共查询到20条相似文献，搜索用时 500 毫秒
1.
Hannah K. Miller 《Environmental Education Research》2018,24(6):845-858
Environmental education (EE) has a history of support for critical place-based pedagogy as a means of learning through engagement in space, both cultural and biophysical. In this paper I tell the story of how Franco – a non-white, non-American undergraduate – engaged with local discourses in a watershed-focused EE program in the rural Midwestern US. I examine how the five tenets of critical race theory (CRT) can be used to interpret Franco’s experience, where he encountered multiple instances of racism and xenophobia. I argue that without a critical analysis of race in place-based EE programs, instructors may (a) privilege their own ways of knowing in local settings, (b) rely on ‘grit’ narratives as mechanisms for mediation of racism, and (c) send non-white students home having learned that they cannot effect meaningful change for sustainability. I conclude with recommendations for faculty in predominantly white institutions on how CRT might foster the development of critical consciousness of race in place-based EE programs. 相似文献
2.
Anjalé D. Welton Tiffany Octavia Harris Priya G. La Londe Rachel T. Moyer 《Equity & Excellence in Education》2015,48(4):549-570
High school students who participate in social justice education have a greater awareness of inequities that impact their school, community, and society, and learn tools for taking action to address these inequities. Also, a classroom that consist of students with a diverse set of identities creates an ideal circumstance in which a teacher can build upon student differences in order to facilitate meaningful discussions about social justice, especially issues of race. Therefore, in this article we use qualitative case study approaches to examine a high school course on social justice education, paying specific attention to the classroom pedagogy and dialogue on issues of race, power, and privilege. The course was purposefully diverse in enrollment, which brought students together who might not have had interactions with each other prior to the class. We employ Hackman's (2005) five components of social justice education (SJE) as a framework for the analysis of the pedagogy and discussions constructed in the classroom, as well as a common language for what constitutes as social justice education in our research inquiry. Students in the course developed a facility for defining and identifying various forms of oppression and injustice. However, we questioned to what extent these very same issues played out in the class dialogue. Due to the level of student diversity, the course was a unique space to learn about racism and intersecting issues of social justice. However, there was still some student resistance to acknowledging certain aspects of racism. In conclusion, we discuss how social justice education is not absolved from, but rife with complex racial politics. 相似文献
3.
R. Nicole Johnson-Ahorlu 《The Urban Review》2017,49(5):729-745
Critical Race Theory (CRT) scholars in Education, like activists, are intent on dismantling racism in education (and society at large), and often do so by engaging the problem of racial injustice through social science research. CRT research creates a wealth of awareness about how racism functions, and as a result, inspires social agency to create a more just society. This conceptual piece explores how CRT research, when joined with the efforts of activists, is even more potent with capacity to realize social justice. In the paper, the tenets of CRT in Education are outlined, and serve as the foundation of a model that reveal how each tenet can shape research designs, that inform decision making in social movement strategy development. The model is inspired by the author’s personal experiences with combining CRT research with social movement strategy development, and is intended to serve as an impetus for increased dialogue about how CRT social science research, particularly in Education, can support activists’ goals to dismantle racism. 相似文献
4.
Scholarship on service-learning and experiential learning increasingly demonstrates benefits for student access and success, but evidence is still needed of the impact of these strategies on sustainable development of communities and their infrastructure. This case study examines a university Police and Society course that partners with four police departments to use both experiential learning and service-learning in the form of ride-alongs, simulation trainings, and written and physical examinations, as well as hosting a police–community relations event. Focus groups of students and officers reveal how service-learning and experiential learning build capacity for police–community relations. Orienting students toward officer procedures, requirements, and culture creates a learning opportunity for both students and departments, while police–community relations activities humanize officers and build public understanding and trust. 相似文献
5.
This research study explores a teacher pipeline program intent on developing critical educators among minoritized high school students aspiring to become teachers. Critical educators typically employ critical perspectives, foreground the notion of cariño, and possess agentive qualities to create transformative learning experiences for students of color, especially in under-resourced communities. This teacher pipeline program leverages youth participatory action research (YPAR) as a pedagogy for minoritized high school students to engage in original research studying critical educators in their schools. Findings illustrate that through YPAR, young people surface key perspectives aligned with those of critical educators: the role of institutionalized racism in exacerbating the opportunity gap and the centrality of building relationships in classrooms. In the discussion, the author elaborates on how YPAR advances the pedagogy in teacher pipeline programs, promotes critical perspectives amongst secondary students, and positions these emergent teachers to envision critical educators as making a substantive difference in the lives of marginalized students. The author concludes with implications for educational leaders in P-20 settings to consider in the promotion of a critical educators of color pipeline.
相似文献6.
Sonya M. Alemán Sarita Gaytán 《International journal of qualitative studies in education》2017,30(2):128-146
Scholars maintain that when race and racism are addressed as factors that continue to shape inequality in the classroom, white students often deny the validity of these claims, while Students of Color tend to feel empowered by them. However, drawing on open-ended interviews, focus group discussions, and survey data, we argue that some Students of Color resist critical race pedagogy and curriculum. Specifically, we identify and analyze how this push back is articulated through three triggers: (1) an entrenchment in majoritarian ideologies; (2) a disavowal of racialized oppression; and (3) a disinclination to scrutinize personal experiences marred by race. These dynamics illustrate what we call ‘resisting decolonization’ – a reluctance to grapple with pedagogies that destabilize dominant ideologies about race and racism in schools and disrupt mainstream ideas regarding ethnic or racial identity. We introduce this concept in an attempt to hone critical race pedagogy to better address the needs of Students of Color who sometimes unknowingly participate in the marginalization of Populations of Color through deficit thinking or through the denial of the continuing significance of race. 相似文献
7.
Barbara A. Fears 《Religious education (Chicago, Ill.)》2013,108(4):486-499
To be colorblind suggests a race-neutral perspective whereby no theological anthropological meaning is attached to one’s physical embodiment. Colorblind ideology benefits the hegemony and negates the imago Dei of people of color and their long history with individual and institutional racism. This article advocates for the use of Critical Race Theory (CRT) as a critical pedagogy to counter the colorblind rhetoric in spiritual identity formation and praxis, specifically using CRT theories racial realism and whiteness as property for the purpose of faith formation, faith transformation, and meaning-making in the current theo-political U.S. context. 相似文献
8.
In this article, the authors critically synthesize how Critical Race Theory (CRT) as an emerging field of inquiry has been used as a tool of critique and analysis in K-12 education research. The authors point out that CRT has been used as a framework for examining: persistent racial inequities in education, qualitative research methods, pedagogy and practice, the schooling experiences of marginalized students of color, and the efficacy of race-conscious education policy. The authors explore how these studies have changed the nature of education research and stress the need for further research that critically interrogates race and racism in education.Marvin Lynn is an Assistant Professor of Department of Curriculum & Instruction in University of Maryland, College Park. He completed his B.S., at DePaul University, Chicago, IL, M.A. at Teachers College, Columbia University, New York, NY and Ph.D. at University of California, Los Angeles. He has published articles in the area of Critical Race Theory and education and critical race pedagogy. He has also written a number of articles that explore the work and lives of Black male teachers.Laurence Parker is Professor in the Department of Educational Policy Studies in University of Illinois, Urbana-Champaign. He completed his B.A., at Earlham College, Richmond, IN, M.A. and Ph.D. in University of Illinois at Urbana-Champaign. His current research examines Critical Race Theory and its connection to educational research, policy and practice in the k-12 and post-secondary settings. His research also examines social justice perspectives in educational administration, leadership and policy, particularly with respect to race and social class 相似文献
9.
Multicultural school psychology training: An examination of students’ self‐reported course outcomes 
下载免费PDF全文
下载免费PDF全文 This mixed methods study examined the outcomes of a multicultural course on school psychology students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. It also investigated students’ perceptions of how the course would influence their future practice as school psychologists. Ethnic identity awareness was explored across ethnic groups and in relation to students’ feelings of empathy and sensitivity toward members of different racial and ethnic groups. Results showed differences in ethnic identity awareness between White and non‐White participants, significant increases in areas of feelings of empathy and sensitivity at posttest, and significant positive correlations between measures of ethnic identity awareness and feelings of empathy and sensitivity. Additionally, a content analysis of the participants’ reflection papers highlighted three key themes: (1) importance of a safe learning environment, (2) increased social awareness, and (3) putting theory into practice. Implications for school psychology training programs to prepare culturally competent practitioners will be discussed as well as limitations and future directions for research. 相似文献
10.
ABSTRACTPublic schools have increasing numbers of its teachers fitting into one demographic, white and female, while the numbers of Black/African American teachers decrease. This trend has not changed since the publication of Black on Black Education: Personally Engaged Pedagogy for/by African American Pre-Service Teachers. Furthermore, African American collegiate students who decide to enter teaching may face a chilly climate because of their cultural and educational experiences as they encounter devaluation in the classroom. This work provides a critical race reflective examination into the teaching and learning experiences and dilemmasI using personally engaged pedagogy as a means of enhancing the quality of the learning experiences for African American pre-service teachers. Critical race theory (CRT) and Critical Race Feminism (CRF) will be used as the theoretical framework for understanding the role of race and gender in teacher education. Critical autoethnography is the methodological approach used to examine the subject phenomenon. Field notes, research journaling, and student memoirs provide data for this critical autoethnography. This work highlights the significance of CRT/CRF’s unique voice of color and CRF’s multidimensionality to engaged pedagogy, creating a personally engaged pedagogy. 相似文献
11.
Shila René Hawk-Tourtelot Mindy S. Bradley-Engen 《Journal of Criminal Justice Education》2013,24(2):233-253
While we know a great deal about how justice education may benefit those who work in the justice system, studies have yet to examine the potential impact of justice education among college student citizens more generally. We investigate the impact of police-related courses on students’ satisfaction with police officers. Specifically, we examine how the number of policing courses taken is related to perceptions of officer fairness and reported police satisfaction and whether these relationships vary across race. Analyses indicate that race is an important influence on the relationship between policing education and perceptions of fairness. Among white students, education was unrelated to perceptions of procedural justice in encounters with police. In contrast, policing education was a significant predictor of procedural justice perceptions for African-American males. Among African-American males, students who had completed more police-related education were less likely to report that they had been treated fairly during police encounters. We also find racial variation in the relationship between procedural justice and police satisfaction. 相似文献
12.
Weston J Morrow Samuel G Vickovic Lisa M Dario John A Shjarback 《Journal of Criminal Justice Education》2013,24(4):585-605
AbstractThe current study examines the impact of the Ferguson Effect and related public scrutiny on college students’ motivation to become police officers. Using data from 654 students located at two US universities with over 20,000 students, the results indicate that students’ who perceived that officer motivation and dangerousness has been affected by negative media scrutiny had significantly higher log-odds of strongly agreeing that such scrutiny has negatively impacted their trajectory to work in the police profession and had higher log-odds of strongly agreeing that it has made them apprehensive about applying for police positions in comparison to the reference category. The current study highlights how the negative attention directed towards law enforcement is adversely influencing college students’ motivation to enter the police profession. Police departments must make a concerted effort to mitigate such negative scrutiny in order to ensure a strong candidate pool for prospective police officers. 相似文献
13.
Kalwant Bhopal 《British Educational Research Journal》2020,46(3):500-515
Inequalities continue to exist in higher education, with Black and minority ethnic (BME) academics less likely to be professors or occupy senior decision-making roles compared to their White colleagues. In order to increase BME representation in senior decision-making roles, specific programmes targeted at BME groups have recently been introduced in higher education institutions (HEIs). This article draws on research carried out on two such programmes in England. By using principles of critical race theory (CRT), I argue that racism continues to play a key role in the lack of BME groups in senior leadership roles and that such programmes benefit HEIs rather than contributing to a commitment to inclusion, equity and creating a diverse workforce. Furthermore, such programmes work for the benefit of HEIs to perpetuate and reinforce White privilege, rather than addressing structural inequalities. 相似文献
14.
Jane M. Tucker Mary P. Brewster Shannon T. Grugan Lisa M. Miller Sadeiah M. Mapp-Matthews 《Journal of Criminal Justice Education》2019,30(2):165-192
Despite increasing acceptance of LGBTQ individuals in America, homophobia and homophobic attitudes among police officers are still a concern. Both LGBTQ individuals and LGBTQ officers report harassment and discrimination at the hands of police officers. Empirical evidence suggests that these homophobic attitudes are evident among students preparing for criminal justice careers. A number of studies have found that those who plan on law enforcement careers are significantly more homophobic. The current study sought to explore criminal justice students’ attitudes toward LGBTQ individual and LGBTQ police officers. Pursuant to a survey of criminal justice majors at a large public university, findings suggest that males pursuing a law enforcement track expressed the most homophobia and homophobic attitudes. Further statistical analysis indicated that gender, not the law enforcement track, predicts homophobia and homophobic attitudes. 相似文献
15.
JEANNE M. POWERS 《Journal of Philosophy of Education》2007,41(1):151-166
Critical Race Theory (CRT) has its origins in legal analysis but increasingly has been used by educational researchers to analyse the continued salience of institutional racism in educational settings. After providing a brief overview of the history of CRT and the educational issues addressed by critical race theorists, I review two books that explicitly engage critical race theory (CRT). Delgado and Stefancic's (2001) primer on the CRT literature provides an important backdrop for situating Guinier and Torres' (2002) ambitious argument for building grassroots social movements around the concept of political race. 相似文献
16.
This article discusses pedagogical issues that arise in higher education when instructors of color teach classes with predominantly white students. We use student interview data collected during one graduate social foundations of education course to argue that in order to be effective, pedagogical decisions in a foundations course centered on race necessitate certain compromises in terms of power. To open up spaces of dialogic possibility for the discussion and understanding of white privilege, the authors suggest that instructors engage in a pedagogy of purposeful compromise. Such a pedagogy accepts that most white students will not, in the space of one course, recognize their own agency in the perpetuation of privilege and racism, but they might recognize white privilege as a larger structural process that inhibits the opportunities of people of color. 相似文献
17.
Laura Quiros 《Journal of Teaching in Social Work》2013,33(5):518-531
Questions pertaining to racial and cultural identification are salient among social work educators in their role as teachers in the classroom. In the context of the 21st century, as an increasing number of people cannot be classified by race, an awareness of the complexities of cultural and racial identity is more important than ever. For social work pedagogy there is a need for critical reflection, increased awareness, sensitivity to multiculturalism, and cultural diversity. As social work educators, it is crucial for us to teach through the lens of multiculturalism and create spaces for voices of students who belie traditional racial and ethnic categories. This article elevates the voices of Black ethnic women, underscoring the complexity of identity construction within the United States. Qualitative interviews explore the dynamic social constructions of identification for 10 women who identify as Black and ethnic, as one example of a nuanced differentiation of race and culture. This article is a discussion of research findings and includes implications for teaching social work practice that broaden our range of understanding and highlight representations of women with marginal identities, thus furthering our social justice mission. 相似文献
18.
Toward an Eco-justice Pedagogy 总被引：1，自引：0，他引：1
C. A. Bowers 《Environmental Education Research》2002,8(1):21-34
This paper will address three issues: (1) the nature and importance of an eco-justice pedagogy; (2) how an eco-justice pedagogy differs from the recommendations of critical pedagogy theorists who rely upon key root metaphors (e.g. emancipated individualism, linear view of progress, anthropocentrism) that co-evolved with the Industrial Revolution and are now the basis of the globalization process; and (3) the reforms that need to be undertaken in teacher education in order for teachers to balance critical inquiry with helping students recognize and participate in the non-commodified aspects of community life. The latter will involve giving special attention to what teachers need to understand about how the language of the curriculum is based on root metaphors that organize thinking in ways that ignore environmental racism and the marginalization of different cultural approaches to community not oriented toward dependency upon modern technology and consumerism. 相似文献
19.
Susan V. Bennett AnnMarie Alberton Gunn Guda Gayle-Evans Estanislado S. BarreraIV Cynthia B. Leung 《Early Childhood Education Journal》2018,46(2):241-248
Early childhood educators continue to see an increase in their culturally diverse student population. As our country continues to grow as a multicultural nation, it is imperative that our early childhood classrooms embrace this rich diversity and provide experiences that affirm all students, families and communities. We (teacher educators) synthesized the current research into the following five frameworks that we believe embody the foundation of culturally responsive teaching (CRT) in an early childhood setting: (a) developing a culturally responsive classroom community, (b) family engagement, (c) critical literacy within a social justice framework, (d) multicultural literature, and (e) culturally responsive print rich environments. In this article we situate each framework within the larger context of research. Next we move beyond discussing CRT practices by offering ideas on how culturally responsive classrooms look and how to implement this pedagogy and in an early childhood setting with real classroom practices. 相似文献
20.
From private to public, from small to large, campus protests and demonstrations have risen across the country to address institutional racism regarding a range of issues including offensive Halloween costumes, university/college seals, lack of faculty color, and racist vandalism. One such example occurred at Southwest University where Native American students were protesting the university seal, which represents settler colonialism and genocide. In this article, we provide a case study of Joy, a Diné (Navajo) young woman, and describe her student activism in regards to the seal and how she utilizes it to connect to her culture, language, and identity. We utilize critical race theory (CRT) and tribal critical race theory (TribalCrit) to analyze the institutional microaggressions that Joy experienced on campus. Our main conclusions explain how student activism enables students to address systemic racism and provides a vehicle to create better conditions on university campuses. 相似文献