Beschreibung
Towards Anti-Racist Educational Research: Radical Moments and Movements is a call for educational researchers and teachers to engage in the work needed to be anti-racist. In the academy, there is no place for neutrality when it comes to race. One either endorses the idea of a racial hierarchy or that of racial equality. Educators and researchers either believe problems are rooted in groups of people or locate the roots of problems in power and policies. Therefore, we can either allow racial inequities to continue or confront racial inequities. Delane Bender-Slack and Francis Godwyll work to confront those racial inequities in educational research. As they continue to grapple with their role in radical moments and movementsfrom various identities, perspectives, and positionalitiesthey strive to identify their intellectual, social, and cultural labor in their research, and in this writing, as anti-racist. The editors define what it could mean to be anti-racist in research methods, projects, and agendas, and they pose the following questions: How do we ask anti-racist research questions? How do we create anti-racist curricula? How do we design anti-racist policies? What does it mean to be racially humanizing educational researchers? How do we intentionally work towards racial justice?
Autorenportrait
Delane Bender-Slack is professor of literacy and the Program Director for both reading and TESOL in the School of Education at Xavier University.
Francis Godwyll is Dean of the College of Education and Human Services at Western Illinois University in Macomb and the Quad Cities.
Inhalt
Introduction, Delane Bender-Slack
Chapter One: Curriculum and Social Movement: Combating White Supremacy in Education, Dominique Brown
Chapter Two: Creating an Equitable Learning Community for Preservice Early Childhood Teachers, Angela Miller-Hargis and Helene Arbouet Harte
Chapter Three: Toward a Pedagogy of Anti-Racist Professional Discernment in Elementary Literacy Learning: Swords to Ploughshares, Kerry Alexander and Jimmy McLean
Chapter Four: Seeing Myself in the Curriculum: Engaging Black Students through Technology-Usage and Culturally Responsive Teaching, K. Milam Brooks and Amari Simpson
Chapter Five: Ten Years Later: Toward a Reconceptualization of the Racial Framework of Teacher Candidates, Nicole Williams
Chapter Six: The Value of Gathering Unofficially at Predominately-White Institutions: Meet Me in the Third Space, Jennifer Shah
Chapter Seven: Disrupting Institutional Racism in Higher Education: Beyond the Cultural Keeping in Curriculum, Vanessa M. Rigaud and Jody Googins
Chapter Eight: Anti-Racist Research in Teacher Education: Creating Critical Online Communities, Lauren Angelone, Romena M. Garrett Holbert, and Joanne Baltazar Vakil
Chapter Nine: Ones Man Journey as a Black and White Educational Researcher: Self Determination through a Biracial Perspective, Brett Burton
Chapter Ten: Childrens Literature: Guiding Change, Teresa Young, Vanessa Rigaud, Sara Fitzgerald
Chapter Eleven: Pre-service Teachers Understanding of Culturally Responsive Teaching and Learning: Fears of Working in a Diverse Classroom, Winston Vaughan
Chapter Twelve: Moving Toward an Anti-Racist Feminist Global Lens, Delane Bender-Slack
Chapter Thirteen: When Silence is not an Option: Creating Spaces for Marginalized Voices, Francis Godwyll
About the Authors
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