Unmasking white fragility: how whiteness and white student resistance impacts anti-racist education

2019 ◽  
Vol 5 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Venus E. Evans-Winters ◽  
Dorothy E. Hines
Keyword(s):  
White Student ◽  
Student Resistance

Practicing Liberatory Pedagogy

2012 ◽  
Vol 12 (2) ◽  
pp. 96-108 ◽  
Author(s):  
Dalia Rodriguez ◽  
Afua O. Boahene ◽  
Nicole Gonzales-Howell ◽  
Juliann Anesi
Keyword(s):  
Social Justice ◽  
Predominantly White ◽  
Women Of Color ◽  
Classroom Practice ◽  
White Student ◽  
Student Resistance ◽  
Policy Recommendations ◽  
Bell Hooks ◽  
Patricia Williams ◽  
Experiences Of Women

Following the works of Patricia Williams, bell hooks, and other feminist scholars of color, we address what it means for women of color teaching social justice issues in predominantly white classrooms. Very little research has been done to illuminate the challenges women of color face in classrooms and what this means for liberatory practice. We grapples with the question, “What are the particular experiences of women of color from various racial and ethnic backgrounds with white student resistance, specifically in relation to issues of authority?” We also provide recommendations for classroom practice as well as address policy recommendations to structurally support women of color.

Challenges faced by preservice and novice teachers in implementing student-centred models: A systematic review

2021 ◽  
pp. 1356336X2199521
Author(s):  
Rita Silva ◽  
Cláudio Farias ◽  
Isabel Mesquita
Keyword(s):  
Preservice Teachers ◽  
Novice Teachers ◽  
Developmentally Appropriate ◽  
Student Resistance ◽  
Occupational Socialization ◽  
Sport Education ◽  
Inclusion Criteria ◽  
Cooperative Interactions ◽  
Physical Education Teacher Education ◽  
Learning Team

The purpose of this study was to unpack the challenges and constraints encountered by preservice and novice teachers when implementing student-centred models, and to describe the methodological characteristics of research conducted on this topic between 2004 and 2020. The procedure had a three-step approach: (a) searching for publications in electronic databases; (b) selecting studies based on inclusion criteria; and (c) refining this selection to identify research-based papers. 29 articles were selected, most of which were from Europe and North America. The most researched model was Sport Education, and studies considering novice teachers were scarce. The predominant methodology across studies involved multiple qualitative data sources and inductive analysis. Our major finding was the identification of three themes reflecting distinct challenges to the implementation of student-centred models: (a) teacher-related challenges (i.e. pervasive beliefs, occupational socialization, managerial- and instruction-related); (b) student-related challenges (i.e. student resistance to engaged participation in student-centred models); and (c) external challenges (i.e. context- and environment-related). Physical education teacher education should invest in training preservice teachers to: (a) manage the dynamics of students’ cooperative interactions and peer-assisted learning; (b) design developmentally appropriate small-sided games and problem-solving contexts, and (c) scaffold the gradual transfer of responsibility to students for their engagement in persistent learning team activities. Longer studies and the inclusion of student perspectives will be particularly valuable for future investigations.

The Intersectionality of Educating Black Students in Michigan: Public School Finance, Racial Segregation, and Housing Policy

2021 ◽  
Author(s):  
Phillip Caldwell II ◽  
Jed T. Richardson ◽  
Rajah E. Smart ◽  
Meaghan Polega
Keyword(s):  
Public Schools ◽  
Critical Race Theory ◽  
Black Students ◽  
Housing Policy ◽  
School Finance ◽  
Local Property ◽  
White Student ◽  
Structural Racism ◽  
Percentage Point Increase ◽  
Property Wealth

This research investigates Michigan’s system for funding public schools, particularly for Black students, via critical race theory, focusing on structural racism and discrimination embedded in education finance laws, housing policies, and residential and educational segregation. Our research questions are (i) How does district per-pupil funding in Michigan vary by race and income? (ii) Does variation by race and income depend on whether funding is from state or local sources? (iii) How does district property wealth in Michigan vary by race and income? and (iv) How does the proportion of property wealth Michigan districts commit to local education funding vary by race and income? We find that the average Black student receiving free or reduced-price lunch (FRL) receives $411 less per pupil than the average White student receiving FRL and $783 less per pupil than the average White student who does not receive FRL. These disparities stem entirely from differences in locally sourced district revenues that are the result of vast differences in property wealth. On average, a one-percentage-point increase in a district’s proportion of Black students receiving FRL is associated with a $2,354 decrease in taxable value of property per pupil, implying that a district with all Black students receiving FRL would have $235,400 less taxable value per pupil than a district with no Black students receiving FRL. Through its continued reliance on local property taxation, the school finance system in Michigan is just another example of how laws and policies reinforce structural racism and discrimination against Black students. This study can discern a self-reinforcing system that relegates Blacks to a subordinate socioeconomic status regarding school finance, segregation and housing policy, and discrimination.

Toward Critical Patriotism: Student Resistance to Political Education in Hong Kong and China. By Gregory P. Fairbrother. [Hong Kong University Press, 2003. x+218 pp. £26.95. ISBN 962-209-622-0.]

2004 ◽  
Vol 178 ◽  
pp. 521-523
Author(s):  
Agnes S. Ku
Keyword(s):  
Hong Kong ◽  
Civic Education ◽  
Mainland China ◽  
Weak Sense ◽  
Student Resistance ◽  
Hong Kong Students ◽  
The Face ◽  
Colonial Government ◽  
Legitimacy Crisis

Fairbrother's Toward Critical Patriotism is a timely publication in the “Hong Kong Culture and Society” series: political squabbles and conflicts over the idea of patriotism in the context of the national security legislation in Hong Kong are inflamed following the spectacular mass demonstration by 500,000 people on 1 July 2003. As the author points out, patriotism and nationalism are relatively recent historical phenomena in China. In mainland China, Marxist-Leninism became the guiding ideology after 1949. Yet, from the early 1980s, in the face of a legitimacy crisis, the leadership shifted toward patriotism as a unifying and justificatory ideology while professing ultimate objectives in line with Marxist principles. In Hong Kong, civic education had been de-emphasized under the ideology of de-politicization by the colonial government until the handover in the 1990s. The book rejects the typical characterization of Hong Kong students as simply having a weak sense of patriotism and nationalism, and of mainland students as patriotic dupes under the state and presents a more nuanced analysis.

Boys in White: Student Culture in Medical School.

1962 ◽  
Vol 7 (3) ◽  
pp. 368
Author(s):  
Ivan Belknap ◽  
Howard S. Becker ◽  
Blanche Geer ◽  
Everett C. Hughes ◽  
Anselm Strauss
Keyword(s):  
Medical School ◽  
White Student ◽  
Student Culture

Including Religion in American History: Some Notes on Student Resistance

2002 ◽  
Vol 93 (1) ◽  
pp. 37-39
Author(s):  
Kevin M. Talbert ◽  
Michael H. Romanowski
Keyword(s):  
American History ◽  
Student Resistance
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