Search results

This chapter traces the intersectional experiences of one Black woman through pre-Brown schooling, becoming a teacher under a post-Brown court order, hiring teachers as a school leader in a large metropolitan, southern city, to her current position as a leader-educator at a state university. Informed and contextualized by social, political, and historical events associated with the pre-Brown segregation, desegregation, and post-Brown eras, this chapter uses narrative autoethnographic reflectivity and storytelling to understand and analyze the nuances of educational hiring practices through the prism of one Black woman's educational journey. The story is significant because it not only provides evidence of the subtleties and nuances of racism but it also describes the changes in teaching, leadership, and hiring practices in southern public education over the last 60 years.

Warren Nutter and James M. Buchanan did not revise “Universal Education” to turn against providing tuition grants to segregated schools in 1965. Their revised text contains no call to expel segregation academies from the tuition grant program and does not even express disapproval of the goals or the work of segregation academies. Recent claims to that effect by Fleury (2023) and Levy and Peart (2023) cannot be sustained by either textual or contextual evidence.

Key international and intergovernmental organizations assess the size of the Roma population in Serbia to be around 4–600.000, rendering Serbia among the five countries in Europe with the highest percentage of Roma population. Although Roma in Serbia have a long history of self-organization, cultural and media organizations, and are formally recognized as national minorities with a National Council of the Roma National Minority as a body with political decision-making influence, the Roma community in Serbia, as in most other European countries, is the most disadvantaged and underprivileged group in the country, often living in underdeveloped neighbourhoods with limited access to social services, especially education and health.

The educational attainment of the Roma population in Serbia, as in other countries in Europe, is far below the attainment of the general population. The education indicators are showing a developing trend, albeit slow. Roma integration policies evolved in Serbia from the early 2000s in the general policy framework of Equity of Education and Inclusive Education and a comprehensive education reform agenda, promoted and legally endorsed by the 2009 Law on the Foundations of the Education System. As the consequence of such an approach, the Roma integration policies intertwined and mutually reinforced with other reform policy areas. The most important post-2000 policies supporting the integration of Roma students into education are the introduction of pedagogical assistants in elementary schools and preschool institutions as a profession, paid from the budget, abolishing the system of school readiness assessment, introducing individual education plans and intensifying affirmative action and scholarships for enrolment in secondary and tertiary education.

This conceptual work synthesizes the experiences of Black men who are collegiate athletes and introduces new theoretical considerations on the formation of their leadership identities in predominantly white institutions. This scholarship focuses on historical understandings of how race and gender influenced the creation of the current Black man in collegiate identity. This work expands on Du Bois' (1903) concept of double consciousness, Fanon's (1952) views on Blackness, and Bertrand Jones and colleagues' culturally responsive leadership learning model (2016). Collectively, the three frameworks highlight the significance of leadership in the development of Black men who are student-athletes. The conclusion includes implications and recommendations for future research as we work to support and develop Black men beyond their athletic identity.

Measuring the diffusion of protests, or more generally, the diffusion of events, is an ongoing task in social sciences. This paper proposes an inter-event approach to study what types of protests tend to diffuse or decline. We develop a standardized, five-step procedure to measure what we define as “event diffusion momentum” (EDM): (1) employ event-based data containing information on the time, location, and features of each protest; (2) define the temporal and spatial ranges of interest; (3) for each observation, count the number of events before and after it within the defined ranges; (4) predict the numbers of post-event and pre-event protests with appropriate count models; (5) calculate the ratios of predicted values for each predictor and confidence intervals using the delta method. The ratio is the EDM. Applying this method to Dynamics of Collective Action (DoCA) data, we identify several micro- and macro-level factors associated with protest diffusion in the United States, 1960–1995. We conclude with the implications and generalizability of the proposed method.

This chapter addresses a sensitive topic in the field of education: the relationship between and among narrative inquiry, critical analysis, and critical theory. It argues that narrative inquirers are critical – but not in the same way that critical theorists are critical, although they may draw on the same literature and terms. To make our point, we unpack three of our peer-reviewed articles and highlight our theoretical frames and research moves to demonstrate criticality in narrative inquiry. We specifically discuss (1) titles and topics, (2) research frameworks, (3) historical and contemporary data, (4) use of participants' voices (words and feelings), (5) themes, and (6) new knowledge. We mostly argue that narrative inquiry exists because of experience. From experience, everything else unfolds – including criticality – depending on where the researcher in relationship with research participants, takes the inquiry. This chapter explicitly addresses a lived issue known both inside the narrative inquiry community and outside of it.

Muslimophobia, or prejudice toward Muslims, results in employment discrimination, social exclusion of Muslims, anti-Muslim hate crimes, and physical and verbal assaults, in the United States and globally. Moreover, anti-Muslim incidents are on the rise in many countries. In this chapter, we provide a review of Muslimophobia and its dynamics and consequences in the workplace. We also make suggestions for reducing prejudice toward Muslim employees, using social psychological perspectives, particularly intergroup contact theory, and research on prejudice reduction. It is also argued that leaders play an important role in the combating of Muslimophobia, including creating opportunities for personalized interactions with Muslim employees and disseminating more information about Muslims and Islam. This chapter concludes with practical implications and suggestions for future research directions. Although there is much work to be done in reducing Muslimophobia and discrimination against Muslims, social psychological research emanating from intergroup contact theory suggests that it is a viable path for researchers and practitioners to pursue.

In this chapter, Andrea Óhidy discusses some pivotal issues of the book. Firstly, she shows the common challenges for current and future EU-member states to increase the participation and success of Roma people in education and lifelong learning. Then she discusses policy strategies and measures for Roma Inclusion in the Western Balkan states Albania, Bosnia and Herzegovina, Kosovo, Montenegro and Serbia. They try to improve the social situation of Roma people but also to promote minority languages and cultures. She found the main cause of the similarities concerning the strategies and concrete projects for possible solutions in the adaptation of the EU Roma inclusion policy in the Western Balkan states as part of their negotiations for EU membership. She considers the implementation of these policy measures and also the educational attainment and success of Roma in the Western Balkans unsatisfactory.