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This article explores the development of service-learning from a critical race feminist perspective. Critical race feminism seeks to understand how society organizes itself along intersections of race, gender, class, and other forms of social hierarchies. It utilizes counter-storytelling as methodology and legitimizes the voices of women of colour in speaking about social oppression. Through counter-storytelling, women of colour students, non-academic staff, faculty, and non-university community members relayed their experiences at The University of British Columbia, Vancouver, Canada, which formed the basis for a transformative vision of service-learning engagement. This vision calls for institutional accountability, requiring a critical examination and transformation of hegemonic structures and practices from within before any genuine, respectful, and mutually beneficial relationships with communities of colour can be developed. Such partnerships would enable the university to create outstanding partnerships to address and solve local, national, and global injustices.

Oh, fix me Oh, fix me Oh, fix me Fix me, Jesus, fix me. We're still blaming teachers. At conferences and in publications, we 're still blaming teachers. In the [...]

The intellectual product of the minority feminist scholar should incorporate in a formal fashion the ethical and moral consciousness of minority women, their aspirations, and their quest for liberation. Her [...]

Women of Color faculty continue to experience many challenges in their careers, especially in the science, technology, engineering, and mathematics (STEM) fields. As such, more research is needed that considers structural issues inhibiting their success. Using structuration theory and critical race feminism as a conceptual framework, we conducted semi-structured interviews with 19 faculty and administrators in STEM departments at higher education institutions to investigate their perceptions of structural impediments impacting early-career Women of Color STEM faculty careers. Our findings revealed the need to establish policies that are clear, documented, and transparent. Additionally, incremental approaches to tenure and promotion evaluations should be reconsidered, especially when this approach may position Women of Color faculty to appear as if they are underperforming, when the opposite may be true. Furthermore, as higher education institutions endeavor to diversify the professoriate, this study is significant in enabling institutions and STEM departments to be aware of systemic issues confronting them to make significant inroads in retaining and advancing Women of Color faculty in these disciplines.

For far too long, schools have been violent places where Black girls are often adultified, overdisciplined, and overlooked. In school science and mathematics specifically, Black girls have been isolated, tokenized, and made to feel invisible. This qualitative study leveraged the Multidimensionality of Black Girls’ STEM Learning conceptual framework to explore the roles of two Black women middle school science and mathematics teachers on the STEM learning experiences of 12 Black girls who live in the U.S. Midwest and how the girls engage with culturally relevant lessons in an afterschool program—SISTERHOOD I AM STEM. Data sources included a demographic questionnaire, program artifacts, and semi-structured transformative dialogic interviews with student and teacher participants. Findings revealed the significance and benefits of single-gender STEM learning environments for Black girls who struggle to connect with school and the role of Black women teachers in creating safe spaces for STEM engagement. In addition, the afterschool STEM program served as a mechanism to promote self-visualization and confidence for Black girls in science with the HyFlex model fostering a communal experience for the girls and their families. This STEM learning space organized and facilitated by Black women educators resisted Black girls’ pathologization and cultivated their sense of belonging. It holds promise for developing the social bonds that are critically important to their persistence in the field and a new narrative where “Girls hold all the power in the world”.

In what ways do the tragedies centered on the lives of black youth, particularly black male youth, inform teachers, education policymakers, and teacher educators about what knowledge is most worth knowing? In this counter/story, we will examine the details of the life and death of Trayvon Martin. From these details, we will extract and interpret a curriculum of tragedy that draws from Derrick Bell’s particular contributions to critical race theory (CRT) applies its central tenets. This article will conclude with lesson for black education for teachers, education policymakers and teacher educators. [ABSTRACT FROM AUTHOR]

Scholarship focused on Black female athletes has recently grown and has important implications for all sport and education scholars. Said scholars have sought to wed critical race theory (CRT) with Black feminist thought (BFT), or critical race feminism (CRF), raising important questions about both who and what we study as researchers and how we conduct studies as well. Overcoming racism and sexism has had a profound impact on Black women's sport participation, inspiring them to compete and achieve high recognition for their athletic performance. Yet little scholarship has examined the experiences of these professional athletes and their college athlete counterparts. By critically examining the existing literature, we identify a series of practices that both constrain and situate Black female athletes differently than others who actively participate in sport. Such intersectional analysis can aid in understanding the particular oppressions that result from the complex interactions of social identities. [ABSTRACT FROM AUTHOR]

Silencing appears in various avenues - classroom interactions amongst the teacher and student, hospital situations, gender/sexual identities, bullying, mental health struggles, and other forms, thus relegating individuals to the margins. This paper utilizes queer theory and critical race feminism to examine how dis(abilities) are positioned in relation to normative societal structures. Through the methodological approaches of autoethnography and narrative inquiry, we examine our stories of marginalization and silencing that have occurred in various facets of our lives. For the field of education, these stories can provide a means for other educators to invoke self-reflection on classroom practice as a way of disrupting dominant discourses that foster marginalization and silencing of students. [ABSTRACT FROM AUTHOR]

This article conceptualizes "possibilities" as a challenge to the ways that Black boys are constructed and arrested through their engagement in educational spaces. Critical race scholars have deployed counter-stories to disrupt deficit framing of Black boys by discussing their possibilities, promise, and potential. Similarly, we weave these insights and analyses of Black boys' lives to identify how multiple possibilities contribute to Black boys' thriving in education. The seven dimensions of the Possibilities Framework include dreaming (related to aspirations and fantasy), caring (e.g., cared for and cared about), belonging (related to mattering and feeling connected), enjoying (related to joy), agency (their actions and autonomy), protecting (feeling safe), and affirming (related to being valued). Each of these dimensions can inform pedagogy and praxis and empower Black boys and young men in educational settings. [ABSTRACT FROM AUTHOR]

An interview with Rocío Madrigal, community outreach coordinator for the Central California Environmental Justice Network, is presented. Madrigal defines the meaning of justice in the Central valley as access to livable housing, food, education for children and good food prices in rural communities. He discusses the welfare and education of local youth including studies about pesticides, pollution, the problem with carbon capture or sequestration, as well as self-care.

Legislatures have banned CRT across many states in America, altering the country's campus climate. This case study surveys more than 200 students, faculty, and staff on campus to understand their points of view on CRT. The authors find a "pernicious polarization" dividing the university and suggest that university faculty consider a "Critical Patriotic Civic History" to provide a multi-perspectival pedagogy to prepare our multicultural student body to become our country's next generation of citizens. [ABSTRACT FROM AUTHOR]

Students of Turkish descent suffer various forms of discrimination in education in Flanders (the northern part of Belgium). Nevertheless, few studies have documented how these discrimination experiences are situated within structures of ethnic inequality in education. Adopting a critical race theory approach, experiences of Turkish Belgian university students were analysed to expose deficit assumptions towards ethnic minorities and push against inequity in education. The accounts of students show the exclusionary treatment they were exposed to despite the dominating discourses of colorblindness in education. Students' experiences with peers highlight the pervasiveness of racism that targeted ethnic minority students based on their ethnic and social class background. Lack of minority representation, ubiquitous microaggressions, and exclusionary curriculum shape students' experiences at university context and affirm White normativity. These findings highlight the urgency of challenging against systems and structures of racism in education. The implications for research and practice are detailed in the concluding section. [ABSTRACT FROM AUTHOR]

Obtaining a college degree can enhance many aspects of one's life including health outcomes and lifetime earnings. Given the racial opportunity gap that remains prevalent in the education system, and the gendered racial biases held against Black girls and women, they face many obstacles on their path to higher education. Considering the relationship between higher education and financial status, when these obstacles hinder their academic success Black women face serious economic issues that adversely impacts their livelihood and the wellbeing of their families. Still, there remains limited investigation into the indicators of college completion among this population. Assessing indicators related to college completion during their high school years can support educators in recognizing and monitoring students who require extra support early in their academic careers. This study uses an intersectional lens to investigate whether various school factors predict intent to complete college among this sample of Black high school girls (N = 1,811). Findings show that teacher bias, school discipline, and school resources are significant predictors of college expectations among this sample. [ABSTRACT FROM AUTHOR]

A robust body of research supports the centrality of K-12 education to health and well-being. Critical perspectives, particularly Critical Race Theory (CRT) and Dis/ability Critical Race Studies (DisCrit), can deepen and widen health justice's exploration of how and why a range of educational inequities drive health disparities. The CRT approaches of counternarrative storytelling, race consciousness, intersectionality, and praxis can help scholars, researchers, policymakers, and advocates understand the disparate negative health impacts of education law and policy on students of color, students with disabilities, and those with intersecting identities. Critical perspectives focus upon and strengthen the necessary exploration of how structural racism, ableism, and other systemic barriers manifest in education and drive health disparities so that these barriers can be removed. [ABSTRACT FROM AUTHOR]

Studies have documented the ubiquitous racial disparities in school discipline. However, knowledge of the unique and complex disciplinary experiences of Black girls, shared from their own voices, remains under-researched. To better understand the school policing and 'pushout' phenomenon for Black girls, this qualitative study examines data which explore the resulting consequences of a fight between 30 Black female students. Our findings suggest that the hypercriminalization and subsequent punitive measures inflicted on these Black girls hindered their academic experiences and that despite the threat of exclusionary discipline sanctions, these young girls fought – not because they were bad – but out of necessity. Concluding, we discuss restorative approaches and explain how Circles can help support emotional healing and educational reintegration after moments of conflict. [ABSTRACT FROM AUTHOR]

The purpose of this article is to propose child‐centered interventions that may support disrupting systemic oppression within the education system for Black children. The author shares Black children's experiences in the U.S. education system and how child‐centered interventions may be helpful for both school and school based clinical counselors. [ABSTRACT FROM AUTHOR]

One response to the coronavirus pandemic has been for educators, public health experts and politicians to emphasise the importance of empathy, compassion, care, or similar human qualities in tackling the crisis. We explore these claims philosophically in regard to education. What moral attributes are relevant to a crisis such as a pandemic? How should they be conceptualised? And, how may they be cultivated? We argue that conceptions of education that aim to promote virtue could make a valuable contribution in responding to global crises. However, revision is needed to ensure that any appeal to virtue also adequately considers issues of social justice. We begin our discussion by offering a critique of the 'turn to character' – a heterogenous and wide-ranging movement in public policy and the academy that had considerable impact on educational discourse prior to the pandemic. We then consider how character education may be reconceptualised to address issues of collective action and social justice that inevitably arise from crises such as the pandemic. We conclude virtue is an appropriate response to pandemic, but only insofar as virtues are understood reciprocally and inherently related to practices that are mutually beneficial, as opposed to being conceptualised primarily as the traits of individuals. [ABSTRACT FROM AUTHOR]

Geographers have long advocated for decolonizing geographic research and curriculum to produce forms of anti-oppressive knowledge and learning. While these calls have become more prominent in recent years, these conversations are rarely translated into a reflection on pedagogy and how we integrate anti-oppressive teaching in the classroom. This paper argues that introducing contemplative pedagogy into our classrooms presents one step toward teaching and producing anti-oppressive geographic knowledge. Anti-oppressive teaching and learning requires challenging oppressive forms of knowledge and asks that students and instructors develop self-reflexivity, reflect on their privilege, and learn to see the world through the experiences of others. Contemplative pedagogy helps both students and instructors engage more deeply with these challenging tasks by equipping students to reflect on their own experiences and positionalities and integrate contradictory and challenging viewpoints. I argue that by incorporating contemplative pedagogy and mindfulness into geography classrooms, both instructors and students will have a set of tools with which to transform the learning experience and provide students with the skills to productively engage in these difficult, but necessary, conversations around issues of privilege, colonialism, injustice, racism, and inequality. [ABSTRACT FROM AUTHOR]

Research has suggested that the disproportionate number of Black girls subject to school discipline is not due entirely to their higher levels of misbehavior, but racial and gendered stereotypes surrounding Black girls' femininity. This study uses student-level data from two national longitudinal multi-site program evaluations, Teens, Crime and the Community/Community Works and the second evaluation of the Gang Resistance Educational and Training program to assess whether the relationship between self-report delinquent behavior and subsequent suspension differs for Black girls relative to other racial/gender groups. In doing so, I find some support for racial and gendered disciplinary experiences of Black girls. [ABSTRACT FROM AUTHOR]

For African American women, hair is a key site of identity formation and self-esteem that has been largely ignored by education researchers. Fifty-six African American women shared memories of negative hair experiences in school as a means to magnify the implicit injuries of racial and gender marginalization in educational environments. Memories consisted of hair shaming and suffering the consequences of hair damage, by way of classmate or teacher. Embarrassment and anxiety were the most frequently reported emotional reaction, resulting in participants' discomfort in school and in their interpersonal relationships. Findings from this study suggest that hair bias represents a source of trauma and identity negotiation within school contexts. Critical Black feminist theories were used to frame the method and interpretation of participants' reflective narratives. The insights provided through the narrative sample fuel recommendations regarding anti-bias teaching and school policy reform. [ABSTRACT FROM AUTHOR]

Background: A critical race theory of education has a been a popular framework for understanding racial inequities teaching and teacher education. Furthermore, it has served as the foundation for critical race research methodologies and critical race pedagogy, which are meant to address racial inequity via research and teaching, respectively. With regard to critical race pedagogy, there has been no specific conceptualization for the preparation of physical educators. Purpose: The purpose of this paper is to present a critical race pedagogy of physical education teacher education (PETE). Key Concepts: In the paper, critical race theory and critical race pedagogy are highlighted as the conceptual roots of a critical race pedagogy of PETE. In doing so it offers a critique of resource pedagogies and their conceptualization in PETE. Critical race theory has been described as a scholarly movement that seeks to uncover and dismantle systemic racism while rejecting incrementalism. Critical race pedagogy is an approach to teaching that is informed by critical race theory and womanism. A critical race pedagogy of PETE builds upon previous conceptualization of critical race pedagogy by offering the (a) recognition context; (b) the value of Black self-reliance; (c) and the value of the Black body as its foundations. Discussion and Conclusion: A critical race pedagogy of PETE adheres to a post-White orientation. As such, this approach to teaching recognizes that Black physical education involves Black people and Black places without subordinating or comparing them to White people and White places. It is also a challenge for Black scholars and teacher educators within PETE to focus their attentions, intentions, and efforts to the sustaining of Black educational institutions and the training of Black physical educators for Black communities. Thus, I acknowledge context within the post-White orientation allowing for an appropriate reorienting of a critical race pedagogy of PETE to meet the needs racially minoritized communities globally. [ABSTRACT FROM AUTHOR]

This is the introduction to a special issue, focusing on African Canadians, gender and sexuality. This special issue adds to the body of empirical knowledge about gender and sexuality and how they relate to identities, structures, and systems within African Canadian communities. All of the articles feature qualitative inquiries. These were conducted in Nova Scotia, Quebec, Ontario, and British Columbia and focused on education, policing, sexual agency and romantic relationships. [ABSTRACT FROM AUTHOR]

Teacher education programs often focus on developing teaching professionals and leaders committed to advocating for students, yet pervasive deficit mindsets reinforce and (re)produce societal inequities. In this paper, we outline why and how a turn towards justice in teacher education is an appropriate strategy to reduce harm and marginalization in contexts of K-12 schooling. We argue that a justice-grounded teacher education mission must be aligned with the individual oath teachers take, and introduce four pedagogical stances through which intersectional justice can be integrated as a critical lens for – and key component of – teacher education. Finally, we share examples of how an intersectional justice mission for teacher education looks in practice. [ABSTRACT FROM AUTHOR]

As editors of the special issue in Teaching Education titled What Is To Be Done with Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers, our purpose with this conceptual essay is twofold. First, we historicize and characterize the critical knowledges deployed in this special issue as a broad array of criticalities. Second, we provide a reading of these criticalities that together we tentatively call critical and decolonizing education sciences. In our discussion and conclusion, we focus on the dual challenges of developing work in critical and decolonizing education sciences: (a) better historicizing academic work and (b) clearly responding to demands of institutional praxis. [ABSTRACT FROM AUTHOR]

In this essay, we provide a brief introductory statement to the special issue of Teaching Education titled What is To Be Done with Curriculum and Educational Foundations' Critical Knowledges? New Qualitative Research on Conscientizing Preservice and In-Service Teachers. In our introductory statement, we describe the specific aim and broad purposes of the special issue and characterize its contents. Our specific aim with the special issue is to advance the conscientization of preservice and in-service teachers via critical pedagogies and race-based epistemologies. Our broad purposes are to (a) resist the ascendant, whitened, and Eurocentric fascism via our collective pedagogical labor in teacher education and (b) reorient curriculum and educational foundations' critical knowledges toward institutional praxis. We conclude our introductory statement by characterizing the contents of the special issue for teacher educators and teacher education researchers. [ABSTRACT FROM AUTHOR]

A review of the article based on the relation between education and race with white students getting the privilege at elite universities by different authors which appeared in the issue is presented.

Despite the powerful influence of race and racism on the experiences and outcomes of Asian Americans in US education, coherent conceptual frameworks specifically focused on delineating how White supremacy shapes the lives of this population are difficult to find. The AsianCrit framework, grounded in Critical Race Theory (CRT) and the experiences and voices of Asian Americans, can begin filling this gap. In this article, we review an AsianCrit framework and examine Asian American issues in education through seven AsianCrit tenets to demonstrate their utility in the analysis of and advocacy for Asian Americans in U.S. education. We end by discussing implications of how AsianCrit can provide a framework to guide future research, policy and practice, as well as a foundation for discourse around the racialized experiences of Asians Americans and other racially marginalized groups in education. [ABSTRACT FROM AUTHOR]

In this article the authors' describe using counter fairy tales to (re) center the voices of Black girls as literacies of resistance in English education. Topics include Black girls stated to be encountering state-sanctioned violence and criminalization in schooling systems that have long supported the educational genocide of the Black body, and literature is stated to have the power to oppose or uphold stereotypical depictions of Black girls and women.

Perfectionism is commonly associated with gifted females, yet little research examines perfectionism across racial groups. Although gifted Black girls’ perfectionistic tendencies mirror other females, they experience perfectionism uniquely at the intersection of race and gender. Perfectionism can contribute to gifted Black girls’ desire to exceed academic expectations and guidelines, but emotional distress can arise when compounded by stereotype threat. This article will highlight ways perfectionism can be psychologically distressing to gifted Black females in the K-12 setting, and how perfectionism and stereotype threat affect achievement, emotional well-being, and motivation of gifted Black girls. Finally, this article concludes with promising practices for educators in the K-12 setting who work with gifted Black girls. [ABSTRACT FROM AUTHOR]