Centered on narratives from ethnically and racially diverse scholars of color with experience of working or studying in predominantly White institutions in the United States, this volume critically reflects on policies, and practices which limit or preclude racial diversity and inclusion in educational research and teaching.
Centered on narratives from ethnically and racially diverse scholars of color with experience of working or studying in predominantly White institutions in the United States, this volume critically reflects on policies, and practices which limit or preclude racial diversity and inclusion in educational research and teaching.
Rachel Endo is Founding Dean and Professor in the School of Education at the University of Washington Tacoma. Her research interests are in the areas of critical and decolonizing approaches to multicultural education, the language and literacy practices of diverse populations, and urban teacher education. She holds a PhD in Language and Literacy Education from the University of Illinois at Urbana Champaign.
Inhaltsangabe
Contents; A Note on Terminology: The Power of Language; Optical Illusions: On Being Un/Desirable Bodies of Difference in Education; 1: "A Slippery Slope:" From Deficit-Based Vantage Points to Ignorance for White Pre-Service Teachers; 2: (Re)discovering My Racialized Body: Critical Autoethnographic Connections; 3: Life After Death: Beyond the Epistemologies of Black Education Struggle in Teacher Preparation and Toward a Pedagogy of Black Educational Life; 4: Even if Our Voices Shake: Refusing to Be and Teach "Inside of the Lines"; 5: From Consumption to Refusal: A Four-Part Exploration of the Dilemmas of Black Education Scholars and Radical Knowledge; 6: A Shattered Window; 7: Disproportionate Underrepresentation of Faculty of Color in Education: A Critical disAbility Studies in Education (dSE)Analysis; 8: From the Mekong River to the Merrimack River: One Lao American Refugee's Journey through the Academy; 9: Still Searching: My Present Reality; 10: "You Need to Be More Social:" Controlling Images of Black Women in Tenure Dossiers ; 11: Iconic Modernism and Gendered-Racialized Realities; Conclusion: From Relics of Racial Oppression to Sites of Inclusive Excellence: Challenges and Possibilities
Contents; A Note on Terminology: The Power of Language; Optical Illusions: On Being Un/Desirable Bodies of Difference in Education; 1: "A Slippery Slope:" From Deficit-Based Vantage Points to Ignorance for White Pre-Service Teachers; 2: (Re)discovering My Racialized Body: Critical Autoethnographic Connections; 3: Life After Death: Beyond the Epistemologies of Black Education Struggle in Teacher Preparation and Toward a Pedagogy of Black Educational Life; 4: Even if Our Voices Shake: Refusing to Be and Teach "Inside of the Lines"; 5: From Consumption to Refusal: A Four-Part Exploration of the Dilemmas of Black Education Scholars and Radical Knowledge; 6: A Shattered Window; 7: Disproportionate Underrepresentation of Faculty of Color in Education: A Critical disAbility Studies in Education (dSE)Analysis; 8: From the Mekong River to the Merrimack River: One Lao American Refugee's Journey through the Academy; 9: Still Searching: My Present Reality; 10: "You Need to Be More Social:" Controlling Images of Black Women in Tenure Dossiers ; 11: Iconic Modernism and Gendered-Racialized Realities; Conclusion: From Relics of Racial Oppression to Sites of Inclusive Excellence: Challenges and Possibilities
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