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Article
Publication date: 28 September 2023

Xiaoying Zhao, Misha Khan and Shengtian Wu

This critical content analysis aims to examine the depiction of oppression in the 2022 Notable Social Studies Trade Books (K-2). From the framework of major types and levels of…

Abstract

Purpose

This critical content analysis aims to examine the depiction of oppression in the 2022 Notable Social Studies Trade Books (K-2). From the framework of major types and levels of oppression, this paper sheds light on the rich affordances and problematic representations of oppression.

Design/methodology/approach

From the perspectives of an intersectional approach and the framework of oppression, the authors conducted a critical content analysis of the written texts, illustrations and peritexts of the notable books for young readers.

Findings

Among the 73 picturebooks, 46 (63%) include representations of oppression in the written texts and/or illustrations. Half of these books depict more than one type of oppression. The most frequently represented oppression is racism, followed by sexism. There are limited depictions of homophobia, transphobia, ableism, ageism, antisemitism and Islamophobia. Nine books (20%) only include the representation of oppression in the peritexts.

Research limitations/implications

This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way.

Practical implications

The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

Originality/value

This study contributes to anti-oppressive education by offering a theoretical framework of oppression, which emphasizes the interlocking systems of oppression. This framework can help foster a holistic understanding of oppression and dismantle it in a holistic way. The authors also offer suggestions to help educators curate picturebooks for anti-oppressive social studies education.

Details

Social Studies Research and Practice, vol. 18 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Book part
Publication date: 12 December 2023

Conroy Reynolds

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant…

Abstract

In this chapter, the author critically examines the deeply entrenched practices and theories within counselor education, revealing their roots in historically dominant, Eurocentric, and often racially oppressive assumptions. This study brings to light the pervasive impact of these traditional approaches, illuminating their role in perpetuating racial oppression and disparities in mental health care. The author presents a compelling argument for adopting Critical Race Theory (CRT) as an effective pedagogical and clinical practice framework in the counseling profession, a step toward its much-needed liberation. CRT's tenets are examined as a robust alternative, promoting socially just outcomes in counseling and psychotherapy. The article highlights CRT's capacity to address the well-established relationship between racism, white supremacy, and minority mental health. It proposes a groundbreaking model for praxis, predicated on CRT, which holds potential not only to challenge and disrupt oppressive structures but also to pave the way for the liberation of both the oppressed and the oppressor. This seminal work prompts a re-envisioning of counselor education, asserting a call for a transformative shift toward a liberation-based, social justice pedagogy.

Details

Contextualizing Critical Race Theory on Inclusive Education From a Scholar-Practitioner Perspective
Type: Book
ISBN: 978-1-80455-530-9

Keywords

Book part
Publication date: 24 October 2023

John A. Williams, Maiya Turner, Alexes Terry, DaJuana C. Fontenot and Sonyia C. Richardson

The onset of the COVID-19 pandemic certainly exacerbated the teacher shortage in the United States for all racial/ethnic groups, but especially for Black teachers. Black teachers…

Abstract

The onset of the COVID-19 pandemic certainly exacerbated the teacher shortage in the United States for all racial/ethnic groups, but especially for Black teachers. Black teachers account for 7–8% of the total teacher population and this percentage is the direct result of decades of systemic and structural barriers set against Black teachers in the form of racism. Still, Black teachers who enter the profession do so with the willingness to support all students and uplift Black students who often go years without seeing a teacher that looks like them. Black teachers often face different expectations than their white counterparts and these expectations, without the proper support, lead to Black teachers burning out at higher rates. In an effort to understand Black teachers' and the experiences that contribute them remaining in the classroom, the researchers explored Black teachers' working conditions through a phenomenological approach. The findings of this study suggest that Black teachers deserve working conditions that nurture who they are culturally and professionally, that reject actions of oppression toward them – both implicitly and explicitly, and offer spaces for Black teachers to be authentically heard.

Article
Publication date: 30 October 2023

Nathalie Clavijo, Ludivine Perray-Redslob and Emmanouela Mandalaki

This paper aims to examine how an alternative accounting system developed by a marginalised group of women enables them to counter oppressive systems built at the intersections of…

Abstract

Purpose

This paper aims to examine how an alternative accounting system developed by a marginalised group of women enables them to counter oppressive systems built at the intersections of gender, class and race.

Design/methodology/approach

The authors draw on diary notes taken over a period of 13 years in France and Senegal in the context of the first author's family interactions with a community of ten Black immigrant women. The paper relies on Black feminist perspectives, namely, Lorde's work on difference and survival to illuminate how this community of women uses the creative power of its “self-defined differences” to build its own accounting system – a tontine – and work towards its emancipation.

Findings

The authors find that to fight oppressive marginalising structures, the women develop a tontine, an autonomous, self-managed, women-made banking system providing them with cash and working on the basis of trust. This alternative accounting scheme endeavours to fulfil their “situated needs”: to build a home of their own in Senegal. The authors conceptualise the tontine as a “situated accounting” scheme built on the women's own terms, on the basis of sisterhood and opacity. This accounting system enables the women to work towards their “situated emancipation”, alleviating the burden of their marginalisation.

Research limitations/implications

This paper gives visibility to vulnerable women's agentic capacities through accounting. As no single story captures the nuances and complexities of accounting, further exploration is encouraged.

Originality/value

This paper contributes to the counter-accounting literature that engages with vulnerable, “othered” populations, shedding light on the counter-practices of accounting within a community of ten Black precarious women. In so doing, this study problematises these counter-practices as intersectional and built on “survival skills”. The paper further outlines the emancipatory potential of alternative systems of accounting. It ends with some reflections on doing research through activist curiosity and the need to rethink academic research and knowledge in opposition to dominant epistemic standards of knowledge creation.

Details

Accounting, Auditing & Accountability Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0951-3574

Keywords

Book part
Publication date: 30 October 2023

Valerie J. Thompson and D. Crystal Coles

Black women faculty are experiencing multiple marginalities within their intersectional identities (Thomas & Hollenshead, 2001). The overwhelming obstacles that they face in…

Abstract

Black women faculty are experiencing multiple marginalities within their intersectional identities (Thomas & Hollenshead, 2001). The overwhelming obstacles that they face in academia regarding racism, lack of mentorship, and its impact on productivity are well documented (Allen, Huggins-Hoyt, Holosko, & Briggs, 2018). However, through a raced and gendered intersection centering Black women, these workplace obstacles can transform into something far more insidious (Young & Hines, 2018). Black women academics do not enter academic environments that have been liberated from racism, sexism, or misogynoir; instead, the environment itself is a microcosm of the world in which they reside (Thompson, 2020). Black women academics are double minorities and face issues such as isolation from collegial networks; lack of institutional/departmental support; forced positionality into the role of mentorship for students of color; and increased visibility and bodily presentation concerns (Allen et al., 2018; Pittman, 2010). Further still, the workplace dynamics and needs of students of color can collide within the work of Black women academics, increasing the prevalence of othermothering and a racialized and gendered racial uplift (Griffin, 2013; Mawhinney, 2011). Though previous studies have demonstrated positive effects of university diversification, women, ethnic minorities, sexual minorities, and religious minorities continue to face antagonistic environments (Cunningham, 2009; Hughes & Howard-Hamilton, 2003). Rooted within Black Feminist Thought and Critical Race Theory, this chapter aims to highlight the intersectional identities of Black women academics and identifies mechanisms to address how Black women are experiencing multiple marginalities within their intersectional identities (Hirshfield & Joseph, 2012).

Article
Publication date: 1 December 2022

Lauren Leigh Kelly

This qualitative research study examines classroom observations and transcripts, teacher and student interviews and student writing to investigate how white English teachers can…

Abstract

Purpose

This qualitative research study examines classroom observations and transcripts, teacher and student interviews and student writing to investigate how white English teachers can cultivate students’ critical literacies regarding race and oppression through classroom literature. As research and practice in the field of critical literacy has yet to effectively center black, indigenous, and people of color (BIPOC) lives and histories, this study aims to expand on existing critical literacy research by examining how literature teachers disrupt the perpetuation of whiteness through literature instruction that explicitly grapples with race and structures of oppression.

Design/methodology/approach

This research examines the pedagogical practices of two white English teachers through a yearlong investigation of classroom instruction and curriculum in an urban high school in a large Northeastern city. The overarching question of this study asks, how do white English teachers cultivate students’ critical literacies regarding race and social justice through classroom literature? Additional questions that guided this study are: How do students in these classes learn about structures of oppression? What language is used in these classrooms to discuss ideas about power? What texts and materials do these teachers use to engage students in critical literacy practices?

Findings

The findings of this study provide insight as to how white English teachers can foster students’ critical literacy development regarding race and oppression through their pedagogy and curriculum. The two teachers’ introduction of critical language and frameworks in the classroom supported students’ ability to critically engage with classroom literature and with their own social worlds. In addition, these teachers’ practices emphasize the need for white teachers to decenter their own knowledge and identities to effectively foster students' critical and sociopolitical development.

Originality/value

This research responds to McLean et al.’s (2021) call for a disruption of the “perpetuation of Eurocentric, hegemonic perspectives by white scholars” in the field by centering race in approaches to critical literacy development in the classroom. By analyzing data from classrooms in the same school with distinct curricular approaches, this study examines not only what but also how educators are teaching in classrooms designed to cultivate students’ critical and sociopolitical development through English Language Arts. This study offers hope for developing critical and culturally sustaining pedagogies among non-BIPOC educators who teach Black and Latinx populations.

Details

English Teaching: Practice & Critique, vol. 22 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

Article
Publication date: 27 October 2023

Shimikqua Elece Ellis and Christian Z. Goering

This study aims to explore the perceived barriers that a secondary English teacher faced when attempting to discuss racial injustice through young adult literature in Mississippi.

Abstract

Purpose

This study aims to explore the perceived barriers that a secondary English teacher faced when attempting to discuss racial injustice through young adult literature in Mississippi.

Design/methodology/approach

The authors rely on Critical Whiteness Studies and qualitative methods to explore the following research question: What are the barriers that a White ELA teacher perceives when teaching about racial injustice through The Hate U Give?

Findings

The authors found that there were several perceived barriers to discussing modern racial injustice in the Mississippi ELA classroom. The participating teacher indicated the following barriers: a lack of racial literacy, fears of discomfort and an urge to avoid politics.

Originality/value

Much has been written about the urgent need for antiracist teaching practices in secondary English classes. This article explores the barriers a white ELA teacher perceived when attempting to discuss modern racial injustice through literature instruction in a white context of the “four pandemics” (Ladson-Billings, 2021).

Details

English Teaching: Practice & Critique, vol. 22 no. 4
Type: Research Article
ISSN: 1175-8708

Keywords

Book part
Publication date: 7 December 2023

Toru Kawai

Development theory in college describes and explains how students develop. This chapter explores ways to balance and consolidate differentiation and integration in this theory…

Abstract

Development theory in college describes and explains how students develop. This chapter explores ways to balance and consolidate differentiation and integration in this theory. First, it traces the origins, history and current development of the theory, which evolves from an integrative understanding to a differentiated one. Subsequently, it identifies the tensions between integration and differentiation in this evolution. This chapter consider two directions towards the theoretical consolidation of differentiation and integration: (1) returning to how integrative understandings were achieved and exploring research directions that further advance integrative understandings; (2) recognizing the parallel evolution of North American student development theory in theorising about learning from a critical realism perspective, and, by overlaying this theory upon such a perspective, reconstructing it towards consolidation. This chapter concludes by discussing two implications for further higher education research that draws on student development theory.

Book part
Publication date: 30 October 2023

Jessica Jennrich

The racial reckoning of 2020, alongside the collective trauma of the global Covid-19 pandemic, led to a proliferation of DEI (diversity, equity, and inclusion) offerings within…

Abstract

The racial reckoning of 2020, alongside the collective trauma of the global Covid-19 pandemic, led to a proliferation of DEI (diversity, equity, and inclusion) offerings within the US higher education system. At the same time, university social justice spaces found a reduction in their staffing, restriction of their work, and an increase of outsourced DEI contributions from non-justice focused locations. This research based, and semi-autobiographical chapter situated Buolamwini's work on coded bias, is grounded in the work of Spivak and Butler, and O'Neil's contributions on mathematical mismanagement. It charts the systematic dismantling of social justice efforts at one mid-sized regional public university as their work was replaced with invalidated and outsourced DEI efforts and gamed with numerical retention requirements, which did little to remedy the genuine inequity built within higher education systems. This chapter offers inferences regarding what those changes mean for inclusion efforts within higher education writ large, particularly with regard to students with marginalized identities (queer, trans, and BIPOC students) who face systemic oppression in the higher education system.

Book part
Publication date: 9 November 2023

Dan Irving

This chapter offers an autotheoretical account of my experiences as a trans man training for my first amateur bout – one that has yet to come but borne out of a never-ending…

Abstract

This chapter offers an autotheoretical account of my experiences as a trans man training for my first amateur bout – one that has yet to come but borne out of a never-ending fight. My chapter is in conversation with autobiography (McBee, 2018), journalistic (Oates, 2006) and ethnographical scholarship addressing the intricacies of pugilistic violence as a response to systemic gender, racial, sexual and economic oppression (Beauchez, 2017; Rutter, 2007).

Boxing draws fighters from marginalized communities. As a trans man, I have fought intense ‘negative’ feelings most of my life – emotions culminating into rage. I joined an amateur boxing club in Ottawa after trying to instigate a street altercation with a stranger. Feeling out of control, I sought refuge with others who also believe fighting solves problems.

Influenced by Oates' observations that boxing is ‘primarily about being, and not giving, hurt’ (2006) and sharing McBee's experience of ‘loving those men even as I hit them in the face, and knowing that they love[] me back’ (2018), I explore boxing as intimate and affective grounds for bearing witness to the pain and injury of the other shaping their daily lives. Amateur boxing as an embodied and affective space exceeds the oft reductionist (mis)understanding of the sport as a violent spectacle of individual bravado and the emphasis scholars and the mainstream media place on the ‘heroic body’ (Woodward, 2007); instead, I offer glimpses into the healing justice as social justice that witnessing the pain, vulnerability and resilience of oneself and other boxers can provide.

Details

Trans Athletes’ Resistance
Type: Book
ISBN: 978-1-80382-364-5

Keywords

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