Critical Perspectives on Curriculum and Pedagogy

2021 ◽  
Author(s):  
Ganiva Reyes ◽  
Racheal Banda ◽  
Brian D. Schultz
Keyword(s):  
The United States ◽  
Participatory Action ◽  
Student Centered ◽  
Race And Gender ◽  
Curriculum And Pedagogy ◽  
Black Intellectual ◽  
Anna Julia Cooper ◽  
Hip Hop Pedagogy ◽  
And Gender ◽  
Ralph Tyler

Throughout the history of the United States there has been a long trajectory of dialogue within the field of education around curriculum and pedagogy. Scholars have centered questions such as: What is curriculum? What knowledge should count as curriculum? Who gets to decide? Who does not? And, in turn, what is the pedagogical process of organizing knowledge, subject matter, and skills into curriculum? While many scholars have worked on various approaches to curriculum, the work of Black intellectual scholar Anna Julia Cooper serves as an important point of departure that highlights how curriculum and pedagogy have long been immersed in broader sociopolitical issues such as citizenship, democracy, culture, race, and gender. Starting from the late 19th century, Cooper took up curricular and pedagogical questions such as: What is the purpose of education? What is the role of the educator? And what is the purpose of being student-centered? These are important questions that pull together various traditions and fields of work in education that offer different approaches to curriculum. For instance, the question of whether it’s best to center classical subjects versus striving for efficiency in the development of curriculum has been a debated issue. Across such historical debates, the work of mainstream education scholars such as John Dewey, Ralph Tyler, and Hilda Taba have long been recognized; however, voices from scholars of color, such as Cooper, have been left out or overlooked. Thus, the contributions of Black intellectual scholars such as Cooper, Carter G. Woodson, and other critical scholars of color are brought to the forefront to provide deeper knowledge about the development of curriculum and pedagogy. The work of marginalized scholars is also connected with reconceptualist efforts in curriculum studies to consider current conceptual framings of schooling, curriculum, and pedagogy. Finally, critical theories of curriculum and pedagogy are further unpacked through research conducted with and alongside communities of color. This scholarship includes culturally responsive pedagogy, funds of knowledge, hip-hop pedagogy, reality pedagogy, critically compassionate intellectualism, barrio pedagogy, youth participatory action research (YPAR), and feminist of color pedagogies.

scholarly journals Queer solidarities: New activisms erupting at the intersection of structural precarity and radical misrecognition

2018 ◽  
Vol 6 (2) ◽  
pp. 608-630 ◽  
Author(s):  
Michelle Fine ◽  
María Elena Torre ◽  
David M. Frost ◽  
Allison L. Cabana
Keyword(s):  
Well Being ◽  
The United States ◽  
State Violence ◽  
Participatory Action ◽  
Racially Diverse ◽  
Race And Gender ◽  
And Gender ◽  
The Relationship ◽  
Research Collective ◽  
Inclusive Sample

This article investigates the relationship between exposure to structural injustice, experiences of social discrimination, psychological well being, physical health, and engagement in activist solidarities for a large, racially diverse and inclusive sample of 5,860 LGBTQ/Gender Expansive youth in the United States. Through a participatory action research design and a national survey created by an intergenerational research collective, the “What’s Your Issue?” survey data are used to explore the relationships between injustice, discrimination and activism; to develop an analysis of how race and gender affect young people’s vulnerabilities to State violence (in housing, schools and by the police), and their trajectories to activism, and to amplify a range of “intimate activisms” engaged by LGBTQ/GE youth with powerful adults outside their community, and with often marginalized peers within. The essay ends with a theoretical appreciation of misrecognition as structural violence; activism as a racialized and gendered response to injustice, and an elaborated archive of “intimate activisms” engaged with dominant actors and within community, by LGBTQ/GE youth who have been exiled from home, school, state protection and/or community and embody, nevertheless, “willful subjectivities”.

Race and Gender

2020 ◽  
pp. 251-269 ◽  
Author(s):  
Timnit Gebru
Keyword(s):  
Machine Learning ◽  
Language Processing ◽  
The United States ◽  
Error Rates ◽  
Political Factors ◽  
Recidivism Rates ◽  
Race And Gender ◽  
Decision Tools ◽  
And Gender ◽  
Technical Solutions

This chapter discusses the role of race and gender in artificial intelligence (AI). The rapid permeation of AI into society has not been accompanied by a thorough investigation of the sociopolitical issues that cause certain groups of people to be harmed rather than advantaged by it. For instance, recent studies have shown that commercial automated facial analysis systems have much higher error rates for dark-skinned women, while having minimal errors on light-skinned men. Moreover, a 2016 ProPublica investigation uncovered that machine learning–based tools that assess crime recidivism rates in the United States are biased against African Americans. Other studies show that natural language–processing tools trained on news articles exhibit societal biases. While many technical solutions have been proposed to alleviate bias in machine learning systems, a holistic and multifaceted approach must be taken. This includes standardization bodies determining what types of systems can be used in which scenarios, making sure that automated decision tools are created by people from diverse backgrounds, and understanding the historical and political factors that disadvantage certain groups who are subjected to these tools.

scholarly journals Tax Progressivity of Personal Wages and Income Inequality

2021 ◽  
Vol 14 (2) ◽  
pp. 60
Author(s):  
Nikolaos Papanikolaou
Keyword(s):  
Income Inequality ◽  
The United States ◽  
Census Bureau ◽  
Tax System ◽  
Race And Gender ◽  
Tax Progressivity ◽  
Income Data ◽  
Kakwani Index ◽  
And Gender ◽  
Wage Income

The paper examines tax progressivity and income inequality using Census Bureau Current Population Survey (CPS) personal income data. The Kakwani index is used to derive tax progressivity for All, Male, Female, White and African American personal wage income of CPS respondents, respectively. The tax progressivity results show a tax system that is partly progressive and mostly regressive. Due to its regressive nature, the tax system did not display tax progressivity for the entire period under analysis for personal wage income respondents as well as when broken-down by race and gender in the United States for years 1996 to 2011.

scholarly journals I’m Every Woman: Advancing the Intersectional Leadership of Black Women School Leaders as Anti-Racist Praxis

2021 ◽  
Vol 31 (1-2) ◽  
pp. 7-28
Author(s):  
April L. Peters ◽  
Angel Miles Nash
Keyword(s):  
Black Women ◽  
The United States ◽  
Women's Leadership ◽  
Three Dimensions ◽  
Race And Gender ◽  
Leadership Framework ◽  
And Gender ◽  
Resisting Oppression ◽  
Epistemological Basis

The rallying, clarion call to #SayHerName has prompted the United States to intentionally include the lives, voices, struggles, and contributions of Black women and countless others of her ilk who have suffered and strived in the midst of anti-Black racism. To advance a leadership framework that is rooted in the historicity of brilliance embodied in Black women’s educational leadership, and their proclivity for resisting oppression, we expand on intersectional leadership. We develop this expansion along three dimensions of research centering Black women’s leadership: the historical foundation of Black women’s leadership in schools and communities, the epistemological basis of Black women’s racialized and gendered experiences, and the ontological characterization of Black women’s expertise in resisting anti-Black racism in educational settings. We conclude with a four tenet articulation detailing how intersectional leadership: (a) is explicitly anti-racist; (b) is explicitly anti-sexist; (c) explicitly acknowledges the multiplicative influences of marginalization centering race and gender, and across planes of identity; and (d) explicitly leverages authority to serve and protect historically underserved communities.

scholarly journals Balancing race, gender, and responsibility: Conversations with four black women in educational leadership in the United States of America

2021 ◽  
pp. 174114322199183
Author(s):  
Natasha N Johnson
Keyword(s):  
United States ◽  
Black Women ◽  
Educational Leadership ◽  
United States Of America ◽  
Hermeneutic Phenomenology ◽  
The United States ◽  
Women's Leadership ◽  
Structured Interviews ◽  
Race And Gender ◽  
And Gender

This article focuses on equitable leadership and its intersection with related yet distinct concepts salient to social justice pertinent to women and minorities in educational leadership. This piece is rooted and framed within the context of the United States of America, and the major concepts include identity, equity, and intersectionality—specific to the race-gender dyad—manifested within the realm of educational leadership. The objective is to examine theory and research in this area and to discuss the role they played in this study of the cultures of four Black women, all senior-level leaders within the realm of K-20 education in the United States. This work employed the tenets of hermeneutic phenomenology, focusing on the intersecting factors—race and gender, specifically—that impact these women’s ability and capability to perform within the educational sector. The utilization of in-depth, timed, semi-structured interviews allowed participants to reflect upon their experiences and perceptions as Black women who have navigated and continue to successfully navigate the highest levels of the educational leadership sphere. Contributors’ recounted stories of navigation within spaces in which they are underrepresented revealed the need for more research specific to the intricacies of Black women’s leadership journeys in the context of the United States.

Rewriting the Body: Aida Overton Walker and the Social Formation of Cakewalking

1996 ◽  
Vol 37 (2) ◽  
pp. 67-92 ◽  
Author(s):  
David Krasner
Keyword(s):  
New York ◽  
New York City ◽  
Performing Arts ◽  
West African ◽  
Turn Of The Century ◽  
The Body ◽  
Race And Gender ◽  
The Social ◽  
Anna Julia Cooper ◽  
And Gender

Although Aida Overton Walker (1880–1914) belonged to the same generation of turn-of-the-century African American performers as did Bob Cole, J. Rosamond Johnson, Bert Williams, and George Walker, she had a rather different view of how best to represent her race and gender in the performing arts. Walker taught white society in New York City how to do the Cakewalk, a celebratory dance with links to West African festival dance. In Walker's choreography of it, it was reconfigured with some ingenuity to accommodate race, gender, and class identities in an era in which all three were in flux. Her strategy depended on being flexible, on being able to make the transition from one cultural milieu to another, and on adjusting to new patterns of thinking. Walker had to elaborate her choreography as hybrid, merging her interpretation of cakewalking with the preconceptions of a white culture that became captivated by its form. To complicate matters, Walker's choreography developed during a particularly unstable and volatile period. As Anna Julia Cooper remarked in 1892.

scholarly journals Intersecting race and gender stereotypes: Implications for group-level attitudes

2017 ◽  
Vol 21 (8) ◽  
pp. 1172-1184 ◽  
Author(s):  
Curtis E. Phills ◽  
Amanda Williams ◽  
Jennifer M. Wolff ◽  
Ashley Smith ◽  
Rachel Arnold ◽  
...  
Keyword(s):  
Black Men ◽  
Gender Stereotypes ◽  
South Asians ◽  
The United States ◽  
Men And Women ◽  
Race And Gender ◽  
The United Kingdom ◽  
Minority Men ◽  
And Gender ◽  
The Relationship

Two studies examined the relationship between explicit stereotyping and prejudice by investigating how stereotyping of minority men and women may be differentially related to prejudice. Based on research and theory related to the intersectional invisibility hypothesis (Purdie-Vaughns & Eibach, 2008), we hypothesized that stereotyping of minority men would be more strongly related to prejudice than stereotyping of minority women. Supporting our hypothesis, in both the United Kingdom (Study 1) and the United States (Study 2), when stereotyping of Black men and women were entered into the same regression model, only stereotyping of Black men predicted prejudice. Results were inconsistent in regard to South Asians and East Asians. Results are discussed in terms of the intersectional invisibility hypothesis (Purdie-Vaughns & Eibach, 2008) and the gendered nature of the relationship between stereotyping and attitudes.

Changes in the Structure and Quality of Jobs in the United States: Effects by Race and Gender, 1973–1990

ILR Review ◽  
1995 ◽  
Vol 48 (3) ◽  
pp. 420-440 ◽  
Author(s):  
Maury B. Gittleman ◽  
David R. Howell
Keyword(s):  
White Men ◽  
Work Force ◽  
The United States ◽  
Sharp Drop ◽  
Race And Gender ◽  
Female Workers ◽  
Job Classification ◽  
Employment Share ◽  
And Gender

Using 17 measures of job quality from the 1980 Census, the Current Population Survey, and the Dictionary of Occupational Titles, the authors perform a cluster analysis that groups 621 jobs covering 94% of the work force into six job categories (termed “contours”), a job classification closely resembling those suggested by labor market segmentation theory. The distribution of employment over the period 1973–90 shifted sharply away from the two middle-quality contours toward the two highest-quality contours. The two lowest-quality contours show no decline in employment share in the 1980s. The declining relative position of employed black and Hispanic men stems from both a worsening job mix relative to white men and a sharp drop in the quality of low-skill jobs. Female workers experienced both a greater shift away from jobs in the lower-quality contours and higher real earnings growth within each job contour than male workers.

How race and gender shape the development of social prototypes in the United States

2021 ◽  
Author(s):  
Ryan Lei ◽  
Rachel Leshin ◽  
Kelsey Moty ◽  
Emily Foster-Hanson ◽  
Marjorie Rhodes
Keyword(s):  
Middle Eastern ◽  
Female Gender ◽  
The United States ◽  
Asian Woman ◽  
Social Categories ◽  
Race And Gender ◽  
Cultural Ideologies ◽  
Identity Based ◽  
And Gender ◽  
Gender Categories

The present studies examined how gender and race information shape children’s prototypes of various social categories. Children (N=543; Mage=5.81, range=2.75 - 10.62; 281 girls, 262 boys; 193 White, 114 Asian, 71 Black, 50 Hispanic, 39 Multiracial, 7 Middle-Eastern, 69 race unreported) most often chose White people as prototypical of boys and men—a pattern that increased with age. For female gender categories, children most often selected a White girl as prototypical of girls, but an Asian woman as prototypical of women. For superordinate social categories (person and kid), children tended to choose members of their own gender as most representative. Overall, the findings reveal how cultural ideologies and identity-based processes interact to shape the development of social prototypes across childhood.

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