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Free access article
Racism as ‘Reasonableness’: Philosophy for Children and the Gated Community of Inquiry
In this paper, I argue that the notion of ‘reasonableness’ that is, for many, at the heart of the Philosophy for Children (P4C) approach particularly and education for democratic citizenship more broadly, is constituted within the epistemology of ‘white ignorance’ and operates in such a way that it…
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The experience of Black Caribbean pupils in school exclusion in England
The disproportionate exclusion of Black Caribbean pupils has gained attention among policy makers and parents, but little research has been undertaken to understand the causes behind overrepresentation.
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Is there such a thing as ‘white ignorance’ in British education?
I argue that political philosopher Charles W. Mills’ twin concepts of ‘the epistemology of ignorance’ and ‘white ignorance’ are useful tools for thinking through racial injustice in the British education system.
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The unexamined Whiteness of teaching: how White teachers maintain and enact dominant racial ideologies
While much research that explores the role of race in education focuses on children of color, this article explores an aspect of the predominately White teaching force that educates them.
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Historically Black Colleges and Universities, STEM education, and the pursuit for legitimacy?
In this study, we explore Historically Black Colleges and Universities (HBCUs) and the ‘legitimated procedures’ of increasing capacity in science, technology, engineering, and mathematics (STEM) education. Conducting interviews with HBCU presidents, we argue that as HBCUs contend with a conflicting national context, investment in STEM education is perceived as a strategic pathway to address institutional concerns.
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“They can’t handle the race agenda”: stakeholders’ reflections on race and education policy, 1993–2013
This paper explores the personal reflections of educators and contributors to policy on the shifting status of race equality in education policy in England between 1993 and 2013. The interview participants included some of the most notable figures active in race equality work in England.
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Caught between a rock and a hard place: navigating global research partnerships in the global South as an indigenous researcher
In my current project, I work as an independent researcher but sometimes also collaborate in global research projects. In my experience, a worrying number of the initial responses in the presence of Western researchers are carefully rehearsed. On average, it takes several meetings, if not months, to gain the trust of the community.
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“Why do you make me hate myself?”: Re-teaching Whiteness, abuse, and love in urban teacher education
Teacher educators are constantly trying to improve the field to meet the needs of a growing urban populace. Inclusion of socially just philosophies in the curriculum is indeed essential, yet it can mask the recycling of normalized, oppressive Whiteness.
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1st Edition
Education in Movement Spaces
Standing Rock to Chicago Freedom Square
This book amplifies the distinct, intersecting, and coalitional possibilities of education in the spaces of ongoing movements for Native and Black liberation. Contributors highlight the importance of activist-oriented teaching and learning in community encampments and other movement spaces for the preservation and expansion of resistance education.
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2nd Edition
Culturally Specific Pedagogy in the Mathematics Classroom
Strategies for Teachers and Students
Ch. 8: Black Lives Matter: A Context for Teaching Mathematics for Social Justice
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‘Losing an arm’: schooling as a site of black suffering
Drawing on data from a historical-ethnographic study of the cultural politics of school desegregation in Seattle, USA, the author explores suffering as a recurring theme in the narratives of four black leaders, educators and activists involved in the struggle for black educational opportunity in that city during the post-Civil Rights Era.
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Racism and bullying in rural primary schools: protecting White identities post Macpherson
This article examines how two primary schools in rural England with overwhelmingly White populations (of students and teachers) dealt with incidents of racist bullying in relation to their race equality policies. The data are drawn from in-depth interviews with parents, head teachers and teachers.
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Teaching to Transform Urban Schools and Communities
Powerful Pedagogy in Practice
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Pedagogy of fear: toward a Fanonian theory of ‘safety’ in race dialogue
In education, it is common to put the condition of ‘safety’ around public race dialogue. The authors argue that this procedural rule maintains white comfort zones and becomes a symbolic form of violence experienced by people of color. In other words, they ask, ‘Safety for whom?’
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We the minority-of-minorities: a narrative inquiry of black female academics in the United Kingdom
This article highlights the additional marginalisation of black female academics within the UK academy of higher education. The article engages with the narratives of eight such women as they navigate their careers as a minority-of-minorities within high-ranking institutions.
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Against collaboration – or the native who wanders off
On 5 January 2019, South African Twitter user Keabetswe, who goes by the Twitter handle @akreana_ tweeted: O jewa ke eng? (SeSotho for ‘What's eating you?’). This tweet went viral, as different communities across the digital universe shared pet peeves, current headaches, and humorous perspectives on everyday life. I imagine African academics too shared their pet peeves about what was eating them.
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Critical Research in Sport, Health and Physical Education
How to Make a Difference
Chapter 5: Critical research on Black sporting experiences in the United States: Athletic activism and the appeal for social justice
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Cultivating Racial and Linguistic Diversity in Literacy Teacher Education
Teachers Like Me
Chapter 1: Being the “Only One”: The Importance of Teacher Diversity for Literacy and English Education
Chapter 2: Teacher Educator by Day, Homeschooling Parent by Night: Examining Paradoxes in Being a Black Female Teacher Educator
Chapter 3: So-Called Social Justice Teaching and Multicultural Teacher Education: Rhetoric and Realities
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DACA AND THE DIFFERENTIATED LANDSCAPE FOR COLLEGE ACCESS: EXPERIENCES FROM A NEW DESTINATION STATE
The differentiated legal landscape that undocumented students face varies considerably across the United States. This study articulates the multiscalar and socio-legal contexts that frame the limitations and opportunities for undocumented youth accessing higher education in a new destination state.
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Critical Values and Transforming Data: Teaching Statistics with Social Justice
Despite the dearth of literature specifically on teaching statistics using social justice, there is precedent in the more general realm of teaching using social justice, or even in teaching mathematics using social justice.
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Popular Visual Images and the (Mis)Reading of Black Male Youth: a case for racial literacy in urban preservice teacher education
In the majority of public schools across the nation, Black male youth are undergoing what can be deemed as “educational genocide” – the killing off of any chances for an equitable education.
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A transformation of racist discourse? Colour-blind racism and biological racism in Dutch secondary schooling (1968–2017)
Scholars have observed a re-emergence of biological racism in the Netherlands. I question whether this form of racism is also making a comeback in Dutch secondary schooling, by drawing on critical race theory and Bonilla-Silva’s frames of colour-blind racism.
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Ubuntu currere in the academy: a case study from the South African experience
Universities in the Global South continue to be confronted with the ethical demands for transformation and decolonsiation. In this paper, we discuss the epistemic possibilities for transforming and decolonising curricula.
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Untangling the Grip of White Privilege in Education through Consultation and Systems Change: Introduction to the Special Issue
This article introduces the articles in the special issue, School consultation grounded in social justice: Dismantling white privilege in education. The authors first highlight salient aspects of each of the five articles.
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The Moderating Role of Ethnic Identity on the Relationship Between School Climate and Self-Esteem for African American Adolescents
Positive self-esteem is linked to academic success for K–12 students. However, self-esteem declines during adolescence, especially for African Americans. Positive perceptions of school climate are well-studied predictors of self-esteem.
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Deepening Diversity: A Collection of Teaching Perspectives and Strategies from Social Justice Advocates
Contemporary population trends impact leisure experiences and service delivery, requiring recreation and leisure departments to prepare students to meet the needs of an increasingly diverse clientele.
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“The Most Insidious Legacy”—Teaching About Redlining and the Impact of Racial Residential Segregation
Contemporary population trends impact leisure experiences and service delivery, requiring recreation and leisure departments to prepare students to meet the needs of an increasingly diverse clientele.
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What is anthropology that decolonising scholarship should be mindful of it?
Decolonising scholarship in South African anthropology has met with an ingrained scepticism about ethnographic valorisations of forms of life that claim to be indigenous. This scepticism comes from a very long history of opposing ethnological essentialisms created in the colonial mode.
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Development and diaspora: separate concerns?
The article considers recent work on the nature of the black diaspora in the West and its relationship with Africa and African development.
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A ‘bad fit’ for ‘our’ kids: politics, identity, race and power in parental discourse on educational programming & child well-being
Issues of race and class have long been at the center of discourses involving the American public education system.
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Black Feminisms and Postcolonial Paradigms: Researching Educational Inequalities
Embodying diversity: problems and paradoxes for Black feminists
This paper examines some of the problems and paradoxes of embodying diversity for organisations. With reference to a research project based on interviews with diversity practitioners, as well as personal experience of working within universities as a Black feminist, this paper explores how diversity becomes a commitment that requires that those who embody that diversity express happiness and gratitude.