A5075065822- Critical Race Theory in Education
- Teacher Education and Leadership Studies
- Educator Training and Historical Pedagogy
- Race, History, and American Society
- Higher Education Research Studies
- Racial and Ethnic Identity Research
- Global Education and Multiculturalism
- Innovative Teaching Methodologies in Social Sciences
- Education Systems and Policy
- Early Childhood Education and Development
- Education Discipline and Inequality
- Critical and Liberation Pedagogy
- Communication in Education and Healthcare
- Parental Involvement in Education
- Diverse Educational Innovations Studies
- Gender, Feminism, and Media
- Rhetoric and Communication Studies
- Gender Roles and Identity Studies
- Diverse Education Studies and Reforms
- Educational Challenges and Innovations
- Youth Education and Societal Dynamics
- Digital Storytelling and Education
- Cultural Competency in Health Care
- Indigenous and Place-Based Education
- Latin American and Latino Studies
University of San Diego
2023-2025
University of Kentucky
2020-2024
University of Colorado Denver
2012-2022
University of Denver
2020
California State University, Long Beach
2015-2016
University of California, San Diego
2015-2016
Critical Race Theory (CRT) revolutionized how we investigate race in education. Centralizing counter-stories from people of color becomes essential for decentralizing white normative discourse—a process refer to as realities within the Black imagination. Yet, few studies examine whites respond centering imagination, especially since their imagination goes unrecognized. We propose utilizing Whiteness Studies (CWS) support CRT aid deconstructing dimensions imaginations. Our findings describe...
AbstractDrawing on one of the author’s experiences teaching white teacher candidates in an urban university, this paper argues for importance interrogating ways that benign emotions (e.g., pity and caring) are sometimes hidden expressions disgust Other. Using critical race theory, whiteness studies, emotion it is shown how ideology erroneously translates people color to false professions or caring. This phenomenon particularly interesting because care, sympathy, love routinely performed by...
Teacher educators are constantly trying to improve the field meet needs of a growing urban populace. Inclusion socially just philosophies in curriculum is indeed essential, yet it can mask recycling normalized, oppressive Whiteness. This reflective and theoretical paper employs critical race theory Whiteness studies deconstruct Whiteness, abuse, love teacher education. Using an interdisciplinary emotion-based approach understanding this examines how denying during white childhood via...
This theoretical article critically reflects on critical whiteness studies (CWS), particularly addressing the critique that CWS does not have racial theory and therefore cannot be considered a framework in which to analyse race. Reflecting existing literature interrogates teacher education; we contend centre justice education research study of must employed, drawing from work scholars Colour. Therefore, provide variety transdisciplinary theories Colour – conflict psychoanalysis undergird...
Critical Race Theory and Whiteness Studies assert colorblindness flourishes when most urban teachers who are White feel emotionally uncomfortable to engage in dynamics of race the classroom. Colorblind ideology distorts teaching because it presumes (a) many missionaries trained save (b) schools pathological deficits that need be saved. We propose a community color epistemological approach draws from emotional strengths found inside communities supports pedagogical investment needed operate...
Teacher education is replete with an overwhelming presence of Whiteness, a that if not explicitly interrogated indefinitely recycles hegemonic Whiteness. Needed are pedagogical strategies expose the invisibility This critical reflection examines utilization digital storytelling by teacher educators color to pedagogically deconstruct Whiteness in predominately White, urban-focused course—a necessary deconstruction these candidates effectively teach urban students color. Particularly, this...
Although Critical Race Theory (CRT) has been applied to teacher education, it yet be meaningfully integrated into the core of urban education programs. The reticence embrace CRT is largely due overwhelming presence Whiteness, despite Sleeter's (2001) demand for diversification. This theoretically interpretative article employs CRT's methodology counterstorytelling interrogate how Whiteness manifests itself in emotional ways, like fetishism and sentimentalization, such emotions are root...
This reflective essay documents my experiences, critiques, and application of critical whiteness studies in own research, though, as proven below, they cannot be understood without forever commitment to strengthen, expand, re-imagine the field. To clear, I do not critique for critique's sake, rather, present approach sake expanding how CWS is operationalized future research. a much-needed theory, framing, field because its educational research drives revealing operates contexts; condition,...
This action research, which utilizes critical race theory's counter-storytelling, analyses a process of debunking White students' epistemology ignorance in history course at an urban public high school. After piloting raced curriculum that deliberately re-centers marginalized counter-stories students colour, I document its impacts on understanding history. Ultimately, such problematizes sense identity. employ the analytic tools Whiteness as power to understand how responded and racism. The...
This article builds on Charles W. Mills' foundational concept of white racial ignorance to expand his work by exploring the inner dynamics and practices teacher education (its rationales, student teaching, practicums, pedagogies, curriculum) explaining how emotionalities whiteness play a significant role in ways that persists perniciously education. In order hold accountable culpable, it is argued needs stop emotionally deflecting anti-racist critiques over pontificating their lackluster...
Parenting is often discussed in the field of education, but frequently terms family or community deficiency, rather than strengths (Bonilla Silva, 2006; Few, 2007), particularly when communities color are being examined. In this conceptual article, we advocate for use critical race theory (CRT) discussions parenting and utilize counterstorytelling to validate lived experiences parents like ourselves, who scholars as well mothers children color. Our counterstories will be embedded throughout...
Part of me-search, per Gardner’s article, is acknowledging oneself in research. Although novel, researchers are taught to silence their passions, hoping that leads objectivity. However, objectivity attainable? As qualitative inquiry NOT JUST A QUALITATIVE STUDY but instead ethnically necessary advance social justice and human rights. Employing kuwentos as method, I begin with me my own research: how researched White emotionalities, its reception, the emotional toll. Hopefully, this a...
Asian American school leaders in K-20 schools and universities remain underrepresented the field. As such, it is imperative that we study experience of women (AAW) to understand racialized experiences this specific group, particularly when they enact innovative leadership. We, authors, argue behind these are white emotionalities imposed upon AAW uniquely raced gendered ways. This conceptual paper addresses following question: “how do thwart social justice efforts female education?” To...
Critical scholars of race maintain that racism is not clearly seen every day the most dangerous kind. Notwithstanding 'invisible' qua without racists—per some scholars—explorations on mechanisms Whiteness in Trump era must be had. One mechanism perpetuating epistemological racial ignorance. However, moment has passed. Instead, US society returning to an emboldened en/whitening epistemology characterized by perverse re-appropriation civil rights terminologies—once used support People Color—to...
Physicians and students of all backgrounds should be prepared to interact with patients various socioeconomic, racial, ethnic, gender, religious, sexual orientation identities. The approach described here emphasizes how important it is for physicians physicians-in-training develop self-awareness before engaging patients.Over the course 6 months, we conducted workshops on identity awareness four groups: (1) fourth-year medical (N = 6), (2) first-year 88), (3) faculty staff 11), (4)...
Teaching about race is understandably daunting, taxing, and emotionally draining especially within the U.S. context where whites significantly outnumber People of Color as teachers.In order to co-create a more humane racially just society in beyond, however, educators scholars remain steadfast their pedagogies curricula, hoping that "burden" teaching teachers (a majority white) small price pay for hope better society.This article examines what happens when one educator refuses silent...