that key feminist arguments – that wearing the niqab is a woman's free choice, a matter of freedom of religion and a visible symbol of women's oppression – are important drivers of opinion. Their role in shaping opinion, however, is complex and mirrors divisions among feminist groups in the province. Additional attitudinal drivers include generation, exposure to the practice and openness to immigration. Equally important, our findings suggest that being a member of a racial minority, feelings of cultural insecurity and religiosity are of little consequence for thinking on the issue. [ABSTRACT FROM AUTHOR]

In a collaborative autoethnographic process, we, three foreign-born female professors from the Republic of Trinidad and Tobago, Kenya, and Korea explore how our personal status as immigrant women of color and social–institutional factors in US higher education affect our experiences in the academy. Based on experiences as graduate students and later as faculty and leaders, we trace the development of three empowering and transforming navigational strategies we utilized to survive and thrive at a US institution – exploiting multifocal lenses, reconfiguring identities, and engaging tempered radicalism. We discuss how the cultivation of a unique standpoint as outsiders/within can be a valuable resource for foreign-born women of color to advance active research agendas and to leverage their position in the academy. [ABSTRACT FROM PUBLISHER]

This article discusses the educational experiences of a group of French-speaking Black African-born students who entered Canada as refugees. They were attending a French school and were placed in a separate programme that was designed to meet their particular needs given their limited language skills and level of education. Drawing on critical race theory (CRT), the article analyzes how these students’ identities operated in linking their academic abilities and particular life experiences in terms of race, gender, class, language, and immigrant status. The youth identified their separate programme as a problem in that their placement in it has to do with the fact that they are Black. The study provides important insights into the ways students with refugee backgrounds are being integrated into Canadian schools; and that, in some cases, the approach to their education operates to stream them along the lines of ethnicity, race, and life experience – the consequence of which is likely limited educational, occupational and social outcomes. [ABSTRACT FROM PUBLISHER]

In this article, we attempt to honor the rich legacy of Derrick Bell by detailing how exploring his specific contributions to critical race theory (CRT) provided lessons for developing and refining critical race pedagogy (CRP). We examine Bell’s racial realism thesis in connection with his pedagogical work. In doing so, we find that he was as committed to developing a ‘community-based’ law classroom as he was to articulating a strong critique of the law (Radice 1991). As part of his teaching philosophy, Bell wrote extensively about the value and importance of a student-centered humanist pedagogy (Bell 1980, 1982, 1997; Bell and Edmonds 1993; Delgado and Stefancic 2005). We draw parallels between Bell’s humanist student-centered pedagogy and the tenets of CRP as a way to expand the accessibility of this framework. Finally, as the ultimate homage to the work of Derrick Bell, we end with a futuristic mini-chronicle that takes place in a school district boardroom. The chronicle features a fictitious character who happens to be a distant relative of Bell’s. As we will discuss, we believe that the use of chronicles and storytelling hold the possibility for helping us to name extant challenges and illuminate further possibilities of CRP as a tool for battling globalized oppression at the intersection of race, class, gender and sexuality in education. [ABSTRACT FROM AUTHOR]

This study explored how Mexican immigrant and first-generation Mexican youth resist, conform to, and persist in schooling. Using Latino Critical Race Theory (LatCrit) as a framework, evidence of the “sticky mess” of racial inequalities (Espinoza & Harris, 1997) was shown to impact the lives of all participants. However, the strength of community cultural wealth (Yosso, 2005, 2006) mitigated the youths' negative school experiences. Analysis of the dialogic semistructured focal group interviews that comprise the data set focused on the students' family, life in Mexico, and schooling experiences both in Mexico and the U.S. [ABSTRACT FROM AUTHOR]

This paper probes and challenges education theory to envision and embody a "non-teacher" in education. The paper fuses the philosophies of anti-identitarian, embodiment and desire to invoke it through corporeal singularities--the somatic and orgasmic moments of becoming--in education where the teaching and learning bodies are not sutured in either discourse or the feminist criticism of a politically ineffectual body-subject. To say, "I am a teacher" already precludes a delimitation of embodied experiences with signifying practices that are attached to the coded and symbolic function of the teacher. The anti-identitarian self in education denies the translation of its existence within the spaces of signification yet its affectivities are undeniably perceptible even if it is opaque. Merleau-Ponty's existential body and Deleuze and Guattari's philosophy of desire are carefully examined and merged in this paper to acknowledge the emancipatory, corporeal singularities in education. The non-teacher that defies the symbolic functioning of consciousness and Foucauldian discourse, disciplinary apparatuses, and taken-for-granted pedagogical ontologies instantiates an inarticulable agentic ecstasy and freedom of being in the classroom. The subjective "I" disappears or is, at least momentarily, suspended from articulation. Thus somatic desires are schizophrenically produced across a plane of intensities. Indeed, it is my aim to show how the loss of the "I" as identity can, literally, make us productively and delightfully insane. To make clear the abstraction of a philosophy of embodiment and desire, I will contextualise my examples through the phenomenology of cinema, notably through Dead Poets Society (1989). [ABSTRACT FROM AUTHOR]

There is an increasing focus upon the material and metaphoric spatial dimensions of various academic disciplines, including law. This essay considers the spatial dimensions of legal pedagogy, focusing on Critical Race Theory (CRT). The essay first explains the "critical program" in law and how CRT grows out of it. The essay then suggests that the critical program, and especially CRT, is as much a human geographic or spatial construct as it is a social, political or historic one, and briefly describes the nature of human geography and legal geography. It next considers how metaphors for understanding CRT's position in legal pedagogy are found in some of Foucault's work on geography. In "Des Espaces Autres" ("Other Spaces"), Foucault argues that there are three distinct social spaces in society: real spaces, utopias, and heterotopias. What unites them, Foucault suggests, is a space that includes elements of all of these spaces, a space that he calls the mirror. Applying this frame, this essay posits that CRT, both the explicit courses on the topic and the discipline itself, should be "re-mapped", that is, barriers to its inclusion in the broader legal pedagogy should be eliminated. In this way, CRT can function as a Foucauldian mirror rather than a heterotopia in legal pedagogy. [ABSTRACT FROM AUTHOR]

William Tate proposed that critical race scholars in education look to moral and spiritual texts to unpack and interrogate the workings of race and other forms of marginalization in schools. While Tate did not offer the ways in which this vision is manifest, the participants in this study situated themselves within a religio-spiritual worldview through which they sought social justice in schools. The authors in this paper highlight a theoretical framework by an inclusive reading of Critical Race Theory as 'ordinary theology' to explore how Black female principals interrogate gendered and raced practices and promote social justice in schools. [ABSTRACT FROM AUTHOR]

In this article, the authors explore the analytic connections between the scholarship on Black teachers and the development of the concept of critical pedagogy. In particular, the authors conduct a detailed analysis of both of these discourses and then explore the work of two African-American male teachers in an urban school in Los Angeles. The findings reveal that the links between critical pedagogy and the scholarship on Black teachers is stronger than the existing literature would suggest. Additionally, it is suggested that Black male teachers in urban communities embody qualities outlined in both critical pedagogy and the scholarship on Black teachers. [ABSTRACT FROM AUTHOR]

The disproportionate representation of minority students in special education has long been recognised as a problem in the United States. It is, however, only with the 2004 authorisation of the Individuals with Disabilities Education Improvement Act (IDEA) that Congress has tried to prescribe a remedy for this. Beginning with a deconstruction of the case law, public law and policy interpretations built around IDEA, this paper will first use an understanding of the concept of 'institutional ablism' as it has been developed within disability studies, to challenge the widely accepted view of IDEA as civil rights legislation. Drawing on Critical Race Theory, the article will then offer a further deconstruction of IDEA focusing on the IDEA's attempt to address the disproportionate representation of minority students in special education. The analysis of the law illustrates the use of a mechanism that I will call transposition: the use of the legally accepted segregation of special education to maintain the effects of the unacceptable and illegal segregation by race. The analysis will make the case that the development of special education in the United States offers yet another example of interest convergence, specifically that of the marginal disability rights gained with the creation of special education converging with the white interest of recouping the losses of the US Supreme Court's historic Brown v. Board of Education desegregation decision. [ABSTRACT FROM AUTHOR]

Who should research and represent the experiences of the other in scholarly discourse? Some scholars argue that an oppressed group should be researched and represented exclusively by the members of that group, in particular, the privileged should be excluded from representing the oppressed. This policy raises pertinent questions concerning the relationship between the other and identity and the relationship between positionality and representation. To answer these questions, I consider why representation of the other is of such moment. From this consideration, I turn to an examination of the concept of the other that addresses issues of identity, especially positionality. Finally, I explore the relationship between scholars' positionings and their representations of the other. After assessing of the foregoing, I argue for an inclusive rather than exclusive representation of the other. [ABSTRACT FROM AUTHOR]

Discusses the utilization of cultural identity and cultural experience of students as central referents in knowledge production by teacher-educators in the U.S. Role of autobiographies in knowledge construction; Information on engaged pedagogy; Reasons behind a few number of women of color who choose teaching as a profession; Advantages of knowing the cultural identity and experiences of students.

This article conceptualizes community cultural wealth as a critical race theory (CRT) challenge to traditional interpretations of cultural capital. CRT shifts the research lens away from a deficit view of Communities of Color as places full of cultural poverty disadvantages, and instead focuses on and learns from the array of cultural knowledge, skills, abilities and contacts possessed by socially marginalized groups that often go unrecognized and unacknowledged. Various forms of capital nurtured through cultural wealth include aspirational, navigational, social, linguistic, familial and resistant capital. These forms of capital draw on the knowledges Students of Color bring with them from their homes and communities into the classroom. This CRT approach to education involves a commitment to develop schools that acknowledge the multiple strengths of Communities of Color in order to serve a larger purpose of struggle toward social and racial justice. [ABSTRACT FROM AUTHOR]

Focuses on the concern of teacher educators in preparing preservice teacher to teach diverse student populations in urban schools in the U.S. Goal of teacher preparation; Provision of high quality education to all student populations; Impact of teacher preparation on schooling.

At the dawn of the twenty-first century, a gender gap in education has emerged in the USA. Women from all racial ethnic groups attain higher levels of education than men. This study examines the race–gender gap in education among the children of the largest new immigrant group in New York City—second-generation Caribbean young adults. While previous studies of the second generation focus on assimilation, this study places intersecting race and gender processes at the center of its analysis. Drawing on life history interviews, focus groups, and participant observation, it examines how the cumulative race–gender experiences of second-generation Dominicans, Haitians and anglophone West Indians influence their outlooks toward schooling. It was found that women maintained optimistic outlooks, while men expressed worries about their prospects for social mobility. [ABSTRACT FROM AUTHOR]

This article addresses how critical race theory can inform a critical race methodology in education. The authors challenge the intercentricity of racism with other forms of subordination and exposes deficit-informed research that silences and distorts epistemologies of people of color. Although social scientists tell stories under the guise of "objective" research, these stories actually uphold deficit, racialized notions about people of color. For the authors, a critical race methodology provides a tool to "counter" deficit storytelling. Specifically, a critical race methodology offers space to conduct and present research grounded in the experiences and knowledge of people of color. As they describe how they compose counter-stories, the authors discuss how the stories can be used as theoretical, methodological, and pedagogical tools to challenge racism, sexism, and classism and work toward social justice. [ABSTRACT FROM AUTHOR]