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The infamous rise in characterizations of white women as Becky(s)
is a modern phenomenon, different from past characterizations like
the Miss Anne types. But just who embodies the Becky? Why is it
important to understand, especially with regards to anti-racism and
racial justice? Understanding that learning, moreover even
discussing, dynamics of race and gender are oftentimes met with
discomfort and emotional resistance, this creative, yet theoretical
book merges social science analyses with literary short stories as
a way to more effectively teach about the impact of whiteness and
gender. Additionally, the book includes guiding questions so that
readers can critically reflect on the behaviors of Becky(s) and how
they impact the hope for racial harmony. Designed specifically for
both educational spaces and the larger society, the author, an
educational researcher and former classroom teacher, approaches the
topic of race and gender, specifically whiteness and white women,
in a nuanced manner. By borrowing from traditions found in critical
race theory and teacher education, this book offers both
counterstories and anecdotes that can help people better understand
the dynamics behind race and gender.
The Handbook of Critical Theoretical Research Methods in Education
approaches theory as a method for doing research, rather than as a
background framework. Educational research often reduces theory to
a framework used only to analyze empirically collected data. In
this view theories are not considered methods, and studies that
apply them as such are not given credence. This misunderstanding is
primarily due to an empiricist stance of educational research, one
that lacks understanding of how theories operate methodologically
and presumes positivism is the only valid form of research. This
limited perspective has serious consequences on essential academic
activities: publication, tenure and promotion, grants, and academic
awards. Expanding what constitutes methods in critical theoretical
educational research, this edited book details 21 educationally
just theories and demonstrates how theories are applied as method
to various subfields in education. From critical race hermeneutics
to Bakhtin's dialogism, each chapter explicates the ideological
roots of said theory while teaching us how to apply the theory as
method. This edited book is the first of its kind in educational
research. To date, no other book details educationally just
theories and clearly explicates how those theories can be applied
as methods. With contributions from scholars in the fields of
education and qualitative research worldwide, the book will appeal
to researchers and graduate students.
The Grammar of School Discipline examines how seemingly discrete
school discipline policies and practices constitute a particular
grammar: Removal, Resistance and Reform. Weaving numeric data with
portraits of students and school practitioners, the authors detail
a nuanced landscape of school discipline in Alabama and its
anti-Black foundations. The removal of Black students can be traced
to the antebellum construction of Blackness as criminal, deviant,
and deserving of punishment. A focus on resistance centers the
agency that students and practitioners exercise despite anti-Black
removal. An exploration of specific reform efforts emphasizes that
even the most well-intentioned and well-organized reforms are
limited when the removal of students remains an option for
practitioners. The authors end with an appeal to educational
stakeholders to repair the harms that these anti-Black policies and
practices inflict on students and communities, and thus move
towards repairing the damage that white supremacy inflicts on
everyone's humanity.
The Handbook of Critical Theoretical Research Methods in Education
approaches theory as a method for doing research, rather than as a
background framework. Educational research often reduces theory to
a framework used only to analyze empirically collected data. In
this view theories are not considered methods, and studies that
apply them as such are not given credence. This misunderstanding is
primarily due to an empiricist stance of educational research, one
that lacks understanding of how theories operate methodologically
and presumes positivism is the only valid form of research. This
limited perspective has serious consequences on essential academic
activities: publication, tenure and promotion, grants, and academic
awards. Expanding what constitutes methods in critical theoretical
educational research, this edited book details 21 educationally
just theories and demonstrates how theories are applied as method
to various subfields in education. From critical race hermeneutics
to Bakhtin's dialogism, each chapter explicates the ideological
roots of said theory while teaching us how to apply the theory as
method. This edited book is the first of its kind in educational
research. To date, no other book details educationally just
theories and clearly explicates how those theories can be applied
as methods. With contributions from scholars in the fields of
education and qualitative research worldwide, the book will appeal
to researchers and graduate students.
The Grammar of School Discipline examines how seemingly discrete
school discipline policies and practices constitute a particular
grammar: Removal, Resistance and Reform. Weaving numeric data with
portraits of students and school practitioners, the authors detail
a nuanced landscape of school discipline in Alabama and its
anti-Black foundations. The removal of Black students can be traced
to the antebellum construction of Blackness as criminal, deviant,
and deserving of punishment. A focus on resistance centers the
agency that students and practitioners exercise despite anti-Black
removal. An exploration of specific reform efforts emphasizes that
even the most well-intentioned and well-organized reforms are
limited when the removal of students remains an option for
practitioners. The authors end with an appeal to educational
stakeholders to repair the harms that these anti-Black policies and
practices inflict on students and communities, and thus move
towards repairing the damage that white supremacy inflicts on
everyone's humanity.
The infamous rise in characterizations of white women as Becky(s)
is a modern phenomenon, different from past characterizations like
the Miss Anne types. But just who embodies the Becky? Why is it
important to understand, especially with regards to anti-racism and
racial justice? Understanding that learning, even discussing,
dynamics of race and gender are oftentimes met with discomfort and
emotional resistance, this creative, yet theoretical book merges
social science analyses with literary short stories as a way to
more effectively teach about the impact of whiteness and gender.
Additionally, the book includes guiding questions so that readers
can critically reflect on the behaviors of Becky(s) and how they
impact the hope for racial harmony. Designed specifically for both
educational spaces and the larger society, the author, an
educational researcher and former classroom teacher, approaches the
topic of race and gender, specifically whiteness and white women,
in a nuanced manner. By borrowing from traditions found in critical
race theory and teacher education, this book offers both
counterstories and anecdotes that can help people better understand
the dynamics behind race and gender.
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