Search results for: Race
Page 4/6 56 items
This paper considers how the PICS decisions impact notions of educational equity and self-determination for African Americans. The author recommends that despite the PICS decision, school administrators and policy makers continue to consider how race impacts school assignment to ensure that public schools are democratic institutions that are racially and educationally equitable.
Updated: Oct. 24, 2011
In this article, the author examines the relationship between school desegregation, environmental inequality, structural racialization, and health and educational outcomes. The author proposes a conceptual framework for linking environmental health to educational outcomes that considers the dynamic social processes through which social and environmental inequalities are produced, reproduced, and transformed. The author concludes that the eco-apartheid framework provides a useful model for theory building in the study of environmental health and educational equity.
Updated: Oct. 24, 2011
In this study, the author investigates the early racial and cultural views of John Dewey.
Updated: Jul. 26, 2011
This article examines the ways that a group of US pre-service teachers expressed and challenged each other's contradictory discourses about teaching for social justice. Particularly significant are the many ways that this group of students enacted subject positions around race and sexuality as various combinations of African American, White, gay, straight, lesbian, Christian, and as members of this class. This research demonstrates the ways that social justice teacher education differentially positions people who have been historically marginalized and how it can at times reify a hierarchy of marginality.
Updated: Jun. 13, 2011
From Forced Tolerance to Forced Busing: Wartime Intercultural Education and the Rise of Black Educational Activism in Boston
A historical analysis of racialized politics in Boston's public schools in the decades preceding school desegregation illustrates a complex interplay among race, class, and ethnicity that centered on access to power. In this paper, the author investigates the historical interplay of the emergence of tolerance education in the United States and the rise of black educational activism in Boston.
Updated: Apr. 10, 2011
In this article, the author is thinking with Deleuze's philosophical concept of the 'image' of the speech-act in cinema and the implications for methodology and ethics in qualitative research. The article specifically engage with Deleuzian concepts presented in two books on cinema and his philosophical concept of the 'image' toward a re-imaging of voice.
Updated: Mar. 01, 2011
Committed White Male Teachers and Identifications: Toward Creative Identifications and a “Second Wave” of White Identity Studies
This research reflection articulates complex, viable, and creative White identities, reconceptualized here as creative identifications. Using life history methodology, this research reflection articulates respondents' identifications as they emerge in life histories. Critiquing, engaging, and extending scholarship on White teachers, this reflection reveals respondents' recodings of White identifications and articulates how these recodings become useful in classrooms. Specifically, respondents recode bounded identifications, at times in progressive ways, using alternative media, illegal drug experiences, process spirituality, and other cultural resources in processes of “self” identification.
Updated: Nov. 23, 2010
Cultivating Racial Literacy in White, Segregated Settings: Emotions as Site of Ethical Engagement and Inquiry
Drawing on writing from a first-year composition class, this paper examines how White students approach racial literacy in a segregated, rural college setting in the United States. The author argues for the importance of understanding how emotions inform and propel students' responses to what the author believes needs to be understood as the ethical challenge of racial literacy. The author concludes that we should develop a critical vocabulary for analyzing emotions in our classrooms and that we need to develop new strategies for addressing the embodied nature of emotion and belief.
Updated: Nov. 23, 2010
Scholarship Girls Aren't the Only Chicanas Who Go to College: Former Chicana Continuation High School Students Disrupting the Educational Achievement Binary
In this article, the authors re-conceptualize the way educational scholarship defines 'high achieving.' The authors use critical race theory, Latina/o critical theory, and Chicana feminist epistemologies to examine the journeys of five self-identified Chicana women who attended a continuation high school in California. The authors highlight the resistance strategies these young women employ through their critique of social oppression. The authors conclude with recommendations to help educators and policy makers prepare this growing number of students for postsecondary schooling.
Updated: Nov. 10, 2010
This study explores student attitudes and learning before and after completing a course in race, culture and politics at an American university in California. Data were gathered over a three-year period from 365 students. Faculty utilized a Confluent Education framework that integrates cognitive, affective, and psychomotor dimensions of teaching and learning. Faculty used this framework to structure opportunities for students to study and discuss issues, and then, examine social settings for evidence to tie cognitive study with real world experiences.
Updated: Aug. 03, 2010