Feeling Black: A Conversation About Justice Imperatives in Education, Disability, and Health

2021 ◽  
pp. 1-8
Author(s):  
Samuel R. Hodge ◽  
Louis Harrison
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
African American ◽  
Social Constructions ◽  
Disability And Health ◽  
Theoretical Frameworks ◽  
Gender Culture ◽  
American Students ◽  
Nuanced Understanding ◽  
Conducting Research

The purpose of this paper is to engage the reader in a conversation about justice imperatives in education, disability, and health. As counternarrative to structured majoritarian scholarship and positioned in the expressed intent of the National Academy of Kinesiology’s 90th annual meeting theme of Kinesiology’s Social Justice Imperative, we express feelings about the urgency for social justice in teacher education. To start, we operationally define social justice as advocacy, agency, and action. Next, we recommend the application of critical theoretical frameworks in conceptualizing and conducting research involving historically marginalized and minoritized populations (e.g., African American students). This conversation is theoretically grounded in intersectionality to offer a nuanced understanding of social constructions, such as ethnicity (e.g., African American) and race (e.g., Black), gender, culture, disability, and sociometric positioning regarding justice imperatives in education, disability, and health.

scholarly journals The Social Justice Teaching Collaborative: A Collective Turn Towards Critical Teacher Education

2020 ◽  
Vol 2 (2) ◽  
pp. 21-39
Author(s):  
Brittany A Aronson ◽  
Racheal Banda ◽  
Ashley Johnson ◽  
Molly Kelly ◽  
Raquel Radina ◽  
...  
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Critical Race Theory ◽  
Critical Pedagogy ◽  
Inclusive Education ◽  
Collaborative Work ◽  
Lessons Learned ◽  
Theoretical Frameworks ◽  
Critical Whiteness Studies ◽  
Social Justice Teaching

In this article, we share the collaborative curricular work of an interdisciplinary Social Justice Teaching Collaborative (SJTC) from a PWI university. Members of the SJTC worked strategically to center social justice across required courses pre-service teachers are required to take: Introduction to Education, Sociocultural Studies in Education, and Inclusive Education. We share our conceptualization of social justice and guiding theoretical frameworks that have shaped our pedagogy and curriculum. These frameworks include democratic education, critical pedagogy, critical race theory, critical whiteness studies, critical disability studies, and feminist and intersectionality theory. We then detail changes made across courses including examples of readings and assignments. Finally, we conclude by offering reflections, challenges, and lessons learned for collaborative work within teacher education and educational leadership. 

Revisiting the black Jesus

2005 ◽  
Vol 15 (1) ◽  
pp. 161-195 ◽  
Author(s):  
Mary B. McVee
Keyword(s):  
Teacher Education ◽  
African American ◽  
Narrative Analysis ◽  
African American Students ◽  
Narrative Structure ◽  
White Teacher ◽  
American Students ◽  
Discourse Patterns ◽  
American Teacher

This article proposes that close examination of story retellings, both oral and written, can reveal a narrator's attempts to re-emplot a story in various ways. The retellings presented occurred in the context of a teacher education course where, across the semester, Ellie a white teacher, retold the same story six times. The retellings provided a unique opportunity to add to previous research on retold stories by examining differences and similarities in the six narratives that surfaced issues of culture and race related to teaching. The article also contributes methods of narrative analysis used to analyze and compare narrative structure and evaluations across the retellings. Discourse patterns revealed changes in narrative emplotment and evaluation and in the narrator's positioning of herself, a Euro-American teacher, and others, primarily African American students.

scholarly journals Expanding STEM Membership: Using Science Process Skills in a Social Justice Curriculum to Combat Stereotype Threats and Build Self-Efficacy in African American Students

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Beverly A King Miller ◽  
Alma D. Stevenson ◽  
Shelli L Casler-Failing
Keyword(s):  
Social Justice ◽  
African American ◽  
Self Efficacy ◽  
Process Skills ◽  
Science Fair ◽  
Science Process Skills ◽  
American Students ◽  
Science Fair Project ◽  
Culminating Project ◽  
Design And Testing

10.5590/JERAP.2021.11.1.18Science process skills were scaffolded throughout instruction over the ten-week program. The culminating project included the development, design, and testing of their own independent science fair project. The results reflect an increase in students’ self-efficacy which was evidenced by the students’ preparation and presentation of their projects in the science fair.

Theory’s Tone Deafness

2021 ◽  
Author(s):  
Andrew McGraw
Keyword(s):  
Social Justice ◽  
African American ◽  
Social Context ◽  
Music Theory ◽  
Hip Hop ◽  
Epistemic Injustice ◽  
Theoretical Frameworks ◽  
Theoretical Concepts ◽  
Music Program ◽  
Arts Programs

This chapter describes the relevance, failures, and possibilities of music theory in a jail music program in which rap and hip-hop are the primary genres the largely African-American participants produce. Participants’ “ethnotheory” mediates the theoretical frameworks underlying the software they use and the theoretical concepts the author brings into the jail. The author asks how music theory might be more useful in carceral contexts, both in terms of its analytical perspectives and as a strategic legitimation of inmate’s expressions in an oppressive social context. The author interrogates the claim that academic arts programs in carceral contexts are often exploitative and that music theory in such contexts may represent a form of epistemic injustice. Finally, the chapter concludes with some suggestions on how academic music theorists might further the aims of social justice in carceral spaces.

[Re]conceptualizing Inclusion: Can Critical Race Theory and Interest Convergence be Utilized to Achieve Inclusion and Equity for African American Students?

2011 ◽  
Vol 113 (10) ◽  
pp. 2186-2205 ◽  
Author(s):  
Shelley Zion ◽  
Wanda Blanchett
Keyword(s):  
Social Justice ◽  
African American ◽  
Critical Race Theory ◽  
Inclusive Education ◽  
Students Of Color ◽  
African American Students ◽  
Critical Race ◽  
Race Theory ◽  
Interest Convergence ◽  
American Students

Background/Context Even though not fully realized, in legislation and theory, the requirements of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act have created pressure to address the historical inequity in educational opportunity, achievement, and outcomes, as well as disparities in achievement between students of color and White students; disproportionality in special education referral, identification, and placement; high dropout rates for students of color; and disproportionate discipline and referrals for students of color, students from lower socioeconomic backgrounds, students from immigrant families, and students in urban areas. Purpose/Objective/Research Question/Focus of Study The authors argue that inclusive education never had the potential to be truly inclusive because it is built on the premises of an inferiority paradigm. Issues of race, class, and privilege have rarely been incorporated into the inclusive education definitions or debates in the United States, and certainly not in practice. The purpose of this article is to examine: (a) the historical context of public schooling in America; (b) inclusive education in practice: segregation of African American and other students of color; (c) [re]conceptualizing inclusion: the importance of a social justice lens and critical theory; and (d) the relevance of interest convergence. Research Design Analytic essay. Conclusions/Recommendations The authors contend that the inclusive education movement has not resulted in positive outcomes or inclusion in general education for African American students because the movement was built on faulty assumptions that centered on ability and placement and did not look at the intersection of ability/disability with race, class, culture, and language. More important, the movement did not address issues of racism, White privilege, White dominance, and social class dominance. The authors assert that social justice, critical race theory, and interest convergence are powerful tools with which to [re]conceptualize inclusion and inclusive education in America.

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