Race In Education Research Articles

Latina Educators in Sociology: Combating Trumpism with Critical Pedagogy

In this article, three Latina sociologists discuss how they engage in teaching in a predominantly white discipline during a sociopolitical context of overt xenophobia and racism. Under the Trump administration, the United States has witnessed increased rates in harassment, hate crimes, and mass shootings against people of color. Despite the 2020 Presidential Democratic win, the racist ideology that led to Trump’s sway over voters demands that we continue to contend with its remnants or what some refer to as “Trumpism.” We find it critical to engage with pedagogy today more than ever as our contemporary gendered racialization and past experiences inform our teaching pedagogy. Drawing on the outsider within paradigm and critical race theory, we advocate that educators should embrace their own identities and those of students in the teaching of class and research concepts. We offer an important focus on Latina voices in the teaching of race and ethnicity at two private research universities on the West Coast and one public university in the South. We also note that to be fully able to do this type of work, we need our colleges and universities to protect Latina scholars and other faculty of color from potential backlash from students, colleagues, and community members, who may not approve of a critical pedagogy.

‘Oh, this is really great work—especially for a Turk’: a critical race theory analysis of Turkish Belgian students’ discrimination experiences

ABSTRACT 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.

To Increase Diversity, Medicine Should Rethink USMLE Scores, Psychiatrists Say

To Increase Diversity, Medicine Should Rethink USMLE Scores, Psychiatrists Say

The wounded school. Framing race pedagogies through INDIRE digital collections

Contemporary challenges in school and society, against any form of racism, refer to the urgency and the pedagogical potential of “memories” as a cultural heritage and as an “educational experience” to be exposed as educators and to which the school itself should be exposed. Moving up from the Indire Archive studies on racial laws, the present proposal intends to investigate the relationship between school and fascism from a perspective that aims to grasp the elements of resistance and metamorphosis, by tracing the possible didactic implications of a digitized historical heritage. Nevertheless, the scarring of racial laws becomes an opportunity for reflection and transformation, where the archive offers itself as a chance to build narratives-bridge with the future. The sources, which the contribution proposes as a documentary apparatus, come from the Indire historical archive, from which the project documented by an exhibition with materials dating back to the National Educational Exhibition of 1925 was developed. The systematic analysis of school materials is presented here following the results of cataloging, returning markedly ideological elaborations in languages, as then reflected in the contents, of a pedagogy gradually eroded in its role of development in favor of indoctrination.

A logic model for educator-level intervention research to reduce racial disparities in student suspension and expulsion.

Disproportionate rates of suspension and expulsion, evident from early childhood, for students of color relative to White peers are a significant racial equity issue in the U.S. education system, with far-reaching effects. In this article, we present a logic model for educator-level interventions that have the potential to reduce disparate discipline practices and ultimately work toward a more equitable school climate. We describe how an integrated approach to supporting all children's constitutional right to a free public education, which is prevented by exclusionary discipline practices, must purposefully integrate social and emotional learning, classroom management, cultural competence, and racial equity approaches that target educators. Together, the integration of these approaches has the potential to impact initial, intermediate, and long-term education outcomes by enhancing educators' practices and raising awareness of their internal and interpersonal biases and role in perpetuating institutional racism in education. We conclude with recommendations for how this logic model can be used to guide future research to further our knowledge in this area to support educators in their practice and inform educational policy. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Addressing Patron-Perpetrated Sexual Harassment: Opportunities for Intersectional Feminist and Critical Race Pedagogy and Praxis in the LIS Classroom

It is becoming increasingly clear that sexual harassment is a serious problem within libraries. In particular, patron-perpetrated sexual harassment is the sexual harassment of library staff by the very patrons they endeavor to support. In this paper we identify and apply intersectional feminist and critical race and whiteness theories that unearth the structural underpinnings that support patron-perpetrated sexual harassment. We do so both to make this issue visible as well as to offer theoretical frameworks that might be taken up by LIS educators to address this topic within their classrooms. A comprehensive and nuanced examination of gender, race, and their intersections in LIS is necessary to recognize, name, and resist acts of gender-based violence such as patron-perpetrated sexual harassment. We call for a slow interconnected pedagogical approach that connects theory to practice, supports the use of critical theory to rigorously interpret the core values of librarianship, and is supported by the voices and perspectives of those working in libraries.

Practicing Professional Discomfort as Self-Location: White Teacher Experiences With Race Bias Mitigation

This study is among the first in Canada to research implicit race bias mitigation in secondary teacher practice. The findings emerge from data collected from a ten-month engagement period with 12 Ontario teachers who, alongside the research team, codesigned a race bias mitigation plan based on four to six varied mitigation strategies. These included technical and dialogical activities and a required reading of one anti-racist and/or anti-colonial book. Throughout the project, teachers engaged in ongoing reflection, journaling, email exchanges and an in-person interview. A thematic analysis of this data was completed (Ryan & Bernard, 2003). The design of this study was underpinned by a braiding of social psychology with critical race theory, second wave White teacher identity studies and other approaches. This multimodal approach brings a critical and dynamic reading of whiteness in education. Three broad preliminary findings have emerged from this study. First, teacher perceptions of efficacy of implicit race bias mitigation strategies relied on their noticing of conscious changes in their perceptions of and experiences with race, racism and Black, Indigenous and People of Colour (BIPOC) students. Second, the concurrent use of critical anti-racist strategies, alongside implicit race bias mitigation strategies, seemed to instigate participants’ deepest reflections on race. Finally, this synergy and the long duration of the project contributed to the participants’ evolving understandings of racism in education as a phenomenon that goes beyond the domain of the individual. The results may deepen our understandings of the challenges and opportunities surrounding implicit race bias mitigation work in terms of teacher practices and theoretical considerations.

Does Social Constructionist Curricula Both Decrease Essentialist and Increase Nominalist Beliefs About Race?

Increasingly, educators in the biological and social sciences teach about the concept of race from a social constructionist perspective. Scholarship on race pedagogy suggests that to fully appreciate the complexity of race, students must be able to both deconstruct multiple false beliefs about the fixed nature of race (i.e., racial essentialism) and be able to articulate the sociopolitical development of race (i.e., racial nominalism). In this study, a “knowledge in pieces” theory provides a framework for examining students’ learning about multiple beliefs about race. Participants (N = 116) were recruited online and were randomly assigned to watch either a video about the social construction of race or a video about stereotypes. Participants completed multidimensional measures of racial essentialism and racial nominalism before and after watching the videos. As predicted, participants in the social construction video condition showed significantly greater decreases in genotypic and behavioral racial essentialism but surprisingly showed moderate increases in phenotypic essentialism, relative to changes among participants in the stereotype video condition. Moderation analyses explored how changes in racial essentialism were concurrent with changes in racial nominalism, and whether these concurrences depended on which video participants were exposed to; for example, in the social construction video condition only, decreases in genotypic and behavioral essentialism concurred with increases in sociopolitical nominalism. Findings are discussed in light of pedagogical and curricular strategies for teaching the social construction of race.

Queering critical race pedagogy: reflections of disrupting erasure while centering intersectionality

This article argues that intersectional pedagogies are one way to capture the experiences of Queers of Color, specifically in higher education classrooms. Using critical pedagogies and critical race theory in education, the author makes the case for the need to intentionally center race and sexuality within pedagogical approaches and curriculum, what they call “Queer Critical Race Pedagogy.” Using autoethnography, the author reflects on three pedagogical practices that center race and sexuality and finds that employing a QCRP is critical because the representation of Queers of Color in the classroom, course materials, and as historical actors are significant to disrupt erasure and silence in curriculum. The author concludes that QCRP can lead students of diverse backgrounds to commit to social change.

Toward a critical race pedagogy of physical education

ABSTRACTBackground: 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.

Why ethnic studies? Building critical consciousness among middle school students

The rising percentage of nonwhite students in the U.S. public school system accompanied by persistent educational debt and racial inequities presents an opportunity gap for many marginalized students. Scholars suggest that teaching ethnic studies curriculum with critical race pedagogy can help address the opportunity gap. Ethnic Studies centers on providing students educational access, relevance, and tools for social change. However, few studies examine how this curriculum affects middle school students. Based on qualitative analysis of a combination of different data sources such as student evaluations, writing samples, and teacher reflections, I found that an ethnic studies curriculum enabled middle school students to make meaningful connections to their lives and build academic and social confidence that promoted their success. It also encouraged them to develop their capacities for social action. I find that contradictory ideologies may arise from cultivating critical consciousness with regards to responses and recognition of injustices. Results suggest that teachers may help cultivate students’ critical consciousness when they have the content knowledge and pedagogical tools to support their development.

Alternativas pedagógicas de resistencia a la discriminación educativa neoliberal ejercida por el poder masculino-blanco-rico

Con el propósito de coadyuvar a sustentar la idea de que las políticas educativas neoliberales son discriminatorias y utilizan el sistema educativo para ejercer discriminación de raza, género y clase a favor del poder masculino-blanco-rico, el siguiente artículo de reflexión recopiló, de las principales bases de datos y repositorios, algunos trabajos escritos en habla inglesa que orbitan alrededor de este tema. El propósito fue dar a conocer en habla hispana algo de lo que se ha discutido en inglés sobre el racismo en la educación. La revisión reveló también la existencia de espacios educativos de resistencia, en esencia, una perspectiva pedagógica basada en la intimidad del diálogo en las aulas, la conversación, la argumentación y la narrativa.

Colonising the Play World

In German children’s literature around 1900, the representation of childhood in pseudo-colonial realms participates in a construction of racial identities based on transcultural play. Acts of reading and scenes of instruction intersect with material objects to convey a pedagogy of race dominated by learned whiteness. This article asks: How does German children’s fiction around 1900 reconfigure national identity as imperialexperience? An analysis of a noncanonical though exemplary fictional text about a jungle adventure demonstrates strategies used to include the child in the colonial experience. Imagining this ›play world‹ replicates for the child reader a sense of agency and citizenship through encounters with an indigenous mediator, an impish primate and imaginary landscapes – each represented through the lens of European epistemologies. These tropes produce tension between historical fact and imaginative fiction, working together to map a colonial geography of German identity on to a model transatlantic German childhood. Framed by theories of material objects and toys, and supported by the work of literary scholars and cultural historians, I examine the brief story »Die kleine Urwälderin« [The Little Jungle Girl] from Auerbachs Deutscher Kinder-Kalender auf das Jahr 1902 [Auerbach’s Almanac for German Children, 1902]. In it, the Amazonian setting aspires to historically factual representation, which, however, cedes considerable territory to the realm of fantasy. The projection of a German forest adventure on to a Brazilian geography elides historical truths, such as centuries of the transatlantic slave trade, and instead inserts imperial signifiers into an established syntax of the European child at play. The resulting national ideology of childhood identity in this German language story imposes colonial order on a reimagined play world.

Promoting Race Pedagogy in Higher Education: Creating an Inclusive Community

ABSTRACTThe current study reports outcomes of a professional development model intended to strengthen faculty members’ cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and White racial identity development. This study examined the outcomes of the model on student cultural competence based on pre-post survey analysis. Findings indicate that students perceived a benefit from course activities related to race pedagogy and showed statistically significant results in two of three courses. These findings indicate that the infusion of an inclusive model, including in courses not directly related to diversity topics, has potential benefits to students. Additionally, the impact is strengthened through a more integrated approach over the course of the semester.

The erasures of racism in education and international development: re-reading the ‘global learning crisis’

ABSTRACT Despite pervasive forms of racism on a global scale, the field of education and international development continues to fail to substantively engage with the production and effects of racial domination across its domains of research, policy and practice. Considerations of racism remain silent, or indeed, are erased, within teaching and research, often in favour of colour-blind and technocratic approaches to ‘development’. This not only ignores the sector’s historical links to systems of racial domination, but also the current ways in which the field is implicated in producing unequal outcomes along racial lines. The authors present a re-reading of the ‘global learning crisis’ – as the dominant discourse of contemporary educational development – to demonstrate how the framing of the ‘crisis’ and the responses it engenders and legitimises operate as a ‘racial project’. The paper offers theoretical and methodological resources with which to interrogate the field’s entanglements in systems of racial domination and challenge its erasures of racism.

Pedagogies of race in nineteenth-century Louisiana

Pedagogies of race in nineteenth-century Louisiana

Free space is valuable space: lessons from Chocolate Cities

ABSTRACTIn our reading of Chocolate Cities: The Black Map of American Life as a work of liberation sociology, we discuss contributions to Black critical thought and praxis this book uniquely makes. Hunter and Robinson craft a Black-owned analytical approach by rezoning the United States map into a charting of African American social and cultural milestones. To apply the re-centering methodological and theoretical innovations this book encourages, we extend its themes to the contested racialized terrains of literacy and education in the US. One contemporary response to systemic educational racism, Black homeschooling, is reconceptualized as a resistance movement. Inspired by the provocative work Hunter and Robinson have done, we situate the Black homeschooling within the tradition of critical Black thought, and its enduring emancipatory warrant.

Introduction and Overview of the Yearbook: Facilitating Institutional Change for Racial Equity in the Educational Pipeline

Although problem identification and understanding the root causes of racism in its many forms is important, this yearbook identifies institutional structures, processes, and practices that are critical in working towards racial equity across the educational pipeline, with each chapter offering foundational perspectives for doing so. We need scholarship that identifies how and why racism in education is still a problem, as it is the first step towards developing solutions to address these inequities. Even so, more research is needed that goes beyond just identifying the problem of racism and moves forward with systemic action toward rectifying it. As such, the chapters in this yearbook give clear, well-defined recommendations for what institutional change is necessary to make solutions for racial equity a reality. Racial equity is a systemic outlook that ensures racially diverse perspectives are equally embedded in institutional culture, structures, and policies. Finally, the authors in each chapter emphasize that doing racial equity work is not a one-time initiative, but systemic, ongoing, and a goal that is nonnegotiable.

Pedagogies of Music, Politics, and Race

Our traditional disciplinary boundaries lend themselves to curricular divisions that separate the arts, humanities, and social sciences. Even in interdisciplinary formations, such as Ethnic Studies or American Studies, it is common to have some courses focus on social problems and histories of

Addressing racial bias in wards.

Health disparities fall along racial lines, in part, due to structural inequalities limiting health care access. The concept of race is often taught in health professions education with a clear biologic underpinning despite the significant debate in the literature as to whether race is a social or biologic construct. The teaching of race as a biologic construct, however, allows for the simplification of race as a risk factor for disease. As health care providers, it is part of our professional responsibility and duty to patients to think and talk about race in a way that is cognizant of broader historical, political, and cultural literature and context. Openly discussing the topic of race in medicine is not only uncomfortable but also difficult given its controversies and complicated context. In response, we provide several evidence-based steps to guide discussions around race in clinical settings, while also hopefully limiting the use of bias and racism in the practice of medicine.