In this essay, Shirin Vossoughi, Paula Hooper, and Meg Escude advance a critique of branded, culturally normative definitions of making and caution against their uncritical adoption into the educational sphere. The authors argue that the ways making and equity are conceptualized can either restrict or expand the possibility that the growing maker movement will contribute to intellectually generative and liberatory educational experiences for working-class students and students of color. After reviewing various perspectives on making as educative practice, they present a framework that treats the following principles as starting points for equity-oriented research and design: critical analyses of educational injustice; historicized approaches to making as cross-cultural activity; explicit attention to pedagogical philosophies and practices; and ongoing inquiry into the sociopolitical values and purposes of making. These principles are grounded in their own research and teaching in the Tinkering Afterschool...

Making Through the Lens of Culture and Power: Toward Transformative Visions for Educational Equity

This article examines the development of Critical Race Theory (CRT) in education, paying attention to how researchers use CRT (and its branches) in the study of K-12 and higher education. The article reviews CRT literature with a focus on CRT scholarship that offers tools to engage with and work against racism within education. The authors highlight works that embody the critical origins of CRT in both the law and elsewhere, with a goal of demonstrating that CRT work means more than just pointing to race. It requires an engagement and articulation with the material, structural, and ideological mechanisms of White supremacy.

Critical Race Theory in Education: A Review of Past Literature and a Look to the Future

In this conceptual paper, Diane Gusa highlights the salience of race by scrutinizing the culture of Whiteness within predominately White institutions of higher education. Using existing research in higher education retention literature, Gusa examines embedded White cultural ideology in the cultural practices, traditions, and perceptions of knowledge that are taken for granted as the norm at institutions of higher education. Drawing on marginalization and discrimination experiences of African American undergraduates to illustrate the performance of White mainstream ideology, Gusa names this embedded ideology White institutional presence (WIP) and assigns it four attributes: White ascendancy, monoculturalism, White estrangement, and White blindness.

White institutional presence: The impact of whiteness on campus climate & the relational context of white institutional presence

Despite recruitment efforts, teachers of Color are underrepresented and leaving the teaching force at faster rates than their White counterparts. Using Critical Race Theory to analyze and present r...

Behind School Doors: The Impact of Hostile Racial Climates on Urban Teachers of Color:

In this article, I focus on making settler colonialism explicit in education. I turn to social studies curriculum as a clear example of how settler colonialism is deeply embedded in educational knowledge production in the United States that is rooted in a dialectic of Indigenous presence and absence. I argue that the United States, and the evolution of its schooling system in particular, are drenched in settler colonial identities. Thus, to begin to decolonize we must first learn to account for settler colonialism. To do so necessitates that we grapple with the dialectic of Indigenous presence and absence that is central to settler colonialism in the United States and its social studies curriculum.

Uncovering Settler Grammars in Curriculum

This article examines the ways in which settler colonialism shapes place in the social studies curriculum, producing understandings of land and citizenship in educational settings. To do this, the author uses the emergent framework of land education to move forward the important projects of place-based education, especially its potential for centering indigeneity and confronting educational forms of settler colonialism in environmental education. To emphasize how place-based education can intersect with land education, the author outlines how a concept of place, informed by Indigenous knowledge, renders settler colonialism visible. The author then describes how current models of place-based education differ from land education in a number of ways. Finally, using a land education approach, the author demonstrates how schooling, through social studies curriculum, transmits a settler colonial land ethic that must be made explicit in order to decolonize settler colonial relations attached to current pedagogic...

Speaking back to Manifest Destinies: a land education-based approach to critical curriculum inquiry

this article, the authors simultaneously examine how education scholars have taken up the call for (re)articulating Chicana feminist epistemological perspectives in their research and speak back to Dolores Delgado Bernal's 1998 Harvard Educational Review article, “Using a Chicana Feminist Epistemology in Educational Research.” They address the ways in which Chicana scholars draw on their ways of knowing to unsettle dominant modes of analysis, create decolonizing methodologies, and build upon what it means to utilize Chicana feminist epistemology in educational research. Moreover, they demonstrate how such work provides new narratives that embody alternative paradigms in education research. These alternative paradigms are aligned with the scholarship of Gloria Anzaldua, especially her theoretical concepts of nepantla, El Mundo Zurdo, and Coyolxauhqui. Finally, the authors offer researcher reflections that further explore the tensions and possibilities inherent in employing Chicana feminist epistemologies i...

A Chicana Feminist Epistemology Revisited: Cultivating Ideas a Generation Later

The author examines how anticolonial approaches in conversation with Chicana feminisms is a useful tool in education research. She proposes that anticolonial perspectives should be central to Chicana feminist projects if we are to take seriously the move towards decolonizing projects in education, arguing that the strength of Chicana feminist scholarship is its ability to be responsive to the multiple subjectivities, indeed colonial histories, that Chicanas embody. She concludes by showing how such a perspective can help uncover oppressive discourses and mechanisms of colonialism in education, offering social studies curriculum as an example.

Dolores Calderon

Papers

Critical Race Theory in Education: A Review of Past Literature and a Look to the Future

Speaking back to Manifest Destinies: a land education-based approach to critical curriculum inquiry

A Chicana Feminist Epistemology Revisited: Cultivating Ideas a Generation Later

Uncovering Settler Grammars in Curriculum

Anticolonial Methodologies in Education: Embodying Land and Indigeneity in Chicana Feminisms