Full Description
Centered on the narratives from ethnically and racially diverse scholars of color with experience studying and working in predominantly White institutions in the United States, this volume offers critical reflection on common assumptions, policies, and practices which limit or preclude racial diversity and inclusion in various types of educational contexts and settings.
Scholars at different stages of their careers and from varied sociocultural backgrounds offer powerful critiques of contemporary experiences of disproportionality, mis/labelling, and exploitation, among others. Exploring both personal and professional repercussions of these lived inequalities, the candid insights of racialized challenges and imbalances are linked to the schooling experiences of minoritized K-12 learners and their families. This book proposes solutions to promote equitable and inclusive environments for faculty and scholars from racialized backgrounds in higher education with a specific focus on universities with education programs.
Students, scholars, and researchers across a broad number of fields including Educational Leadership, Ethnic Studies, Teacher Education, Higher Education may benefit from the discussions provided in this work.
Contents
Contents; A Note on Terminology: The Power of Language; Optical Illusions: On Being Un/Desirable Bodies of Difference in Education; 1: "A Slippery Slope:" From Deficit-Based Vantage Points to Ignorance for White Pre-Service Teachers; 2: (Re)discovering My Racialized Body: Critical Autoethnographic Connections; 3: Life After Death: Beyond the Epistemologies of Black Education Struggle in Teacher Preparation and Toward a Pedagogy of Black Educational Life; 4: Even if Our Voices Shake: Refusing to Be and Teach "Inside of the Lines"; 5: From Consumption to Refusal: A Four-Part Exploration of the Dilemmas of Black Education Scholars and Radical Knowledge; 6: A Shattered Window; 7: Disproportionate Underrepresentation of Faculty of Color in Education: A Critical disAbility Studies in Education (dSE)Analysis; 8: From the Mekong River to the Merrimack River: One Lao American Refugee's Journey through the Academy; 9: Still Searching: My Present Reality; 10: "You Need to Be More Social:" Controlling Images of Black Women in Tenure Dossiers ; 11: Iconic Modernism and Gendered-Racialized Realities; Conclusion: From Relics of Racial Oppression to Sites of Inclusive Excellence: Challenges and Possibilities
