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This paper proposes that the paradigm of relationality, engaged methodologically, can be the basis of praxis that purposefully moves away from business-oriented notions of "best practices" and toward education research that meets the needs of Indigenous and Black communities currently designing futures within settler colonial states during climate catastrophe. In so doing, the paper considers what a critical Indigenous research paradigm requires of researchers, what a critical Black epistemology requires, and what we can learn by bringing the two together in a relational approach to qualitative research. Relationality is defined and placed in historical context. The author's positionality is engaged by exploring his relationship to relationality through examination of the confluence of Black and Indigenous epistemologies in the United States. Through auto-reflection on a qualitative study of land-based education, this paper analyzes research "openings" as an example of relational methodology praxis. The paper offers a critical analysis of specific, detailed methodological actions undertaken to practice relationality in order to create cracks in existing educational research methodologies through which relationality can take root. [ABSTRACT FROM AUTHOR]

Research suggests that in classrooms across the United States, teachers are hesitant to engage students in a discussion about disability. However, if children are not given opportunities to talk about disability, they run the risk of internalizing disability stereotypes or believing that discussing disability is not appropriate. In this paper, we use an explanatory, instrumental qualitative case study design to understand how 30 pre-service teachers (PSTs) notice and name disability when describing ideas for using children's literature in the classroom. Additionally, we operationalize and build on Sapon-Shevin's categorization of teachers' responses to ableist behavior to examine the nuances of PST discussion. We found that most PSTs chose not to talk about disability or presented disability in a generic or potentially problematic way. This research provides necessary insight into the ways that teacher education programs can work with PSTs to effectively engage in disability discussion. [ABSTRACT FROM AUTHOR]

In three narrative vignettes, this paper challenges scholars and practitioners of teacher education to consider ways that our courses do and do not engage white teacher candidates to take on racially conscious orientations. The work addressed in this paper has implications for our understandings of how preservice teachers can learn about racial identity in ways that benefit individual teachers and support their work in schools and communities. These findings buttress previous work in ‘second wave’ white teacher identity research and can translate directly into teacher education course and program design. Simultaneously, this research speaks to the broader literature in teacher education, offering evidence to support the value of extended periods of time for new teachers to build authentic relationships and conduct critical study of self and society in a climate where teacher preparation programs face pressure to reduce credits to degree and intensify their focus on preparing students for externally mandated assessments. [ABSTRACT FROM AUTHOR]

The article discusses various reports published within the issue, including one by Lesko and colleagues on the collection of money for substantial education in the U.S. despite its progressive history in sexual politics, one by Evans and Davies on the inclination of parents on the physical education of their children at their young age, and another by Emma Rich regarding health care monitoring for young people based on the health surveillance among schools in the country.

Resistance to simple narratives in education research comes from the stance that they render findings useless for the political work of understanding contexts of education as they exist today. This paper interrogates three stories of masking choices from a four year postcritical ethnographic study in the rural rustbelt Midwestern United States. These stories make visible how masking operates as both process and product within and part of white supremacist and colonizing systems. The author calls critical qualitative and postcritical researchers to interrogate the role of protection, answerability, and specificity in their work towards justice in terms of masking. [ABSTRACT FROM AUTHOR]

This qualitative study examines Latina/o/x parents' perceptions and involvement in the pre-college process from the South Texas border region. Researchers have expressed student success and the likelihood of students pursuing postsecondary education is dependent on the level of parent involvement. As student demographics and enrollment rates continue to shift in education, parent involvement has received attention from policymakers, practitioners, and researchers as a discussion topic to advance educational outcomes for students of color, specifically for Latina/o/x students. Although existing literature on parent involvement is not new, Latina/o/x parents' experiences and contribution to their student's success have been absent from the literature. In which has constructed a deficit perspective in which places the responsibility on Latina/o/x parents for their student's success. This paper aims to examine how Latina/o/x parents are involved and contribute to their student's success to identify how school settings can leverage and include parents in collective efforts that support students. [ABSTRACT FROM AUTHOR]

Teacher education programs have established gatekeepers, especially for women of color. For these women, finding an ally in their endeavor to become educators is paramount. This paper will discuss the work of a teacher educator who espouses critical race feminism (CRF) as a means of fighting against a curriculum of oppression in teacher education. The paper will begin with a description of CRF and its connections to currere. This will be followed with background information regarding the pre-service teacher and her relationship with the teacher educator. A brief description of the student's field experience will follow. The paper will conclude with an analysis of the power of language and dialect, a form of curriculum oppression, in teacher education with the need to fight against such oppression in the development of new teachers from a critical race feminist perspective. [ABSTRACT FROM AUTHOR]

This essay describes how, as a scholar in gender diverse childhoods, I was collecting ethnographic data at the time of the 2016 election, and how this experience led to a series of jarring personal and professional transformations as a scholar writing for social justice. Not only did find that arts-based methods were particularly apt for capturing the election cycle events that reverberated through my data, but I also renewed my understanding of what it means to be a scholar for social justice in good times and bad. Recommendations for addressing researcher pain, despair and despondency conclude the paper. [ABSTRACT FROM AUTHOR]

In this paper, we, a collective of wāhine ʻŌiwi (Native Hawaiian women), reflect on how we may hoʻokō (fulfill) our kuleana lāhui (nation-building responsibilities) through our positions in the academy. While doing this work has always already been tenuous given the occupied state of ka Lāhui Hawaiʻi (the Hawaiian nation), this tenuousness and the stakes of this work are perhaps even higher within the current political climate of the United States. Through dialogue, we consider the ways that we have striven to kūʻē (resist, stand up) through our research, teaching, and service and express our hopes for the students and broader community we hope to serve. [ABSTRACT FROM AUTHOR]

At the location of alter‐native researcher in US higher education, the author interweaves two Korean women’s transnational narratives that intersect with her autobiographical route. Through this re‐narrativization, the paper discusses the material and ideological specificities that place each individual differently in engagements with various institutions yet simultaneously constitute them/us as Korean women in US higher education. The purpose is to enunciate these particular transnational existences that map out the unequal connections of seemingly distant geographies, histories and educations between Korea and the US. In doing so, the paper highlights how these women ambivalently appropriate and subvert their gendered, racialized and nationalized locations in order to free themselves and to rework the worlds in which they/we are living. By enacting this specific re‐narrativization, this paper argues for the proliferation of testimonies from and of particular history and geography as a way to decolonize global/local knowledge regimes. [ABSTRACT FROM AUTHOR]

This paper explores the experiences of harassment and violence endured by seven gender nonconforming youth in US high schools. Based on a larger research project, it opens an inquiry into the school-based lives of gender-variant teens, a group heretofore ignored by most academics and educators. Breaking violence down into two main types (physical and sexual), this work uses informants' voices, along with 'doing gender' theory, to analyze the experiences of butch lesbian girls, trans teenagers, and genderqueer youth. The author also examines the impact of this violence on their self-esteem, academic achievement, substance use and sexual lives. This paper points out the similarities and differences between gender identity groups and suggests specific areas for school-based and cultural reform that would protect such teens. [ABSTRACT FROM AUTHOR]

In this paper, C. Alejandra Elenes proposes ways to implement the goals of border/transformative pedagogies in classroom practices in order to deal with the multiplicity of ideologies present in educational settings. The theorization and discussion presented is based on the sometimes tense relationships between Chicana faculty and White women students. Border/transformative pedagogy incorporates as social practices the construction of knowledge(s) capable of analyzing conflicts over meaning. This pedagogy is concerned with the elimination of racial, gender, class, and sexual orientation hierarchies by decentralizing hegemonic practices that places at the center of cultural practices a homogeneous belief in US society that has marginalized the cultural practices of people of color, women, and gays and lesbians. Thus, it can be viewed as liberatory by students who agree with those goals, and oppressive for students with more conservative leanings. Based on Gloria Anzaldua's conceptualization of mestiza consciousness , border/transformative pedagogies propose ways in which we can enact a practice where students and teachers participate, and that tries to undo dualistic thinking. Thus, this paper, which is based on classroom observations and analysis of student evaluations, is self-reflexive. Particular emphasis is placed on finding ways to be able to bring multiple ideologies and points of view to classroom discussion in ways that productive discourse is enabled. The discussion also centers on the contradictions present in classrooms that seek to be liberatory to the goals of democracy. Finally, the paper discusses ways in which women of color faculty can deal with racism existing in many contemporary educational settings. [ABSTRACT FROM AUTHOR]

The need for multifaceted analyses of the relationships between how the United States acknowledges racism and how schooling can be structured to mitigate its negative impacts has never been greater, especially given rising attention to the racial “achievement gap.” In suburban, elite Pioneer City, a series of initiatives I will refer to as “the transformation” aimed to eliminate racial disparities in educational achievement through simultaneous efforts to redistribute students from a racially and economically isolated elementary school and train all district staff in a particular brand of culturally relevant pedagogy. This paper draws from a larger yearlong study in which I used critical ethnographic methods to explore tensions between a goal of systemic change and reproductive forces at play in Pioneer City Schools. Focusing on one third-grade student, I offer insights into how the school district’s equity-minded policy changes find their way into one classroom, both reflecting and complicating preexisting ways of viewing the role of race in young children’s lives. [ABSTRACT FROM PUBLISHER]

In light of the lingering threat of recession of Deferred Action for Childhood Arrivals (DACA), this paper examines the ways in which undocumented Latinx students glean hope in a vacillating DACA context to persist through college. A review of immigration policy particularly as it relates to K-12 and higher education is provided as a springboard to investigate the salience of student voice in policy considerations. Findings indicate the critical supports of familial capital as undocumented Latinx students navigate the complex anti-immigrant terrain. As the long-term legislative fate of undocumented students remains unknown, we provide recommendations for educators and policymakers. [ABSTRACT FROM AUTHOR]

Using the unique form of a composite counterstory culled from the experiences of 13 Black women at historically and predominantly White colleges and universities in a Western U.S. state, this paper explores the psychological tensions and silencing Black college women face as they navigate social constructions of their selfhood under a White gaze. This study centers these Black women’s voices through a tradition of storytelling and examines the ways they try to carve their own place by often engaging liberating, yet repressive, historically constructed STRONGBLACKWOMAN imagery to counteract equally silencing Angry Black Woman imagery. The historically and predominantly White institutional spaces within which these women study, live, and play exacerbate this tension, propelling them to model and rely upon stereotypically ‘positive’ representations of Black womanhood to deal with the pain of microaggressions. Altogether, these factors create instances of enhanced racial battle fatigue. [ABSTRACT FROM AUTHOR]

In this short paper, I will give examples of critiques of the new US administration members, including Devos, that are either practical critiques that highlight rights without justice or single axis critiques that hinge on one marginalized identity, both of which are necessary but not enough on their own. I conclude by calling for these arguments to address the underlying ideology that difference is deficit and naming the need for an intersectional approach to justice. [ABSTRACT FROM PUBLISHER]

In this paper 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. Drawing on research in the USA with white teachers, this paper will specifically engage with Deleuzian concepts presented in his two books on cinema and his philosophical concept of the 'image' toward a re-imaging of voice. To think with the 'image' of speech-acts and how voice is conveyed in a cinematic sense, particularly if one is to consider silent films, is to think about 'viewing' voice in qualitative research, and how such viewing might make it possible to 'read' the image of voice from a multi-dimensional perspective. [ABSTRACT FROM AUTHOR]

This paper explores the process of gaining research access into the lives of Muslim girls in the southwest USA. We discuss four emerging 'entry markers' that challenged the process of gaining and sustaining access over a period of 14 months. These included being Muslim enough, being modest enough, inshallah (Allah or God willing), and haram (forbidden). Additionally, we reflect on (1) how one researcher identified the four 'entry markers'; (2) how she negotiated these markers by using her cultural and linguistic literacies and her fluid insiderness/outsiderness; and (3) how building and maintaining relationships with key members of the local Muslim community was central to this study and was directly reliant on negotiating the positions of difference on the embodiments of a specific and prevailing body discourse - the hijab discourse. This negotiation was only possible by the researchers' practice and maintenance of critical reflexivity throughout the study. [ABSTRACT FROM AUTHOR]

William Tate proposed that critical race scholars in education look to moral and spiritual texts to unpack and interrogate the workings of race and other forms of marginalization in schools. While Tate did not offer the ways in which this vision is manifest, the participants in this study situated themselves within a religio-spiritual worldview through which they sought social justice in schools. The authors in this paper highlight a theoretical framework by an inclusive reading of Critical Race Theory as 'ordinary theology' to explore how Black female principals interrogate gendered and raced practices and promote social justice in schools. [ABSTRACT FROM AUTHOR]

The topic of how reflexivity ought to be utilized in the global aspect of research is yet to be fully theorized in educational research. Through the use of rigorous reflexivity, this paper examines a ‘halfie’ researcher’s negotiation of insider and outsider identities within his transnational home/field site of Nepal. By examining how identities are reconfigured within transnational spaces, the paper analyzes the intricacies of negotiating legitimacy and reciprocity with participants. Although the literature on reflexivity asks researchers to be ‘open’ about their identities, the author explores how one can be open yet also be complicit in the research process. The article proposes that (halfie) researchers be accountable for their contradictory identities in transnational sites and recognize the sociocultural contexts in which they do fieldwork. [ABSTRACT FROM AUTHOR]

This paper first defines race and related dehumanizing experiences and then explores the history of the study of Blacks in ethnography and in psychoanalysis before addressing the primary focus: psychoanalytical ethnography. Psychoanalytical ethnography is valuable for transforming racially wounded communities into vibrant open communities through creating a safe place for community leaders and residents to ‘play’. In the process of their play, they gradually unravel the layers of race, which most fundamentally is emotionality, and begin to engage in tasks that work towards developing a more open, welcoming community. The paper draws on the work of neo‐Freudians such as Winnicott and Kohut to develop a safe space for the researcher and focus groups to create a process of play that unpeels layers or race as an emotional scar and to develop empowering ways to transform closed communities into open communities. [ABSTRACT FROM AUTHOR]

This paper examines paradigm proliferation in the context of ongoing efforts by the federal government in the US to regulate academic research. It argues that these efforts amount to an attempt to reposition and de-center universities as sites of knowledge production, not just about education but across domains. The paper examines this politics as a struggle over the geographies of knowledge-constitutive networks. It examines the morphology entailed by state methodologies, and sketches alternatives being developed in educational inquiry. [ABSTRACT FROM AUTHOR]

This paper revisits "the Menchú controversy" by examining the relationship between "truth", politics and fear in the "making of the worlds." The author argue that "Menchú controversy" can teach us a lot about how "truth" involves a politics of containment whereby "others" are contained by the judgment that they have failed the truth at the very moment that they challenge how some "truths" are given or become givens. Such judgments are not simply about reading the testimonios of others as "perjured", but also work to construct others as fearsome and threatening, such that the defence of truth becomes "a matter of life and death." To explore the role of fear in containing others, the author offers a reading of the Menchú controversy alongside the reception given to Sunera Thobani's speech in which she criticizes the United States' "war on terrorism." She shows how Thobani's speech is constructed as an act of terror because it calls into question the very "truths" that have justified the war, by showing that they rely on an ontological distinction between legitimate and illegitimate violence. The paper relates both the Menchú and Thobani cases to broader discourses of fear and anxiety that have circulated since September 11 2001 and argues that fear works to secure "truths" precisely through the narration of crisis or insecurity. Rather than considering fear as coming from within a subject, or as a characteristic of an object, the author suggests that fear works to effect the very boundaries between subjects and others, partly through the feeling that such boundaries have already been threatened by the presence of others. She also shows how fear operates as an affective economy of truth: fear slides between signs and sticks to bodies by constituting them as its objects. In making this argument, she shows how fear sticks to some bodies and not others. For example, the judgment that somebody "could be" a terrorist draws on past and affective associations that stick various signs (such as Muslim, fundamentalist, terrorist) together. At the same time, fear is reproduced precisely by the threat that such bodies "may pass (us) by." Such bodies become constructed as fearsome and as a threat to the very truths that are reified as "life itself." This paper hence shows how truth becomes an affective technique of containment in which the failure to contain is the justification of containment. The author concludes that if truth is a matter of containers and containment - about who or what gets contained to allow certain worlds to become given - then the risk taken by subaltern women, such as Rigoberta Menchú and Sunera Thobani, in speaking out against such truths is the risk of making an-other kind of world. [ABSTRACT FROM AUTHOR]

This paper reanalyzed research previously conducted with Spanish-speaking childcare providers who participated in an educational literacy program. The women in the program were generally framed as the deficient other – illiterate, immigrant women. The authors used a critical framework and Chicana/Latina feminist methodologies, namely pláticas y encuentros (talks and encounters), to investigate, reanalyze, and reinterpret the data. Through the process, the authors not only revealed the inner flame of the participants in the study, but through the collision of their own worldviews, they also exposed more deeply the assumptions buried within their epistemologies, methodologies, and positionalities. The results speak to the importance of critical examinations of power and discourses in education that often reside unexamined, or perhaps examined but largely unpublished, in our research. [ABSTRACT FROM PUBLISHER]

In this paper, I conduct a critical discourse analysis of the Morehouse College Appropriate Attire Policy and discuss how issues of race, gender, and sexuality converge to reveal both overt and hidden meanings embedded in the policy. I also consider how power is used towards “other” black college men who neither fit neatly into prescribed gender norms, nor foster representations of “good” black men. I situate this critical policy analysis in the context of two ideas: bipolar masculinity and the politics of respectability, and offer implications for the use of intersectional frames in scholarship and research on men and institutional policies. [ABSTRACT FROM PUBLISHER]

In this paper, I will tell two of my personal stories to try to explore the secret or opaque space between the original telling and retelling of stories in narrative inquiry. Based upon my difficult struggles with the two stories of tea, school, and narrative, I suggest that narrative inquiry has to be a complex loop of relationship, reflexivity, responsibility, and recursion. [ABSTRACT FROM PUBLISHER]

Even before withstanding one of the most devastating economic crises in American history, families living in poverty have battled a dominant discourse that labels them as lacking personal responsibility, initiative, and the ability to make “good” choices. This discourse is reflected in the parent-involvement mandates of the No Child Left Behind Act, where parents living in poverty are expected to sign contracts promising to take a more active role in the education of their children. This study describes what it looked like when a grassroots, Community Based Organization (CBO) dedicated to speaking back to this dominant discourse partnered with an urban public school system to simultaneously help families leave poverty and improve the academic success of their children. This paper illustrates what it looks like when families living in poverty speak back to the dominant discourse, seek validation for their non-dominant discourses, and enter a potentially liberating Third Space between. [ABSTRACT FROM PUBLISHER]

This paper examines the way the term “self-determination” is used in the Indian Self-Determination and Education Assistance Act of 1975. Its main thesis is that the Act does not in fact offer tribal governments self-determination, but instead reaffirms old power configurations that go back to the Indian Reorganization Act of 1934. [ABSTRACT FROM AUTHOR]

Based on a year-long implementation of an international studies program in a rural middle school using videoconferencing technology, this paper focuses the international presenters' interpretation of and reaction to the program through their interaction with the students. Attention here is paid to the ways that the presenters' assumptions and beliefs affect their (re)construction of their own cultures. Some contradiction in presenters' re-presentations can be discussed further using a distinction between the social observer and the social participant, and a categorization of roles taken by the Third-World individuals. The presenters provided following suggestions for improving the program implementation in rural learning environments: (1) teach students about the misrepresentation and cultural stereotypes in the US media; (2) provide analogies between the program presentations and the corresponding aspects of the US culture; and (3) teach them the constructs with which the various cultures are viewed and evaluated. [ABSTRACT FROM AUTHOR]

African American faculty have historically been underrepresented within predominantly white institutions (PWIs) and deal with academic isolation, marginalization of their scholarship, and racial hostility. Little is known about the experiences of African American faculty who teach in student affairs graduate programs. The purpose of this study was to focus on their experiences through examination and utilization of their personal counter-narratives. This paper highlights the racial profiling that often shapes their experiences. We employ a qualitative critical race analysis that utilizes counterstorytelling as method to elucidate the experiences of the 13 African American faculty participants in our study. [ABSTRACT FROM AUTHOR]

This paper is drawn from a larger qualitative study that explores the perspectives of eight retired Black school superintendents who personally experienced segregated schools as students and subsequent desegregation efforts as administrators. Unlike much of the mainstream literature that extols the virtues of desegregation for Black children, their accounts tell a very different story. Their reflections suggest that although they 'got what they fought for,' they 'lost what they had' and that many of the problems attributed to Black education today 'started with desegregation.' This study adds to the growing literature that interrogates the widely accepted assumptions that desegregation resulted in significant educational progress for Black children. Further, the perspectives of Black superintendents, which are often missing or forgotten in education research, can help inform our understanding of race-conscious education policies and the role they play in promoting and/or realizing racial equality and social justice in education. [ABSTRACT FROM AUTHOR]

This paper explores methodological issues of recording, revisiting and portraying women’s life experiences and their connections to the past, to their families and to their communities. It examines the personal histories and collective memories of a group of low-income Hispanic women, through the application of an innovative research tool that uses pictures and storytelling as projective techniques. The FotoDialogo Method uses a set of original drawings to initiate dialogical interviews, to inspire research participants to tell their stories, and to critically analyze the situations presented in these stories. The research study took place at a community-based organization providing non-formal education programs to the Spanish-speaking population in a US inner-city setting. The FotoDialogo Method has the potential to be an effective tool to help underprivileged women break the silence concerning their experiences of oppression and to engage them in a process of self-discovery and transformation that empowers them to become change agents within their families and communities. [ABSTRACT FROM AUTHOR]

In this paper, the author challenges Aguirre at two levels. He argues that Aguirre does not make effective use of his personal narrative to inform the experience of the Chicano Studies Center and Affirmative Action at his university. The author also points to his own experiences as a student and faculty member to underscore Aguirre's incomplete critique of Chicano Studies and Affirmative Action programs across the country. A more complete rendering of these programs requires that we give special attention to agency and political struggle as historically evolving experiences in universities. [ABSTRACT FROM AUTHOR]

This paper proposes a research agenda that foregrounds social class in US public schooling. The author suggests that the relative invisibility of social class in academic discourse on schooling limits the value of research in at least three ways: (1) middle-class academics' propensity to speak on behalf of the poor and working class limits analysis of class and schooling; (2) the class and gender constraints on the work of teachers has been inadequately theorized, while simultaneously the work of teachers ha been invoked as proxy for deeper social and structural inequalities; and (3) researchers have declined to 'study up' power structures within which the work of schools is embedded, limiting our understanding of relationships between schooling and the economy. It is suggested that researchers' work will make deeper contributions to the reform of schools to the extent that they acknowledge how norms of scholarship sustain their own middle-class privilege. [ABSTRACT FROM AUTHOR]

Science education in poor, urban settings in the U.S. is fraught with inequalities in terms of resources, access of educative opportunities, and quality of science instruction. These inequalities are further exacerbated for homeless youth who must also deal with the daily realities of shelter living, transience, school transfers, and social stigmas. Responses to the challenges faced in urban science education have ranged from writing new science standards and holding students more accountable for the problems inherent in the schooling system to offering students vouchers to attend "better schools." Absent in all of these responses is an attempt to understand the science experiences of youth living in urban poverty and how those experiences can help us to craft scientific practice and science education in more culturally situated, inclusive, and socially just ways. In this paper the author draws from a critical perspective to argue for the importance of understanding the doing of science as contested terrain as one way to better get to know and understand urban homeless youth and how we might work best with them in school science. To make this case an overview is first provided of the critical stance that frames the research presented in this manuscript. Following this overview, Kobe's story about science and life in the inner city is told. Then, using Kobe's story, a case is made for why doing science in poor urban settings is contested terrain and why this idea is a useful lens for making sense of youths' lives. Finally, the author concludes by discussing the implications of understanding both youth lives and science education as contested terrain for school science reform policies and practices in poor, urban settings. [ABSTRACT FROM AUTHOR]

Rigoberta Menchú has become an icon for the struggles of oppressed peoples for justice and self-determination. For many academics and activists around the world, the accusations of lying made against Ms. Menchú by David Stoll brought into sharp focus the politics of "truthmaking" and the absolutist categories of fact and fiction. In this attempt to discredit Ms. Menchú, and through her, the Mayan experience of genocide by the Guatemalan military and its U.S. sponsors, important questions have been raised about how and when Third World women can speak, the conditions under which they will be heard, and the strategies used to silence them. In this paper, the author draws upon some of the lessons of the Rigoberta Menchú case to examine the politics of truth making in Canada in a recent controversy regarding a speech she made criticizing American foreign policy and urging the women's movement to mobilize against America's War on Terrorism. The highly personalized nature of the attacks on the author by political and media elites sought to accomplish a closing down of public space for informed debate about the realities of U.S. foreign policy and to silence dissent. Repeatedly emphasizing her status as an immigrant outsider, this controversy also contributed to the (ongoing) racialization of people of color as a treacherous "enemy" within the nation's geographical borders, against whom "Canadians" had to be mobilized. [ABSTRACT FROM AUTHOR]

In its current emphasis on all that is analytic and cognitive, the absence and elusiveness of the body in educational research defines and delineates any consideration of how new identities, particularly the emerging identities of Latina/o lesbian and gay youth, are being invented within a contestation of dominant discourses of race, class, gender, and sexuality. In a reevaluation of the writings of Chicana theorists Cherrie Moraga and Gloria Anzaldua, this paper locates the brown body as central in an ongoing practice of negotiation in which multiple, often opposing, ideas and ways of being are addressed, appropriated, and negotiated. The brown body, with its multiple and often oppositional intersections of sociopolitical locations, must be acknowledged in its centrality in creating new knowledges. For the educational researcher, understanding the brown body and the regulation of its movements is fundamental in the reclamation of narrative and the development of radical projects of transformation and liberation. [ABSTRACT FROM AUTHOR]

Native students experience prejudice at the university in a fashion that is unique and apart from the experiences of all other ethnic minorities. Because the reality of Indian students is not understood, they are heedlessly placed in with other ethnic minority students in discussions about policy. But if the stories of these students could be heard and understood, and if the local political context of their encounter with higher education could be shown, it would unmask a number of presuppositions about ethnicity and education. This paper brings forth some stories about a tribal community, a regional university, and their recent history of cultural power relations. It shows how Indian students experience Identity and Ideology in ways that are in conflict with the dominant society. The way stories can unmask the historic hidden dimensions of local power in educational institutions is shown. [ABSTRACT FROM AUTHOR]

This paper considers the absence of things queer within the texts of arts-based education theories and narratives of K-12 educators working within / against these reforms. Dancing through the dramatic shifts and movements of his performance-art dissertation,the author questions the limits of standard dissertation protocols. He argues that arts-based education schemes have not confronted or considered arts' complicity in social constructions of heteronormativity, and that the arts should be taught toward the ends of social justice and democracy. [ABSTRACT FROM AUTHOR]

Recognizing cognitive imperialism in the emerging postqualitative regime, we propose a hesitation, a perturbation to think the other-than-ness of the west. Asserting the postqualitative regime as west reinforces hegemonic epistemological violence; we look to the East and Africa - progenitors of the west-termed postqualitative regime and seek to privilege the onto-epistemologies from which these concepts were culturally (mis)appropriated. More specifically, we explore the southern African philosophy of Ubuntu and Taoism from the East to transgress west. These oft-western denigrated indigenous philosophical concepts embody the postqualitative conceptual (mis)appropriations of entanglement, the inseparability of ontology and epistemology (onto-epistemology), and an ontological positionality of immanence - interpenetration - impermanence. Re-conceptualizing the postqualitative regime, we offer a turn to non-western indigenous ontologies illuminating African and Eastern philosophies pregnant with multiple possibilities for living-thinking-being ourselves, postqualitative research, and the world anew. [ABSTRACT FROM AUTHOR]

While anti-immigrant policy and practices have a long history in the United States, many students are unfamiliar with the historical or current immigration crises. This study explores the challenges of teaching a graduate seminar about immigration and education at a predominantly white university. Five graduate students and their instructor share their reflections from a post-course survey and field notes related to the course's 'pedagogy of discomfort' and experiential learning. The class was moved emotionally, interrupting previous beliefs and shifting attitudes. However, the course fell short of exploring one's own positionality fully, resulting in unfinished learning about how Whiteness upholds the status quo. The authors argue for a neo-abolitionist pedagogy, one that creates a 'third space' to process emotional responses and discuss social positionalities to prevent unproductive feelings of guilt or pity that function to further otherize immigrants. [ABSTRACT FROM AUTHOR]

As an international doctoral student, the author uses a poetic analysis to illustrate the academic experiences that she and five other international doctoral students have encountered at a university in the U.S., implying how society racializes international doctoral students through society's concept of a second language and the students' physical appearance. This study explains how this racialization in society has affected the self-consciousness and confidence of these international doctoral students when they consider their academic abilities. This study hopes to, first, raise international doctoral students' confidence in their academic abilities and society's awareness of the aforementioned racialization; second, this study could illuminate higher education's recognition of what academic challenges international doctoral students face. This poetic analysis could be of interest to graduate students, scholars, or stakeholders in the international, second language, and higher education who are dedicated to anti-racist teaching and the wellness of international graduate students in the U.S. [ABSTRACT FROM AUTHOR]

Focuses on the Mexican American women pedagogies in the field of education in the United States. Definitions of pedagogy; Details of the emerging identities of gays and lesbians; Context of the book 'Teaching to Transgress' by Bell Hooks.

Examines the process of multiculturalism in small liberal arts colleges from the perspective of a minority faculty and administrator. Various meanings of multiculturalism in higher education and in society; Power and multiculturalism; Need for a transformative multicultural change.

Higher education institutions are growing as international spaces, making it crucial to understand how international scholars are subjected to U.S. conceptions of race and racialization. Drawing from a tenet of critical race theory (CRT), storytelling and counter storytelling, this autoethnographic study presents reflections of a Korean female scholar's racialized experiences in U.S. higher education. This study explores how personal status as a foreign-born female scholar along with socio-institutional factors shape academic experiences in the U.S. Using autoethnography as a qualitative research method reveals layers of one's consciousness by connecting personal experience to culture. While presenting an amalgam of racial experiences in U.S. academia, I call for the need to address academic imperialism that is embedded in both the dominant structures of our society and in academia. I assert that CRT and AsianCrit have the potential to transform higher education and to develop a more inclusive and racially equitable space for minorities. [ABSTRACT FROM AUTHOR]

The policies and discourses of the Trump administration reflect such extreme examples of inhumane policies and racializing logic that they are easy to identify and call out. In this essay, I focus instead on the less obvious and more everyday processes of racialization and anti-immigrant sentiment that are taken up by various actors in schools. I consider how tropes and stories generated by nationalist policies and discourses around the world seep into teachers' commonsense understandings about who immigrant students are and what they require to be successful. In doing so, I draw on Michael Agar's (1986) notion of the ethnographic "breakdown" to explore individual breakdown moments in my own research in a Danish public school and teaching in a US school of teacher education as a useful mechanism for discerning how policies and discourses shape everyday exclusions in schools. [ABSTRACT FROM AUTHOR]

In order to understand the current social, cultural, and political period of ascendant racism, homophobia, sexism, ableism, classism, and xenophobia – personified in the actions and statements of the current President of the United States – and its relationship to education, Ken McGrew suggests that the scholarship of Paulo Freire is particularly helpful. In this essay he positions his use of Freirean inspired pedagogy in the history of the social foundations tradition in education. He reflects on opposition to the foundations project, drawing upon his own teaching experiences and those of other scholars. Classroom experiences like those described in this essay, including institutional responses to them, are identified as locations of struggle with larger agendas – which include neoliberal efforts to repress the social foundations tradition in teacher training and advance banking education – to manipulate, divide, and dominate the lower-classes. He observes that the radical commitment to dialogue in the Freirean classroom tends to inadvertently embolden an organized minority of students with right-wing agendas to express extreme bigotry regarding race, gender identity, religion, and sexual orientation. This highlights a delimma for the Freirean teacher in hoping to positively influence the perspectives of teachers in training towards broader consciousness and greater compassion, but without imposition. Using Freirean analysis, he identifies the relationship of bigotry with ideologies of white supremacy and fascism. He traces the roots of these ideologies and the movements they serve, connecting them to the current moment, and argues that educators must understand themselves as being engaged in a historical struggle against bigotry. Despite the challenges that come with engaging in such struggles, McGrew argues that it is necessary to do so, and that modeling Freirean pedagogy in the foundations classroom, joined with solidarity in and outside the university, remains an important front in the struggle for a more just future. [ABSTRACT FROM AUTHOR]

What can white people do to resist racism and white supremacy in this political moment? Using the conceptual frameworks of transformative justice and community accountability drawn from antiviolence and antiprison industrial complex movements, this essay explores this question and aims to contribute to the proliferation of collective action. Building from and with examples from organizers, activists and theorists who are working collectively, often within the curricular and cocurricular spaces of education and schools, to challenge white supremacy and other forms of oppression, this essay offers partial suggestions and engagements to build the capacity of white people to dismantle white supremacy. [ABSTRACT FROM AUTHOR]

Across the United States, the 'no-excuses' charter school movement featuring strict discipline policies and rigorous academic standards has gained popularity among schools serving poor and working-class students of color. In this article, we examine how Black and Latinx parents of students with disabilities1 negotiated and experienced these charter school practices of rigor, which disciplined, managed, and regulated students' social differences. Drawing from a yearlong qualitative research study, we examine interviews with Black and Latinx parents who experienced conflict with charter schools and the school lawyers, along with school artifacts we gathered such as parent handbooks and website information. We found parents experienced what we refer to as the 'irony of rigor:' the contradictory double-movement through which students of color with disabilities desired inclusion into 'rigorous' charter schools which then excluded them using 'rigor' as a central feature of student pushout practices. We present the irony of rigor in three interrelated acts: Act I: the lure of rigor (i.e. what drew parents to charter schools); Act II: the body meets rigor (i.e. how schools disciplined and managed student differences); and Act III: the consequences of rigor (i.e., what happened to students and parents while and after experiencing rigorous practices). We contextualize the irony of rigor within the relationship between disability, race, and neoliberalism. [ABSTRACT FROM AUTHOR]