1st Edition

Experiences of Racialization in Predominantly White Institutions Critical Reflections on Inclusion in US Colleges and Schools of Education

Edited By Rachel Endo Copyright 2021
    190 Pages
    by Routledge

    190 Pages
    by Routledge

    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.


    Author Biographies

    A Note on Terminology: The Power of Language

    Rachel Endo, University of Washington Tacoma

    Optical Illusions: On Being Un/Desirable Bodies of Difference in Education

    Rachel Endo, University of Washington Tacoma

    Chapter 1: "A Slippery Slope:" From Deficit-Based Vantage Points to Ignorance for White Pre-Service Teachers

    Alvin Logan, Jr. , Seattle Central College

    Chapter 2: (Re)discovering My Racialized Body: Critical Autoethnographic Connections

    L. Trenton S. Marsh, University of Central Florida

    Chapter 3: Life After Death: Beyond the Epistemologies of Black Education Struggle in Teacher Preparation and Toward a Pedagogy of Black Educational Life

    Ezekiel Joubert III, California State University, Los Angeles

    Chapter 4: Even if Our Voices Shake: Refusing to Be and Teach "Inside of the Lines"

    Ferial Pearson and Sandra Rodríguez-Arroyo, University of Nebraska at Omaha

    Chapter 5: From Consumption to Refusal: A Four-Part Exploration of the Dilemmas of Black Education Scholars and Radical Knowledge

    Brian D. Lozenski, Macalester College

    Chapter 6: A Shattered Window

    Sandra Guzman-Foster, University of the Incarnate Word

    Chapter 7: Disproportionate Underrepresentation of Faculty of Color in Education: A Critical disAbility Studies in Education (dSE) Analysis

    Hyun Uk Kim, Simmons College

    Chapter 8: From the Mekong River to the Merrimack River: One Lao American Refugee’s Journey through the Academy

    Phitsamay Sychitkokhong Uy, University of Massachusetts Lowell

    Chapter 9: Still Searching: My Present Reality

    Keitha-Gail Martin-Kerr, Saint Paul College

    Chapter 10: "You Need to Be More Social:" Controlling Images of Black Women in Tenure Dossiers

    Stephanie L. Burrell Storms, Fairfield University

    Chapter 11: Iconic Modernism and Gendered-Racialized Realities

    Sheila W. Stamm, American Intercontinental University

    Conclusion: From Relics of Racial Oppression to Sites of Inclusive Excellence: Challenges and Possibilities

    Rachel Endo, University of Washington Tacoma




    Rachel Endo is Founding Dean and Professor in the School of Education at the University of Washington Tacoma. Her research interests are in the areas of critical and decolonizing approaches to multicultural education, the language and literacy practices of diverse populations, and urban teacher education. She holds a PhD in Language and Literacy Education from the University of Illinois at Urbana Champaign.